2014 Quarter Two Grade 05 ELA/Writing
Yearly Standards: 5.R.RI.04, 5.R.RI.09
Week / Pacing / Standards/Pacing / ELP Standards / Resources / ELD Methodologies10/06/14 / 70/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / Stage III ELP Standards
Stage III ELP/Common Core Crosswalk
UW.5.R.RI.01 PDF.pdf
10/10 Days / [ 5.R.RL.09] Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
"I can compare and contrast stories in the same genre for similar themes and topics." / III-R-4:HI-6
making connections to text (i.e., text-to-text and text-to-self). / UW.5.R.RL.09 PDF.pdf
40/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
"I can write an informational report that is supported by research, observations, or experiences." / III-W-1:HI-4
writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). / UW.5.W.02.pdf
10/13/14 / 1 Day / [ G5.R.AD.04]
5.R.RI.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
5.R.RL.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.
65/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / UW.5.R.RI.01 PDF.pdf
5/10 Days / [ 5.R.RL.09] Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
"I can compare and contrast stories in the same genre for similar themes and topics." / III-R-4:HI-6
making connections to text (i.e., text-to-text and text-to-self). / UW.5.R.RL.09 PDF.pdf
1 Day / [ G5.W.AD.04] Additional Standards
5.W.05. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5.W.06. With 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.
5.W.07. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W.08. 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.
5.W.09. Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purpose, and audiences.
/ III-W-3:HI-1
generating and organizing ideas to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).
III-W-3:HI-2
evaluating, organizing and selecting ideas that reflect the audience and purpose.
III-W-3:HI-3
using a prewriting plan to draft an essay with an introductory paragraph, body, transitions and concluding paragraph.
III-W-3:HI-4
revising a student draft as a class, in small groups and independently with audience and purpose in mind for:
word choice
sequence of ideas (introduction, body, conclusion)
adding/deleting/ moving supporting details
effective transitions
sentence structure (combining/adding/ deleting, complete and varied sentences)
using revision tools. (checklists, rubrics, and reference materials)
III-W-3:HI-5
reviewing student drafts for errors in conventions* as a class, in small groups and independently using editing tools. (e.g., checklists, rubrics, computer spell check and other reference materials)
III-W-3:HI-6
publishing products in a variety of formats (e.g., oral presentation, manuscript, multimedia, etc.) and presenting within a set period of time (e.g., 15 minutes).
35/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
"I can write an informational report that is supported by research, observations, or experiences." / III-W-1:HI-4
writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). / UW.5.W.02.pdf
10/20/14 / 60/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / UW.5.R.RI.01 PDF.pdf
10/10 Days / [ 5.R.RI.02] Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
"I can summarize two or more main ideas of a text and explain how they are supported by key details." / N/A / UW.5.R.RI.02 .pdf
30/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
"I can write an informational report that is supported by research, observations, or experiences." / III-W-1:HI-4
writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). / UW.5.W.02.pdf
10/27/14 / 55/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / UW.5.R.RI.01 PDF.pdf
5/10 Days / [ 5.R.RI.02] Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
"I can summarize two or more main ideas of a text and explain how they are supported by key details." / N/A / UW.5.R.RI.02 .pdf
25/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
"I can write an informational report that is supported by research, observations, or experiences." / III-W-1:HI-4
writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). / UW.5.W.02.pdf
11/03/14 / 1 Day / [ G5.R.AD.05] Additional Standards
5.R.RI.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
5.R.RL.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. / N/A
50/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / UW.5.R.RI.01 PDF.pdf
5 Days / [ 5.R.RI.05] 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 aspects of two or more texts using reading strategies ( eg. sequencing,
cause/effect, and problem and solution), graphic organizers, and text summaries." / III-R-4:HI-6
making connections to text (i.e., text-to-text and text-to-self). / UW.5.R.RI.05 PDF.pdf
1 Day / [ G5.W.AD.05] Additional Standards
5.W.05. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5.W.06. With 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.
5.W.07. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W.08. 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.
5.W.09. Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purpose, and audiences.
/ III-W-3:HI-1
generating and organizing ideas to create a prewriting plan using multiple self-selected methods (brainstorming, webbing, writer’s notebook, journal, etc.).
III-W-3:HI-2
evaluating, organizing and selecting ideas that reflect the audience and purpose.
III-W-3:HI-3
using a prewriting plan to draft an essay with an introductory paragraph, body, transitions and concluding paragraph.
III-W-3:HI-4
revising a student draft as a class, in small groups and independently with audience and purpose in mind for:
word choice
sequence of ideas (introduction, body, conclusion)
adding/deleting/ moving supporting details
effective transitions
sentence structure (combining/adding/ deleting, complete and varied sentences)
using revision tools. (checklists, rubrics, and reference materials)
III-W-3:HI-5
reviewing student drafts for errors in conventions* as a class, in small groups and independently using editing tools. (e.g., checklists, rubrics, computer spell check and other reference materials)
III-W-3:HI-6
publishing products in a variety of formats (e.g., oral presentation, manuscript, multimedia, etc.) and presenting within a set period of time (e.g., 15 minutes).
20/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
"I can write an informational report that is supported by research, observations, or experiences." / III-W-1:HI-4
writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). / UW.5.W.02.pdf
11/10/14 / 45/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / UW.5.R.RI.01 PDF.pdf
10/10 Days / [ 5.R.RI.07] 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 synthesize information from multiple print or digital sources to answer questions or solve problems." / UW.5.R.RI.07 PDF.pdf
15/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
"I can write an informational report that is supported by research, observations, or experiences." / III-W-1:HI-4
writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). / UW.5.W.02.pdf
11/17/14 / 40/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / UW.5.R.RI.01 PDF.pdf
5/10 Days / [ 5.R.RI.07] 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 synthesize information from multiple print or digital sources to answer questions or solve problems." / UW.5.R.RI.07 PDF.pdf
10/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
"I can write an informational report that is supported by research, observations, or experiences." / III-W-1:HI-4
writing expository essays and informational reports that include topic sentences, main ideas, and relevant supporting details, using appropriate transitions, varied sentence structure and precise academic vocabulary.
III-W-1:HI-5
writing a summary paragraph containing only key ideas and relevant content vocabulary summarizing a variety of text and of varying length. (e.g., science text chapter, article, book, oral presentations, etc.). / UW.5.W.02.pdf
11/24/14 / 35/75 Days / [ 5.R.RI.01] Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
"I can cite evidence to support an inference made from the text." / N/A / UW.5.R.RI.01 PDF.pdf
5/45 Days / [ 5.W.02] Write informative explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.