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MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RF.5.3
CC.1.1.5.D‐ Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwords.•Usecombinedknowledgeofallletter‐soundcorrespondences,syllabicationpatterns,andmorphologytoreadaccuratelyunfamiliarmultisyllabicwords.
ResourcesBenchmarkLiteracyUnits1–10,Week3BLM1,2,5,6(Fluency)WordStudyVocabularyUnits1–32LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentscontinuelearningspecificstrategiesfordecoding wordsintexts. Theyarerequiredtoapplythespecificstrategiesfordecodingandspellingmulti‐syllabicwords.Usequestionsandpromptssuchas:
Doesmypronunciationsoundright? Doesthiswordmakesenseincontext?
CommonMisconceptionsSomestudentsmaybelieve:
All students will know how to use phonics before entering 5th grade.
BigIdea(s) EssentialQuestion(s)Goodreadersusedecodingskilltocorrectlypronouncenewvocabulary(syllables,affixes,etc.).Goodreadersanalyzeaword’spronunciationandapplyitsmeaningusingcluesfromthetext.
Howdoesseparatingwordsintosyllableshelpthereaderdecode?
Howdoesknowingthemeaningsofrootsandaffixeshelpthereaderunderstandnewwords?
Howaredecodingskillshelpfultofluency?
AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentsforVocabularyDevelopment–page66InformalAssessmentsforFluencyAssessments
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
letter‐soundcorrespondences syllabicationpatterns rootmeanings affix(prefix&suffix)meanings
Separatewordsintosyllables DistinguishmeaningofGreekandLatinword
roots/Affixes ApplythemeaningofGreekandLatin
roots/affixestoexplainthemeaningofnewwords.
AnalyzerelationshipsbetweenandamongwordswithcommonGreekandLatinroots
ICanStatementsIcananalyzewordsandusephonicstohelpmereadfifthgradewords.
Icanreadunfamiliarwordsthathavemultiplesyllables.Icanusedecodingstrategiestoreadfluently.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RF.5.
CC.1.1.5.E – Readwithaccuracyandfluencytosupportcomprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression
on successive readings. Use context to confirm or self-correct word recognition and understanding,
rereading, as necessary.Resources
BenchmarkLiteracyUnits1–10,Week3BLM1,2,5,6(Fluency)WordStudyVocabularyUnits1–32LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillimproveupontheiraccuracyandfluencyastheymasterphonicsandimprovetheirwordrecognition.Anaccurateandfluentreaderwillbeabletobettercomprehendwhattheyarereading.CommonMisconceptionsSomestudentsmaybelieve:
Making fluency mistakes while reading does not affect my comprehension of the text.
BigIdea(s) EssentialQuestion(s)Goodreadersusereadfluentlyinordertocomprehendtext.Goodreadersself‐correcttoimproveaccuracy.Goodreadersreadon‐leveltextswithappropriatepaceandexpression.
Howdoesfluencyaidincomprehension? HowdoIreadon‐leveltextswithpurposeand
understanding? HowdoIreadon‐leveltextorallywithaccuracy,
appropriaterate,andexpressiononsuccessivereadings?
Whyisitimportanttoconformandself‐correctadecodedwordwhenIread?
AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9InformalAssessmentsforVocabularyDevelopmentInformalAssessmentsforFluencyAssessments
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
rootmeanings affix(prefix&suffix)meanings decodingstrategies contextclues
Readfluently Readaccurately Readingwithappropriatepaceandexpression
ICanStatementsIcanreadfluentlytoaidinthecomprehensionoftext.Icanuseappropriatepaceandexpressionwhilereading.Icanreadon‐leveltextsfluently.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.2CC.1.2.5.A– Determinetwoormoremain ideasinatext;explainhowtheyaresupportedbykeydetails;summarizethetext.
ResourcesMainIdea&SupportingDetailsBenchmarkLiteracyUnit1,LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSummarizetheTextBenchmarkLiteracyUnit4,LeveledReadersLeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardFifthgradestudentsmustidentifytwoormore mainideasand findthemostimportantdetailsthatsupportthesemainideas.Theyshouldalsobeabletosummarizethetextintheirownwords.Usequestionsandpromptssuchas:
Canyoufindatleasttwoofthemainideasofthistextandkeydetailsthatsupportthem? Summarizethemainpointsofthetext.
CommonMisconceptionsSomestudentsmaybelieve:
Statingthemainideaissufficientandexplicitdetailsfromthetextarenotneeded. Theyshouldquotedirectlyfromthetextinsteadofparaphrasingwhenwritingsummaries. ThemoreIwritethebetterthesummary.
BigIdea(s) EssentialQuestion(s)
Goodreadersusesupportingdetailsinaninformationaltexttoidentifyandsupportthemainideaofthetext.Goodreadersdevelopeffectivesummariesthataresupportedbykeydetailsininformationaltext(s).Authorsofinformationaltextincludekeydetailsinordertohelpreadersmakemeaningofthetext.
Howdoyoudeterminethemainideaofatext? Howdothedetailssupporttothemainidea? Whatarethecharacteristicsofaneffective
summary?
AssessmentsMainIdea&SupportingDetailsComprehensionStrategyAssessment–pages70‐71BenchmarkLiteracyGrade5UnitAssessment1SummarizetheTextComprehensionStrategyAssessment–pages94‐97BenchmarkLiteracyGrade5UnitAssessment4
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Informationaltext(bothliterarynonfictionandexpository/technicaltexts)
*Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawing
Howtoexplain(e.g.,whatandwhy) Central/mainidea Typesoftextstructures(e.g.sequence/
chronologicalorder,classification,definition,simpleprocess,description,comparison)
Differentpurposesforgraphicorganizers,basedonstructureoftext
Differencebetweenmainideasandkeydetailsinatext
Characteristicsofaneffectivesummaryforinformationaltexts
Howtosummarizeatext
inferencesand/ormakinggeneralizationsfromthetext.
*Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizethetext.
*Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,steps,orconceptsinahistorical,scientific,ortechnicaltextbasedonspecificinformationinthetext.
Recognizehowideasareorganizedinaninformationaltext
Describeorgraphicallyrepresenttherelationshipbetweenmainideasanddetails
Summarizethemainideasinaninformationaltext,capturingthemostimportantpartsofthepiece
ICanStatementsIcanfindthemainidea.Icansummarizethemainidea(s)andsupportitwithdetailsfromthewrittentext.IcansummarizewhatIhaveread.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.1CC.1.2.5.B– Citetextualevidencebyquotingaccuratelyfromthetexttoexplainwhatthetextsaysexplicitlyandmakeinferences.
ResourcesMakeInferencesBenchmarkLiteracyUnit3LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsatthislevelshouldbeabletoquotecorrectly fromthetexttoexplainwhatthetextisaboutwhenmakinganinference.Useaquestionandpromptsuchas:
Canyoutellmethereasonswhyyouthink…?Showwhereyoulinkedyourthinkingtothetext.CommonMisconceptionsSomestudentsmaybelieve:
Re‐readingisnotnecessary. Theknowledgetheyhaveaboutasubject,topic,orexperienceiscorrectratherthanrelyingonthe
informationinthetext. Anyquotefromthetextissufficientevidence.
BigIdea(s) EssentialQuestion(s)
Goodreadersusetextualevidencetomakeinferences.Goodreadersuseinferencestomakeconnectionsandtobetterunderstandinformationaltext.
Howdoesareaderuseschemaandinformationfromthetexttomakeinferences?
Howdoesareaderciteevidencetoexplainwhatthetextsays?
Howdoesareaderciteevidencefromatexttosupportinferences?
Howdoesmakinginferencesaidinmycomprehension?
AssessmentsMakeInferencesComprehensionStrategyAssessment–pages82‐85BenchmarkLiteracyGrade5UnitAssessment3
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Howtomakeaninference Differencebetweenaninferenceandaprediction Howtousedirectquotationstosupporttheir
inference Howgeneralizationsrelatetoaninference Howtoincorporatebackgroundknowledge Howtoexplicitlystateappropriateinformation
fromthetext
*Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Make,testandrevisepredictionsastheyread Useexplicitlystatedinformation,background
knowledge,andconnectionstothetexttoanswerquestionstheyhaveastheyread
Makeinferencesaboutthecontentofatext Differentiatebetweenappropriateand
inappropriatetextualsupport
Usequotesfromthetexttodrawandsupportinferences
ICanStatementsIcanusedetailsfromthetexttofigureoutsomethingthatisnotstateddirectlyfromtheauthor.IcanaccuratelyquotefrominformationaltexttosupportinferencesthatIhavemade.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.3
CC.1.2.5.C– Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideasorconceptsinatextbasedonspecificinformationinthetext.
ResourcesCompareandContrastBenchmarkLiteracyUnit5LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsatthislevelshouldbeabletodescribe theconnectionsbetweentwo ormorepeople,events,ideas,orconceptsinahistorical,scientific,or“howto”textsbyusingthetexttosupporttheirfindings.Usequestionsandpromptssuchas:
Summarizethemainpointsofthetext.Canyoutellmehowtheseideas,people,andeventsarethesame?Canyoutellmehowtheyaredifferent?Showmeinthetext.
Thinkaboutthesehistoricalevents.Tellhowtheyareconnected.CommonMisconceptionsSomestudentsmaybelieve:
Thattextstructuresandtextfeaturesaresimilar.
BigIdea(s) EssentialQuestion(s)Goodreadersunderstandtherelationshipsbetweenandamongevents,ideas/conceptsorsteps/proceduresandusethatinformationtomakesenseofwhattheyread.Goodreadersareabletousespecificdetailsfromthetexttocompareandcontrastavarietyofstoryelements.
How does a reader determine what information is necessary to properly compare and contrast story elements?
Howdoesareaderusespecifictextstructuresandfeaturestoexplaintheinteractionsbetweentwoormoreindividuals,events,ideas,orconcepts?
