Fifth Grade Curriculum Map

Transcription

Fifth Grade English/Language Arts
Curriculum Map
Aligned With Tennessee State Core Curriculum Standards
2013 - 2014
Paris Special School District
 This Curriculum Map provides a projection for fifth grade reading and language arts using the Houghton Mifflin Harcourt
Journeys Textbook.
 Focus core curriculum standards and “I Can Statements” are listed for each week.
 Assessments are included for each six weeks.
 TCAP Review
1st
6wks
Unit 1
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Unit 1
ELA Curriculum Map PES
2013 - 2014
Wk 1
CC Standard
Reading
Targets
CCST
Grammar
CCST
Writing
Spelling
Lesson
1
CCSS.ELA-Literacy.RL.5.5
Explain how a series of
chapters, scenes, or
stanzas fits together to
provide the overall
structure of a particular
story, drama, or poem.
Read Aloud-“Ode to Lunch”
Anchor Text
“A Package for Mrs. Jewels”
from Wayside School Is
Falling Down
Genre: Humorous Fiction
Target Skill
Story Structure
CCSS.ELALiteracy.L.5.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
Grammar Skill
Complete
Sentences
CCSS W5.3b
Write narratives to
develop real or
imagined experiences
or events using
effective technique,
descriptive details,
and clear event
sequences.
Writing Model
Narrative Writing
Words
Their
Way
Lesson 1
“Questioning Gravity”
Genre: Readers’ Theater
Target Strategy
Summarize
Supporting Skills
Irony
Point of View
Vocabulary
Using Context
Writing Form
Short Story
Focus Trait
Ideas
Write About Reading
Leveled Readers
The Cafeteria Contest- Below
Serves Two Hundred – On
Project Bug – ADV
Dinner for Two Hundred – ELL
Essential Question
How can an experiment
clarify an idea?
Wk 2
Lesson
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
AR Reading- Independent
reading.
I Can explain the importance
of chapters, scenes, and
stanzas in a text.
Read Aloud
“The Iron Princess”
Anchor
“A Royal Mystery”
Genre – Play
“The Princess and the Pea”
Fairy Tale
Leveled Readers
Ella’s Big Night
City Cousin, Country Cousin
Jack and the Mean Beans
In the City, In the Country
Target Skill
Theme
Target Strategy
Question
Supporting Skills
Elements of
Drama,
Characterization
I can use grammar
correctly in my
writing and
speaking.
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
I can use grammar
correctly in my
writing and
speaking.
I can write a narrative
text.
Kinds of Sentences
Vocabulary
Using Context
CCSS.ELALiteracy.W.5.3b Use
narrative techniques,
such as dialogue,
description, and pacing,
to develop experiences
and events or show the
responses of characters
to situations
CCSS.ELALiteracy.W.5.3d Use
concrete words and
phrases and sensory
details to convey
experiences and events
precisely.
Narrative
WTW
Lesson 2
Description
Focus Trait
Voice
1
Essential Question
How can art and
performance help people
understand text?
I Can use specific details to
determine the theme of a text. I
can summarize the text.
Beginning of year
Assessment:
Fluency Assessment
Week 2
Journey’s
Diagnostic
Assessment
I can use narrative
techniques to enhance
the events and the
characters in a story.
I can use descriptive
words and details to
help readers better
understand a story.
2
1st
6wks
Unit 1
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Wk 3
CC Standard
Reading
Targets
CCST
Grammar
CCST
Lesson
3
CCSS.ELALiteracy.RL.5.3 Compare
and contrast two or more
characters, settings, or
events in a story or drama,
drawing on specific details
in the text (e.g., how
characters interact).
Read Aloud
“Should We Let Politics
Become Personal?”
Anchor
“Off and Running”
Realistic Fiction
Target Skill
Compare &
Contrast
Idioms
CCSS.ELALiteracy.L.5.5b
Recognize and
explain the meaning
of common idioms,
adages, and
proverbs.
CCSS.ELALiteracy.L.5.3a
Expand, combine,
and reduce
sentences for
meaning,
reader/listener
interest, and style.
Compound
Sentences
CCSS.ELALiteracy.W.5.3a Orient
the reader by
establishing a situation
and introducing a
narrator and/or
characters; organize
an event sequence
that unfolds naturally.
Target Strategy
Infer/Predict
Leveled Readers
The Mighty, Mighty Daffodils
The Presentation
The Geography Bee
A Better Plan
Wk 4
Lesson
4
Essential Question
Why is determination a
good quality for a
politician to have?
I Can use specific details from
a text to compare and
contrast characters, settings,
or events.
CCSS.ELA-Literacy.RI.5.1
Quote accurately from a
text when explaining what
the text says explicitly and
when drawing inferences
from the text.
CCSS.ELALiteracy.RL.5.10 By the
end of the year, read and
comprehend literature,
including stories, dramas,
and poetry, at the high
end of the grades 4–5 text
complexity band
independently and
proficiently.
Read Aloud
“Learning the Ropes”
Anchor “Double Dutch: A Celebration
of Jump Rope,Rhyme,and
Sisterhood
Narrative Non Fiction
Leveled Readers
Games We Play
Patsy Mink
Title IX
Patsy Mink and Title IX
Supporting Skills
Elements of
Drama,
Characterization
I Can use direct evidence
from a text to explain and
draw inferences.
Vocabulary
Suffixes
Target Skill
Sequence of
Events
Narrative Pacing
Rhythm
Target Strategy
Monitor/Clarify
Fluency
L.5.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
CCSS.ELALiteracy.L.5.2e Spell
grade-appropriate
words correctly,
consulting references
as needed.
I can use
capitalization,
punctuation, and
spelling correctly
when writing.
I can read and
comprehend
grade-level
fiction texts.
I can spell words correctly.
I can use reference
materials when I need
help spelling a word.
Spelling
Narrative
WTW
Lesson 3
Dialogue
Focus Trait:
Word Choice
I can establish a
situation, introduce
characters and a
narrator, and organize
events in a story.
