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SHENANDOAH COUNTY PUBLIC SCHOOLS

MATH INSTRUCTIONAL FRAMEWORK

2014-2015

Unit 1 Lesson 1 1st nine weeks

“A Package for Mrs. Jewls” Target Skill: Story Structure Target Strategy: Summarize

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks Standards Essential Knowledge, Skills and Processes

Communications:

Speaking, Listening and Media Literacy

5.1 The student will listen, draw conclusions, and share

responses in subject-related group learning

activities.

a) Participate in and contribute to

discussions across content areas.

e) Demonstrate the ability to collaborate

with diverse teams.

f) Demonstrate the ability to work

independently.

participate in a range of discussions building on others’

ideas and clearly expressing their own (e.g., one-on-one,

in groups, teacher-led).

follow rules for discussions and assigned group roles.

participate as active listeners in group learning activities

by:

listening for main ideas;

listening for sequence of ideas; and

taking notes.

participate as informed contributors in subject-related

group learning activities by:

asking and answering questions at appropriate times;

responding to specific questions by making

comments that contribute to the discussion and

elaborating on the remarks of others;

communicating new ideas to others;

clarifying confusing points;

summarizing main ideas;

organizing information from group discussion for

presentation;

preparing a prewriting tool (e.g., outline, web, or

graphic organizer) for presentation prior to delivery;

and

summarizing a presentation orally prior to delivery.

demonstrate that they can work independently on group-

related tasks.

5.3 The student will learn how media messages are

constructed and for what purposes.

a) Differentiate between auditory, visual,

and written media messages.

access media messages and identify what types of media

are used.



2014-2015

Reading 5.4 The student will expand vocabulary when reading.

a) Use context to clarify meaning of

unfamiliar words and phrases.

c) Use knowledge of roots, affixes, synonyms,

antonyms, and homophones.

e) Use dictionary, glossary, thesaurus, and

other word-reference materials.

f) Develop vocabulary by listening to and

reading a variety of texts.

use context as a clue to infer the correct meanings of


apply knowledge of roots, affixes (prefixes and suffixes),

synonyms, antonyms, and homophones.

begin to learn about Greek and Latin affixes.

understand that often a word can be divided into root

word, prefix, and suffix in order to determine its

pronunciation.

understand how a prefix changes the meaning of a root

word.

identify when an author uses language figuratively.

use word references and context clues to determine which

meaning is appropriate in a given situation.

identify the word-reference materials, such as a

dictionary, glossary, or thesaurus, that is most likely to

contain the information needed.

develop vocabulary by listening to and reading a variety

of texts.

5.5 The student will read and demonstrate

comprehension of fictional texts,

narrative nonfiction, and poetry. b) Describe character development.

c) Describe the development of plot and

explain the resolution of conflict(s).

f) Identify and ask questions that clarify

various points of view.

m) Read with fluency and accuracy.

i) Draw conclusions and make inferences

from text.

k) Make, confirm, or revise predictions.

h) Summarize supporting details from text.

understand that characters are developed by:

what is directly stated in the text;

their speech and actions; and

what other characters in the story say or think about

them.

understand that some characters change during the story

or poem and some characters stay the same.

understand that the main character has a conflict that

usually gets resolved.

identify the conflict or problem of the plot.

understand that plot is developed through a series of

events.

identify the events in sequence that lead to resolution of

the conflict.

identify and ask questions that clarify various points of

view.

summarize supporting details from text.

draw conclusions/make inferences from text.

make, confirm, or revise predictions.

5.6 The student will read and demonstrate comprehension of nonfiction texts. g) Locate information to support opinions,

predictions, and conclusions.

j) Identify, compare and contrast

relationships

identify specific information in text that supports predictions.

locate details to support opinions, predictions, and conclusions.

identify, compare, and contrast relationships between

characters, events, and facts.

compare and contrast a firsthand and secondhand account of the

same event or topic; describe the differences in focus and the

information provided.



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Writing 5.7 The student will write for a variety of purposes:

to describe, to inform, to entertain, to

explain, and to persuade.

b) Use a variety of prewriting strategies.

e) Write multiparagraph compositions.

g) Vary sentence structure by using

transition words.

h) Revise for clarity of content using

specific vocabulary and information.

produce a clear and coherent written piece in which the

development and organization are appropriate to purpose

and audience.

create a plan, and organize thoughts before writing.

use a variety of prewriting strategies (e.g., brainstorming,

listing, free-writing, and using graphic organizers.

focus, organize, and elaborate to construct an effective

message for the reader.

write multiparagraph compositions focused on a topic,

grouping related information in paragraphs and sections.

choose precise descriptive vocabulary and information to

create tone and voice

develop and strengthen writing as needed, in consultation

with peers or adults, by prewriting, drafting, revising,

editing, or rewriting.

use precise language and content-specific vocabulary to

inform about or explain a topic, to persuade, describe or

entertain.

include sentences of various lengths and beginnings to

create a pleasant, informal rhythm.

vary sentence structure by using transition words and

phrases.

clarify writing when revising.

5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

a)Use plural possessives.

d)Use apostrophes in contractions and

possessives.

j) Use correct spelling of commonly used

words.

h) Edit for fragments and run-on sentences.

punctuate correctly

apostrophes in contractions (e.g., isn’t), and

possessives (e.g., Jan’s);

use plural possessives, (e.g., “The books’ covers are

torn.”).

avoid fragments.

avoid run-ons, (e.g., “I opened the door, the dog went

out.”).

use correct spelling of commonly used words.

Research 5.9 The student will find, evaluate, and select

appropriate resources for a research

product.

a) Construct questions about a topic. c) Use technology as a tool to research,

organize, evaluate, and communicate

information.

use available technology to gather information and to aid

in writing.

formulate research questions based on a topic.

use available technology and media to organize, evaluate,

and communicate information (e.g., presentation

software, digital media).