AssessmentsCompareandContrastComprehensionStrategyAssessment–pages50‐53BenchmarkLiteracyGrade5UnitAssessment5
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Keyideas/concepts,individuals,events,stepsininformationaltexts.
Specificdetailsthatexplainkeyideas,individuals,events,steps,etc.
Textstructureininformationaltexts(e.g.,time,sequence,cause/effect,steps)
Transition/linkingwordsthatsignalexplanations(e.g.,because,then,asaconsequence,incontrast)forinformationtexts.
*Explaintherelationshipsorinteractionsbetweentwoormoreindividuals,events,ideas,stepsorconceptsinahistorical,scientificortechnicaltextbasedonspecificinformationinthetext.
Identifymultipleindividuals,events,keyideas/concepts,procedures,etc.inavarietyofinformational/technicaltexts
Distinguishbetweenkeyideas/concepts,procedures,individuals,eventsandexplanatorydetails/information
Identifythespecificdetails/informationthatexplainindividuals,events,procedures,ideas,orconceptsininformationalandtechnicaltexts
Identifywords/phrasesthatsignalexplanationsbetweenandamongideas,events,procedures,individuals
Usetext‐specificlanguage(e.g.,textstructureortextfeatures)toexplaintherelationshipsorinteractionsbetweentwoormoreindividualsinaninformational/technicaltext
ICanStatements
Icancompareandcontrasthowpeople,events,ideasorconceptsarerelatedbasedoninformationinthetext.Icanexplaintherelationshipsandinteractionsbetweentwoormorecharactersoreventsinnonfictiontext.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.6CC.1.2.5.D.– Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent.
ResourcesCompare&ContrastBenchmarkLiteracyUnit2,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodiscussthesimilaritiesanddifferences uniquetothevariousperspectivespresentedinthetext.Theywillgivedescriptionsabouthowtheinformationispresentedforeachperspective.Usequestionsandpromptssuchas:
Howistheinformationpresented/organizedinthistext?Whatdoestheauthorwantthereadertounderstandaboutthistext?
Whatissimilaranddifferentabouthowtheinformationispresentedinthesetexts?CommonMisconceptionsSomestudentsmaybelieve:
Identifyingthetypeofpointofviewisenough.Studentsneedtoanalyzeandthinkhowthenarrator’spointofviewallowsthereadertoknow(ornotknow)information.
Thepointofviewtheyconnectwithbecauseoftheirexperiencesandschemaisthecorrectone. Textfeatures,embeddedinthetext,arenotimportant.
BigIdea(s) EssentialQuestion(s)
Goodreaderscompareandcontrasttheauthor’soverallstructureandpointofviewtounderstandtheirpurpose.
Goodreadersrecognizethatthenarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed.
Goodreadersusetextfeaturestostrengthen
theirunderstandingofthetext.
Whencomparinginformationaltextoftwodifferentauthors,howistheoverallstructuresimilar/different?
Howisthestoryinfluencedbytheauthor’spointofview?
HowcanIcompareandcontrastaneventortopictoldfromtwodifferentpointsofview?
Assessments
Compare&ContrastComprehensionStrategyAssessment–pages50‐53InformalAssessmentforTextComprehension–pages30‐31TextFeaturesComprehensionStrategyAssessment–pages46‐49InformalAssessmentforTextComprehension–pages29,42,43
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Howtocompareandcontrast *Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesand
Howtorecognizeauthor’spointofview Howtodeterminetextstructure(e.g.,
chronology,comparison,cause/effect,problem/solution)
Howtorecognizeandusetextfeatures
differencesinthepointofviewthattheyrepresent
*Compareandcontrasttheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationandtextfeaturesintwoormoretexts
ICanStatements
Icancompareandcontrasttheorganizationofevents,ideas,conceptsorinformationintwoormoreinformationaltexts.Icananalyzemultipleaccountsofthesameeventortopic,byrecognizingimportantsimilaritiesanddifferencesintheauthor’spointofview.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.5CC.1.2.5.E.– Usetextstructure,inandamongtexts,tointerpretinformation(e.g.,chronology,comparison,cause/effect,problem/solution).
ResourcesTextStructureBenchmarkLiteracyUnit(Non‐Fictionstories)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingoftheoverallstructureininformationaltext.Usequestionsandpromptssuchas:
Howistheinformationpresented/organizedinthistext?Whatdoestheauthorwantthereadertounderstandaboutthistext?
Whatsignalwordsareusedtohelpidentifythestory’stextstructure?CommonMisconceptionsSomestudentsmaybelieve:
Thewaytheauthorchoosestoorganizethetexthasnoeffectontheirunderstanding.
BigIdea(s) EssentialQuestion(s)Goodreaderscandeterminehowauthorsorganizeinformationaltextsbasedontextstructure.Goodreaderscanidentifylanguagethatsignalshowanonfictiontextisstructured.Goodreadersdeterminethetypeoftextstructureusedinaparticularinformationaltext.
Howdoestheoverallstructureofthetextinfluencethereader’sunderstanding?
Howdoesdeterminingthetextstructurehelpmegatherkeydetails?
Assessments
TextStructureComprehensionStrategyAssessment–pages46‐49BenchmarkLiteracyGrade5UnitAssessment
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
How to analyze text structure Howauthor’susechronology,comparison,
cause/effect, problem/solution to present information
*Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent.
*Compareandcontrasttheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationandtextfeaturesintwoormoretexts.
ICanStatementsIcancompareandtheoverallstructureofevents,ideas,concepts,orinformationintwoormoreinformationaltexts.
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandardRI.5.4L.5.4L.5.5
CC.1.2.5.F– Determinethemeaningofwordsandphrasesastheyareusedingrade‐leveltext,includinginterpretationoffigurativelanguage.
ResourcesFigurativeLanguageBenchmarkLiteracyUnit2,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSynonymsBenchmarkLiteracyUnit3,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAntonymsBenchmarkLiteracyUnit10,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillcontinuetotellthemeaningofwordsandphrasesinatextandfocusonfigurativelanguage.Learningwordsatthisstageincludesunderstandingandinterpretingthemeaningofsimiles,metaphors,idioms,adages,andproverbsanddemonstratingunderstandingofrelationshipsbetweenwords(synonymsandantonyms).CommonMisconceptionsSomestudentsmaybelieve:
Theliteralmeaningofsomeformsoffigurativelanguage Similesandmetaphorsarethesamebecausetheybothcompare.
BigIdea(s) EssentialQuestion(s)
Goodreadersunderstandthatauthorsmakepurposefullanguagechoicestoenhancethemeaningininformationaltext(s).
Goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofinformationaltext(s).
Howdoesclarifyingthemeaningofunknownwordshelpareadergainunderstandingofatext?
Whyisitimportantforareadertodeterminethemeaningofunknownand/ormultiplemeaningwords?
Howdoesinterpretingfigurativelanguagehelpreaderstounderstand&visualizeelementsofliterature?
AssessmentsFigurativeLanguageComprehensionStrategyAssessment–pages78‐81ComprehensionStrategyAssessment–pages110‐113BenchmarkLiteracyGrade5UnitAssessment2,3,5Antonyms,Synonyms,&HomographsComprehensionStrategyAssessment–pages106‐109BenchmarkLiteracyGrade5UnitAssessment3,10
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Authors use purposeful language to convey meaning Usecontextcluestointerpretmeaning
*Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbased
Literal/non‐literalmeaning Connotativemeaning Thepurposeoffigurativelanguageornon‐literal
meaning(e.g.,simile,metaphor,personification) Thepurposeofidioms,adagesandproverbs Howtousesynonyms,antonyms,and
homographstounderstandthemeaningofwords
ongrade5 readingandcontent,choosingflexiblyfromarangeofstrategies.
o Usecontext(e.g.,definitions,examples,orrestatementsintext)asacluetothemeaningofawordorphrase.
*Demonstrateunderstandingoffigurativelanguage,wordrelationshipsandnuancesinwordmeanings.
o Interpretfigurativelanguage(e.g.,simile,metaphor,personification)incontext.
o Recognizeandexplainthemeaningofcommonidioms,adagesandproverbs
o Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords.
Differentiatebetweenliteralandnon‐literalmeaning
Describehowfigurativelanguageandotherlanguagechoicesenhanceandextendmeaning
ICanStatementsIcandefinewordsusingcontextcluesandauthors'definitions.Icanusecontextcluestofindthemeaningsofsynonyms,antonyms,homophones,homonyms,&homographs.Icanunderstandfigurativelanguage.Icanunderstandsimilesandmetaphors.Icanusecontextcluestohelpmeunderstandnewwords.Icaninterpretfigurativelanguage.Icanexplainthemeaningofcommonidioms,adages,proverbs.Icanusetherelationshipofsynonyms,antonyms,andhomographstohelpmeunderstandeachword.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.
CC.1.2.5.G – Drawoninformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestionquicklyortosolveaproblemefficiently.
ResourcesDiverseMediaBenchmarkLiteracyUnit,‘WritetoSources’,‘SharedWriting’,Read‐Alouds&InformationalWritingsLeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoRead
Explanation/ExampleofStandardStudentsshouldbeusingmorethanoneprintordigitalsourcetoanswersomequestionsortosolvesomeproblems.Usequestionsandpromptssuchas:
Canyousupportyouranswerwithmorethanonesource? Canyoulocateananswerandsupportitwithevidencefromanothersource?
CommonMisconceptionsSomestudentsmaybelieve:
One resource is enough. Different sources will have the same information. All digital sources are reliable. Digital resources provide more and better information than print sources.
BigIdea(s) EssentialQuestion(s)Goodreadersuseinformationfrommultiplesourcestoanswerquestionsortosolveproblems.
HowdoIpullinformationfrommultipleprintordigitalsources,demonstratingtheabilitytolocateananswertoaquestionquicklyortosolveaproblemefficiently?
How do I integrate information from several textson the same topic to demonstrate knowledge of thattopic?