I can recognize and
explain idioms,
adages, and
proverbs.
Students will read poems
from “Score?”
Essential Question
How can being active in
sports improve
someone’s attitude?
Quotation Marks
2013 - 2014
Writing
Common and
Proper Nouns
Vocabulary
Determine or
clarify the
meaning of
unknown and
multiple-meaning
words and
phrases based on
grade 5 reading
and content,
choosing flexibly
from a range of
strategies.
I use strategies to
determine the
meaning of unfamiliar
words and phrases.
CCSS.ELALiteracy.W.5.5 With
guidance and
support from peers
and adults, develop
and strengthen
writing as needed
by planning,
revising, editing,
rewriting, or trying a
new approach.
Prewrite a Fictional
Narrative
WTW
Lesson 4
Focus Trait:
Ideas
I can plan, revise, and
edit my writing. I can
rewrite or try a different
approach if needed.
3
1st
6wks
Unit 1
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
2013 - 2014
Wk 5
CC Standard
Reading
Targets
CCST
Grammar
CCST
Writing
Lesson
5
CCSS.ELALiteracy.RL.5.2 Determine
a theme of a story, drama,
or poem from details in the
text, including how
characters in a story or
drama respond to
challenges or how the
speaker in a poem reflects
upon a topic; summarize
the text
CCSS.ELALiteracy.RL.5.7 Analyze
how visual and multimedia
elements contribute to the
meaning, tone, or beauty
of a text
Read Aloud
“Fair or Foul?”
Anchor –
“Elisa’s Diary” – Realistic
Fiction
Target Skill
. Theme
.Dialogue
.Sequence of
Events
Singular and Plural
Nouns
CCSS.ELALiteracy.W.5.1b
Provide logically
ordered reasons
that are supported
by facts and details.
Continue work on
fictional narrative from
prev. lesson, using
Elisa’s Diary as model
for distinctive voice.
Leveled Readers
Target Strategy
Visualize
CCSS.ELALiteracy.L.5.4c
Consult reference
materials (e.g.,
dictionaries,
glossaries,
thesauruses), both
print and digital, to
find the pronunciation
and determine or
clarify the precise
meaning of key
words and phrases.
Essential Question
How can overcoming a
challenge change
someone’s life?
I Can use specific details to
determine the theme of a
text. I can summarize the
text.
Benchmark Test – Unit 1
Reading and Analyzing Text
Pages 1-23
I can use strategies to
determine the meaning
of unfamiliar words
and phrases.
I can learn and use
academic and
subject-specific
vocabulary.
Academic
Vocabulary
Assessment
I can use words and
phrases that show
logical relationships.
I can use organized facts
and details to support
reasons.
6 wks
Assess.
Unit 1
CRA Practice
BenchMark
Writing to Narrate
Pages 34-36
WTW
Lesson 7
Wk 6
Assessments
Benchmark Performance TSK
Reading Complex Text
Pages 37-39
Not Just Second Place
Baseball Rules
Far from Home
Baseball Memories
Poetry –
examine use of
imagery
Poetry – Words Free as
Confetti
TCAP Practice
Test
BenchMark Test
Revising and Editing
Pages 24-33
Vocabulary
Suffixes
Spelling
WTW
Lesson 5
Acquire and use
accurately gradeappropriate general
academic and
domain-specific
words and phrases,
4
2nd
6wks
Unit2
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Unit 2
Wk 7
CC Standard
Reading
Targets
CCST
Les 6
CCSS.ELALiteracy.RI.5.3 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.
Fluency –
CCSS.ELALiteracy.RF.5.4b Read
grade-level prose and
poetry orally with
accuracy, appropriate
rate, and expression on
successive readings
Read Aloud
America’s Eagle
Target Skill
. Cause/Effect
. Quotes and
Description
. Domain-Specific
Vocab.
Acquire and use
accurately gradeappropriate
general academic
and domainspecific words
and phrases
I can read aloud with
accuracy, fluency, and
expression.
Essential Question
Why is it important to
research and protect
endangered animals?
Anchor Text
Quest for the Tree Kangaroo
Genre – Informational Text
Why Koala Has No Tail (Myth)
Leveled Readers
Kangaroos
Rain Forest Wildlife
Marsupials!
Animals of the Rain Forest
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
I can use specific details from a
text to compare and contrast
characters, settings, or events.
Target Strategy
.Question
Use the
relationship
between particular
words (e.g.,
synonyms,
antonyms,
homographs) to
better understand
each of the words.
I can use words and
phrases that show
logical
relationships.
Grammar
Verbs
CCSS.ELALiteracy.L.5.1c Use
verb tense to convey
various times,
sequences, states,
and conditions.
Vocabulary
Synonyms/Antonyms
I can use verb tense to
convey meaning.
CCST
CCSS.ELALiteracy.RI.5.1 Quote
accurately from a text
when explaining what
the text says explicitly
and when drawing
inferences from the text.
2013 - 2014
Writing
Spelling
Informative Writing:
Procedural
Composition
Focus Trait:
Organization
CCSS.ELALiteracy.W.5.4 Produce
clear and coherent
writing in which the
development and
organization are
appropriate to task,
purpose, and audience.
I can use direct
evidence from a text to
explain and draw
inferences.
I can consider the
purpose and audience
when writing.
5
WTW
Lesson 8
2nd
6wks
Unit2
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Wk 8
CC Standard
Reading
Targets
CCST
Grammar
CCST
Lesson
7
CCSS.ELALiteracy.RI.5.3
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.
Read AloudAnnie’s Pride
Target Skill
.Understanding
Characters
.Author’s Word
Choice
.Dialect
Recognize and
explain the meaning
of common idioms,
adages, and
proverbs.
Direct and Indirect
Objects
CCSS.ELALiteracy.W.5.2c Link
ideas within and
across categories of
information using
words, phrases, and
clauses
Explain how an author
uses reasons and
evidence to support
particular points in a
text
Essential Question
How can dangerous
situations bring people
closer together?
