teacher.depaul.edu · web view2015. 11. 12. · from the text.—is applied in responding to...

5th GradeSECOND QUARTER LEARNING PRIORITIES

Common Core Fifth Grade Literacy Standards Emphasized

READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words and phrases as

they are used in a text, including figurative language such as metaphors and similes.

4. Determine the meaning of general academic and domain-specific and phrases in a text relevant to a grade 5 topic or subject area.

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS7. Analyze how visual and multimedia elements

contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

9. Compare and contrast stories in the same genre on their approaches to similar themes and topics.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Note: Standard 8 does not apply to fiction or poetry or drama.

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Integrated Standards: Standard 1-- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.—is applied in responding to tasks and questions based on all other reading standards. All reading competence development supports standard 10 progress: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

2nd Quarter 2015-16 http://teacher.depaul.edu Core Connections 2015

The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum

Comprehension and Collaboration

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

__SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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

__SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

__SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

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

Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.

2nd Quarter 2015-16 http://teacher.depaul.edu Core Connections 2015 2

LANGUAGE Fifth GradeThese lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.

CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.

__a. Form and use the perfect (e.g., I had walked, I have walked, I will have walked) verb aspects.

__b. Recognize and correct inappropriate shifts in verb tense and aspect.* 2. Observe conventions of capitalization, punctuation, and spelling.

__a. Use punctuation to separate items in a series.*__b. Use a comma to separate an introductory element from the rest of the

sentence.__c. Use underlining, quotation marks, or italics to indicate titles of works.__d. Spell grade-appropriate words correctly, consulting references as needed.

3. Make effective language choices.__a. Expand, combine, and reduce sentences for meaning, reader/listener

interest, and style.*VOCABULARY ACQUISITION AND USE

4. Determine word meanings (based on grade 5 reading).__a. Determine or clarify the meaning of unknown or multiple-meaning words

through the use of one or more strategies, such as using semantic clues (e.g., definitions, examples, or restatements in text); using syntactic clues (e.g., the word’s position or function in the sentence); analyzing the word’s sounds, spelling, and meaningful parts; and consulting reference materials, both print and digital.

__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., photograph, photosynthesis).

__c. Interpret figurative language, including similes and metaphors.__d. Explain the meaning of common idioms, adages, and proverbs.

5. Understand word relationships.__a. Build real-life connections between words and their various uses and

meanings.__b. Define relationships between words (e.g., how smirk is like and unlike smile;

what items are likely to be vast).__c. Distinguish a word from other words with similar but not identical meanings

(synonyms). 6. Use grade-appropriate general academic vocabulary and domain-specific

words and phrases (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.

* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.


Analyze Craft and StructureCCSSR5 (writer’s choices) and CCSSR6 (purpose)Use these terms when relevant in discussions and in tasks.Ask students to make a literacy glossary in which they include examples of these techniques and structures from texts they read.

Story Writers Poets Nonfiction Writers Biographers

actioncolloquialismdescriptive detailsdialoguefigurative languageflashbackforeshadowinghyperboleidiomimageryironymetaphormoodnarrator first person second person third person omniscient

onomatopoeiaplot twistpoint of viewrepetitionsatiresensory detailsimilestory within a storysuspensesymbolismnarrationtonevisual detailvoice

alliterationfigurative languagehyperboleimageryironymetaphormetermoodnarratoronomatopoeiaparadoxpersonificationpoint of viewrepetitionrhymerhythmsatiresensory detailsimilesymbolismtonevisual detailvoice

allusionanalogyanecdoteargumentboldfacecaptionscomparecontrastdatadebatedescriptiondetailsdialogueexamplesfigurative languagegraphheadingshumorillustrationsimagerynarrativepoint of viewquotationssarcasmsatiresequencetext structure: cause-effect compare/

contrast description problem-solution sequence

tabletimelinetitles and subtitlestonetransitionvoice

A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges commentary conflict conflict

resolution context

details dialogue mood quotations perspectives tone


Fifth Grade: Second Quarter, Weeks 11-12 Learning PrioritiesLITERATURE

Week of November 16 Week of November 23Literature Genre _story _ folk tale __tall tale _fable _

fantasy _poem _myth __mystery _realistic fiction __myth __legend

_story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery

_realistic fiction __myth __legend

Reading LiteratureCCSSRL.5.1Analyze, Infer with evidenceAnalyze Author’s choices and how them communicate the theme. (CCSSR5, 3, and 2)9. Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Compare and contrast two stories—preferably a myth or folktale.Analyze how they are different in the kinds of settings, characters, other elements.Then analyze how each communicates with the reader. How does a character change

during a story? How does that communicate

the theme? What choices does the writer

make, what techniques does the writer use to influence the reader? Include tone, mood, narrator, imagery in your analysis.