AssessmentsDiverseMediaComprehensionStrategyAssessmentBenchmarkLiteracyGrade5UnitAssessment
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Howtolocateavarietyofsources Howtokeydetailstoansweraquestion Howtointegratedetailsfrommultiplesources Howtodeterminewhetherasourceisreliable
*Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support the point(s).
*Integrate information from several texts on the same topic in order to demonstrate subject knowledge.
*Interpret text features (e.g., headings, graphics, charts) and/or make connections between texts and the content of text features.
ICanStatements
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.8CC.1.2.5.H– Determinehowanauthorsupportsparticularpointsinatextthroughreasonsandevidence.
ResourcesAuthor’sPurposeBenchmarkLiteracyUnit1–10,Week3(SpecificAPskillsvarythroughouttheUnits)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsatthislevelcontinuetogiveexplanationsabouthowanauthorusesprooftosupportapointinthetext.Theymustproveeachpointwithevidencefromthetext.Usequestionsandpromptssuchas:
Canyoufindtheparttheauthorusesasevidencetosupporthis/herclaims? Canyoufindthereasonstheauthorgivesforhis/herthinking?
CommonMisconceptionsSomestudentsmaybelieve:
The author’s purpose for writing does not alter the reader’s understanding of the text.
BigIdea(s) EssentialQuestion(s)Readerscontinuallymonitorandchecktheirinterpretationsoftheauthor’sintentandmeaning.
Authorswritewithdifferentpurposesinmind.
Anauthor’spointofviewinfluencesthetextandhowthereaderinterpretskeypoints.
Howdoreadersanalyzeanauthor’suseofreasonsandevidencetosupportimportantpointsinthetext?
Howdoreadersusetheauthor’spurpose,forwriting,todetermineavoicefororalreading?
AssessmentsAuthor’sPurposeComprehensionStrategyAssessment–pages58‐61BenchmarkLiteracyGrade5UnitAssessment1‐10
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Keyideas/concepts,individuals,events,stepsininformationaltexts
Howtodeterminetheauthor’spurpose Howtousethetextevidencetodevelopauthor’s
purpose Author’sPointofView
*Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support the point(s).
*Integrate information from several texts on the same topic in order to demonstrate subject knowledge.
*Interpret text features (e.g., headings, graphics, charts) and/or make connections between texts and the content of text features.
Analyzeanauthor’suseofevidencetounderstandtheirarguments
Determineauthor’spurposeandhowitaffectsareader’stone,voice,andunderstanding
ICanStatements
Icanexplainhowauthorsusereasonsandevidencetosupport particularpointsininformationaltext.Icandeterminetheauthor’spurposeforwriting.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.9
CC.1.2.5.I– Integrateinformationfromseveral textsonthesametopictodemonstrateunderstandingofthattopic.
ResearchCompare&ContrastAcrossTextBenchmarkLiteracyUnit1–10Week2(Skillsvarythroughouttheunits)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillcombineinformationfromseveraltextsaboutthe same subjectinawrittenororalresponsethatdemonstratesknowledgeofthesubject.Usequestionsandpromptssuchas:
Whatisthesameaboutthepointspresentedinthesetexts?Whatisdifferent? Howcanyougrouptogether(gather)factsandpiecesofevidencefromthesetextstosupport
yourthinkingaboutthistopic?CommonMisconceptionsSomestudentsmaybelieve:
Everythingthattheyreadwhenresearchingisimportant. Informationaltextsontwodifferenttopicswillnothaveanysimilarities. Informationaltextsaboutthesametopicshouldhavethesamedetails.
BigIdea(s) EssentialQuestion(s)
Authorsofinformationaltextprovideinformationandkeydetailsontopicsindifferentways.
Goodreaderscomprehendinformationaltextsbycomparingandcontrastingimportantinformationpresentedinseveraltexts.
Howdowritersconductshortresearchprojectsusingseveralsourcestobuildknowledgeondifferentaspectsofatopic?
Howdowritersgatherrelevantinformationfromvarioussourcestosummarizeandparaphraseinformationinnotesandfinishedwork?
Whyisitimportantforawritertoprovidealistofsources?
Whyisinformationorganizedindifferentways? Whydoweneedtoevaluatethereliabilityof
sources?
AssessmentsCompare&ContrastComprehensionStrategyAssessment–pages50‐53BenchmarkLiteracyGrade5UnitAssessment1‐10
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Informationaltext(bothliterarynonfictionandexpositorytexts)
Howtocompare&contrasttwoormoretexts Useimportantpoints/mainideastocompare
texts
*Integrate information from several texts on the same topic in order to demonstrate subject knowledge.
Establishapurposeforgatheringinformation
Purposeforgatheringinformation Methodstomanageandorganizeselected
information(graphicorganizers) Howtointegrateinformationfromvarioustexts
inapurposefulway
Identifythemostimportantpointsand/orsupportingdetailsfromtwotextsforagivenpurpose
Useamethodformanagingandorganizingselectedinformation
ICanStatementsIcancompareandcontrast detailsaboutatopicusingtwoormorepiecesofinformationaltext.Icanunderstandatopicbetterbymakingconnectionsbetweentwoormoretexts.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
L.5.4
CC.1.2.5.J – Acquireanduseaccuratelygrade‐appropriateconversational,generalacademic,anddomain‐specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.
ResourcesVocabularyWordStudyVocabularyUnits1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using contextcluesandknownwordparts(GreekandLatinaffixandroot)todefineunknownandmultiplemeaningwords.CommonMisconceptionsSomestudentsmaybelieve:
Wordswithsimilarlettersatthebeginning,middle,orendofwordshavesimilarrootsoraffixes.
BigIdea(s) EssentialQuestion(s)Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.
Howdoesareaderusecontextcluestounlockthemeaningofunknownwordsandphrases?
Howdoesareaderdeterminetheappropriatedefinitionofwordsthathavemorethanonemeaning?
Howdoesareaderuseknownwordpartstodeterminethemeaningofunknownwords?
AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Meaningofunknownwordsandphrases Contextclues
*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 strategies.
o Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)
o Determinethemeaningofgeneralacademicanddomain‐specificwordsandphrasesusedinatext.
ICanStatementsIcanusewordoriginstolearnthemeaningsofunknownwords.
Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RL.5.4
CC.1.2.5.K– Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade‐levelreadingandcontent,choosingflexiblyfromarangeofstrategiesandtools.
ResourcesMultipleMeaningWordsBenchmarkLiteracyUnit9Week3LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAffixesandRootsWordStudyVocabularyWorkshopLessons1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using contextcluesandknownwordparts(GreekandLatinaffixandroot)todefineunknownandmultiplemeaningwords.CommonMisconceptionsSomestudentsmaybelieve:
The well-known meaning of the word is the only meaning. Wordswithsimilarlettersatthebeginning,middle,orendofwordshavesimilarrootsoraffixes.
BigIdea(s) EssentialQuestion(s)
Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadersknowthatmanywordshavemorethanonemeaningandtheycanselecttheproperoneforthegiventext.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.
Howdoesareaderusecontextcluestounlockthemeaningofunknownwordsandphrases?
Howdoesareaderdeterminetheappropriatedefinitionofwordsthathavemorethanonemeaning?
Howdoesareaderuseknownwordpartstodeterminethemeaningofunknownwords?
Whyisitimportanttoutilizegrade‐levelanddomain‐specificvocabulary?
AssessmentsMultipleMeaningWordsBenchmarkLiteracyGrade5UnitAssessment9InformalAssessmentforVocabularyDevelopment–page68ContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Meaningofunknownandmultiple‐meaningwordsandphrases
Contextclues Figurativeornon‐literalmeaning(e.g.,simile,
metaphor,personification)
*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 strategies.
o Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)
o Determinethemeaningofgeneralacademicanddomain‐specificwordsandphrasesusedinatext.
*Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.a.Interpretfigurativelanguage(simile,metaphor,andpersonification)incontext.b.Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs.c.Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords.
ICanStatementsIcanusewordoriginstolearnthemeaningsofunknownwords.Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.CC.1.2.5.L – Readandcomprehendliterarynonfictionandinformationaltextongradelevel,readingindependentlyandproficiently.
ResourcesNon‐FictionComprehensionSkillsBenchmarkLiteracyUnit1–10(Non‐Fictionstories)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingof literarynonfictionandinformationaltext.Usequestionsandpromptssuchas:
Howisthetextorganized? Whatfeaturesofthisinformationaltextaidincomprehension?
CommonMisconceptionsSomestudentsmaybelieve:
Text structure and text features are not important in comprehending informational text.
BigIdea(s) EssentialQuestion(s)Goodreadersusetextfeaturestocomprehendliterarynonfictionandinformationaltext.Goodreadersareabletoreadon‐leveltextsindependentlyandproficiently.
HowdoIread,understand,andrespondtoinformationaltext?
HowdoIusetextualevidencetoaidincomprehension?
Assessments
ComprehensionStrategyAssessment–AllNonfictionTestPassagesBenchmarkLiteracyGrade5UnitAssessment–AllNonfictionWeeklyAssessmentsInformalAssessmentsforTextComprehension–NonfictionSkillActivities
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
How to analyze text structure Howtopreviewtextandmakepredictions
Usetextstructuretoaidincomprehension Previewtextfeaturesandtextstructureto
understandtext
ICanStatementsIcanpreviewinformationaltextfeaturesandmakepredictions.Icananalyzetextstructure.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RL.5.2
CC.1.3.5.A– Determineathemeofatextfromdetailsinthetext,includinghowcharactersinastoryordramarespondtochallengesorhowthespeakerinapoemreflectsuponatopic;summarizethetext.
ResourcesThemeBenchmarkLiteracyUnit2,Week2–TextsForCloseReading23‐29LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSummarizeLeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardDeterminingathemecontinuestobeafocusand studentsshouldbe giving morethoughttocharactersactionsinatext.Usequestionsandpromptssuchas:
Whatarethemostimportanteventsthathappenedinthestory?Howdoyouknow? Whatisthethemeofthistext?Summarizethestoryfrombeginningtoendinafewsentences.