Anchor Text
Old Yeller
Genre – Historical Fiction
Readers Theater - What
Makes It Good (persuasive
text)
Target Strategy
.Visualize
Leveled Readers
Young Eagle and His Horse
On the Long Drive
Riding with the Camel Corps
The Long Cattle Drive
I can explain how people,
events, ideas, or concepts are
connected in a historical,
scientific, or technical text.
I can find
evidence from the
text to support
what the author
believes or wants
me to believe
About a certain
topic or event.
I can recognize and
explain idioms, adages,
and proverbs
Vocabulary
Adages and
Proverbs
2013 - 2014
Writing
Spelling
W
Compare-Contrast Essay
Focus Trait:
Word-Choice
precise language and
domain-specific
vocabulary to inform
about or explain the
topic.
I can use words,
phrases, and clauses
to connect ideas
throughout my
writing.
I can use specific words
related to the topic to
support my writing.
6
2nd
6wks
Unit2
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Wk 9
CC Standard
Reading
Targets
CCST
Lesson
8
CCSS.ELALiteracy.RF.5.4a Read
grade-level text with
purpose and
understanding.
Read Aloud
Attack of the Alien Species
Target Skill
.Author’sPurpose
.Explain Scientific
.Purpose
.Domain-Specific
Vocabulary
Explain the function
of conjunctions,
prepositions, and
interjections in
general and their
function in particular
sentences.
Expand, combine,
and reduce
sentences for
meaning,
reader/listener
RF.5.4b Read with
sufficient accuracy and
fluency to support
comprehension
CCSS.ELA-Literacy.SL.5.2
Summarize a written text
read aloud or information
presented in diverse
media and formats,
including visually,
quantitatively, and orally.
Essential Question
What reasons do people
have for protecting the
environment?
Wk 10
Lesson
9
CCSS.ELALiteracy.RL.5.1 Quote
when explaining what the
text says explicitly and
from the text.
CCSS.ELALiteracy.RL.5.6 Describe
how a narrator’s or
speaker’s point of view
influences how events are
described.
Essential Question
How can an act of courage re
veal a person’s true nature?
Anchor – Everglades Forever:
Restoring America’s Great
Wetland
Genre – Narrative Nonfiction
National Parks of the West –
Informational Text (website
example)
Target Strategy
Analyze/Evaluate
Leveled Readers
Guardian of the Everglades
America’s Urban Parks
The Salton Sea
America’s City Parks
I Can read on-level text with
purpose and understanding.
Read Aloud
A Watery Grave
Anchor Text
Storm Warriors
Pea Island’s Forgotten Heroes
Informational Text (Magazine
article)
I can Understand when
and where to use
conjunctions,prepo sitions, &interjections.
Target Skill
.Conclusions and
Generalizations
.Point of View
.Characterization
Target Strategy
.Infer/Predict
Leveled Readers
Sugaring Weather
The River Kept Rising
Night of the Killer Waves
The Rising River
I can use direct evidence from a
text to explain and draw
inference.
I can leanr and use
academic and subjectspecific vocabulary.
I can use words and
phrases that show
CCSS.ELALiteracy.L.5.1e
Use correlative
conjunctions (e.g.,
either/or,neither/nor).
Expand, combine,
and reduce
sentences for
meaning,
reader/listener
interest, and style
I can use correlative
conjunctions such as
either/or and neither/nor.
Grammar
Conjunctions
Vocabulary
Prefixes en, re, pre,
pro
CCST
CCSS.ELALiteracy.W.5.5 develop
and strengthen writing
as needed by planning,
revising, editing,
new approach
2013 - 2014
Writing
Spelling
Cause-and-Effect
Essay
Focus Trait: Ideas
Homophones
CCSS.ELALiteracy.W.5.10 Write
routinely over extended
time frames (time for
research, reflection, and
revision) and shorter
time frames (a single
sitting or a day or two)
I can create sentences
to create various
meanings.
I can plan, revise, and edit
my writing if needed.
I can write over
different time frames
for various purposes
and audiences.
Complex Sentences
CCSS.ELALiteracy.W.5.8 Recall
relevant information
from experiences or
gather relevant
information from print
and digital sources;
summarize or
paraphrase information
in notes and finished
work, and provide a list
of sources.
Prewrite a Research
Report
Vocabulary
Greek and Latin
Roots
I can create sentences
to convey various
meanings.
WTW
Lesson
10
Focus Trait: Ideas
I can gather and
summarize information
and provide sources.
7
WTW
Lesson
11
2nd
6wks
Unit2
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Wk 11
Lesson
10
CC Standard
Reading
Determine two or more
main ideas of a text and
explain how they are
supported by key details;
summarize the text.
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.
Explain how an author
uses reasons and
evidence to support
particular points in a text,
identifying which reasons
and evidence support
which point(s).
Read Aloud
Who Tamed the Cat?
Essential Question
What can a scientist learn
by observing the
behaviors of a particular
animal?
Wk12
Benchmark Performance TSK
Reading complex text
Pages 71-73
Anchor Text – Cougars
Purr-fection – Poetry
Leveled Readers
.Sharks
.The Return of the
Yellowstone Grizzly
.Saving the Mexican Wolves
.Grizzly Bears return to
Yellowstone
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.
I Can determine the main idea
and details of a text.
I can summarize text.
Benchmark Unit 2 Test
Pages 41-56
Targets
Target Skill
.Main Ideas and
Details
.Explain Scientific
Ideas
.Domain-Specific
Vocabulary
CCST
Explain the function
of conjunctions,
prepositions, and
interjections in
general and their
function in particular
sentences.
Grammar
Direct Quotations
and Interjections
Vocabulary
Shades of Meaning
Target Strategy
.Monitor/Clarify
CCST
Integrate information
from several texts on
the same topic in order
to write or speak about
the subject
knowledgeably.
