5th Grade Curriculum Map – Track A
Pacing / 7/26-8/11 (13)Week 1-3 Lesson 1 / 8/14-8/25 (10)
Week 4-5 Lesson 2 / 8/28-9/8 (9)
Week 6-7 Lesson 3 / 9/11-9/22 (10)
Week 8-9 Lesson 21
WHOLE GROUP
Essential Question / How can an experiment clarify an idea? / How can art and performance help people understand a text? / Why is determination a good quality for a politician to have? / What does it mean to have good instincts?
Comprehension
Skill/Strategy
RL.5.1 / Skill: Story Structure
Strategy: Summarize / Skill: Theme
Strategy: Question / Skill: Compare and Contrast
Strategy: Infer/Predict / Skill: Sequence of Events
Strategy: Visualize
Teacher Read Aloud / “Ode to Lunch”
1T 12-13 / “The Iron Princess”
1T 86-87 / “Should We Let Politics Become Personal?” 1T 168-169 / “Land Rush!”
5T 12-13
Target Vocabulary
L.5.4 / disturbing, staggered, interrupted, wobbled, squashing, numb, shifted, collapsed, struggled, specialty
1T 14-15,35 / interior, honored, primitive, immersed, contagious, discomfort, secretive, brandishing, bungled, imprinted
1T 88-89,111 / decorated, beckoned, gradually, hesitated, prodded, debate, stalled, scanned, shaken, inflated
1T 170-171,193 / pace, undoubtedly, seep, evident, factor, vain, mirages, shuffled, salvation, stunted
5T 14-15,39
Text(s) / A Package for Mrs. Jewls
1T18-29 / A Royal Mystery
1T 90-105 / Off and Running
1T 172-187 / Tucket’s Travels
5T 16-33
Fluency
RF.5.4 / Expression
1T 12,23,37,44 / Accuracy
1T 86,95,117,126 / Intonation
1T 168,185,195,202 / Phrasing: Pauses
5T 12,21,43,50
Speaking & Listening
SL.5.1 / Conduct research to solve a problem
1T 43 / Present a multimedia story adaptation 1T 125 / Participate in a debate
1T 201 / Present Quantitative Information
5T 49
Word Study
Vocabulary Strategies
L.5.4 / Short vowels 1T 46-47
Using Context
1T 40-41 / Long a and e 1T 128-129
Prefixes
1T 122-123 / Long i and o 1T 204-205
Using Context
1T 198-199 / Final n or en, /cher/, /zher/ 5T 52-53
Shades of Meaning
5T 46-47
SMALL GROUP
Comprehension / Story Structure
Summarize / Theme
Question / Compare/Contrast
Infer/Predict / Sequence of Events
Visualize
Independent Practice / Independent Practice during Guided Reading may include:
-Writing from shared writing-Word Study skills practice
-Target Vocabulary practice-Re-reading anchor text for fluency or comprehension practice
WRITING
Writing Focus
W.5.1, W.5.4 / Narrative
Focus trait: Ideas / Narrative
Focus trait: Voice / Narrative
Focus trait: Word Choice / Opinion
Focus trait: Voice
Grammar / Complete sentences 1T 48-51 / Kinds of sentences 1T 130-131 / Compound sentences 1T 206-208 / Verbs be and have 5T 54-57
Recommended Pacing structure:
Day 1- Introduce and read a model text
Day 2-4-Lessons/practice
Day 5- Brainstorm and plan
Day 6-7-Drafting
Day 8- Revising & peer revision
Day 9- Editing, peer assessment
Day 10-Author sharing
Resources are
aligned to benchmark pacing and not necessarily Journey’s texts. Jump ahead for curriculum instruction and support as needed. / Day / Resource/Page #
1 / TE 1T 52-55
LLG 272-273
CCWH SE 14-15
2-4 / Reader’s Notebook
11-12
5 / Projectables
1.8, 1.9
8-9 / CBL Site Rubrics,
Grab & Go 7,8,9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
1T 39, 1T 33
/ Day / Resource/Page #
1 / TE 1T 134-137
LLG 274-275
CCWH SE 16-17
2-4 / Reader’s Notebook
23-24
5 / Projectables
2.8, 2.9
8-9 / CBL Site Rubrics,
Grab & Go 7,8,9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
1T 121, 1T 109
/ Day / Resource/Page #
1 / TE 1T 210-211
LLG 276-277
CCWH SE 18-19
2-4 / Reader’s Notebook
26-27
5 / Projectables
3.7,3.8, 3.9
8-9 / CBL Site Rubrics,
Grab & Go 7,8,9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
1T 190-191, 1T 197
/ Day / Resource/Page #
1 / TE 5T 58-59
LLG 312-313
CCWH SE 54-55
2-4 / Reader’s Notebook 312
5 / Projectables
21.7, 21.8, 21.9
8-9 / CBL Site Rubrics,
Grab & Go 7,8,9
Any / Write Smart Grade 5
Student Model
Your Turn, Text-to-Text Questions
5T 36-37, 5T 45
ASSESSMENTS
Journeys Weekly Tests
Running Records / F&P
Writing Samples / Journeys Formative Assessment: Text-to-text / JSD ELA Benchmark #1
Additional resources: other Journeys texts not listed here, Readworks.org, Newsela.org, Shell Leveled Readers, etc.