CommonMisconceptionsSomestudentsbelieve:
Themeinfictiontextsisstateddirectlywheninfactithastobeextractedfromthecharacters’actionsandthestoryelements.Inotherwords,youmustfigureoutthethemeyourself.
Statingthethemeisenough,notextsupportisneeded. Theyshouldquotedirectlyfromthetextratherthanparaphrasingwhenwritingsummaries.
BigIdea(s) EssentialQuestion(s)
Authorsofliterarytextsincludedetailsthathelpreadersdeterminethethemeorcentralidea(s).
Goodreaderscreateeffectivesummariesthatcapturethekeydetailsorthemeofthetext.
Howdoesareaderdifferentiatethethemeofatextfromdetailsinatext?
Howisthetopicofastoryaffectedbyhowthecharactersrespondtochallenges?
Whatarethecharacteristicsofaneffectivesummary?
Assessments
ThemeUnit2Week2BLM4InformalAssessmentforTextComprehension–pages26,41
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Elementsofliterarytexts Howtosummarizeliterarytexts Centralidea(s) Authorsusethemeteachlife‐longlessons Differencebetweencentralideasanddetailsina
story Rolecharactersorspeakersplayinstories,
drama,orpoems.
*Determineathemeofastory,drama,orpoemfromdetailsinthetext,includinghowcharactersinastoryordramarespondtochallengesorhowthespeakerinapoemreflectsuponatopic;summarizethetext.Describeorgraphicallyrepresenttherelationshipbetweencentralidea(s)anddetails
Determineathemeinliterarytext(s)
Characteristicsofaneffectivesummaryforliterarytexts
Howtosummarizeliterarytextsbyusingmainideaanddetails
Determinecharacters’orspeakers’rolesinstories,dramas,poems(e.g.,actionsandreactions)
Explainhowparticulardetails(e.g.,characters’orspeakers’actionsandreactions)revealatheme
Summarizeatext,includingthecentralidea(s)intheoriginalpiece
ICanStatements
Icanexplainhowthethoughts,wordsandinteractionsofacharactertellhisorhermotives.Icanidentifythespeakerandexplainhowpointofviewaffectsthetext.Icanusedetailsinthetexttodeterminetheme.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RL.5.1CC.1.3.5.B– Citetextualevidencebyquotingaccuratelyfromthetexttoexplainwhatthetextsaysexplicitlyandmakeinferences.
ResourcesInferenceBenchmarkLiteracyUnit3,Week1BenchmarkLiteracyUnit2,Week2,BLM1BenchmarkLiteracyUnit4,Week2,BLM1LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadGenreAnchorPosters–HistoricalFictionReader’sTheaterSelectionsExplanation/ExampleofStandardFifthgradestudentsarerequiredtoquote accurately fromthetexttosupporttheiranswers. “Quoteaccurately”mayincludeusingtheirownwords.Usequestionsandpromptssuchas:
Canyoutellmethereasonswhyyouthink…?Showwhereyoulinkedyourthinkingtothetext. Whatarethemostimportanteventsthathappenedinthestory?Howdoyouknow?
CommonMisconceptionsSomestudentsmaybelieve:
Re‐readingformeaningisnotnecessary. Theknowledgestudentshaveaboutasubject,topic,orexperienceiscorrectratherthanrelyingon
theinformationinthetext. Anyquotefromthetextissufficientevidence.
BigIdea(s) EssentialQuestion(s)
Authorsincludekeydetailsinliterarytextswhichcanhelpareaderaskandanswerquestions.
Goodreadersuseexamples,details,andquotesfromthetexttosupporttheirinferences.
Goodreadersusetextualevidence,connectionstotheirownlivesandtheirbackgroundknowledgetomakeinferencesanddrawconclusionsaboutwhattheyread.
Howdoesareaderuseschemaandinformationfromthetexttomakeinferences?
Howdoesareaderusequotestoexplainwhatthetextsays?
Howdoesareaderusequotesfromatexttosupportinferences?
Howdoesareadercitetextualevidencetoexplainwhatthetextsaysexplicitly?
AssessmentsHome/SchoolConnectionsReader’sTheaterSelf‐AssessmentsInformalAssessmentforTextComprehension–pages38,39
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Howtomakeaninference Differencebetweenapredictionandinference Howtomaketext‐to‐selfconnectionswithinthe
text Howtoexplicitlystateinformationfromthetext
*Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
Make,testandrevisepredictionsastheyread
Author’sdecisions(e.g.,wordchoice,pointofview,literaryelements)influenceunderstanding
Howgeneralizationsrelatetoinferences Conclusion
Usethecombinationofexplicitlystatedinformation,personalconnections,backgroundknowledge,andconnectionstothetexttoanswerquestionstheyhaveastheyread
Differentiatebetweenappropriateandinappropriatetextualsupport
Usequotesfromthetexttodrawandsupportinferences
ICanStatementsIcanaccuratelyquotekeydetailsfromatext.Icandrawinferenceswhenreading.IcanaccuratelyquotefromliterarytexttosupportinferencesIhavemadeusingkeydetailsfromthetext.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RL5.3CC.1.3.5.C– Compareandcontrasttwoormore characters,settings oreventsinastoryordrama,drawingonthespecificdetailsinthetext.
ResourcesCompareandContrastBenchmarkLiteracyUnit5,Week2,BLM2‐4LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardFifthgradestudentsarerequiredtorefertospecificdetailsinthetextwhenfindingthesimilaritiesanddifferencesbetweentwoormorecharacters,settings,orevents.Usequestionsandpromptssuchas:
Canyoutellmehowthecharactersolvedtheprobleminthisstory?Describehowthesetwocharactersarethesame.Howaretheydifferent?
CommonMisconceptionsSomestudentsmaybelieve:
AVenndiagramistheonlywaytoorganizetheinformation Studentsaddtheiropinionratherthanrelyingonthefactspresentedinthetext.Comparingand
contrastingshouldremainobjectiveratherthansubjective. Astudent’sopinioncanbeusedtocompareandcontrast.
BigIdea(s) EssentialQuestion(s)
Goodreadersusespecificdetailsfromaliterarytexttosupporttheirthinkingaboutcharacters,settingsorevents.Goodreadersareabletousespecificdetailsfromliterarytexttocompareandcontrastavarietyofstoryelements.
How does comparing and contrasting story elements help a reader gain understanding of a text?
How does a reader determine what info is necessary to properly compare and contrast story elements.
AssessmentsInformalAssessmentforTextComprehension– pages28,30‐31
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Elementsofliterarytexts Howimportant/supportingkeydetailshelps
readerscompareandcontrastcharactersandstoryelements
StoryElementso Plot(e.g.,events,climax/turningpoint,
resolution,)o Conflict(manvs.man,manvs.self,manvs.
nature,etc.)o Charactersandcharacterroles(hero/villain,
major/minor,protagonist/antagonist)o Setting(e.g.,time,place)
DramaElementso Scenes
*Compareandcontrasttwoormorecharacters,settingsoreventsinastory,dramaorpoem,drawingonthespecificdetailsinthetext(e.g.,howcharactersinteract).
Identifyimportant,specificdetailsthatsupportkeyideas
Identifyanddescribetheploteventsinastoryordrama,includingthebeginning,risingactions,climax,fallingactions,andconclusion.
Describeorgraphicallyrepresentcharacters(traits,thoughts,words,feelingsandactions),includingexamplesfromthetextregardingtheirthoughts,feelings,actions,statements,and/orthewayotherpeoplereact/talkaboutthem.
MCSDELACurriculumMap~5thGrade
Reflections
o Dialogueo Stagedirections
Charactertraits,actions,feelings,words
Identifyanddescribethesettinginastoryordrama,specificallythephysicallocationandthetimeperiod.Includeanyprogression/changesthissetting.
Classifyeventsasthebeginning,risingactions,climax,fallingactions,andconclusion.
ICanStatements
Icandescribethethoughts,wordsandinteractionsofcharacters.Icantellhowthesettinginfluencesthestory.Icanexplainindetail,theplot,theconflictandtheresolution.Icanusespecificdetailsinastorytohelpmedescribeacharacter,settingoreventinthestory.Icantellhowstorycharactersarealikeanddifferent.
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RL.5.6CC.1.3.5.D.– Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthepointofviewtheyrepresent.
ResourcesCompare&ContrastBenchmarkLiteracyUnit2,Week3BenchmarkLiteracyUnit3,Week2BLM2,3,4BenchmarkLiteracyUnit4,Week2BLM2,3,4BenchmarkLiteracyUnit5,Week2BLM2,3,4BenchmarkLiteracyUnit7,Week2BLM2,3,4LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAuthor’sPurposeBenchmarkLiteracyUnit1–10,Week3(SpecificAPskillsvarythroughouttheUnits)LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodiscussthesimilaritiesanddifferences uniquetothevariousperspectivespresentedinthetext.Theywillgivedescriptionsabouthowtheinformationispresentedforeachperspective.Usequestionsandpromptssuchas:
Howistheplotpresentedinthistext?Whatdoestheauthorwantthereadertounderstandaboutthecharactersandtheplot?
Whatissimilaranddifferentaboutthepointsofviewrepresentedinthetexts?CommonMisconceptionsSomestudentsmaybelieve:
Identifyingthetypeofpointofviewisenough. Thepointofviewtheyconnectwithbecauseoftheirexperiencesisthecorrectone.
BigIdea(s) EssentialQuestion(s)
Anauthordevelopstextsbymakingchoices,includingpointofview,toachievehis/herpurpose.
Authorsusethenarratorandspeaker(pointofview)todevelopplot,character,andcentralmessageortheme.
Goodreadersrecognizethatthenarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed.
Howdoesareaderanalyzemultipleaccountsofthesameeventinordertodeterminepointofview?