2014-2015

Unit 1 Lesson 2 1st Nine Weeks

Blasting Off to Space Academy Target Skill: Text and Graphic Features

Target Strategy: Question GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks

Standards Essential Knowledge, Skills and Processes Communications: Speaking, Listening and Media Literacy

5.1 The student will listen, draw conclusions, and

share responses in subject-related group

learning activities. a) Participate in and contribute to



with diverse teams.


independently.

Participate in a range of discussions building on

others’ ideas and clearly expressing their own (e.g.,

one-on-one, in groups, teacher-led).

Follow rules for discussions and assigned group

roles.

Participate as active listeners in group learning

activities by:



taking notes.

Participate as informed contributors in subject-

related group learning activities by:

asking and answering questions at appropriate

times;







organizing information from group discussion

for presentation;


graphic organizer) for presentation prior to

delivery; and

summarizing a presentation orally prior to

delivery.

Exhibit the ability to collaborate with diverse

teams.

Demonstrate that they can work independently on

group-related tasks.





Access media messages and identify what types of

media are used.



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Reading

5.4 The student will expand vocabulary when

reading. a) Use context to clarify meaning of






g) Study word meanings across content areas.

Use context as a clue to infer the correct meanings

of unfamiliar words and phrases.

Use context and sentence structure to determine

meanings and differentiate among multiple

meanings of words.

Apply knowledge of roots, affixes (prefixes and

suffixes), synonyms, antonyms, and homophones.

Begin to learn about Greek and Latin affixes.

Understand that often a word can be divided into

root word, prefix, and suffix in order to determine

its pronunciation.

Understand how a prefix changes the meaning of a

root word.

Develop vocabulary by listening to and reading a

variety of texts.

Study cross-curricular vocabulary.


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.

d) Identify main idea of nonfiction

texts.

e) summarize supporting details in

nonfiction texts.

h) Identify cause and effect

relationships following transition

words signaling the pattern.

i) Differentiate between fact and

opinion.

j) Identify, compare and contrast

relationships


Use text features, such as type styles (e.g., boldfaced,

italics) and color, captions under pictures and graphics,

and headings of sections and chapters, to predict and

categorize information in both print and digital texts.

Apply prior knowledge to make predictions and build

additional background knowledge as context for

learning.

Determine the main idea of a text and summarize

supporting key details.

Identify structural and organizational patterns such as

cause and effect, comparison/contrast,

problem/solution, and chronological order.

Identify cause and effect relationships following

transition words signaling the pattern.

Distinguish between fact and opinion.

Identify, compare, and contrast relationships between


Compare and contrast a firsthand and secondhand

account of the same event or topic; describe the

differences in focus and the information provided.

Become aware of when they do not understand (e.g.,

by reflecting upon and articulating what exactly is

causing difficulty).

Read familiar text with fluency, accuracy, and

prosody.



2014-2015

Writing

5.7 The student will write for a variety of purposes:

to describe, to inform, to entertain, to explain, and

to persuade.


c) Organize information to convey a

central idea.

d) Write a clear topic sentence focusing

on the main idea.

e) Write multi-paragraph compositions.

f) Use precise and descriptive vocabulary

to create tone and voice.



i) Include supporting details that

elaborate the main idea.

Create a plan, and organize thoughts before writing.

Use a variety of prewriting strategies (e.g.,

brainstorming, listing, free-writing, and using

graphic organizers.

Focus, organize, and elaborate to construct an

effective message for the reader.

Write a clear topic sentence focusing on the main

idea.

Purposefully shape and control language to

demonstrate an awareness of the intended audience.

Write multiparagraph compositions focused on a

topic, grouping related information in paragraphs

and sections.

Choose precise descriptive vocabulary and

information to create tone and voice

Use precise language and content-specific

vocabulary to inform about or explain a topic, to

persuade, describe or entertain.

Vary sentence structure by using transition words

and phrases.

Clarify writing when revising.

Include supporting details that elaborate the main

idea.

5.8 The student will edit writing for correct

grammar, capitalization, spelling, punctuation,

sentence structure, and paragraphing.

c) Identify and use interjections.

j) Use correct spelling of commonly

used words.

Identify and use interjections (e.g., “Yikes, look at

the size of that bug!”).

Use correct spelling of commonly used words.

Research

5.9 The student will find, evaluate, and select

appropriate resources for a research product.

b) Collect information from multiple

resources including online, print, and

media.

c) Use technology as a tool to research,


information.

d) Organize information presented on

charts, maps, and graphs

Select and use appropriate references (e.g., atlases,

almanacs, and encyclopedias) including online,

print, and media resources.

Use available technology and media to organize,

evaluate, and communicate information (e.g.,

presentation software, digital media).

Organize information presented on charts, maps, and

graphs.



2014-2015

Unit 1 Lesson 3

1st Nine Weeks

Off and Running

Target Skill: Compare and Contrast

Target Strategy: Infer and Predict

GRADE/COURSE: 5th

Grade/Language Arts Grading Period: 1st Nine Weeks

Standards Essential Knowledge, Skills and Processes Communications:

Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and share


activities.

a) Participate in and contribute to discussions

across content areas.


independently.

Participate in a range of discussions building on others’



Follow rules for discussions and assigned group roles.

Participate as active listeners in group learning activities

by:



taking notes.

Participate as informed contributors in subject-related










presentation;



and


Demonstrate that they can work independently on group-

related tasks.

5.2 The student will use effective verbal and

nonverbal communication skills to deliver planned

oral presentations.

a) Maintain eye contact with listeners.

i) Use language and style appropriate

to the audience, topic, and purpose.

Demonstrate appropriate eye contact with listeners.

Use appropriate facial expressions and gestures to

support, accentuate, or dramatize the message.

Speak clearly at an understandable pace.

Use acceptable posture according to the setting and the

audience.

Select information that develops the topic and is

appropriate for the audience.