2013 - 2014
Writing
Spelling
Write a Research Report
Focus Trait:
Sentence Fluency
ideas within and
across categories of
information using
words, phrases, and
clauses
I can explain how
people, events,
ideas, or concepts
are connected in a
historical, scientific,
Or technical text.
I can compare and
contrast the organi -zational structures in
different texts.
I can understand
when and where to
use conjunctions,
prepositions, and
interjections.
I can use information
from different texts
to write or talk about
subject.
I can use words,
phrases, and clauses to
connect ideas
throughout my writing.
TCAP Practice
Unit 2
CRA Practice
Academic
Vocabulary
Assessment
Benchmark Unit 2
Pages 101-110
Benchmark Writing
Writing to Inform
Pages 67-69
8
WTW
Lesson
12
3rd
6wks
Unit 4
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Wk 13
Lesson
16
Wk 14
Lesson
17
CC Standard
Reading
Targets
CCST
Quote accurately from a
text when explaining what
the text says explicitly and
from the text.
Read Aloud – Japanese
Cartoons Are Manganificent
Target Skill
Author’s Purpose
Voice
Visual Elements
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.
Zap! Pow! A History of the
Comics – Inform. Text
Acquire and use
general academic
and domainspecific words and
phrases
Essential Question
In what ways can
illustrations enhance a
reader’s experience?
CCSS.ELALiteracy.RL.5.5 Explain
how a series of
chapters, scenes, or
stanzas fits together to
provide the overall
structure of a particular
story, drama, or poem.
I can analyze the text for
details to infer the author’s
purpose.
Describe how a narrator’s
or speaker’s point of view
influences how events are
described.
Essential Question
What role does
imagination play in the
invention process?
Anchor Text - Lunch
Money
Genre – Realistic Fiction
Target Strategy
Monitor/Clarify
Grammar
Adjectives
Vocabulary
Word Origins
CCST
CCSS.ELALiteracy.W.5.4
Produce clear and
coherent writing in
which the
development and
organization are
purpose, and
audience.
2013 - 2014
Writing
Spelling
Narrative Writing:
Friendly Letter
WTW
Lesson
13
Focus Trait: Voice
Leveled Readers
Dog Walker, Inc.
Incognito
The Three R’s
The Lost Comic Book
Read Aloud – The Visitor
(Model intonation)
Anchor Text – Lafff
Genre – Science Fiction
From Dreams to Reality
(Informational Text)
Leveled Readers
I can use words and
phrases that show
Target Skill
.Story Structure
.Literary Devices
.Point of View:
First Person
Target Strategy
Infer/Predict
Robot Rescue
The Watch Girl
Pancakes
Kendria’s Watch
I can explain the
importance of chapters,
scenes, and stanzas in a
text.
I can describe how
the point of view
affects the story.
Acquire and use
accurately gradeappropriate general
academic and
domain-specific
words and phrases
Consult reference
materials (e.g.,
dictionaries,
glossaries,
thesauruses), both
print and digital
I can write a friendly
letter showing my
reader how I feel.
Adverbs
Vocabulary Reference
Materials
CCSS.ELALiteracy.W.5.3b Use
narrative techniques,
such as dialogue,
description, and
pacing, to develop
experiences and
events or show the
responses of
characters to
situations.
Narrative Writing
Character Description
Focus Trait:
Word Choice
I can use narrative
techniques to enhance
the events and the
characters in a story.
9
WTW
Lesson
14
3rd
6wks
Unit 4
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Wk 15
CC Standard
Reading
Targets
CCST
Lesson
18
CCSS.ELALiteracy.RI.5.1 Quote
and when drawing
inferences from the
text.
CCSS.ELALiteracy.RI.5.8 Explain
how an author uses
reasons and evidence
to support particular
points in a text,
identifying which
support which point(s).
Read Aloud
Hundreds Rally at Fullerton
High (Model Fluency)
Target Skill
Fact/Opinion
Main Ideas/Detail
Narrative Pacing
Explain the
function of
conjunctions,
prepositions, and
interjections in
general and their
function in
particular
sentences.
Essential Question
What do facts and
opinions contribute to a
story?
and when drawing
inferences from the
text.
I can use direct evidence
draw inferences.
Wk 16
Lesson
19
CCSS.ELALiteracy.SL.5.2
Summarize a written text
read aloud or information
presented in diverse
media and formats,
including visually,
quantitatively, and orally.
Why is it important to be
aware of your
community’s needs?
Anchor Text – The Dog
Newspaper
Genre – Autobiography
Target Strategy
Analyze/Evaluate
Poetry about Poetry (Poetry)
Leveled Readers
Grammar
Prepositions and
Prepositional
Phrases
Vocabulary
Using Strategies
Read Aloud – The Power of
Spirit Lake (Model fluency)
Anchor Text – Darnell Rock
Reporting
Volunteer! (Persuasive Text)
Leveled Readers
Target Strategy
Summarize
or wants me to
believe about a
certain topic or
event.
Acquire and use
general academic
and domainspecific words and
phrases
CCSS.ELALiteracy.W.5.3c Use a
variety of transitional
words, phrases, and
clauses to manage the
sequence of events.
2013 - 2014
Writing
Spelling
Narrative Writing:
Autobiography
WTW
Lesson
15
Focus Trait: Voice
concrete words and
phrases and sensory
details to convey
experiences and
events precisely.
Maria Tallchief
B.B.King
Isabel Allente
B.B.King
I can find evidence
from the text to
support what the
author believes
Target Skill
Author’s Purpose
Dialogue
Characterization
CCST
More Kinds of
Pronouns
Vocabulary
Greek and Latin
Suffixes
I can use transitional
I can use descriptive words
words, phrases, and
clauses to help the
events in a story flow.
and details to help readers
better understand a story.
Produce clear and
coherent writing in
which the
development and
organization are
purpose, and
audience.
Narrtive Writing:
WTW
Lesson
16
Prewrite a Personal
Narrative
Focus Trait:Ideas
The Big Interview
Saving The General
Another View
The Old Tree
draw inferences.