LLG = Literacy and Language Guide
TE = Journeys Teacher Edition
CCWH= Common Core Writing Handbook
1T= Number indicates Unit, T indicates Teacher’s Edition
All standard listed on this document are key standards
Pacing / 10/16-10/27 (8)Week 10-12 Lesson 8 / 10/30-11/10 (10)
Week 13-14 Lesson 9 / 11/13-11/22 (8)
Week 15-16 Lesson 19 / 11/27-12/8 10)
Week 17-18 Lesson 20
WHOLE GROUP
Essential Question / What reasons do people have for protecting the environment? / How can an act of courage reveal a person’s true nature? / Why is it important to be aware of your community’s needs? / What can person learn by building a relationship with an animal?
Comprehension
Skill/Strategy
RL.5.1, RI.5.1, RI.5.8 / Skill: Author’s purpose
Strategy: Analyze/Evaluate / Skill: Conclusions/Generalizations
Strategy: Infer/Predict / Skill: Author’s Purpose
Strategy: Summarize / Skill: Story Structure
Strategy: Question
Teacher Read Aloud / “Attack of the Alien Species”
2T 166-167 / “A Watery Grave”
2T 242-243 / “The Power of Spirit Lake”
4T 236-237 / “The Huntress”
4T 312-313
Target Vocabulary
L.5.4 / conserving, restore, regulate, vegetation, endangered, responsibility, attracted, adapted, unique, guardians
2T 168-169, 2T 191 / critical, demolished, elite, commotion, bundle, annoyance, secured, squalling, clammy, realization
2T 244-245, 2T 265 / urge, minimum, effective, deteriorating, dependent, violations, granted, issue, ordinance, exception 4T 238-239, 4T 261 / piercing, descended, savage, quivered, delicacy, fitful, heave, diminishing, rhythmic, marveling
4T 314-315, 4T 339
Text(s) / Everglades Forever 2T 170-185 / Storm Warriors 2T 246-259 / Darnell Rock Reporting4T 240-255 / The Black Stallion 4T 316-333
Fluency
RF.5.4 / Adjust rate to purpose
2T 166,179, 193,200 / Phrasing: Punctuation
2T 242,251,267,274 / Stress
4T 236,245,263,270 / Accuracy
4T 312,329,341,348
Speaking & Listening / Explain an author’s argument
2T 199 / Hold a literature discussion
2T 273 / Give and Evaluate a Persuasive Speech 4T 269 / Hold a Literature Discussion
4T 347
Word Study
Vocabulary Strategies
L.5.4 / Homophones 2T 202-203
Prefixes en-, re-, pre-, pro-
2T 196 / Compound Words 2T 276-277
Greek and Latin Roots
2T 270-271 / Suffixes: -ful,-ly,--ness,-less,-ment
4T 272-273
Greek and Latin Suffixes -ism, -ist, -able, -ible 4T 266-267 / Words from other languages
4T 350-351
Figurative Language
4T 344-345
SMALL GROUP
Comprehension
Skill/Strategy / Author’s Purpose
Analyze/Evaluate / Conclusions and Generalizations
Infer/Predict / Conclusions
Analyze/Evaluate / Story Structure
Questions
Independent Practice / Independent Practice during Guided Reading may include:
-Writing from shared writing-Word Study skills practice
-Target Vocabulary practice-Re-reading anchor text for fluency or comprehension practice
WRITING
Writing Focus
W.5.2, W.5.4 / Informative
Focus trait: Ideas / Informative
Focus trait: Ideas / Narrative
Focus trait: Ideas / Narrative
Focus trait: Voice
Grammar / Conjunctions 2T 204-207 / Complex Sentences 2T 278-281 / Pronouns 4T 274-277 / Mechanics, Writing Titles 4T 352-355
Recommended Pacing structure:
Day 1- Introduce and read a model text