INTEGRATE WRITINGConstructed Response: Write the next part of the story.

Compare and contrast two stories—preferably a myth or folktale.Analyze how they are different in the kinds of settings, characters, other elements.Then analyze how each communicates with the reader. How does a character change

during a story? How does that communicate

the theme? What choices does the writer

make, what techniques does the writer use to influence the reader? Include tone, mood, narrator, imagery in your analysis.

INTEGRATE WRITINGConstructed Response: Write the next part of the story.

Writingconventions

Improve writing—add adjectives.

Improve writing—add adjectives.

PARCC/NWEA Guiding Questions for fiction

Skills Development Guides for Small Group and Independent WorkAnalyze relationshipsauthor's purpose and techniquescause-effect relations character traits Classify Compare and contrastComprehensive story reading guides inference

Infer the meaning of a word from context main idea or theme motiveparts of a storysequenceSummarize


http://teacher.depaul.edu/SequenceGuides.htm

http://teacher.depaul.edu/IdentifyPartsofaStory.htm

http://teacher.depaul.edu/analyzethemainideaortheme.htm

http://teacher.depaul.edu/identify_analyze_infer_MAIN_IDEA_or_THEME.htm

http://teacher.depaul.edu/html/Skill-Author_Purpose_Techniques.html

http://teacher.depaul.edu/SummarizeFictionandNonfiction.htm

http://teacher.depaul.edu/Infer-AnalyzetheMotiveforanAction.html

http://teacher.depaul.edu/InferMeaningofaWordfromContext.html

http://teacher.depaul.edu/Make-ExplainanInference.html

http://teacher.depaul.edu/ComprehensiveFictionAssessment.htm

http://teacher.depaul.edu/compareandcontrast.html

http://teacher.depaul.edu/ClassifytoClarify.htm

http://teacher.depaul.edu/analyzeandinfercharactertraitsandfeelings.htm

http://teacher.depaul.edu/cause_effect_relations.htm

http://teacher.depaul.edu/AnalyzeRelationships.htm

http://teacher.depaul.edu/Documents/FictionQuestions.pdf

http://teacher.depaul.edu/html/Writing1.htm

http://teacher.depaul.edu/html/Guide_Assess_Fiction.html


Fifth Grade: Second Quarter, Weeks 11-12 Learning PrioritiesNONFICTION LITERACY IN

SCIENCE AND SOCIAL SCIENCE

EXPLORE EXAMINE EXPLAIN

Preview the text and graphics.FOCUS on a BIG question.Identify IDEAS through examples.Answer the BIG question!

Week of November 16 Week of November 23Nonfiction Sources

__ topic/trade book _ biography_ history __article _video __textbook _museum exhibit _reference source

_primary source

__ topic/trade book _ biography_ history __article _video __textbook _museum exhibit _reference source

__primary sourceScience andSocial Science

DEVELOP NONFICTION LITERACYCCSSRI5.2 central idea, main ideasCCSSRI.5.5Analyze, infer writer’s choices

Compare and contrast two different sources on the same topic.

For each source: Use headings to locate

information relevant to the question.

Summarize—identify the central idea and main ideas that develop it

INTEGRATE WRITING:Constructed Response: compare and contrast the central ideas and kinds of information and presentation of each.

Compare and contrast two different sources on the same topic.

For each source: Use headings to locate

information relevant to the question.

Summarize—identify the central idea and main ideas that develop it

INTEGRATE WRITING:Constructed Response: compare and contrast the central ideas and kinds of information and presentation of each

Nonfiction Guides Assessments

PARCC/NWEA Guiding Questions nonfiction


http://teacher.depaul.edu/Documents/NonfictionPassageQuestions.pdf

http://teacher.depaul.edu/NonfictionAssessments.html

http://teacher.depaul.edu/html/Guide_Assess_Nonfiction.html

http://teacher.depaul.edu/social_studies.html

http://teacher.depaul.edu/Science_Activities_Assessments.html

Fifth Grade: Second Quarter, Weeks 13-14 Learning PrioritiesLITERATURE

Week of November 30 Week of December 7Literature

GenrePoem Poem

Reading Literature

CCSSRL5.2 theme5.5 and 5.6—purpose and techniques

Analyze poems. Identify ways the writer

develops mood, tone, and uses voice to communicate in a poem.

Identify techniques used such as imagery.

Constructed response:Contrast two poems—how each writer communicates a theme.