5.3 The student will learn how media messages are constructed

and for what purposes.

b) Identify the characteristics and effectiveness

of a variety of media messages.

Access media messages and identify what types of media

are used.



2014-2015

Reading 5.4 The student will expand vocabulary when



b) Use context and sentence structure to

determine meanings and differentiate

among multiple meanings of words.

d) Identify an author’s use of figurative

language.









meanings of words.

Identify when an author uses language figuratively.

Use word references and context clues to determine

which meaning is appropriate in a given situation.

Identify the word-reference materials, such as a

dictionary, glossary, or thesaurus that is most likely

to contain the information needed.


variety of texts.


comprehension of fictional texts, narrative

nonfiction, and poetry.

b) Describe character development

e) Describe how an author’s choice of

vocabulary contributes to the

author’s style.

g) Identify the main idea.

h) Summarize supporting details from

text.

i) Draw conclusions and make

inferences from text.


Discuss the similarities and differences between a

text and previously read materials (e.g., compare

and contrast characters).

Understand that characters are developed by:



what other characters in the story say or think

about them.

Understand that some characters change during the

story or poem and some characters stay the same.

Identify the events in sequence that lead to

resolution of the conflict.

Identify main idea or theme.

Summarize supporting details from text.

Draw conclusions/make inferences from text.





expression to support comprehension.



2014-2015

Writing



to persuade.



f) Use precise and descriptive vocabulary







graphic organizers.



Select specific information to guide readers more

purposefully through the piece.

Write multiparagraph compositions focused on a


and sections.







used words.


Research





media.



information.

Use available technology to gather information and

to aid in writing.






2014-2015

Unit 1 Lesson 4 1st Nine Weeks Double Dutch

Target Skill: Sequence of Events Target Strategy: Monitor/Clarify

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks

Standards Essential Knowledge, Skills and Processes

Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and share


activities.



e) Demonstrate the ability to collaborate with

diverse teams.


independently.

Participate in a range of discussions building on others’




Participate as active listeners in group learning activities

by:



taking notes.

Participate as informed contributors in subject-related










presentation;



and


Demonstrate that they can work independently on group-

related tasks.



oral presentations.

g) Summarize main points as they

relate to main idea or supporting

details.

Put information in order, providing an overview of the

information at the beginning or a summary of the

information at the end.

5.3 The student will learn how media messages are constructed

and for what purposes.



Access media messages and identify what types of media

are used.

Identify the attributes of a constructed message (i.e., authorship, format, audience, content, and purpose).

Deconstruct several types of media messages by addressing the main question(s) raised by the media attributes.



2014-2015

Reading




c) Use context and sentence structure to










meanings of words.

Use word references and context clues to determine



variety of texts.





d) Describe the characteristics of free

verse, rhymed, and patterned

poetry.


Recognize structural elements of poems (e.g., verse,

rhythm) and drama (e.g., casts, dialogue).






additional background knowledge as

context for new learning.

e) Summarize supporting details in

nonfiction texts.

f) Identify structural patterns found in

nonfiction.

g) Locate information to support

opinions, predictions, and conclusions.

l) Use reading strategies throughout the

reading process to monitor

comprehension


Apply prior knowledge to make predictions and

build additional background knowledge as context

for learning.

Determine the main idea of a text and summarize


Identify structural and organizational patterns such

as cause and effect, comparison/contrast,


Identify specific information in text that supports

predictions.

Form opinions and draw conclusions from the

selection.

Locate details to support opinions, predictions, and

conclusions.





prosody.



2014-2015

Writing



to persuade.


Produce a clear and coherent written piece in which

the development and organization are appropriate to

purpose and audience.




graphic organizers.

Focus, organize, and elaborate to construct an






used words.


Research





information.

Use available technology to gather information and

to aid in writing.

Formulate research questions based on a topic.






2014-2015

Unit 1 Lesson 5

1st Nine Weeks

Elisa’s Diary

Target Skill: Theme

Target Strategy: Visualize

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks


Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and share responses in subject-

related group learning activities.

a) Participate in and contribute to discussions across

content areas.

f) Demonstrate the ability to work independently.

Participate in a range of discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, in groups, teacher-led).


Participate as active listeners in group learning activities by:



taking notes.

Participate as informed contributors in subject-related group learning activities by:


responding to specific questions by making comments that contribute to the discussion and elaborating on the remarks of

others;




organizing information from group discussion for presentation;

preparing a prewriting tool (e.g., outline, web, or graphic organizer) for presentation prior to delivery; and


Exhibit the ability to collaborate with diverse teams.

Demonstrate that they can work independently on group-related tasks.



oral presentations.


f) Organize content sequentially around

major ideas.

h) Incorporate visual media to support the

presentation.

Demonstrate appropriate eye contact with listeners.

Select information that develops the topic and is appropriate

for the audience.

Report on a topic or text sequencing ideas logically and using

relevant facts and descriptive details to support main ideas or

themes.

Organize content sequentially and group together related

information.

Put information in order, providing an overview of the

information at the beginning or a summary of the information

at the end.

Create and/or use visual aids in presentations when appropriate

to enhance development of themes and/or main ideas (e.g.,

graphics, sound)

5.3 The student will learn how media messages are constructed and

for what purposes.

b) Identify the characteristics and effectiveness of a

variety of media messages.

Access media messages and identify what types of

media are used.



2014-2015

Reading




c) Use context and sentence structure to



d) Identify and author’s use of figurative

language.



g) Study word meanings across content

areas.





meanings of words.

Identify when an author uses language figuratively.


variety of texts.




nonfiction, and poetry. a) Describe the relationship between text

and previously read materials.


vocabulary contributes to the author’s

style.



g) Identify main idea.



Discuss the similarities and differences between a

text and previously read materials (e.g., compare

and contrast characters).

Discuss why an author might have used particular

words and phrases.

Describe how an author’s choice of vocabulary

contributes to the author’s style.

Identify and ask questions that clarify various points

of view.