Day 2-4-Lessons/practice
Day 5- Brainstorm and plan
Day 6-7-Drafting
Day 8- Revising & peer revision
Day 9- Editing, peer assessment
Day 10-Author sharing
Resources are
aligned to benchmark pacing and not necessarily Journey’s texts. Jump ahead for curriculum instruction and support as needed. / Day / Resource/Page #
1 / TE 2T 208
LLG 286- 287
CCWH SE 28-29
2-4 / Reader’s Notebook 96
5 / Projectables
8.7, 8.8, 8.9
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
2T 188-189, 2T 195
/ Day / Resource/Page #
1 / TE 2T 282
LLG 288-289
CCWH SE 30-31
2-4 / Reader’s Notebook108
5 / Projectables
9.7, 9.8
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5 Student Model
Your Turn,
Text-to-Text
Questions
2T 262-263, 2T 269
/ Day / Resource/Page #
1 / TE 4T 278
LLG 308-309
CCWH SE 50-51
2-4 / Reader’s Notebook264
5 / Projectables
19.7, 19.8
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
4T 258-259, 4T 265
/ Day / Resource/Page #
1 / TE 4T 356
LLG 310-311
CCWH SE 52-53
2-4 / Reader’s Notebook276
5 / Projectables
20.7
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
4T 336-337, 4T 343
ASSESSMENTS
Journeys Weekly Tests
Running Records / F&P
Writing Samples / Journeys Formative Assessment: Text-to-text / JSD ELA Benchmark #2
Additional resources: other Journeys texts not listed here, Readworks.org, Newsela.org, Shell Leveled Readers, etc.
LLG = Literacy and Language Guide
TE = Journeys Teacher Edition
CCWH= Common Core Writing Handbook
1T= Number indicates Unit, T indicates Teacher’s Edition
All standard listed on this document are key standards
Pacing / 12/11-12/22 (10)Week 19-21 Lesson 11 / 1/16-1/26 (9)
Week 22-23 Lesson 15 / 1/29-2-9(10)
Week 24-25 Lesson 6 / 2/12-2/23 (9)
Week 26-27 Lesson 10
WHOLE GROUP
Essential Question / What can individuals do to help shape a new government? / How are patriotism and courage related? / Why is it important to research and protect endangered animals? / What can a scientist learn by observing the behaviors of a particular animal?
Comprehension
Skill/Strategy
RL.5.1, RI.5.1, RI.5.2 / Skill: Cause/Effect
Strategy: Visualize / Skill: Compare/Contrast
Strategy: Monitor/Clarify / Skill: Cause/Effect
Strategy: Question / Skill: Main Idea/Details
Strategy: Monitor/Clarify
Teacher Read Aloud / “Mother and Son” 3T 12-13 / “Citizen Spies” 3T 318-319 / “America’s Eagle” 2T 12-13 / “Who Tamed the Cat?” 2T 316-317
Target Vocabulary
RI.5.1 / embark, surveyed, conduct, cramped, bracing, pressing, distracted, representatives, viewpoint, shattered 3T 14-15,37 / rural, tedious, lacked, personally, organize, mocking, efficient, summons, mimic, peal
3T 320-321,343 / dwarfed, presence, procedure, outfitted, transferred, calculate, snug, perch, enthusiastic, beaming
2T 14-15,39 / resemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment
2T 318-319,339
Text(s) / Dangerous Crossing 3T 16-31 / We Were There, Too! 3T 322-337 / Quest for the Tree Kangaroo
2T 16-33 / Cougars 2T 322-333
Fluency
RF 5.4 / Accuracy, Self Correction
3T12, 21, 41, 48 / Intonation 3T318, 327, 345, 352 / Expression, 2T12, 21, 43, 50 / Stress 2T 316,329,341,348
Speaking & Listening