Howisthestoryinfluencedbytheauthor’spointofview?
Howdoreadersusetheauthor’spurpose,forwriting,todetermineavoicefororalreading?
Assessments
Compare&ContrastInformalAssessmentforTextComprehension–pages30‐31Author’sPurposeComprehensionStrategyAssessment–pages58‐61BenchmarkLiteracyGrade5UnitAssessment1‐10
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Elementsofliterarytext(s) Author’spurpose(e.g.,toinform,topersuade,to
entertain,todescribe,toexplainhow)forwritingatext
Pointofview(limited,first‐person,third‐person,all‐knowing)
Speaker/Narratorhelpstodeveloptheplot
*Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed;describeanauthor’spurposeandexplainhowitisconveyedinthetext.
ICanStatementsIcancompareandcontrastastorytoldfromdifferentpointsofview.Icananalyzetheauthor’sviewpoint.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.CC.1.3.5.E.– Explainhowaseriesofchapters,scenes,orstanzasfitstogethertoprovidetheoverallstructureofaparticularstory.
ResourcesTextStructureBenchmarkLiteracyUnit1–10,Week3Reader’sTheaterLeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingoftheoverall structureinfiction.Usequestionsandpromptssuchas:
Howarethechapters,scenes,orstanzasorganizedinthistext? Whatdoestheauthorwantthereadertounderstandaboutthistext?
CommonMisconceptionsSomestudentsmaybelieve:
Thewaytheauthorchoosestoorganizethetexthasnoeffectontheirunderstanding.
BigIdea(s) EssentialQuestion(s)Goodreaderscandeterminehowauthorsorganizechapters,scenes,orstanzastoconveymeaning.Goodreadersdeterminethetypeoftextstructureusedinastory,drama,orpoem.
Howdoestheoverallstructureofthetextinfluencethereader’sunderstanding?
HowdoIexplainhowaseriesofchapters,scenes,orstanzasfittogethertoprovidethestructureofastory,drama,orpoem?
Assessments
TextStructure
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
How to analyze text structure Howauthor’susechronology,comparison,
cause/effect, problem/solution to develop plot. The purpose of chapters, scenes, and stanzas in
fictional text.
Identifyoverallstructureofworksoffiction Identifyhowoverallstructuresinvarioustypes
offictionserveadifferentpurpose
ICanStatementsIcanexplainhowchapters,scenes,orstanzasfittogethertogivestructuretostories,plays,andpoems.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandardRL.5.4L.5.4L.5.5
CC.1.3.5.F– Determinethemeaningofwordsandphrasesastheyareusedingrade‐leveltext,includinginterpretationoffigurativelanguage.
ResourcesFigurativeLanguageBenchmarkLiteracyUnit2,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadSynonymsBenchmarkLiteracyUnit3,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAntonymsBenchmarkLiteracyUnit10,Week3LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentswillcontinuetotellthemeaningofwordsandphrasesinatextandfocusonfigurativelanguage.Learningwordsatthisstageincludesunderstandingandinterpretingthemeaningofsimiles,metaphors,idioms,adages,andproverbsanddemonstratingunderstandingofrelationshipsbetweenwords(synonymsandantonyms).CommonMisconceptionsSomestudentsmaybelieve:
Similesandmetaphorsarethesamebecausetheybothcompare. Connotation(feeling)anddenotation(actualmeaning)arethesamething.
BigIdea(s) EssentialQuestion(s)
Goodreadersunderstandhowtomakepurposefullanguagechoicestoenhancethemeaninginfiction.
Goodreadersactivelyseekthemeaningofunknownwords/phrasestodeepentheirunderstandingofworksoffiction.
Howdoesareaderusecontextcluestounlockthemeaningofunknownwordsandphrases?
Howdoesareaderdeterminetheappropriatedefinitionofwordsthathavemorethanonemeaning?
Howdoesareaderdifferentiatebetweenliteralandnon‐literalmeaning?
Howdoesareaderidentifyandinterpretfigurativelanguageandliterarydevices?
AssessmentsFigurativeLanguageComprehensionStrategyAssessment–pages78‐81ComprehensionStrategyAssessment–pages110‐113BenchmarkLiteracyGrade5UnitAssessment2,3,5Antonyms,Synonyms,&HomographsComprehensionStrategyAssessment–pages106‐109BenchmarkLiteracyGrade5UnitAssessment3,10
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Author’suseofwordchoicehelpsplotdevelopment
Contextcluesaidinunderstanding
*Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade5readingandcontent,choosingflexibly
Literal/Nonliteralmeaning Connotativemeaning Thepurposeoffigurativelanguageornon‐literal
meaning(e.g.,simile,metaphor,personification) Purposeofidioms,adagesandproverbs Howtousesynonyms,antonyms,homographsto
understandthemeaningofwords
fromarangeofstrategies.o Usecontext(e.g.,definitions,examples,or
restatementsintext)asacluetothemeaningofawordorphrase.
*Demonstrateunderstandingoffigurativelanguage,wordrelationshipsandnuancesinwordmeanings.
o Interpretfigurativelanguage(e.g.,simile,metaphor,personification)incontext.
o Recognizeandexplainthemeaningofcommonidioms,adagesandproverbs
o Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords.
Readandrereadothersentences,paragraphs,andnon‐linguisticimagesinthetexttoidentifycontextclues
Differentiatebetweenliteralandnon‐literalmeaning
ICanStatementsIcandefinewordsusingcontextcluesandauthors'definitions.Icanusecontextcluestofindthemeaningsofsynonyms,antonyms,homophones,homonyms,&homographs.Icanunderstandandinterpretfigurativelanguage.Icanunderstandsimilesandmetaphors.Icanusecontextcluestohelpmeunderstandnewwords.Icaninterpretfigurativelanguage.Icanexplainthemeaningofcommonidioms,adages,proverbs.Icanusetherelationshipofsynonyms,antonyms,andhomographstohelpmeunderstandeachword.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RI.5.
CC.1.3.5.G – Analyzehowvisualandmultimediaelementscontributetothemeaning,tone,orbeautyofatext(e.g.,graphicnovel,multimediapresentationoffiction,folktale,myth,poem).
ResourcesBenchmarkLiteracyUnit5,Week2,BLM1BenchmarkLiteracyUnits1‐10,Week3Reader’sTheaterRead‐Alouds,LeveledReaders,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardAs students read works of fiction, visual elements make the text meaningful to students. Studentsuse questionsandpromptssuchas:
Howdopicturesinthetextaddtotheoverallmeaningofthetext?
CommonMisconceptionsSomestudentsmaybelieve:
Pictures have little importance in the comprehension of the text.
BigIdea(s) EssentialQuestion(s)Goodreadersusevisualelementsoffictiontounderstandwhattheyread.
Goodreadersallowvisualelementstocontributetheoveralltoneorbeautyofatext.
Howdothevisualelementsofatextcontributetoitsmeaning,toneorbeauty?
AssessmentsBenchmarkLiteracyUnit5andUnit8Assessments– pages57‐68,93‐104
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Overallstructureoffictionaltext How to make connections to the visual elements in
works of fiction Multimedia elements in literature
Analyze visual elements to add to the understanding of fiction
Determine how multimedia elements enhance fiction text
ICanStatements
Icanexplainhowvisualsandmultimediaelementscontributetostory.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
RL.5.9
CC.1.3.5.H– Compareandcontrasttextsinthesamegenreontheirapproachestosimilarthemesandtopicsaswellasadditionalliteracyelements.
ResourcesCompare&ContrastAcrossTextsBenchmarkLiteracyUnits1–10Week2(Fictionskillsvarythroughouttheunits)BenchmarkLiteracy–BLMSpecifictofictiontextsLeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardFifthgradestudentswillfindsimilaritiesanddifferencesinthemesandtopicswhenreadingstoriesofthesamegenre.Usequestionsandpromptssuchas:
In reading texts of this genre, what similar things happened to the characters? What different things happened to the characters?
In reading texts of this genre, how do characters solve problems in different ways? In reading texts of this genre, how are the plots the same or different across texts?
CommonMisconceptionsSomestudentsmaybelieve:
Twofictiontextswillnevercontainthesametheme. Twoauthorswillalwayshavethesameperspectiveofatopic.
BigIdea(s) EssentialQuestion(s)
Effectivereaderscanidentifythemeinmultipletextsandidentifythesimilaritiesanddifferencesbetweenthem.Goodreadersunderstandthatdifferentauthorswillprovidedifferentperspectivesofatopicthroughtheirdevelopmentofplot.
Howdoescomparingandcontrastingthemesfromvariouspiecesofliteratureincreaseunderstanding?
HowcanIcompareandcontrastthewaytwotextsinthesamegenreapproachsimilarthemesandtopics?
AssessmentsCompareandContrastComprehensionStrategyAssessment–pages50–53BenchmarkLiteracyUnitAssessments–Fiction
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Elementsofliterarytexts Theme Differencebetweencentralideasanddetailsina
story Important/supportingkeydetails StoryElements
o Plot(e.g.,events,climax/turningpoint,resolution,)
o Conflict(manvs.man,manvs.self,manvs.nature,etc.)
o Charactersandcharacterroles(hero/villain,
*Compareandcontraststoriesinthesamegenreontheirapproachestosimilarthemesandtopics.Note:“Stories”meansnarrationofeventstoldthroughthetexttypesofstories,dramasorpoems.
Identifyimportant,specificdetailsthatsupportkeyideas.
OrganizeinformationinVenndiagramsorT–chartstocompareandcontrast.
Recognize,understand,andappreciatemultipleperspectivesandcultures.
major/minor,protagonist/antagonist)o Setting(e.g.,time,place)
DramaElementso Sceneso Dialogueo Stagedirectionso Charactertraits,actions,feelings,words
Identifytheme.