Identify main idea or theme.

Summarize supporting details from text.








h) Identify cause and effect relationships

following transition words signaling

the pattern.


Identify specific information in text that supports

predictions.

Identify cause and effect relationships following









2014-2015

Writing



to persuade.


f) Use precise and descriptive

vocabulary to create tone and voice.





Write multi-paragraph compositions focused on a


and sections.



Use precise language and phrases to develop writing

(e.g., consequently, specifically, especially).

Clarify writing when revising.




b) Use adjective and adverb

comparisons.

i) Eliminate double negatives.


used words.

Use adverb comparisons (e.g., fast, faster, fastest).

Use adjective comparisons (e.g., big, bigger,

biggest).

Use adverbs instead of adjectives where appropriate,

(e.g., “He played really well.” instead of “He played

real well.”).

Eliminate double negatives.


Research




charts, maps, and graphs.

e) Develop notes that include important

concepts, summaries, and identification

of information sources.

Organize information presented on charts, maps,

and graphs.

Develop notes that include important concepts,

summaries, and identification of information

sources.



2014-2015

Unit 2 Lesson 6 1st Nine Weeks

Interrupted Journey Target Skill: Cause and Effect

Target Strategy: Question GRADE/COURSE: 5th Grade/Language Arts Grading Period: 1st Nine Weeks


Communications: Speaking, Listening and Media Literacy





b) Organize information to present in reports

of group activities

c) Summarize information gathered in group

activities


with diverse teams.


independently.






by:



taking notes.









presentation;



and



related tasks.



b) Identify the characteristics and

effectiveness of a variety of media

messages

identify the attributes of a constructed message (i.e.,

authorship, format, audience, content, and purpose).



2014-2015

Reading








g) Study word meanings across content areas








pronunciation.


word.


of texts.

study cross-curricular vocabulary.



narrative nonfiction, and poetry. a) Describe the relationship between text and

previously read materials

b) Describe character development.



style


discuss the similarities and differences between a text and

previously read materials (e.g., compare and contrast

characters).





them.





describe how an author’s choice of vocabulary


read familiar text with fluency, accuracy, and expression

to support comprehension.

5.6 The student will read and demonstrate comprehension of nonfiction texts.

b) Use prior knowledge and build additional

background knowledge as context for

new learning.

d) Identify the main idea of nonfiction texts.


nonfiction.

j) Identify, compare, and contrast

relationships.

g) Locate information to support opinions,



following transition words signaling the

pattern.


apply prior knowledge to make predictions and build

additional background knowledge as context for learning.

determine the main idea of a text and summarize


identify structural and organizational patterns such as

cause and effect, comparison/contrast, problem/solution,

and chronological order.



locate details to support opinions, predictions, and

conclusions

identify cause and effect relationships following


read familiar text with fluency, accuracy, and prosody.



2014-2015



explain, and to persuade. 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.



transition words.

h) Revise for clarity of content using specific

vocabulary and information.





write a clear topic sentence focusing on the main idea.

write multi-paragraph compositions focused on a topic,





phrases.



h) Edit for fragments and run-on sentences.


words.

avoid run-ons, (e.g., “I opened the door, the dog went

out.”).




product.



information.






2014-2015

Unit 2 Lesson 7 2nd Nine Weeks

Old Yeller Target Skill: Understanding Characters

Target Strategy: Visualize GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks


Communications: Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and





with diverse teams.


independently.






by:



taking notes.











presentation;



and


exhibit the ability to collaborate with diverse teams


related tasks.


nonverbal communication skills to

deliver planned oral presentations. a) Maintain eye contact with listeners.

demonstrate appropriate eye contact with listeners.





messages





2014-2015

Reading 5.4 The student will expand vocabulary when reading.

a) Use context to clarify meaning of unfamiliar

words and phrases.


language.









of texts.

5.5 The student will read and demonstrate comprehension of

fictional texts, narrative nonfiction, and poetry.

a) Describe the relationship between text and



e) Describe how an author’s choice of vocabulary

contributes to author’s style


i) Draw conclusions and make inferences from

text.




characters).





them.





discuss why an author might have used particular words

and phrases.






Writing 5.7 The student will write for a variety of purposes: to

describe, to inform, to entertain, to explain, and

to persuade.


f) Use precise and descriptive vocabulary to

create tone and voice.







entertain.




phrases.

use precise language and phrases to develop writing (e.g.,

consequently, specifically, especially).



j) Use correct spelling of commonly used words.




2014-2015



product.



media.



information.



select and use appropriate references (e.g., atlases,

almanacs, and encyclopedias) including online, print, and

media resources.




organize information presented on charts, maps, and

graphs.



2014-2015

Unit 2 Lesson 8 2

nd Nine Weeks

Everglades Forever

Target Skill: Persuasion

Target Strategy: Analyze/Evaluate

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks


Communications:

Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and





independently.






by:



taking notes.











presentation;



and



related tasks.



2014-2015




c) Use knowledge of roots, affixes,

synonyms, antonyms, and homophones.\




areas.








pronunciation.


word.


of texts.




narrative nonfiction, and poetry. e) Describe how an author’s choice of


style.




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.




pattern.

i) Differentiate between fact and opinion.


relationships.


use text features, such as type styles (e.g., boldfaced,








distinguish between fact and opinion.






2014-2015





the main idea.






i) Include supporting details that elaborate

the main idea.




purposefully shape and control language to demonstrate

an awareness of the intended audience.





include supporting details that elaborate the main idea.



words.

k) Identify and use conjunctions.


identify and use conjunctions.



product.



media.



information.





media resources.





graphs.



2014-2015

Unit 2 Lesson 9 2nd Nine Weeks Storm Warriors

Target Skill: Conclusions/Generalizations Target Strategy: Infer/Predict







d) Communicate new ideas to others.


with diverse teams.


independently.






by:



taking notes.











presentation;



and


exhibit the ability to collaborate with diverse teams.


related tasks.