SL.5.1 / Research an early American government 3T 47 / Discuss poetic elements 3T 351 / Investigate different aspects of a topic 2T 49 / Integrate information from multiple texts 2T 347
Word Study
Vocabulary Strategies
L 5.4 / VCCV pattern 3T 50-51
Ref. Materials
3T 44-45 / Final schwa + /l/ sounds 3T 354-355
Prefixes
3T 348-349 / Vowel +r sounds 2T 52-53
Synonyms/antonyms
2T 46-47 / Final schwa + /r/ sounds 2T 350-351
Shades of meaning
2T 344-345
SMALL GROUP
Comprehension
Skill/Strategy / Cause/ Effect
Visualize / Compare/Contrast
Monitor/Clarify / Cause/Effect
Question / Main idea and details
Monitor/Clarify
Independent Practice / Independent Practice during Guided Reading may include:
-Writing from shared writing-Word Study skills practice
-Target Vocabulary practice-Re-reading anchor text for fluency or comprehension practice
WRITING
Writing Focus
W.5.1, W.5.2,
W.5.4 / Opinion
Focus trait: Voice / Opinion
Focus trait: Word Choice / Informative
Focus trait: Organization / Informative
Focus trait: Sentence Fluency
Grammar / Pronouns 3T 52-55 / Transitions 3T 356-359 / Verbs 2T 54-57 / Quotes/Interjections 2T 352-355
Recommended Pacing structure:
Day 1- Introduce and read a model text
Day 2-4-Lessons/practice
Day 5- Brainstorm and plan
Day 6-7-Drafting
Day 8- Revising & peer revision
Day 9- Editing, peer assessment
Day 10-Author sharing
Resources are
aligned to benchmark pacing and not necessarily Journey’s texts. Jump ahead for curriculum instruction and support as needed. / Day / Resource/Page #
1 / TE 3T 56
LLG 292-293
CCWH SE 34-35
2-4 / Reader’s Notebook168
5 / Projectables
11.7, 11.8, 11.9
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
3T 34-35, 3T 43
/ Day / Resource/Page #
1 / TE 3T 360
LLG 300-301
CCWH SE 42-43
2-4 / Reader’s Notebook216
5 / Projectables
15.7
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
3T 464-465, 3T 469
/ Day / Resource/Page #
1 / TE 2T 58
LLG 282-283
CCWH SE 24-25
2-4 / Reader’s Notebook72
5 / Projectables
6.7, 6.8, 6.9
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
2T 36-37. 2T 45
/ Day / Resource/Page #
1 / TE 2T 356
LLG 290-291
CCWH SE 32-33
2-4 / Reader’s Notebook120
5 / Projectables
10.7
8-9 / CBL Site Rubrics,
Grab & Go
7, 8, 9
Any / Write Smart Grade 5
Student Model
Your Turn,
Text-to-Text
Questions
2T 308-309, 2T 313
ASSESSMENTS
Journeys Weekly Tests
Running Records / F&P
Writing Samples / Journeys Formative Assessment: Text-to-text / JSD ELA Benchmark #3
Additional resources: other Journeys texts not listed here, Readworks.org, Newsela.org, Shell Leveled Readers, etc.
LLG = Literacy and Language Guide
TE = Journeys Teacher Edition
CCWH= Common Core Writing Handbook
1T= Number indicates Unit, T indicates Teacher’s Edition
All standard listed on this document are key standards
Pacing / 2/26-3/9 (10)Week 28-30 Lesson 22 / 3/12-4/20 (10)
Week 31-32 Lesson 23 / 3/12-4/20 (10)
Week 33-34 Lesson 24 / 4/23-5/4 (10)
Week 35-36 Lesson 25
WHOLE GROUP
Essential Question / What can traditions influence a person’s thoughts and feelings? / What kinds of lessons were learned by people who lived in the old West? / Why would a pioneer traveler record events in a journal? / How did explorers help America become the country it is today?