ICanStatementsIcancompareandcontraststoriesfromthesamegenre.Icanunderstandatopicbetterbymakingconnectionsbetweentwoormoretexts.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
L.5.4
CC.1.3.5.I – Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade‐levelreadingandcontent,choosingflexiblyfromarangeofstrategiesandtools.
ResourcesMultipleMeaningWordsLeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadAffixesandRootsWordStudyVocabularyWorkshopLessons1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using knownwordparts(Greekand Latinaffixandroot)toacquireunknownwordsanddevelopingprintanddigitalreferenceuse(glossary,dictionary,andthesaurus).CommonMisconceptionsSomestudentsmaybelieve:
Wordswithsimilarlettersatthebeginning,middle,orendofwordshavesimilarrootsoraffixes.
BigIdea(s) EssentialQuestion(s)Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadersknowthatmanywordshavemorethanonemeaningandtheycanselecttheproperoneforthegiventext.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.
Howdoesareaderusecontextcluestounlockthemeaningofunknownwordsandphrases?
Howdoesareaderdeterminetheappropriatedefinitionofwordsthathavemorethanonemeaning?
Howdoesareaderdifferentiatebetweenliteralandnon‐literalmeaning?
Howdoesareaderidentifyandinterpretfigurativelanguageandliterarydevices?
AssessmentsMultipleMeaningWordsBenchmarkLiteracyGrade5UnitAssessment9InformalAssessmentforVocabularyDevelopment–page68ContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Meaningofunknownandmultiple‐meaning
wordsandphrases Contextclues Figurativeornon‐literalmeaning(e.g.,simile,
*Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedongrade5readingandcontent,choosingflexiblyfromarangestrategies.
metaphor,personification)
o Usecontext(e.g.,cause/effectrelationshipsandcomparisonsintext)asacluetothemeaningofawordorphrase.
o Usecommon,grade‐appropriateGreekandLatinaffixesandrootsascluestothemeaningofaword(e.g.,photograph,photosynthesis)
o Determinethemeaningofgeneralacademicanddomain‐specificwordsandphrasesusedinatext.
*Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.a.Interpretfigurativelanguage(simile,metaphor,andpersonification)incontext.b.Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs.c.Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetterunderstandeachofthewords
ICanStatements
Icanusewordoriginstolearnthemeaningsofunknownwords.Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
L.5.4
CC.1.3.5.J – Acquireanduseaccuratelygrade‐appropriateconversational,generalacademic,anddomain‐specificwordsandphrases,includingthosethatsignalcontrast,addition,andotherlogicalrelationships.
ResourcesVocabularyWordStudyVocabularyUnits1‐32LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardLearningwordsatthisstageincludesgrowingvocabulary by using contextcluesandknownwordparts(GreekandLatinaffixandroot)todefineunknownandmultiplemeaningwords.CommonMisconceptionsSomestudentsmaybelieve:
Wordswithsimilarlettersatthebeginning,middle,orendofwordshavesimilarrootsoraffixes.
BigIdea(s) EssentialQuestion(s)Goodreadersareabletousethecontextclueswithinthetexttodeterminethemeaningofanunknownwordorphrase.Goodreadershaveafundamentalunderstandingofaffixesandroots,andcanusethemtodevelopwordmeaningwithinthetext.
Howdoesareaderusecontextcluestounlockthemeaningofunknownwordsandphrases?
Howdoesareaderdeterminetheappropriatedefinitionofwordsthathavemorethanonemeaning?
Howdoesareaderuseknownwordpartstodeterminethemeaningofunknownwords?
AssessmentsContextCluesComprehensionStrategyAssessment–pages114‐117,118‐121BenchmarkLiteracyGrade5UnitAssessment9SuffixesInformalAssessmentforVocabularyDevelopment–page66
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Meaningofunknownwordsandphrases Contextclues
*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 strategies.
o Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
o Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)
o Determinethemeaningofgeneralacademicanddomain‐specificwordsandphrasesusedinatext.
ICanStatementsIcanusewordoriginstolearnthemeaningsofunknownwords.
Icanuseprefixes,suffixes,androotsofwordstounderstandthemeanings.Icanusecontextcluestohelpmeunderstandnewwords.Icanusedictionaries,glossaries,thesaurusestohelpmeunderstandandpronouncenewwords.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
L.5.4CC.1.3.5.K– Readandcomprehendliteraryfictionongradelevel,readingindependentlyandproficiently.
ResourcesFictionComprehensionSkillsBenchmarkLiteracyUnit1–10(Fictionstories)LeveledReaders,Read‐Alouds,Scholasticbookroom,personallibrary,A‐Z,TickettoReadExplanation/ExampleofStandardStudentsarerequiredtodemonstrateunderstandingofliteraryfiction.Use questionsandpromptssuchas:
Howistheplotofthestorydeveloped? Whatstoryelementsofthisworkoffictionaidincomprehension?
CommonMisconceptionsSomestudentsmaybelieve:
Understanding story elements are not important in comprehending literary fiction.
BigIdea(s) EssentialQuestion(s)Goodreadersusestoryelementstocomprehendliteraryfiction.Goodreadersareabletoreadon‐leveltextsindependentlyandproficiently.
HowdoIread,understand,andrespondtoworksoffiction?
HowdoIusemyunderstandingofstoryelementstoaidincomprehension?
AssessmentsComprehensionStrategyAssessment–AllFictionTestPassagesBenchmarkLiteracyGrade5UnitAssessment–AllFictionWeeklyAssessmentsInformalAssessmentsforTextComprehension–FictionSkillActivities
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
How to analyze story elements Howtoreadindependently Howtoreadfluently
Usestoryelementstoaidincomprehension Usebasicreadingcomprehensionskillstoread
independentlyandproficiently
ICanStatementsIcanusefictionalstoryelementstohelpmecomprehendthestory.Icanreadandunderstandfifthgradestories,plays,andpoemsindependently.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
W.5.2
CC.1.4.5.A: Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.CC.1.4.5.B:Identifyandintroducethetopicclearly.CC.1.4.5.C:Developthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamplesrelatedtothetopic;includeillustrationsandmultimediawhenusefultoaidingcomprehension.CC.1.4.5.D:Grouprelatedinformationlogicallylinkingideaswithinandacrosscategoriesofinformationusingwords,phrases,andclauses;provideaconcludingstatementorsection;includeformattingwhenusefultoaidingcomprehension.CC.1.4.5.F:DemonstrateagradeappropriatecommandoftheconventionsofstandardEnglishgrammarandspelling.
Resources
LucyCalkins–“TheLensofHistory”ResearchReports,Grade5Unit2:InformationBenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentswriteinformative/explanatorypiecesaswell.Theymustbeabletofindandgroupinformationtogetherinalogicalway.Inordertodoso,studentsneedstrategiesforresearchingatopic(gatheringdata),selectingrelevantinformation(notetaking),groupinglikeideas,anddevelopingawaytopresenttheideasfrombeginningtoend(formatandorganizationofwrittenpresentation).Atthislevel,studentsuseavarietyofsentencestructuresandmorecomplexsentences.Theyaredevelopingtheuseofmorecomplexsentenceswithclauses(consequently,specifically).Studentsneedtoengageinbehaviors(turnandtalk,smallgroupdiscussion,andnumerouswritingandspeakingactivities)thatleadtotheexpressionofideasbothverballyandinwriting.Studentswillalsoneedapurposefulfocusonchoice‐makingthroughoutELA.Forexample,fifthgradestudentsneedtobeabletochooseprecisevocabularytoexplaintheirthinkingaboutatopic.Fifthgradestudentsarerequiredtoincludebothanintroductionandaconcludingstatementorsectionintheirwriting.Studentscontinueusingstrategiesforintroducingconcepts(suchasbeginningwithafact,dialogue,orquestionaboutthetopic)andconcludingtheirthoughts(usingsummarystatements)whenwriting.Theyarelearningtofurtherorganizetheirwritingbydevelopingtheuseoftextfeatures(headings,sections,illustrations,andmultimedia).Studentsalsowritewithcomplexsentencestolinkthepartsoftheirwritingtogether.CommonMisconceptionsSomestudentsmaybelieve:
Thereisonlyonecorrectwaytowriteaninformationalpiece. Organizationisnotimportant. Studentsgenerallyfeeltheknowledgetheyhaveaboutatopicorsubjectiscorrect. Somestudentsbelievethatwritingisaninborntalent.
BigIdea(s) EssentialQuestion(s)
Goodinformative/explanatoryauthorsprovideinformationtohelpthereaderunderstandatopic.
Goodauthorsuseinformative/explanatorywritingtocommunicateinformationrelatedtoreal‐worldtasks.
Goodauthorsusemodel/exampletextstoguidethemastheycomposeinformative/expositorytexts.
Goodreadersandwriterswritetomakemeaningofwhattheyread.
Howdoesclearlyintroducingatopicsupportawriter’sfocus?
Whyisitimportantforawritertokeeptheirintendedaudienceinmindwhilecraftingtheirwriting?
Howdoesusingevidenceassistawriterinsupportingtheirdevelopmentofatopic?
Howdoesawriterorganizeinformationtocreatemeaning?
Howdoesawriterusephrasesandclausestolinkideas?
Howdoesproperuseofconventionsassistawriterinthedevelopmentoftheirwriting?
Whyisitimportantforawritertousepreciselanguagetoexplainatopic?
Howdoesawriterwritewithanawarenessofstyle?
AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressions124‐129.137‐138,160,172‐174BenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…Curriculum99‐106Self‐AssessmentChecklist,Student/TeacherConferences
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Informative/explanatorywriting Choosingandelaboratingonanappropriate
topic Information/facts/examples Beginning,middle,end Closure/ending/conclusion
*Introduce a topic for the intended audience, provide a general observation and focus, and group related information logically to support the writer’s purpose.
*Develop the topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.
*Link ideas within categories of information using words, phrases and clauses (e.g., in contrast, especially).
*Providing a concluding section related to the information or explanation presented.