Identify ways the writer develops mood, tone, and uses voice to communicate in a poem.

Identify techniques used such as imagery in two different poems

Compare and contrast the writers’ use of different techniques

Constructed response:Contrast two poems—how each writer communicates a theme.

Word Patterns and GrammarCCSSRI.5.4 word structureInfer from context

Analyze Figurative languageWord Meaning Meaning in

this context

Analyze Figurative languageWord Meaning Meaning in

this context

Make poet’s technique glossary.

Writingconventions

Make punctuation chart—how to use punctuation to help readers comprehend.

Add examples to punctuation chart.

Literacy Guides and Readings Poetry, Speeches, Songs



















http://teacher.depaul.edu/PoetrySpeechesSongs.html


http://teacher.depaul.edu/html/vocabulary.html






EXPLORE EXAMINE EXPLAIN

Preview the text and graphics.FOCUS on a BIG question.Identify IDEAS through examples.Answer the BIG question!

Week of November 30 Week of December 7Nonfiction Sources __ topic/trade book _ biography

_ history __article _video __textbook __museum exhibit

_ topic/trade book _ biography_ history __article _video __textbook __museum exhibit

Science andSocial Science

DEVELOP NONFICTION LITERACYCCSSRI5.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. How does the writer include

examples, headings, and illustrations—what did the writer want you to think was important as you read?

Use graphic organizer to show a topic with ideas and information from the text.

Make glossary

Integrate Writing:Write your response to the Focus Question.

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. How does the writer include

examples, headings, and illustrations—what did the writer want you to think was important as you read?

Use graphic organizer to show a topic with ideas and information from the text.

Make glossary

Integrate Writing:Write your response to the Focus Question.









Fifth Grade: Second Quarter, Weeks 15-16 Learning Priorities

LITERATURE

Week of December 14 Week of January 4Literature

Genre_story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery




Reading LiteratureCCSSRL5.2—communicating an ideaCCSSRL5.5 Author’s choices and purpose (CCSSRL5.6)

Choose your favorite story or poem read so far this semester. Explain what the writer included to help make it interesting and to communicate the theme.

Compare and contrast two stories.

Analyze author’s choices of words that describe.

How does the writer help you understand the theme?

How does the writer accomplish the purpose—to communicate the message?

INTEGRATE WRITING:Write constructed response:How do the two authors use the narrator to create mood, explain events, depict characters?

Word Patterns and Grammar

Make a chart of different kinds of words—with examples of contractions, possessives, compound words, suffixes, prefixes, other examples.

Analyze verb tense in a reading. Then write with three different tenses in three separate sentences.

WritingImprove clarity (CCSSW5.5)

Add adjectives to improve writing.

Improve writing for focus and support




























Week of December 14 Week of January 4Nonfiction Sources

__ topic/trade book _ biography_ history __article _video __textbook

__museum exhibit

_ topic/trade book _ biography_ history __article _video __textbook

__museum exhibit__speechScience andSocial Science

DEVELOP NONFICTION LITERACYCCSSRI5.2 summarize, main ideaCCSSRI5.7 integrate information and ideas from different sources8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Choose a topic you have learned about this semester.

Construct a booklet that explains it with examples.

Evaluate the evidence a writer uses to support a position in a text or video about an issue. Decide which is the strongest support/example.

Identify any opinion phrases such as “the very best”.

Identify technique the writer uses such as a friendly tone or use of vivid examples.

INTEGRATE WRITINGConstructed Response: What is the strongest evidence the author uses?

Evaluate Evidence for a Claim Analyze Two Different Positions Evaluate Support for a Claim Evaluate Support for a Claim--decide which evidence is stronger

Analyze Evidence then Improve an Argument

Analyze Strength of Evidence

Nonfiction PCR Organizer--How a Writer Supports a Claim CCSSR8


http://teacher.depaul.edu/Documents/NonfictionPCROrganizer--HowaWriterSupportsaClaim.pdf

http://teacher.depaul.edu/Documents/AnalyzeStrengthofEvidence.pdf

http://teacher.depaul.edu/Documents/AnalyzeEvidencethenImproveanArgument.pdf

http://teacher.depaul.edu/Documents/Evaluate_Support_for_a_Claim.pdf

http://teacher.depaul.edu/Documents/EvaluateSupportforaClaim.pdf

http://teacher.depaul.edu/Documents/AnalyzeTwoDifferentPositions.pdf




LITERATURE

Week of January 11 Week of January 18Literature Genre _ story _ folk tale __humor _fable

_ fantasy _poem _realistic fiction __mystery __historical fiction

__myth __legend

Biography (relate to Dr. Martin Luther King, Jr.)