2014-2015

Reading

















pronunciation.


word.


use word references and context clues to determine






of texts.



narrative nonfiction, and poetry. f) Identify and ask questions that clarify



from text.




comprehension.



view.



become aware of when they do not understand (e.g., by

reflecting upon and articulating what exactly is causing

difficulty).




comprehension of nonfiction texts. relationships.

c) Skim materials to develop a general

overview of content and to locate specific

information.

k) Identify new information gained from

reading.


skim material from print and digital texts to develop a

general overview or to locate specific information.

identify new information learned from reading.




2014-2015

Writing





idea.


the main idea.


the main idea.







develop and strengthen writing as needed, in consultation

with peers or adults, by prewriting, drafting, revising,

editing, or rewriting.



words.




product.



media.



information.



media resources.






2014-2015

Unit 2 Lesson 10 2nd Nine Weeks

Cougars Target Skill: Main Ideas and Details

Target Strategy: Monitor/Clarify GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks

Standards Of Learning Essential Knowledge, Skills and Processes Communications:

Speaking, Listening and Media Literacy 5.1 The student will listen, draw conclusions, and




c) Summarize information gathered in

group activities.


independently.






by:



taking notes.











presentation;



and




related tasks.



2014-2015

Reading







language.


areas.








pronunciation.


word.





narrative nonfiction, and poetry. d) Describe the characteristics of free verse,

rhymed, and patterned poetry.


recognize structural elements of poems (e.g., verse,

rhythm) and drama (e.g., casts, dialogue).



difficulty).




comprehension of nonfiction texts. relationships.




d) Identify the main idea of nonfiction

texts.


nonfiction texts.



the pattern.



comprehension.













difficulty).




2014-2015

Writing




e) Write multi--paragraph compositions.


transition words.



apply knowledge of the writing domains of composing,

written expression, and usage/mechanics.



and audience.






phrases.



e) Use quotation marks with dialogue.


words.

punctuate correctly

quotation marks with dialogue; and




product.



media.



information.




g) Define the meaning and consequences of

plagiarism.



media resources.




evaluate and combine (synthesize) related information

from two or more sources.

develop notes that include important concepts,

summaries, and identification of information sources.

summarize or paraphrase information in notes and

finished work.

prevent plagiarism and its consequences by giving credit

to authors when ideas and/or words are used in research.

provide a list of sources including author, title, and date.



2014-2015

Unit 3 Lesson 11

2nd

Nine Weeks

Dangerous Crossing

Target Skill: Cause and Effect







learning activities.





with diverse teams.


independently.


ideas and clearly expressing their own (e.g., one-on-one, in

groups, teacher-led).


participate as active listeners in group learning activities by:



taking notes.

participate as informed contributors in subject-related group

learning activities by:


responding to specific questions by making comments

that contribute to the discussion and elaborating on the

remarks of others;





presentation;



and




related tasks.



deliver planned oral presentations.



major ideas.


organize content sequentially and group together related

information.



2014-2015

Reading


reading.



e) Use dictionary, glossary, thesaurus,

and other word-reference materials.

f) Develop vocabulary by listening to

and reading a variety of texts.


areas.





develop vocabulary by listening to and reading a variety of

texts.




narrative nonfiction, and poetry.




g) Identify main idea.


text.



j) Identify cause and effect

relationships.







them.

understand that some characters change during the story or

poem and some characters stay the same.




view.

identify main idea or theme.



identify cause and effect relationships.




difficulty).

read familiar text with fluency, accuracy, and expression to

support comprehension.





categorize information in both print

and digital texts.


texts.



the pattern.


reading.


use text features, such as type styles (e.g., boldfaced, italics)

and color, captions under pictures and graphics, and

headings of sections and chapters, to predict and categorize

information in both print and digital texts.

determine the main idea of a text and summarize supporting

key details.

identify structural and organizational patterns such as cause

and effect, comparison/contrast, problem/solution, and

chronological order.

identify cause and effect relationships following transition

words signaling the pattern.




difficulty). read familiar text with fluency, accuracy, and prosody.



2014-2015

Writing




a) Identify intended audience.



on the main idea.



vocabulary to create tone and voice.



i) Include supporting details that

elaborate the main idea.





and audience.







purposefully shape and control language to demonstrate an

awareness of the intended audience.

select specific information to guide readers more








entertain.




include supporting details that elaborate the main idea.

use available technology to gather information and to aid in

writing.





used words.




product.



media.



information.


writing.



media resources.


and communicate information (e.g., presentation software,

digital media).



2014-2015

Unit 3 Lesson 12

2nd Nine Weeks

Can’t you Make them Behave King George?

Target Skill: Fact/Opinion

Target Strategy: Question GRADE/COURSE: 5th Grade/Language Arts Grading Period: 2nd Nine Weeks





activities.




independently.

participate in a range of discussions building on

others’ ideas and clearly expressing their own

(e.g., one-on-one, in groups, teacher-led).

follow rules for discussions and assigned group

roles.

participate as active listeners in group learning

activities by:



taking notes.

participate as informed contributors in subject-



times;








presentation;


graphic organizer) for presentation prior to

delivery; and


delivery.

demonstrate that they can work independently on

group-related tasks.