I can consider the
purpose and audience
when writing.
10
3rd
6wks
Unit 4
Harcourt Journeys
1st Semester
Balanced Literacy
5th Grade
Wk
17
CC Standard
Reading
Targets
CCST
Grammar
CCST
Lesson
20
CCSS.ELALiteracy.RL.5.5
Explain how a
series of
chapters, scenes,
or stanzas fits
together to
provide the
overall structure
of a particular
story, drama, or
poem.
Read Aloud – The Huntress
(Model Fluency)
Target Skill
Story Structure
Characterization
Theme
CCSS.ELALiteracy.L.5.2d
Use underlining,
quotation marks,
or italics to indicate
titles of works.
Interpret figurative
language,
including similes
and metaphors, in
context.
Proper Mechanics
Writing Titles
Write routinely over
extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or a
day or two) for a
range of disciplinespecific tasks,
purposes, and
audiences.
Essential Question
What can a person
learn by building a
relationship with an
animal?
I can explain the importance
stanzas in a text.
I can interpret
figurative language
in a text.
As Benchmark
Performance TSK
Pages 147-150
Unit 4 Benchmark Test
Pages 119-133
BenchMark Test
pages 134-142
Wk 18
End of
six
weeks.
Anchor Text - The Black
Stallion
Genre- Fiction Adventure
Horse Power(Informational Text)
Leveled Readers
The Deer
Wilderness Rangers
Day of the Coyotes
Lost in a Canyon
Target Strategy
Question
Vocabulary
Figurative
Language
2013 - 2014
Writing
Narrative Writing:
Write a Personal
Narrative
Spelling
WTW
Lesson
17
Focus Trait: Voice
I can write over
different time frames
for various purposes
and audiences.
Academic
Vocabulary
Assessment
Writing Assessment
11
4th
6wks
2nd Semester
Balanced Literacy
Unit 5 Harcourt Journeys
5th Grade
Wk
19
Lesson
21
Wk 20
Lesson
22
CC Standard
Reading
Targets
CCST
Determine the
meaning of words and
phrases as they are
used in a text,
including figurative
language such as
metaphors and
similes.
Determine a theme of
a story, drama, or
poem from details in
the text
Read Aloud- “Land Rush!”
Target Skill
CCSS.ELALiteracy.L.5.1c Use
verb tense to convey
various times,
sequences, states,
and conditions.
Essential Question
What does it mean to
have good instincts?
I can use specific details to
text.
Read Aloud-‘’’Tales and
Truths of the Ojibwe”
Explain how a series
of chapters, scenes,
or stanzas fits
together to provide
the overall structure of
a particular story,
drama, or poem.
Determine the
phrases as they are
used in a text,
including figurative
language.
Essential Question
How can traditions
influence a person’s
feelings?
Anchor Text“Tucket’s Travels”
“Wild Weather”
Technical Text
Sequence of Events
Figurative Language
Author’s
Word Choice
Grammar
The Verbs Be
and Have
Target Strategy
Visualize
Leveled Readers
“Four Seasons of Food”
Leveled Readers
City in the Cliffs
Buffalo Hunt
Old Bark’s Cure
The Big Hunt
I can explain the importance
stanzas in a text.
Writing
CCSS.ELALiteracy.W.5.1a
Introduce a topic or text
clearly, state an
opinion, and create an
organizational structure
in which ideas are
logically grouped to
support the writer’s
purpose
Opinion Writing
Editorial
Spellin
g
WTW
Lesson
22
Focus Trait: Voice
opinion and reasons
using words, phrases,
and clauses
Voyage to California
Riding with the Pony Express
Decision at Fort Laramie
Ned Rides for the Pony
Express
Anchor Text
The Birchbark House
Genre- Historical Fiction
2013 - 2014
CCST
I can determine the
meaning of figurative
language.
I can use verb tense to
convey various
conditions.
Target Skill
Theme
Author’s Word
Choice
Visual Elements
CCSS.ELALiteracy.L.5.1b Form
and use the perfect
(e.g., I had walked; I
have walked; I will
have walked) verb
tenses.
Target Strategy
Infer/Predict
I can figure out the
phrases such as
metaphors and similes
in a text.
I can determine the
meaning of figurative
language.
I can form and use the
perfect verb tenses.
I can organize my
writing with a logical
progression that
supports an opinion.
Verb
Perfect Tenses
Vocabulary
Shades of
Meaning
and when drawing
inferences from the
text.
Introduce a topic or text
clearly, state an
opinion, and create an
organizational structure
I can use direct
evidence from a text
to explain and draw
inferences.
I can use words,
phrases, and clauses
to connect an
opinion &reasons.
Opinion Writing
Response to
Literature
WTW
Lesson
23
Focus Trait:
Organization
I can organize my
writing with a logical
progression that
12
4th
6wks
Unit 5 Harcourt Journeys
2nd Semester
Balanced Literacy
5th Grade
Wk 21
Lesson
23
Wk 22
Lesson
24
2013 - 2014
CC Standard
Reading
Targets
CCST
Grammar
CCST
Writing
Determine a theme
of a story, drama,
or poem from
details/summarize.
Describe how a
narrator’s or
speaker’s point of
view influences how
events are described
Analyze how visual
and multimedia
elements contribute to
the meaning, tone, or
beauty of a text
Read Aloud- “The Turbulent
History of Texas”
Target Skill
Theme
Perfect Tenses
Author’s
Word Choice
CCSS.ELALiteracy.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.
CCSS.ELALiteracy.SL.5.1d
Review the key ideas
expressed and draw
conclusions in light of
information and
knowledge gained
from the discussions
Opinion Writing
Response to
Literature
Anchor Text
The Birchbark House
Genre-Historical Fiction
CCSS.ELALiteracy.RI.5.10 By the
end of the year, read and
comprehend informational
texts
Essential Question
What kinds of
lessons were learned
by people who lived
in the old west?