Comprehension
Skill/Strategy
RL.5.1,RI.5.1, RI.5.2, RI.5.8 / Skill: Theme
Strategy: Infer/Predict / Skill: Text and graphic features
Strategy: Summarize / Skill: Cause/Effect
Strategy: Analyze/Evaluate / Skill: Main Idea/Details
Strategy: Monitor/Clarify
Teacher Read Aloud
RI.5.8 / “Tales and Truths of the Ojibwe”
5T 92-93 / “The Turbulent History of Texas”
5T 166-167 / “Tales of the Trail”
5T 240-241 / “The True Story of Sacagawea”
5T 314-315
Target Vocabulary / spared, nerve, banish, astonished, deserted, reasoned, margins, envy, upright, bared
5T 94-95,120-121 / extending, dominated, residents, flourished, acquainted, prospered, hostile, acknowledged, sprawling decline 5T 168-169,189 / mishap, rustling, lectured, beacon, torment, surged, disadvantage, balked, quaking, fared
5T 242-243,263 / expedition, tributaries, trek, barrier, despite, fulfilled, range, techniques, resumed, edible
5T 316-317,337
Text(s) / The Birchbark House5T 96-109 / Vaqueros 5T 170-183 / Rachel’s Journal5T 244-257 / Lewis and Clark5T 318-331
Fluency
RF 5.4 / Rate
5T 92,103,117,124 / Expression
5T 166,179,191,198 / Accuracy, Self-Correction
5T 240,249,265,272 / Phrasing: Punctuation
5T 314,329,339,346
Speaking & Listening
SL.5.1 / Give an Informative Speech
5T 123 / Report on a text
5T 197 / Varieties of English
5T 271 / Listening Comprehension
5T 315
Word Study
Vocabulary Strategies
L.5.4 / Final /ij/, /iv/, /is/ 5T 126-127
Reference Materials 5T 120-121 / Unstressed syllables 5T 200-201
Adages and Proverbs 5T 194-195 / Prefixes 5T 274-275
Using Context 5T 268-269 / Suffix -ion 5T 348-349
Analogies 5T 342-343
SMALL GROUP
Comprehension
Skill/Strategy / Theme
Infer/Predict / Text and graphic features
Summarize / Cause/Effect
Analyze/Evaluate / Main Idea/Details
Monitor/Clarify
Independent Practice / Independent Practice during Guided Reading may include:
-Writing from shared writing-Word Study skills practice
-Target Vocabulary practice-Re-reading anchor text for fluency or comprehension practice
WRITING
Writing Focus
W.5.1, W 5.4 / Opinion
Focus trait: Organization / Opinion
Focus trait: Organization / Opinion
Focus trait: Organization / Opinion
Focus trait: Word Choice
Grammar / Perfect Tenses 5T 128-131 / Easily Confused Verbs 5T 202-205 / Making Comparisons 5T 276-279 / Contractions 5T 350-353
Recommended Pacing structure:
Day 1- Introduce and read a model text
Day 2-4-Lessons/practice
Day 5- Brainstorm and plan
Day 6-7-Drafting
Day 8- Revising & peer revision
Day 9- Editing, peer assessment
Day 10-Author sharing
Resources are
aligned to benchmark pacing and not necessarily Journey’s texts. Jump ahead for curriculum instruction and support as needed. / Day / Resource/ Page #
1 / TE 5T 132-135
LLG 314
CCWH SE 56-57
2-4 / Reader’s Notebook 324
5 / Projectables
22.7, 22.8, 22.9
8-9 / CBL Site Rubrics,
Grab & Go; 7, 8, 9
Any / Write Smart; Grade 5 Student Model
Your Turn, Text-to-Text Questions
5T 112-113, 5T 119
/ Day / Resource/ Page #
1 / TE 5T 206-209
LLG 316
CCWH SE 58-59
2-4 / Reader’s Notebook 336
5 / Projectables
23.7, 23.8, 23.9
8-9 / CBL Site Rubrics,
Grab & Go 7, 8, 9
Any / Write Smart; Grade 5 Student Model
Your Turn, Text-to-Text Questions
5T 186-187, 5T 193
/ Day / Resource/Page #
1 / TE 5T 280-283
LLG 318
CCWH SE 60-61
2-4 / Reader’s Notebook 348
5 / Projectables 24.7, 24.8
8-9 / CBL Site Rubrics,
Grab & Go 7, 8, 9
Any / Write Smart; Grade 5 Student Model
Your Turn, Text-to-Text Questions
5T 260-261, 5T 267
/ Day / Resource/Page #
1 / TE 5T 354-357
LLG 320
CCWH SE 62-63
2-4 / Reader’s Notebook
360
5 / Projectables
25.7
8-9 / CBL SIte Rubrics,
Grab & Go 7, 8, 9
Any / Write Smart; Grade 5 Student Model
Your Turn, Text-to-Text Questions
5T 334-335, 5T 341
ASSESSMENTS
Journeys Weekly Tests
Running Records / F&P
Writing Samples / Journeys Formative Assessment: Text-to-text / JSD ELA Benchmark #3
Additional resources: other Journeys texts not listed here, Readworks.org, Newsela.org, Shell Leveled Readers, etc.
LLG = Literacy and Language Guide
TE = Journeys Teacher Edition
CCWH= Common Core Writing Handbook
1T= Number indicates Unit, T indicates Teacher’s Edition
All standard listed on this document are key standards
Pacing / 5/7-5/18 (10)Review Week 36-37 Lesson 27 / Review Lesson 28 / Review Lesson 29
WHOLE GROUP
Essential Question / What lessons can we learn from other cultures? / How does the study of fossils relate to our everyday lives? / Why are people fascinated by nature?