Reading Literature Comprehensive—includes standards 1 (read closely), 2 (summarize and figure out themes, 3 (analyze relationships and character development),5) analyze the writer’s choice of words, characters, events to communicate t theme and accomplish purpose (6) 4 (infer word meaning from context)

Compare and contrast a two stories.

Analyze author’s choices of words that describe.

How does the writer help you understand the theme?

How does the writer accomplish the purpose—to communicate the message?

INTEGRATE WRITING:Write constructed response:How are the two alike? How are they different?

How do you read a biography—and how is reading it different from reading historical fiction?What strategies do you use to:figure out author’s purpose and choices and analyze techniques the writer uses to accomplish it.Identify challenges, choices,causes and effectsInfer feelings, traits, predictions.

INTEGRATE WRITINGWrite to explain what important event shows about the character traits of the person profiled in the biography.

Word Patterns and Grammar

Write sentences with possessives

Make compound word chart.

Writing Conventions

Identify examples of quotations in reading. Add dialogue to a story or a report you write, including quotation marks.

Identify examples of quotations in reading. Add dialogue to a story or a report you write, including quotation marks.

























Week of January 11 Week of January 18Nonfiction Sources __ topic/trade book _ biography

_ history __article _video __textbook __museum exhibit


__museum exhibitScience andSocial Science

DEVELOP NONFICTION LITERACY8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Evaluate the evidence a writer uses to support a position in a text or video about an issue. Decide which is the strongest support/example.




Evaluate the evidence two different writers use to support a position in a text or video about an issue. Decide which is the strongest support/example.




How are the texts different in the ideas and kinds of examples they include?How are they alike?

Evaluate Evidence for a Claim Analyze Two Different Positions Evaluate Support for a Claim Evaluate Support for a Claim--decide which evidence is stronger

Analyze Evidence then Improve an Argument

Analyze Strength of Evidence

Nonfiction PCR Organizer--How a Writer Supports a Claim CCSSR8


http://teacher.depaul.edu/Documents/NonfictionPCROrganizer--HowaWriterSupportsaClaim.pdf

http://teacher.depaul.edu/Documents/AnalyzeStrengthofEvidence.pdf

http://teacher.depaul.edu/Documents/AnalyzeEvidencethenImproveanArgument.pdf

http://teacher.depaul.edu/Documents/Evaluate_Support_for_a_Claim.pdf

http://teacher.depaul.edu/Documents/EvaluateSupportforaClaim.pdf

http://teacher.depaul.edu/Documents/AnalyzeTwoDifferentPositions.pdf




LITERATURE

Week of January 25 Week of February 1 comprehensive assessment

Literature Genre _story _ folk tale __tall tale _fable _ fantasy _poem _myth __mystery




Reading LiteratureCCSSRL.5.2Summarize and infer themeCCSSR5.5 and 5.6—analyze author’s choices to communicate the theme

Analyze how the writer communicates the theme of a story. Include the elements of fiction and techniques appropriate for Fifth Grade such as dialogue, narrator.

Integrate Writing Constructed Response:

Explain how the writer communicated the theme.

Students analyze and write constructed response based on a story: explain how the narrator helps the reader understand the characters and events.

Students exchange and improve each other’s constructed response for focus and support.

Word Patterns and GrammarCCSSRI.5.4Analyze word patternsInfer from context

Identify, explain how prefixes and suffixes affect word meaning—give examples in a list or chart

Give examples of words: contractions possessives compound prefix and suffix

WritingConventions

Improve constructed response for use of conventions.

Students make writer’s guide: How to Write a Good constructed response.



























NONFICTION LITERACY INSCIENCE AND SOCIAL SCIENCE

Week of January 25 Week of February 1 comprehensive assessment

Nonfiction Sources

__ topic/trade book _ biography_ history __article _video __textbook

__museum exhibit


__museum exhibit

Science andSocial ScienceDEVELOP NONFICTION LITERACY

How does a writer construct nonfiction?How does a reader comprehend nonfiction?CCSSR5 and 6.

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question.

INTEGRATE WRITING: Analyze two different texts

on the same topic. Compare and contrast.

Text 1: Central Idea: _________________________ Supporting Ideas

Text 2 or VIDEO: Central Idea: _________________________ Supporting Ideas

Write constructed response comparing and contrasting two texts on the same topic.

Then use the PARCC rubric for Fifth Grade constructed response to improve the response.

Link to PARCC Rubric for 5th grade Constructed Response:

4th and 5th grades







http://teacher.depaul.edu/Documents/Grade4-5July29RubricFinal.pdf

