Quarter 2
Fifth Grade
Literature
RL 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL5.2: 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.
RL 5.9: Compare and contrast stories in the same genre (e.g. mysteries and adventure stories) on their approaches to similar themes and topics. / Informational
(Also integrate into science and social studies standards.)
RI 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI 5.2: Determine two or more main ideas of a text and explain how they are supported by key details, summarize the text.
Foundational Skills in Reading
RF 5.3: Know and apply grade level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context
RF 5.4: Read with sufficient accuracy and fluency to support comprehension.
Read grade level text with purpose and understanding.
Read grade level prose and poetry orally with accuracy, appropriate rate, and expression.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Quarterly Significant Task
*Complete a culminating significant task at the end of each quarter.
*A sample significant task is completed for quarter one. Click Here.
*Work collaboratively with your grade level to create a significant task to assess the standards taught within the quarter.
*Use the significant data to guide your instruction for the next quarter.
Quarter 2
Fifth Grade
Comprehension and Collaboration
1 / 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.
a. 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.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
2 / SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3 / 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
4 / 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 ieas or themes; speak clearly at an understandable pace.
5 / 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.
6 / SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Language Standards
Conventions of Standard English
1 / L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to covey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
2 / L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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 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 (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
3 / L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition and Use
4 / L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and context, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. 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.
5 / L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
6 / L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
5th Grade English Language Arts and Technology Standards
Reading: Information
Key Ideas and Details
/Technology Standards:
· RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. / · 5.IL.1.1 (Application) Produce relevant information using advanced search functions.· 5.IL.2.1 (Application) Apply a given evaluation tool to determine the reliability of an online source.
· RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. / ·
Speaking and Listening
Comprehension and Collaboration
/Technology Standards:
· 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. / · 5.NC.1.1 (Knowledge) Describe the historical evolution of technological inventions as societies wants and needs change.· 5.NC.1.2 (Application) Report on the relationship between technological inventions and societal changes.
· 5.NC.1.3 (Knowledge) Identify ways people have adapted the natural world to meet their needs and wants
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. / · 5.SI.1.1 (Comprehension) Describe the impact of unethical and illegal technology usage on the individual and society as a system.
· 5.SI.1.2 (Synthesis) Integrate personal safety precautions and etiquette while online.
· 5.SI.1.3 (Application) Implement proper citation for a variety of information sources in created works.
· 5.SI.1.4 (Comprehension) Describe how technology is affecting a cultures heritage.
· 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. / · 5.CT.2.1 (Application) Use a spreadsheet application to create a product.
· 5.CT.2.2 (Application) Develop documents in design applications incorporating rich multimedia.
·
Language
Conventions of Standard English
/Technology Standards:
Knowledge of Language
/· L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. / · 5.CT.1.2 (Application) Key 15 words per minute using touch typing techniques from hard copy or typing program.
·
Language
Vocabulary Acquisition and Use
/Technology Standards:
o 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. / · 5.IL.1.1 (Application) Produce relevant information using advanced search functions.· 5.IL.2.1 (Application) Apply a given evaluation tool to determine the reliability of an online source.
o
Standard: Literature
RL 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Comprehension Strategy:
Synthesizing, Inferring and Monitoring for Meaning
*Critical Strategy - Synthesis
Content Objectives / Guiding Questions / Vocabulary / Resources
I can identify traits of characters in literature using evidence from the text to support my claim.
I can identify the mood or tone from a piece or section of literature using evidence from the text to support my claim.
I can explain my inferences by stating specific details and examples from the text.
I can make predictions using specific events from the text.
I can form and modify questions based on the details in the text.
I can use my ideas to synthesize information from the text. / How can you defend the traits that you chose to describe your character?
How can you justify the mood or tone you found in the reading?
How would the story or characters be affected if the mood were different?
What ideas validate your predictions?
How would you explain the reason…? / Inferring
Quotation/ quote
Mood
Tone
Character Traits
Characterization
Evidence
Predictions
Questions
Synthesize / Picture Books
My Rotten Red Headed Older Brother by Patricia Polacco (character)
Julius Baby of the World by Kevin Henkes (character)
Old Henry by Joan Blos (character)
Albert by Donna Jo Napoli (character)
The Lotus Seed by Sherry Garland (inferring)
Charlie Anderson by Barbara Ambercrombie (inferring)
Treasures Resources
Miss Alaineus Unit 1, p. 16 (character)
Pipiolo and the Roof Dogs Unit 1, p. 117 (character)
Shiloh Unit 1, p. 144 (mood)
Professional Resources
Mosaic of Thought by Keene and Zimmermann p. 145-163
The Comprehension ToolKit: Language and Lessons for Active Literacy Book # 4: Infer Meaning – Lessons 14 & 15
Online Resources
Lesson Idea
http://writingfix.com/I_Pod_Prompts/Grey_Street3.htm
Blog discussion of Mood and Tone
http://www.proteacher.net/discussions/showthread.php?mode=hybrid&t=92591
Chart of Literary Moods
http://www.lauracandler.com/filecabinet/literacy/PDFRead/MoodList.pdf
Graphic Organizer – Mood
http://www.lauracandler.com/filecabinet/literacy/PDFRead/LiteraryMoodRing.pdf
Chart of Character Traits
http://www.lauracandler.com/filecabinet/literacy/PDFLC/charact.pdf
Graphic Organizer – Character
http://www.lauracandler.com/filecabinet/literacy/PDFLC/chardev.pdf
http://www.dubois.cps.k12.il.us/PDFs/character_study.pdf
Inferences Graphic Organizer
http://www.dubois.cps.k12.il.us/PDFs/inferencetextandsubtext.pdf
Assessment
Anecdotal Notes: Does the student use specific details to support their questions, character traits, predictions, inferences, and mood or tone?