Comprehension
Skill/Strategy
RI.5.1, RI.5.2, RI.5.8, RL.5.1, SL.5.1 / Skill: Theme
Strategy: Analyze/Evaluate / Skill: Fact/Opinion
Strategy: Question / Skill: Conclusions/Generalizations
Strategy: Infer/Predict
Teacher Read Aloud / “The Paleo Indians: Changing with the Times” 6T 58-59 / “Sue Tells a Story”
6T 106-107 / “Fossils”
6T 152-153 RI.5.8
Target Vocabulary / dwarfed, procedure, transferred, enthusiastic, adapted, conserving, critical, realization, available, resemble 6T 60 / viewpoint, surveyed, advantages, previously, legendary, retreat, persuade, aspects, rural, organize
6T 108 / record, incredibly, destination, suspense, required, insights, dependent, effective, diminishing, marvelling6T 154
Text(s) / Mysteries at Cliff Palace
6T 62-69 / Fossils: A Peek Into the Past
6T 109-115 / The Case of the Missing Deer
6T155-161
Fluency
RF 5.4 / Adjust Rate to Purpose
6T58, 67, 73, 75, 84 / Expression
6T 106,115,119,121,130 / Stress
6T 152,159,165,167,176
Speaking & Listening / Give a Persuasive Speech 6T 83 / Debate 6T 129 SL 5.1 / Evaluate an Advertisement 6T 175
Word Study
Vocabulary Strategies
L 5.4 / Suffixes 6T 86-87
Suffixes 6T 80-81 / Greek Word Parts 6T 132-133
Idioms 6T 126-127 / Latin Word Parts 6T 178-179
Greek and Latin Roots
6T 172-173
SMALL GROUP
Comprehension
Skill/Strategy / Theme
Analyze/Evaluate / Fact/Opinion
Question / Conclusions/Generalizations
Infer/Predict
Independent Practice / Independent Practice during Guided Reading may include:
-Writing from shared writing-Word Study skills practice
-Target Vocabulary practice-Re-reading anchor text for fluency or comprehension practice
WRITING
Writing Focus
W.5.2, W 5.4 / Informative
Focus trait: Voice / Informative
Focus trait: Ideas / Informative
Focus trait: Organization
Grammar / Titles and abbreviations 6T 88-91 / Commas in Sentences 6T 134-135 / More Commas 6T 180-181
Recommended Pacing structure:
Day 1- Introduce and read a model text
Day 2-4-Lessons/practice
Day 5- Brainstorm and plan
Day 6-7-Drafting
Day 8- Revising & peer revision
Day 9- Editing, peer assessment
Day 10-Author sharing
Resources are
aligned to benchmark pacing and not necessarily Journey’s texts. Jump ahead for curriculum instruction and support as needed. / Day / Resource/Page #
1 / TE 6T 90-93
LLG 324
CCWH SE 66-67
2-4 / Reader’s Notebook
382
5 / Projectables
27.5, 27.6,27.7
8-9 / CBL Site Rubrics,
Grab & Go 7, 8, 9
Any / Write Smart Grade 5 Student Model
Your Turn, Text-to-Text Questions
6T 78-79, 6T 75
/ Day / Resource/Page #
1 / TE 6T 136-139
LLG 326
CCWH SE 68-69
2-4 / Reader’s Notebook
393
5 / Projectables
28.5,28.6, 28.7
8-9 / CBL Site Rubrics,
Grab & Go 7, 8, 9
Any / Write Smart Grade 5 Student Model
Your Turn, Text-to-Text Questions
6T 124-125, 6T 121
/ Day / Resource/Page #
1 / TE 6T 182-185
LLG 328
CCWH 70-71
2-4 / Reader’s Notebook
404
5 / Projectables
29.5 29.6
8-9 / CBL Site Rubrics,
Grab & Go 7, 8, 9
Any / Write Smart Grade 5 Student Model
Your Turn, Text-to-Text Questions
6T 170-171, 6T 167
ASSESSMENTS
Journeys Weekly Tests SLO ELA POST Writing Samples
Running Records F&P Performance Tasks
Additional resources: other Journeys texts not listed here, Readworks.org, Newsela.org, Shell Leveled Readers, etc.
LLG = Literacy and Language Guide
TE = Journeys Teacher Edition
CCWH= Common Core Writing Handbook
1T= Number indicates Unit, T indicates Teacher’s Edition
All standard listed on this document are key standards
1
JSD 2017