Select/name an interesting topic for writing Organize writing with a beginning, middle and end,
sequencing the ideas most of the time
ICanStatementsIcanwriteinformationalessaysorreports,includingresearchthathasaclearintroduction,bodyandconclusionincludingfactsandimportantdetailstoshowimportantideas.Icanstateanddevelopaclearmainideaforwriting.Icandevelopapurpose(toinform,toentertain,etc.)andaudienceforwriting.Icanusestrategieslikeroughoutlines,brainstormingandliststoplanwriting.Icanorganizewriting,withanintroduction,abody,andaconclusion.Icanuseavarietyofsentencestructuressuchassimple,compound,andcomplexsentences.Icanmaintainaconsistentfocusinparagraphsusingtopicsentencesandsupportingdetails.Icanchangethestyleofwritingforthereaderand/orpurpose.
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
W.5.1
CC.1.4.5.G: Writeopinionpiecesontopicsortexts.CC.1.4.5.H:Introducethetopicandstateanopiniononthetopic.CC.1.4.5.I:Providereasonsthataresupportedbyfactsanddetails;drawfromcrediblesources.CC.1.4.5.J:Createanorganizationalstructurethatincludesrelatedideasgroupedtosupportthewriter’spurpose;linkopinionandreasonsusingwords,phrases,andclauses;provideaconcludingstatementorsectionrelatedtotheopinion.CC.1.4.5.K:Writewithanawarenessofstyle.
Usesentencesofvaryinglength. Expand,combine,andreducesentencesformeaning,reader/listener
interest,andstyle.
CC.1.4.5.L:DemonstrateagradeappropriatecommandoftheconventionsofstandardEnglishgrammarandspelling
TaughtinUnit(s)LucyCalkins–TheResearchBasedArgumentEssayGrade5Unit4BenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentsshouldwriteopinionpiecesthatclearly state theirpreferencesandsupply thereasoningfortheirthinking.Indoingso,studentsneedtounderstandhowtheirreasoningsupportstheiropinion,searchandfindfactstosupporttheirviewpoint,andsharethisthinking.Studentsbuildtheirargumentbylinkingideastogetherinalogicalmanner.Atthislevel,studentsuseavarietyofsentencestructuresandmorecomplexsentences.Theyaredevelopingtheuseofmorecomplexsentenceswithclauses(consequently,specifically).Studentsneedtoengageinbehaviors(turnandtalk,smallgroupdiscussion,andnumerouswritingandspeakingactivities)thatleadtotheexpressionofideasbothverballyandinwriting.Studentswillalsoneedapurposefulfocusonchoice‐makingthroughoutELA.Forexample,fifthgradestudentsneedtobeabletochooseprecisevocabularytoexplaintheirthinkingaboutatopic.Fifthgradestudentsarerequiredtoincludebothanintroductionandaconcludingstatementorsectionintheirwriting.Studentscontinueusingstrategiesforintroducingconcepts(suchasbeginningwithafact,dialogue,orquestionaboutthetopic)andconcludingtheirthoughts(usingsummarystatements)whenwriting.Theyarelearningtofurtherorganizetheirwritingbydevelopingtheuseoftextfeatures(headings,sections,illustrations,andmultimedia).Studentsalsowritewithcomplexsentencestolinkthepartsoftheirwritingtogether.CommonMisconceptionsSomestudentsmaybelieve:
Whenwriting,authorsalwayshaveonedistinctaudienceoronedistinctpurpose. Evidenceisnotnecessaryinopinionpieces. Negativeargumentsarepreferred.
BigIdea(s) EssentialQuestion(s)Goodpersuasivewriterscontrolthemessagebyaddressingtheneedsoftheaudienceandbuildingareasonedandlogicalcasetosupportaclearposition.
Goodauthorsusemodel/examplestextstoguidethemastheycomposetheirownpersuasivepieces.
How do writers clearly introduce a topic andstate an opinion about the topic?
Whyisitimportantforawritertokeeptheirintendedaudienceinmindwhilecraftingtheirwriting?
Howdowritersusefactsanddetailsfromcrediblesourcestosupportopinions?
Howdoesawriterorganizetheirideastosupporttheiropinion?
Howdoesawriterlinktheiropinionsandreasonsusingphrasesandclauses?
Howdoesawriterdevelopaconcludingstatementtosupporttheiropinion?
Howdoesproperuseofconventionsassistawriterinthedevelopmentoftheirwriting?
Howdowritersexpand,combine,andreducesentencestomaintainreaderinterest?
Howdowriterswritewithanawarenessofstyle?
AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressions82‐87,95,110‐112,121BenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…Curriculum107‐113Self‐AssessmentChecklist,Student/TeacherConferences
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Persuasionandargument Differencebetweenrelevantandirrelevant
evidence Opinion/position Reason(s)(e.g.,claims,support) Evidence(e.g.,examples,statistics,data,credible
personalandexpertopinions,facts) Logicalargument Primarysources Secondarysources(e.g.,UDLib/Search) Effectiveintroduction(e.g.,onethattakesaclear
position,clarifiestheissue,providesnecessarybackground)
Logicalorderofsupportingreasons(e.g.,weakesttostrongestargument,strongesttoweakestargument)
Awarenessofaudience Organizationalpattern/structure Linking/transitionwords,phrases,clauses(e.g.,
forinstance,inorderto,inaddition,consequently,specifically)
*Introducethetopicortextfortheintendedaudience,stateanopinion,andcreateanorganizationalstructureinwhichideasarelogicallygroupedtosupportthewriter’spurpose.
*Providelogicallyorderedreasonsthataresupportedbyfactsanddetails.
*Linkopinionandreasonsusingwords,phrasesandclauses(e.g.,consequently,specifically)
*Provideaconcludingsectionrelatedtotheopinionpresented.
Identifyanissueinatopicortext Distinguishtheprosandcons Selectanddevelopanopinion/position Useprimaryandsecondarysourcestolocate,
sort,andselectreasonsbasedonfacts,examples,and/orevidenceforbothsides acknowledgetheopposingpointofview differentiatingbetweenrelevantand
irrelevantreasons/evidence
Howtouselinking/transitionwords(e.g.,ontheotherhand)toshowrelationship
Strategiesfordealingwithopposingpointofview(e.g.,rebuttal,concession,acknowledgement)
Howtoavoidunsupportedreasons Formatchoices(e.g.,letters[businessand
friendly],simpleeditorial,advertisements) Effectiveconclusion(e.g.,onethatbeginstomove
beyondsummary,calltoaction,nextstep)
usinganappropriatevarietyofreasons/evidence
addressingtheneedsoftheaudience prioritizingthereasons/evidence
Selectanappropriatewritingformat
ICanStatementsIcanwritetopersuade.Icanstateanddevelopaclearmainideaforwriting.Icandevelopapurpose(toinform,toentertain,etc.)andaudienceforwriting.Icanusestrategieslikeroughoutlines,brainstormingandliststoplanwriting.Icanorganizewriting,withanintroduction,abody,andaconclusion.Icanuseavarietyofsentencestructuressuchassimple,compound,andcomplexsentences.Icanmaintainaconsistentfocusinparagraphsusingtopicsentencesandsupportingdetails.Icanchangethestyleofwritingforthereaderand/orpurpose.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACore Standard
W.5.3
CC.1.4.5.M:Writenarrativestodeveloprealorimaginedexperiencesorevents.CC.1.4.5.N:Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharacters.CC.1.4.5.O:Usenarrativetechniquessuchasdialogue,description,andpacing,todevelopexperiencesandeventsorshowtheresponsesofcharacterstosituations;useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.CC.1.4.5.P:Organizeaneventsequencethatunfoldsnaturally,usingavarietyoftransitionalwordsandphrasestomanagethesequenceofevents;provideaconclusionthatfollowsfromthenarratedexperiencesandevents.CC.1.4.5.Q:Writewithanawarenessofstyles.Usesentencesofvaryinglength.Expand,combine,andreducesentencesformeaning,reader/listenerinterest,andstyle.
CC.1.4.5.R:DemonstrateagradeappropriatecommandoftheconventionsofstandardEnglishgrammarandspelling.CC.1.4.5.S:Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch,applyinggradelevelreadingstandardsforliteratureandinformationaltexts.
ResourcesLucyCalkins–NarrativeCraft,Grade5Unit1:NarrativeBenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentswriterealandimaginativestories.Studentsareexpectedtousedescriptiontoshowcharacters‟thoughtsandfeelingsaswellasthedetailsofcharacters‟interactionthroughdialogue.Asstudentsdevelopcharactersandusedialogue,theywillneedtounderstandhowtointroducecharactersandhowtoengagecharactersinconversationintheirwriting.Atthislevel,studentsuseavarietyofsentencestructuresandmorecomplexsentences.Theyaredevelopingtheuseofmorecomplexsentenceswithclauses(consequently,specifically).Studentsneedtoengageinbehaviors(turnandtalk,smallgroupdiscussion,andnumerouswritingandspeakingactivities)thatleadtotheexpressionofideasbothverballyandinwriting.Studentswillalsoneedapurposefulfocusonchoice‐makingthroughoutELA.Forexample,fifthgradestudentsneedtobeabletochooseprecisevocabularytoexplaintheirthinkingaboutatopic.Fifthgradestudentsarerequiredtoincludebothanintroductionandaconcludingstatementorsectionintheirwriting.Studentscontinueusingstrategiesforintroducingconcepts(suchasbeginningwithafact,dialogue,orquestionaboutthetopic)andconcludingtheirthoughts(usingsummarystatements)whenwriting.Theyarelearningtofurtherorganizetheirwritingbydevelopingtheuseoftextfeatures(headings,sections,illustrations,andmultimedia).Studentsalsowritewithcomplexsentencestolinkthepartsoftheirwritingtogether.CommonMisconceptions
Somestudentsmaybelieve:
Narrativewritingmustbefictional;thereforetheythinknarrativewritingcannotbecombinedwithresearchorincorporatefactualinformation.