2014-2015

Reading

5.4 The student will expand vocabulary when reading.


words and phrases.


determine meanings and differentiate among

multiple meanings of words.




use context as a clue to infer the correct

meanings of unfamiliar words and phrases.

use context and sentence structure to

determine meanings and differentiate among

multiple meanings of words.

apply knowledge of roots, affixes (prefixes

and suffixes), synonyms, antonyms, and

homophones.


understand that often a word can be divided

into root word, prefix, and suffix in order to

determine its pronunciation.

understand how a prefix changes the

meaning of a root word.

develop vocabulary by listening to and



5.5 The student will read and demonstrate comprehension

of fictional texts, narrative nonfiction, and

poetry.


become aware of when they do not

understand (e.g., by reflecting upon and

articulating what exactly is causing

difficulty).

read familiar text with fluency, accuracy, and




background knowledge as context for new

learning.



i) Differentiate between fact and opinion.

j) Identify, compare, and contrast relationships.


apply prior knowledge to make predictions and

build additional background knowledge as

context for learning.

identify structural and organizational patterns

such as cause and effect, comparison/contrast,


identify specific information in text that supports

predictions.

identify, compare, and contrast relationships

between characters, events, and facts.

compare and contrast a firsthand and secondhand

account of the same event or topic; describe the

differences in focus and the information

provided.

become aware of when they do not

understand (e.g., by reflecting upon and

articulating what exactly is causing

difficulty). read familiar text with fluency, accuracy, and

prosody.



2014-2015

Writing

5.7 The student will write for a variety of purposes: to


to persuade.



idea.

d) Write a clear topic sentence focusing on the

main idea.




i) Include supporting details that elaborate the

main idea.

apply knowledge of the writing domains of

composing, written expression, and

usage/mechanics.

create a plan, and organize thoughts before

writing.

use a variety of prewriting strategies (e.g.,


graphic organizers.

focus, organize, and elaborate to construct an


write a clear topic sentence focusing on the

main idea.

write multi-paragraph compositions focused

on a topic, grouping related information in

paragraphs and sections.

choose precise descriptive vocabulary and


use precise language and content-specific

vocabulary to inform about or explain a topic,

to persuade, describe or entertain.

use precise language and phrases to develop

writing (e.g., consequently, specifically,

especially).


include supporting details that elaborate the

main idea.

5.8 The student will edit writing for correct grammar,

capitalization, spelling, punctuation, sentence structure,

and paragraphing.


words.


Research

5.9 The student will find, evaluate, and select appropriate

resources for a research product. a) Construct questions about a topic.



information.


use available technology and media to


information (e.g., presentation software,

digital media).



2014-2015

Unit 3 Lesson 13

2nd Nine Weeks

Molly Pitcher

Target Skill: Conclusions/Generalizations







activities.




e) Demonstrate the ability to collaborate with

diverse teams.

participate in a range of discussions building

on others’ ideas and clearly expressing their

own (e.g., one-on-one, in groups, teacher-led).

follow rules for discussions and assigned group

roles.

participate as active listeners in group learning

activities by:



taking notes.

participate as informed contributors in subject-



times;


comments that contribute to the discussion

and elaborating on the remarks of others;




organizing information from group discussion

for presentation;

preparing a prewriting tool (e.g., outline, web,

or graphic organizer) for presentation prior to

delivery; and


delivery.

exhibit the ability to collaborate with diverse

teams.

5.2 The student will use effective verbal and nonverbal

communication skills to deliver planned oral

presentations.

c) Use facial expressions to support and

dramatize verbal message.

use appropriate facial expressions and gestures

to support, accentuate, or dramatize the

message.



2014-2015

Reading

5.4 The student will expand vocabulary when reading.


words and phrases.




use context as a clue to infer the correct

meanings of unfamiliar words and phrases.

use word references and context clues to

determine which meaning is appropriate in a

given situation.


dictionary, glossary, or thesaurus, that is most

likely to contain the information needed.

develop vocabulary by listening to and reading

a variety of texts. study cross-curricular vocabulary.





become aware of when they do not understand

(e.g., by reflecting upon and articulating what

exactly is causing difficulty).

read familiar text with fluency, accuracy, and




background knowledge as context for new

learning.

e) Summarize supporting details in nonfiction

texts.





pattern.


reading.


apply prior knowledge to make predictions and

build additional background knowledge as context

for learning..

identify structural and organizational patterns such

as cause and effect, comparison/contrast,



predictions.

form opinions and draw conclusions from the

selection.


conclusions.




become aware of when they do not understand

(e.g., by reflecting upon and articulating what

exactly is causing difficulty). read familiar text with fluency, accuracy, and

prosody.



2014-2015

Writing

5.7 The student will write for a variety of purposes: to


to persuade.

a) Identify intended audience.


d) Write a clear topic sentence focusing on the

main idea.




apply knowledge of the writing domains of

composing, written expression, and

usage/mechanics.

produce a clear and coherent written piece in

which the development and organization are

appropriate to purpose and audience.

create a plan, and organize thoughts before

writing.

use a variety of prewriting strategies (e.g.,


graphic organizers.

focus, organize, and elaborate to construct an


write a clear topic sentence focusing on the

main idea.

write multi-paragraph compositions focused on

a topic, grouping related information in

paragraphs and sections.




and paragraphing. g) Use a hyphen to divide words at the end of a

line.


words.

k) Identify and use conjunctions.

punctuate correctly

hyphens to divide words at the end of a line.



Research

5.9 The student will find, evaluate, and select appropriate

resources for a research product.

b) Collect information from multiple resources

including online, print, and media.



information.


concepts, summaries, and identification of

information sources.

f) Give credit to sources used in research.

use available technology to gather information

and to aid in writing.

conduct short research projects that use sources

to build knowledge on a topic.


use available technology and media to


information (e.g., presentation software, digital

media).


summaries, and identification of information

sources.

summarize or paraphrase information in notes

and finished work.

prevent plagiarism and its consequences by

giving credit to authors when ideas and/or

words are used in research.

provide a list of sources including author, title,

and date.



2014-2015

Unit 3 Lesson 14 3rd Nine Weeks James Forten

Target Skill: Sequence of Events Target Strategy: Summarize

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks








independently.






by:



taking notes.











presentation;



and



related tasks.



2014-2015


reading.




synonyms, antonyms, and

homophones.




areas.








pronunciation.


word.


of texts.







nonfiction texts.


nonfiction.




learning.




cause and effect, comparison/contrast,










central idea.





and audience. create a plan, and organize thoughts before

writing.






purposefully shape and control language to demonstrate

an awareness of the intended audience.

select specific information to guide readers more








used words.