I can use specific detils to
text.
I can describe how the
point of view affects a story
I can analyze
graphics or images
and determine what
they add to a text.
I can read and
comprehend grade-level
informational texts.
I can prepare for
discussions and use
the information to
explore and discuss a
topic.
I can summarize a
discussion and draw
conclusions from key
ideas, information, and
knowledge gained from
it.
and when drawing
inferences from the
text.
Compare and contrast
two or more
characters, settings,
or events in a story or
drama, drawing on
specific details in the
text
Essential Question
Why would a pioneer
traveler record events
Read Aloud”Tales of the Trail:
Target Skill
CCSS.ELALiteracy.L.5.3 Use
knowledge of language
and its conventions
when writing,
speaking, reading, or
listening.
guidance and support
from peers and
adults, develop and
strengthen writing as
needed by planning,
revising, editing,
new approach.
Opinion Writing
edit my writing.
I can rewrite or try a
different approach if
needed.
Visual Elements
Vocabulary
Reference
Materials
“Four Seasons of Food”
Informational Text
Leveled Readers
Target Strategy
Infer/Predict
Rodeo
The Goodnight-Loving Trail
How Barbed Wire Changed the
West
Blazing a Cattle Trail
Anchor Text- “Vaqueros:
America’s First Cowboys”
“Rhyme on the Range”- Poetry
Cause and Effect
Figurative Language
Point of View
Target Strategy
Analyze/Evaluate
Leveled Readers
Making
Comparisons
Vocabulary
Using Context
Spelling
WTW
Lesson
24
Focus Trait:
Organization
Prewrite a Response
Essay
WTW
Lesson
25
Focus Trait:
Organization
Down the Columbia
Gold for Chan Li
Dear Cousin
Chan Li’s Pot of Gold
I can use direct evidence from
a text to explain and draw
inferences.
I can use specific details
from a text to compare
and contrast characters,
settings, or events.
I can use appropriate
language to enhance my
writing and speaking.
13
in a journal?
4th
6wks
Unit 5
Harcourt Journeys
2nd Semester
Balanced Literacy
5th Grade
Wk 23
Lesson
25
CC Standard
Reading
Targets
CCST
Determine two or
more main ideas of a
text and explain how
they are supported by
key details;
summarize the text
Read Aloud“The True Story of Sacagawea”
Target Skill
CCSS.ELA-Literacy.L.5.5c
Use the relationship
between particular words
(e.g., synonyms,
antonyms, homographs) to
better understand each of
the words.
Compare and contrast
the overall structure
or information in two
or more texts.
Anchor Text
“Lewis and Clark”
Genre- Narrative Nonfiction
“A Surprise Reunion” – Play
Leveled Readers
The Corps of Discovery
History of the Fur Trade
Friends Along the Way
The American Fur Trade
Main Ideas
And Details
Primary Sources
Explain Historical
Events
Target Strategy
Monitor/Clarify
Grammar
Contractions
Vocabulary
Analogies
I can use the relationship
between words to better
understand each of the
words.
CCSS.ELA-Literacy.L.5.2e
Spell grade-appropriate
words correctly, consulting
references as needed.
Essential Question
How did explorers
help America
become the country
it is today?
Wk 24
6 wks
ends
Assessment
I can determine the main
idea and details of a text.
I can compare and contrast
the organizational
structures in different texts.
Unit 5 BenchMark
Pages 151- 178
I can spell words correctly
I can use reference
Unit 5
CRA Practice
Unit 5 BenchMark
Pages 179-190
Academic
Vocabulary
Assessment
CCST
opinion and reasons
using words, phrases,
and clauses
some guidance and
support from adults,
use technology,
including the Internet,
to produce and
publish writing as well
as to interact and
collaborate with
others; demonstrate
sufficient command of
keyboarding skills to
type a minimum of
two pages in a single
sitting.
I can write using
reasons and information to support an
opinion.
2013 - 2014
Writing
Opinion Writing:
Write a Response
Essay
Spelling
WTW
Lesson
26
Focus Trait:
Word Choice
I can use technology
to create, publish,
and show my writing.
I can type at least
two pages.
BenchMark
Writing Opinions
Pages 197-200
14
5th
6 wks.
Unit 6
Harcourt Journeys
2nd Semester
5th Grade
Wk
25
Lesson
26
CC Standard
Reading
Targets
CCST
CCSS.ELALiteracy.RI.5.10 By
the end of the year,
read and
comprehend
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
Read Aloud – Moving from
Place to Place
Target Skill
Text and Graphic
Features
Expand, combine,
and reduce sentences
for meaning,
reader/listener
Essential Question
What can people
learn by reading
about how
different animals
adapt and survive?
Wk
26
Lesson
27
Balanced Literacy
Anchor TextAnimals on the Move
Genre-Informational Text
Target Strategy
Visualize
CCSS.ELALiteracy.L.5.4a Use
context (e.g.,
cause/effect
relationships and
comparisons in text)
as a clue to the
meaning of a word or
phrase
“Skywoman’s Rescue”-Play
“The Whale”,”Wild Geese”
-Poetry
Trade Books- Use 5
weeks
Skunk Scout – Below Level
Frindle – On Level
Mysteries of the Mummy
Kids - Advanced
I can read and comprehend
grade-level informational
texts.
Determine a theme
of a story, drama,
or poem from
details in the text,
Read Aloud-The Paleo Indian
Changing with the Times
Analyze how visual
and multimedia
elements contribute
to the meaning,
tone, or beauty of a
text
“Cave of the Crystals”
Informational Text
“Places and Names: A
Traveler’s Guide”-Poetry
Essential Question
What lessons can
we learn from
other cultures?
I can use specific details to
text.
Anchor Text:”Mysteries at
Cliff Palace” (Readers’ Th.)
I can quickly find
evidence in the text to
support my thinking
when answering a
question or solving a
problem.
I can create
sentences to convey
various meanings.