Graphic Organizer: Students can infer character traits by completing the graphic organizer.
Writing: Describe another conclusion for the story using specific details from the text to support your ideas.
Standard: Informational
RI 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Comprehension Strategy:
Determining Importance and Inferring
*Critical Strategy - Synthesis
Content Objectives / Guiding Questions / Vocabulary / Resources
I can support inferences I make with information from the text.
I can determine and explain main ideas (explicit or inferred) of the text.
I can explain what is directly stated in the text by citing specific details and examples from the text.
I can explain inferences,
conclusions, and generalizations by citing appropriate details and examples from the text. / How can you justify your explanation of the topic with quotes from the text?
How can you be sure the information you use is valid?
What viewpoints can you identify in the text?
What do you understand now that you didn’t before?
How can you combine your ideas with the text information to create new meaning about the topic? / Accuracy
Quotation/ Quote
Inferring
Citing
Drawing Conclusions
Generalizations
Main Idea
Validity
Justify
Viewpoint / Picture Books:
Weekly Reader, Scholastic, or Time for Kids
Science and Social Studies text book
Physical Science picture books
Explorer picture books
Treasures Resources
Tree-ific, Unit 1, p. 80
Forests of the World, Unit 1, p. 82
Beyond the Horizon, Unit 3, p. 318
Professional Resources
Mosaic of Thought by Keene and Zimmermann p. 145-163
The Comprehension ToolKit: Language and Lessons for Active Literacy Book # 4: Infer Meaning – Lessons 14 & 15
Online Resources
Non-fiction Genre Study
http://epcae.org/docs/InfoFifth.pdf
-Week 2 Lesson 3
National Geographic for Kids – articles
http://kids.nationalgeographic.com/kids/stories/
Graphic Organizers
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
Drawing Conclusions pg. 4
Main idea and details pg. 6
Making inference pg. 7
Assessment
Anecdotal Notes: Write the main idea of the text using three supporting details. Does the student use 3 specific details? Does the main idea encompass the entire text?
Graphic Organizer: Complete the inference graphic organizer while reading the text.
Writing: What new opinions have you formed about …? Be sure to list 5 specific facts from the text to support your new ideas.
Standard: Literature
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.
Comprehension Strategy:
Synthesizing, Inferring, Determining Importance and Monitor for Meaning
*Critical Strategy - Synthesis
Content Objectives / Guiding Questions / Vocabulary / Resources
I can identify theme in a piece of literature using evidence from the text to support my claim.
I can analyze the conflicts encountered by the characters in a literary text, including how characters respond to those conflicts.
I can analyze the key details and events in a poem as they relate to the speaker’s perspective about a topic or idea in the poem.
I can summarize a literary text either orally or in writing, including key events from the beginning, middle, and end of the text. / How can you defend the theme that was identified in your reading?
Could you justify a different theme for this story?
How would you respond differently than the character to the conflict/s?
Explain why you agree or disagree with the character’s response.
Can you predict the outcome if the character responded by_____?
What can we tell about the speaker’s attitude toward ______?
Which lines reveal the speaker’s point of view? Why?
Can you summarize…?
How would the outcome of the story be affected if the sequence of events were changed? / Summarize
Theme
Conflict: Character vs. Self
Character vs. World
Character vs. Character
Perspective / Picture Books
Teammates by Peter Golenbock (accepting others differences)
Fly Away Home by Eve Bunting – hope and strength
New York's Brave by Mary Pope Osborne – being brave
The Other Side by Jacqueline Woodson – friendship, no matter color
Sky Boys by Deborah Hopkinson – friendship, family, and working together
Peter’s Place by Sally Grindley – commitment, death, nature
Joyful Noise: Poems for Two Voices (Paul Fleischman and Eric Beddows)
Treasures Resources
Going Someplace Special Unit 2 p.396 –overcoming challenges
Weslandia Unit 5 p. 542 –conflict character vs character
“Home on the Range” Unit 2 p. 252 - poetry
“Navajo Code Talkers” Unit 2 p. 600 - poetry
“Paul Revere’s Ride” Unit 3 p. 284 – poetry
Professional Resources
Strategies That Work by Harvey and Goudvis p. 109-111
Online Resources:
Summarize Graphic Organizer pg. 8
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
Conflict Dissection Graphic Organizer
http://www.dubois.cps.k12.il.us/PDFs/conflictdissection.pdf
Theme Lesson Idea and Overall Understanding
http://www.austinschools.org/curriculum/la/resources/documents/LA_Literary_Theme_Analysis.pdf
http://woub.org/etseo/readwritetell/pdfs/5-7.7.Themes-CompleteUnit.pdf
Assessment
Anecdotal Notes: Draw a hand. Have the students write the theme on the inside of the hand and five details from the text to support the theme.
Graphic Organizer: Complete the graphic organizer to summarize the story.
Writing: Use your personal book to describe the character conflict. Be sure to state your opinion with 5 specific reasons from the text to support your opinion.
Quarter 2
Fifth Grade