2014-2015



product.



media.



information.

use available technology to gather information and to aid

in writing.

conduct short research projects that use sources to build

knowledge on a topic.




select information that is related to the topic at hand.



2014-2015

Unit 3 Lesson 15

3rd

Nine Weeks

We Were There Too

Target Skill: Compare/Contrast

Target Strategy: Monitor/Clarify

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks









independently.

participate in a range of discussions building on others’ ideas

and clearly expressing their own (e.g., one-on-one, in groups,

teacher-led).





taking notes.






remarks of others;





presentation;

preparing a prewriting tool (e.g., outline, web, or graphic

organizer) for presentation prior to delivery; and



related tasks.







messages.

access media messages and identify what types of media are

used.



deconstruct several types of media messages by addressing

the main question(s) raised by the media attributes.

create age-appropriate media messages (e.g., videos,

podcasts, print advertisements) for evaluation, focusing on

effectiveness of the message.



2014-2015

Reading


reading.





homophones.


language.




areas.






understand that often a word can be divided into root word,

prefix, and suffix in order to determine its pronunciation.

understand how a prefix changes the meaning of a root word.



texts.





a) Describe the relationship between text


d) Describe the characteristics of free

verse, rhymed, and patterned poetry.



author’s style.




characters).

identify the characteristics of free verse (poetry with neither

regular meter nor rhyme scheme), rhymed poetry, and

patterned poetry.

describe how an author’s choice of vocabulary contributes to

the author’s style.



difficulty).



recognize structural elements of poems (e.g., verse, rhythm)

and drama (e.g., casts, dialogue).





digital texts.



new learning.



nonfiction texts.



pattern.


relationships.



comprehension.








learning.













2014-2015

Writing






central idea.


on the main idea.







development and organization are appropriate to purpose and

audience. create a plan, and organize thoughts before writing.












e) Use quotation marks with dialogue.

g) Use a hyphen to divide words at the

end of a line.


used words.

punctuate correctly

quotation marks with dialogue; and

hyphens to divide words at the end of a line.

use underlining, quotation marks, or italics to





product.



information.


writing.



digital media).



2014-2015

Unit 4 Lesson 16 3rd Nine Weeks Lunch Money

Target Skill: Author’s Purpose Target Strategy: Monitor/Clarify

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 3rd Nine Weeks Standards Essential Knowledge, Skills and Processes






independently.


and clearly expressing their own (e.g., one-on-one, in



related tasks.



presentations.


b) Use gestures to support, accentuate, and

dramatize verbal messages


use appropriate facial expressions and gestures to support,

accentuate, or dramatize the message.

speak clearly at an understandable pace.

use acceptable posture according to the setting and the

audience.





messages





2014-2015

Reading

















pronunciation.


word.







of texts.








from text.



comprehension.




characters).





them.



understand that the main character has a conflict that usually

gets resolved.





difficulty).







digital texts.

m) Read with fluency and accuracy



headings of sections and chapters, to predict and





2014-2015












entertain.




and paragraphing. j) Use correct spelling of commonly used

words.




product.



media.



information.






select and use appropriate references (e.g., atlases, almanacs,

and encyclopedias) including online, print, and media

resources.

use available technology and media to organize, evaluate, and

communicate information (e.g., presentation software,

digital media).

organize information presented on charts, maps, and graphs.

develop notes that include important concepts, summaries,

and identification of information sources.



2014-2015

Unit 4 Lesson 17 3rd Nine Weeks

LAFFF Target Skill: Story Structure

Target Strategy: Infer/Predict







independently.


and clearly expressing their own (e.g., one-on-one, in












presentation;



and



related tasks.



presentations.




e) Determine appropriate content for

audience.


major ideas.

g) Summarize main points as they relate to

main idea or supporting details.


use appropriate facial expressions and gestures to support,

accentuate, or dramatize the message.



audience.

select information that develops the topic and is appropriate

for the audience.


information.

put information in order, providing an overview of the





2014-2015

















pronunciation.


word.





of texts.






c) Describe the development of plot and

explain the resolution of conflict(s).


from text.





characters).





them.




gets resolved.

identify the conflict or problem of the plot.

understand that plot is developed through a series of events.









digital texts.




headings of sections and chapters, to predict and





2014-2015









write multiparagraph compositions focused on a topic,





and paragraphing.


words.




product.



media.



information.




resources.

use available technology and media to organize, evaluate, and

communicate information (e.g., presentation software,

digital media).

prevent plagiarism and its consequences by giving credit to

authors when ideas and/or words are used in research.




2014-2015


The Dog Newspaper Target Skill: Fact/Opinion









with diverse teams.


independently.





by:



taking notes.











presentation;



and




related tasks.



presentations.



major ideas.





information.






2014-2015

Reading









areas.








pronunciation.


word.


of texts.






identify the characteristics of free verse (poetry with

neither regular meter nor rhyme scheme), rhymed poetry,

and patterned poetry.







nonfiction texts.


opinion.


reading.












vocabulary to create tone and voice. h) Revise for clarity of content using specific











sentence structure, and paragraphing. j) Use correct spelling of commonly used

words.




2014-2015



product.



information.






2014-2015


Darnell Rock Reporting Target Skill: Persuasion

Target Strategy: Summarize







independently.





by:



taking notes.









presentation;



and



related tasks.



presentations.





use appropriate facial expressions and gestures to




audience.





messages.





2014-2015

Reading















pronunciation.


word.


of texts.






style.



from text.

j) Identify cause and effect relationships.






them.















information.


opinion.








2014-2015









words.




product.



information.










graphs.


summaries, and identification of information sources.