Target Skill
Theme
grade-appropriate
words correctly,
as needed.
Target Strategy
Analyze/Evaluate
Grammar
Possessive Nouns
Vocabulary
MultipleMeaning
Words
CCST
CCSS.ELALiteracy.W.5.3a Orient
the reader by
establishing a situation
and introducing a
narrator and/or
characters; organize an
event sequence that
unfolds naturally.
Writing
Spelling
WTW
Lesson
18
Definition Paragraph
Focus Trait:
Word Choice
CCSS.ELALiteracy.W.5.4 Produce
clear and coherent
writing in which the
development and
organization are
purpose, and audience.
I can use context
clues to
understand an
unfamiliar word
or phrase.
Abbreviations
Vocabulary
Suffixes
I can establish a
situation, introduce
characters and a
narrator, and organize
events in a story.
I can consider the
purpose and
audience when
writing.
Introduce a topic
clearly, provide a
general observation
and focus, and group
related information
logically; include
formatting (e.g.,
headings), illustrations,
and multimedia when
useful to aiding
comprehension
Trade Books Cont.
I can spell words
correctly. I can use
reference materials
when I need help.
2013 - 2014
Journal Entry
Focus Trait: Voice
WTW
Lesson
19
Develop the topic
with facts,
definitions,
concrete details,
quotations, or other
information and
examples related
to the topic.
I can organize my writing
and use text features to
help readers better
understand a topic.
15
5th
6wks
Unit 6
Harcourt Journeys
2nd Semester
Balanced Literacy
5th Grade
Wk 27
CC Standard
Reading
Targets
Lesson
28
CCSS.ELALiteracy.RI.5.8 Explain
how an author uses
to support particular
points in a text,
identifying which
support which point(
Read Aloud- Sue Tells A Story
Target Skill
Fact/Opinion
Anchor Text: “Fossils: A Peek
Into the Past”
Target Strategy
Question
“Trapped in Tari”
“Journey of the Woolly
Mammoth” (Poetry)
Wk28
Lesson
29
I can find evidence from the text
to support what the author
believes or wants me to believe
about a certain topic or event.
and when drawing
inferences from the
text
Read Aloud – Fossils
Anchor Text“The Case of the Missing Deer”
“Fossil Fish Found!”
“Encounter” & “Deep in the
Forrest” (Poetry
Trade Books Cont.
Essential Question
Why are people
fascinated by nature?
draw inferences.
CCSS.ELALiteracy.L.5.2b Use a
comma to separate an
introductory element
from the rest of the
sentence.
Recognize and explain
the meaning of common
idioms, adages, and
proverbs
Trade Books Cont.
Essential Question
How does the study of
fossils relate to our
everyday lives?
CCST
I can use commas
correctly in the
beginning of sentences.
Target Skill
Conclusions and
Generalizations
Target Strategy
Infer/Predict
CCSS.ELALiteracy.L.5.2c Use a
comma to set off the
words yes and no (e.g.,
Yes, thank you), to set
off a tag question from
the rest of the sentence
(e.g., It’s true, isn’t it?),
and to indicate direct
address
I can use commas when
setting off introductory
words or phrases in a
sentence.
Grammar
Commas in
Sentences
Vocabulary
Idioms
I can recognize
and explain
idioms, adages,
and proverbs
More Commas
CCST
ideas within and across
categories of
information using
words, phrases, and
clauses
2013 - 2014
Writing
Informative
Writing
Spelling
WTW
Lesson
20
Summary
Focus Trait: Ideas
I can use words, phrases,
and clauses to connect
ideas throughout my
writing.
Develop the topic with
facts, definitions,
concrete details,
quotations, or other
information and
examples related to the
topic.
Informative
Writing
WTW
Lesson
21
Informational
Essay
Focus Trait:
Organization
I can use specific
information such as
facts, definitions, and
details to support a
topic.
16
5th
6wks
Unit 6
Harcourt Journeys
2nd Semester
Balanced Literacy
5th Grade
Wk
29
CC Standard
Reading
Targets
CCST
Lesson
30
Determine two or
more main ideas of a
text and explain how
they are supported by
key details;
summarize the text.
CCSS.ELALiteracy.SL.5.2
Summarize a written
text read aloud or
information presented
in diverse media and
formats, including
visually,
quantitatively, and
orally
Read Aloud-Finding Their Way
Target Skill
Main Ideas and
Details
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
Essential Question
What traits help
make a person good
at solving problems?
I can determine the main idea
and details of a text. I can
summarize text.
Benchmark
Performance TSK
Pages 231-234
Unit 6 Benchmark
Pages 201-215
Wk 30
End of
6 wks
Anchor Text-“Get Lost! The
Puzzle of Mazes”
Informational Text
“Journey to Cuzo” (Myth)
“The Best Paths” “Compass”
(poetry)
Target Strategy
Summarize
Grammar
Other
Punctuation
Vocabulary
Word origins
Trade Books Concluded
I can use capitalization,
punctuation, and
spelling correctly when
writing.
Unit 6 CRA Practice
Unit 6 Benchmark
Pages 216-227
Academic
Vocabulary
Assessment
CCST
guidance and support
from peers and adults,
develop and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new approach.
(Editing for conventions
should demonstrate
command of Language
standards 1-3 up to
and including grade 5
here.)
edit my writing. I can
rewrite or try a
different approach if
needed.
Bench Mark
Novel Tests
Pages 235-243
2013 - 2014
Writing
Spelling
WTW
Lesson
22
Informative
Writing:
Informational
Essay
Focus Trait: Ideas
Bench Mark
Writing to Inform
Pages 228-230
17
6th
6wks
4th Grade Unit or
Novels
2nd Semester
Balanced Literacy
5th Grade
CC Standard
Wks
31-37
Standards and I
can statements are
tied to the TCAP
review materials.
Teachers may
choose their focus
strategies and then
apply the
appropriate
standard and I can
statements…
Based on the
anchor reading
you select
(Journeys or
Novels).