Itismoreimportanttowritealotandbeverydescriptivethantoselectdetailspurposefully. Ifthepurposeistoentertain,thentheworkmustbefunnyorhaveahappyending. Theteacheristheonlypersonwhowillbereadingtheirwritingandistheaudienceforwhomthey
write. Followinganorganizationalstructureisboringanduncreative. Revisionsareonlymadeatthesentencelevel;dotheyaskthemselves,“Aremyideasclear?Isit
interesting?”
BigIdea(s) EssentialQuestion(s)Goodauthorsofnarrativewritingeffectivelydeveloprealorimaginedexperiencesoreventstotellastorythatengagesthereader.
Goodauthorsusemodel/exampletextstoguidethemastheycomposetheirownnarrativepieces.
Goodauthorsusenarrativeelementstodevelopotherkindsofwritingsuchasargumentativeandinformationaltexts.
Howdowritersestablishstoryelementstoorientthereadertoasituation?
Howdoesawriterusenarrativetechniquestodevelopcharactersandeventsintheirwriting?
Howdoesawriteruseconcretewords,phrases,andsensorydetailstopreciselydescribeevents?
Howdoesawriterusenarrativeelementstoorganizeandapieceofnarrativewriting?
Howdoesawriteruseavarietyoftransitionalwordsandphrasestomanagethesequenceofevents?
Howdoesawriterdevelopastrongconclusionfornarrativewriting?
AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressions178– 183,191,209–210,218BenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…Curriculum92,98Self‐AssessmentChecklist,Student/TeacherConferences
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Narrativewriting Topic Event(s)(topicandsituation‐whathappened.For
example,“mydog”isatopic;“mydogatemyhomework”isanevent)
Characters Charactersresponsestosituations Narrator Dialogue Elaboration Awarenessofaudience Reaction/response(e.g.,Whywastheevent
important?Howdidtheeventmakeyoufeel?) Organizationalpattern(s)(e.g.,chronological,
reflective,flashback) Relevant,concretedetails/examples Differencebetweenrelevantandirrelevant
details
*Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharacters;organizeaneventsequencethatunfoldsnaturallytosupportthewriter’spurpose.
*Usenarrativetechniques,suchasdialogue,descriptionandpacing,todevelopexperiencesandeventsortoshowtheresponsesofcharacterstosituations.
*Useavarietyoftransitionalwordsandphrasestomanagethesequenceofevents.
*Useconcretewordsandphrasesandsensorydetailstoconveyexperiencesandeventsprecisely.
*Provideaconclusionthatfollowsfromthenarratedexperiencesorevents.
Select/identifyrealorimaginedexperiencesorevent(s)totellabout
Sensoryimages(e.g.,figurativelanguage:descriptionsofhowthingslook,feel,smell,taste,sound)
Transitionalwordsandphrases Sequenceofevents Closure/ending/conclusion Forms(e.g.,shortstories,journals,poems,
personalessays)
Select/identifydetailsaboutanevent(s)andpeople
‐ differentiating between relevant and irrelevant details
‐ addressing the needs of the audience ‐ selecting an organizational pattern
appropriate for the topic and purpose
ICanStatementsIcanwritenarrativeswithaconsistentpointofview,sensorydetailsanddialoguethatwilldevelopcharactersandsetting.Icanstateanddevelopaclearmainideaforwriting.Icandevelopapurpose(toinform,toentertain,etc.)andaudienceforwriting.Icanusestrategieslikeroughoutlines,brainstormingandliststoplanwriting.Icanorganizewriting,withanintroduction,abody,andaconclusion.Icanuseavarietyofsentencestructuressuchassimple,compound,andcomplexsentences.Icanmaintainaconsistentfocusinparagraphsusingtopicsentencesandsupportingdetails.Icanchangethestyleofwritingforthereaderand/orpurpose.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACoreStandard
W.5.
CC.1.4.5.T: Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.CC.1.4.5.U:Withsomeguidanceandsupport,usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumoftwopagesinasinglesitting.CC.1.4.5.V:Conductshortresearchprojectsthatuseseveralsourcestobuildknowledgethroughinvestigationofdifferentaspectsofatopic.CC.1.4.5.W:Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;summarizeorparaphraseinformationinnotesandfinishedwork,andprovidealistofsources.
CC.1.4.5.X:Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline‐specifictasks,purposesandaudiences.
Resources
LucyCalkins–NarrativeCraft,Grade5Unit1:NarrativeLucyCalkins–“TheLensofHistory”ResearchReports,Grade5Unit2:InformationLucyCalkins–“ShapingText”FromEssayandNarrativetoMemoir,Grade5Unit4LucyCalkins–TheResearchBasedArgumentEssay,Grade5Unit4BenchmarkLiteracy‐WritingtoSourcesWeeklyPromptsExplanation/ExampleofStandardFifthgradestudentsusevariouswritingstrategiestocreatearefinedresearched‐basedwritings:
Whileusingtechnologyand/orcollaborateswithothers. Thatuseinformationfromseveralreliableandvalidsources. Ofvariouslengthsandforarangeofpurposesandaudiences.
CommonMisconceptionsStudentsmaybelieve:
The revision process is not needed to properly publish their writing. They only need one source to support their writing. Their teacher is their audience.
BigIdea(s) EssentialQuestion(s)
Goodwritersstrengthentheirwritingbyfollowingacompletewritingprocess.Goodwritersuseavarietyofvalidsourcestoinvestigateatopic.Goodwriterswillcreatetheirwritingwithinvarioustimeframes.
Whatstepsinthewritingprocessareneededbeforepublication?
Howdowritersknowwhetherornotasourceisreliable?
Whattypesofpublishedwritingscanbecompletedinshort/longperiodsoftime?
Whateffectdoesbeingawareoftheaudiencehaveonthewriter’sstyle?
AssessmentsLucyCalkins–WritingPathways–PerformanceAssessmentsandLearningProgressionsBenchmarkLiteracyWritingtoSources–EvaluationRubricsLucyCalkins–If…Then…CurriculumSelf‐AssessmentChecklist,Student/TeacherConferences
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Stepsofthewritingprocess Technologyandtheuseofreliable/relevant
sources Style(e.g.,formal,informal,specifictoaudience) Author’sPurpose
Follow the writing process to create a refinewriting.
Supporttheirwritingwithreliableresourcesrelatedtothetopic
Writewithaclearpurposetoaspecificaudience
ICanStatementsIcanplan,revise,edit,rewriteortryanewapproachinmywritingwiththehelpofpeersandadults.Icanusetechnologytocreateandpublishmywriting.Icanusetechnologytocommunicateandcollaboratewithothers.
Reflections
MCSDELACurriculumMap~5thGrade
NationalStandard PACore Standard
S.5.
CC.1.5.5.A:Engageeffectivelyinarangeofcollaborativediscussionsongradeleveltopicsandtexts,buildingonothers’ideasandexpressingtheirownclearly.CC.1.5.5.B:Summarizethemainpointswrittentextreadaloudorinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.CC.1.5.5.C:Summarizethepointsaspeakermakesandexplainhoweachclaimissupportedbyreasonsandevidence.CC.1.5.5.D:Reportonatopicorpresentanopinion,sequencingideaslogicallyandusingappropriatefactsandrelevant,descriptivedetailstosupportmainideasorthemes;speakingclearlywithadequatevolume,appropriatepacing,andclearpronunciation.CC.1.5.5.F:Includemultimediacomponentsandvisualdisplaysinpresentationswhenappropriatetoenhancethedevelopmentofmainideasorthemes.CC.1.5.5.E:Adaptspeechtoavarietyofcontextsandtasks,usingformalEnglishwhenappropriatetotaskandsituation.CC.1.5.5.G:DemonstratecommandoftheconventionsofstandardEnglishwhenspeakingbasedongrade5levelandcontent.
ResourcesBenchmarkLiteracyReader’sTheaterReadAloudsMicrosoftOfficeExplanation/ExampleofStandardFifthgradestudentscanlistencriticallytoaspeakerandrespondintelligentlyasindividualsoringroupdiscussions.Studentswill:
Work in collaborative discussion groups. Summarize the main points of presented text. Evaluate key points of a speaker. Give logical reports that include a purpose and appropriate audience. Include multimedia presentations.
CommonMisconceptionsSomestudentsmaybelieve:
Simplylisteningtowhatisbeingsaidisenough. Theydonotneedtotakepartindiscussionstofullyunderstandatopic. Multimediapresentationsdonotenhanceanoralpresentation.
BigIdea(s) EssentialQuestion(s)Goodlistenersareabletolistencriticallyandsummarizethegiveninformation.Goodspeakerscanreportlogicallyandpresentinformationinavarietyofways.
Howdo studentslistencritically?
Howdogoodspeakerspresentinformationinalogicalmanner?
AssessmentsBenchmarkLiteracyInformalAssessmentsforFluencyDevelopment– Reader’sTheaterAssessmentsBenchmarkLiteracyUnits1‐10,Week3BLM1,2,5,6
Concepts(whatstudentsneedtoknow)
Skills(whatstudentsmustbeabletodo)
Workcollaboratively Listenforkeypoints Howtosummarize Sequencing Howtousemulti‐mediapresentationprogram
Participateingroupdiscussions Expresstheirthoughtsclearlyandlogically Adaptaspeechtomeetproperpurpose,audience
andtask
ICanStatementsIcanparticipateindiscussionsabouttexts.Icanbuildonothers’ideasandexpressmyideasclearly.Icansummarizethepointsaspeakermakesandexplainthespeaker’sreasonsandevidenceforthosepoints.Icanreportonatopicorpresentmyopinionlogicallyusingappropriatefactsanddetailstosupportmymainidea.Icanincludemulti‐mediaandotherdisplaystohelpmeshowmainideasorthemesinmypresentation.
Reflections
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