2014-2015

Unit 4 Lesson 20

4th

Nine Weeks

Don Quixote and the Windmills

Target Skill: Understanding Characters

Target Strategy: Question

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks






b) Organize information to present in

reports of group activities.


group activities.






by:



taking notes.









presentation;



and



related tasks.



presentations.


e) Determine appropriate content for

audience.

i) Use language and style appropriate to the

audience, topic, and purpose.


use grammatically correct language.

expand, combine, and reduce sentences for meaning,

interest, and style.

use specific vocabulary and style to enhance oral

presentations.



2014-2015

Reading





language.







of texts.






style.









them.





discuss why an author might have used particular words

and phrases.




view.





comprehension of nonfiction texts. g) Locate information to support opinions,



conclusions.



2014-2015



explain, and to persuade. e) Write multi-paragraph compositions.












and paragraphing.

d) Use apostrophes in contractions and

possessives.


words.

punctuate correctly

apostrophes in contractions (e.g., isn’t), and

possessives (e.g., Jan’s);




product.



information.

g) Define the meaning and consequences of

plagiarism.








2014-2015

Unit 5 Lesson 21

4th

Nine Weeks

Tucket’s Travels

Target Skill: Sequence of Events










b) Organize information to present in

reports of group activities.


group activities.


with diverse teams.


independently.



teacher-led).





taking notes.






remarks of others;





presentation;






related tasks.





h) Incorporate visual media to support

the presentation.


create and/or use visual aids in presentations when

appropriate to enhance development of themes and/or main

ideas (e.g., graphics, sound).


expand, combine, and reduce sentences for meaning, interest,

and style.


presentations.



2014-2015


reading.





homophones.


language.














identify the word-reference materials, such as a dictionary,

glossary, or thesaurus, that is most likely to contain the

information needed.


texts.







author’s style.


text.

j) Identify cause and effect

relationships.





what other characters in the story say or think about them.




gets resolved.

discuss why an author might have used particular words and

phrases.






difficulty).








and digital texts.


texts.


nonfiction texts.













2014-2015






central idea.



transition words.







audience.







phrases.








used words.




product.



information.




writing.



digital media).

organize information presented on charts, maps, and graphs.



2014-2015

Unit 5 Lesson 22 4

th Nine Weeks

The Birchbark House

Target Skill: Theme

Target Strategy: Infer/Predict

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks Standards Essential Knowledge, Skills and Processes Communications: Speaking, Listening and Media Literacy








teacher-led).





taking notes.






remarks of others;





presentation;








h) Incorporate visual media to support

the presentation.


create and/or use visual aids in presentations when

appropriate to enhance development of themes and/or main

ideas (e.g., graphics, sound).





messages.

access media messages and identify what types of media are

used.





2014-2015


reading.












use context and sentence structure to determine meanings

and differentiate among multiple meanings of words.

identify the word-reference materials, such as a dictionary,

glossary, or thesaurus, that is most likely to contain the

information needed.


texts.







author’s style.


text.








what other characters in the story say or think about them.




gets resolved.



draw conclusions/make inferences from text..



difficulty).







and digital texts.











2014-2015












audience.













used words.




product.



media.



information.


writing.



digital media).



2014-2015

Unit 5 Lesson 23 4th Nine Weeks (Optional)

Vaqueros: America’s First Cowboys Target Skill: Main Ideas and Details

Target Strategy: Summarize

GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks Standards Essential Knowledge, Skills and Processes






independently.


ideas and clearly expressing their own (e.g., one-on-one, in






taking notes.






remarks of others;



presentation;





related tasks.



presentations.



major ideas.





information.






2014-2015

Reading







language.




areas.











texts.








style.




characters).









digital texts.



new learning.



nonfiction texts.



and color, captions under pictures and graphics, and headings

of sections and chapters, to predict and categorize

information in both print and digital texts.



determine the main idea of a text and summarize supporting

key details.




2014-2015





idea.


the main idea.




transition words.




the main idea.









phrases.


include supporting details that elaborate the main idea.\




words.

at the size of that bug!”).




product.



media.



information.



resources.



digital media).



2014-2015

Unit 5 Lesson 24 4th Nine Weeks (Optional)

Rachel’s Journey: The Story of a Pioneer Girl Target Skill: Cause and Effect

Target Strategy: Analyze/Evaluate GRADE/COURSE: 5th Grade/Language Arts Grading Period: 4th Nine Weeks







independently.






by:



taking notes.









presentation;



and



related tasks.



presentations.





2014-2015

Reading







language.







of texts.



narrative nonfiction, and poetry. a) Describe the relationship between text





style.


j) Identify cause and effect relationships.




characters).





them.















digital texts.



information.


nonfiction texts.


relationships.
















2014-2015





idea.


the main idea.









words.




product.



information.






2014-2015

Unit 5 Lesson 25

4th

Nine Weeks (Optional)

Lewis and Clark

Target Skill: Author’s Purpose

Target Strategy: Monitor/Clarify








with diverse teams.


independently.






by:



taking notes.









presentation;



and


exhibit the ability to collaborate with diverse teams


related tasks.



presentations.




c) Use facial expressions to support and


i) Use language and style appropriate to the

audience, topic, and purpose.


use appropriate facial expressions and gestures to




audience.



presentations.



2014-2015

Reading









areas.








pronunciation.


word.




narrative nonfiction, and poetry. j) Identify cause and effect relationships.







comprehension of nonfiction texts. b) Use prior knowledge and build additional


new learning.


nonfiction texts.


relationships.



comprehension.








predictions.



difficulty).




2014-2015



explain, and to persuade. e) Write multi-paragraph compositions.


transition words.






phrases.




sentence structure, and paragraphing. a) Use plural possessives.

f) Use commas to indicate interrupters.


words.

punctuate correctly

use a comma to separate coordinate adjectives (e.g., It

was a fascinating, enjoyable movie).

use a comma to separate an introductory element from the

rest of the sentence.

use plural possessives, (e.g., “The books’ covers are

torn.”).




product.



media.



information.




media resources.







Rev. 8.13.2014

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