Reading
2013 - 2014
Targets
Spelling
th
Switch Materials with 4 grade to
teach the Journeys Unit which
contains the reading material related
to social studies standards. For some
th
th
reason 4 and 5 are switched in the
textbooks.
Another possibility is
Novel Studies. We have a large
selection of novels on different
reading levels.
Incorporate review for TCAP during
these next weeks prior to testing.
TCAP Review and Practice.
Follow the Chart,(on the next three pages)
incorporating this review with the anchor reading
materials of your choice.
grade-appropriate
words correctly,
as needed.
I can spell words
correctly.
I can use reference
18
WTW
Lessons
22
23
24
25
26
6th Six weeks TCAP Review Materials and Schedule for Use
Wk
1
Jouryneys Test Power
Tennessee Test Prep
Lesson/
Page Number
Target
Skill
Common Core Standard
I Can Statement
L1. P. 1-4
Using
Content
I can use context clues to understand an unfamiliar
word or phrase.
L2 P. 5-6
Writing to
Narrate
L3 P.7-10
Language
CCSS.ELA-Literacy.L.5.4a Use context (e.g.,
cause/effect relationships and comparisons in text) as a
clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop
real or imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
CCSS.ELA-Literacy.L.5.1 Demonstrate command of
the conventions of standard English grammar and
usage when writing or speaking.
L4 P11-14
Prefixes and
Suffixes
Poetry
CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words
correctly, consulting references as needed.
I can spell words correctly.
CCSS.ELA-Literacy.L.5.5a Interpret figurative
language, including similes and metaphors, in context.
CCSS.ELA-Literacy.RL.5.5 Explain how a series of
chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.L.5.5c Use the relationship
between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words
CCSS.ELA-Literacy.SL.5.3 Summarize the points a
speaker makes and explain how each claim is
supported by reasons and evidence.
CCSS.ELA-Literacy.W.5.4 Produce clear and coherent
writing in which the development and organization are
appropriate to task, purpose, and audience
I can interpret figurative language in a text.
I can explain the importance of chapters, scenes, and stanzas
in text.
L5 P15-18
L6. P. 19-22
Synonyms and
Antonyms
L7 P. 23-26
Speech
L8 P27-30
Writing and
Research
I can write a narrative text.
I can use grammar correctly in my writing and speaking.
I can use the relationship between words to better understand
each of the words.
I can summarize the points a speaker makes and explain how
each claim is supported by reasons and evidence.
I can consider the purpose and audience when written.
19
Wk
2
L 9 P31-34
Conclusions/
Generalizations
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a
text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-Literacy.W.5.2 Write
informative/explanatory texts to examine a topic and
convey ideas and information clearly
I can use direct evidence from a text to explain and draw
inferences.
L10 P 35-36
Writing to
Inform
L 11 P 37-40
Cause/Effect
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall
structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in
two or more texts.
I can compare and contrast the organizational structures in
different texts.
L 12 P 40 – 44
Figurative
Language
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of
words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
can interpret figurative language in a text.
L 13 P 45 - 46
Language
L 14 P 47-50
Sequence of
Events
I can recognize and correct inappropriate shifts in verb tense
and aspect.
I can compare and contrast the organizational structures in
different texts.
L 15 P 51 - 52
Writing
Opinions
L 16 P 53-56
Author’s
Purpose
CCSS.ELA-Literacy.L.5.1d Recognize and correct
inappropriate shifts in verb tense
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the
overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts
CCSS.ELA-Literacy.W.5.1a Introduce a topic or text
clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to
support the writer’s purpose
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a
story, drama, or poem from details in the text, including
how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon
a topic; summarize the text.
L 17 P 57 – 60
Story Structure
CCSS.ELA-Literacy.RL.5.5 Explain how a series
of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story,
drama, or poem.
I can explain the importance of chapters, scenes, and stanzas
in a text.
I can write an informative text.
I can organize my writing with a logical progression that
I can use specific details to determine the theme of a text.
I can summarize the text.
20
Wk
3
L 18 P61-64
Main Idea
And Details
L 19 P 65-68
Writing and
Research
L 20 P 69-70
Writing to
Narrate
L 21 P 71-74
Language
L 22 P 75-78
Theme
L 23 P 79-82
Text and
Graphic
Features
L 24 P 83-86
Point of View
L 25 P 87-88
Writing
Opinions
ELA Practice
Test 89-124
Narrative
Writing
Practice Test
P 125 - 127
CCSS.ELA-Literacy.RI.5.2 Determine two or more main
ideas of a text and explain how they are supported by
key details; summarize the text.
CCSS.ELA-Literacy.W.5.9b Apply grade 5 Reading
standards to informational texts (e.g., “Explain how an
author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence
support which point[s]”).
CCSS.ELA-Literacy.W.5.3 Write narratives to develop
real or imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
CCSS.ELA-Literacy.L.5.5c Use the relationship
between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a
story, drama, or poem from details in the text, including
how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon
a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.7 Analyze how visual and
multimedia elements contribute to the meaning, tone,
or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
I can determine the main idea and details of a text.
I can summarize text.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s
or speaker’s point of view influences how events are
described.
CCSS.ELA-Literacy.W.5.1a Introduce a topic or text
clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to
support the writer’s purpose.
Comprehensive of CC state standards.
I can describe how the point of view affects a story.
I can use grade-level reading strategies when writing about
I can write a narrative text.
I can use the relationship between words to better understand
each of the words.
I can use specific details to determine the theme of a text.
I can summarize the text.
I can analyze graphics or images and determine what they add
to a text.
I can organize my writing with a logical progression that
L. Flowers 2013-2014 Paris Elementary
Paris Special School District
21
22
1st
6wks
Balanced Literacy
5th Grade
Wk 1
CC Standard
Reading
Targets
CCST
Grammar
CCST
2013 - 2014
Writing
Spelling
23

Fifth Grade Curriculum Map

Transcription

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