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Troup County School System
ELA Curriculum Map
Fifth Grade Quarter Two
GSE Standards / Essential Questions / System ResourcesReading: Literary (RL): Whole Group
ELAGSE.5.RL.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (asking and answering questions, inferring) Quoting accurately from a text is new learning.
ELAGSE.5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (Self-Monitoring, Inferring) Introduced in fourth grade.
ELAGSE5RL5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. New Learning
ELAGSE5RL7: 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). New Learning
ELAGSE5RL9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Comparing themes is new learning.
Key Vocabulary
quote, explicitly, inferences, textual evidence, compare, contrast, settings, events, drama, specific details, character interactions, figurative language, metaphors, similes, chapters, scenes, stanzas, graphic novel / How do I support myself when explaining a text? How do I make good inferences while I read? How do I support my inferences about a text? How does asking questions help me stay engaged in reading a literary text?
What are some strategies for determining the meaning of an unknown word or phrase? How does understanding figurative language (similes, metaphors) help me better understand what I read?
How does understanding the structure of what I am reading help me better understand what the author is telling me?
How can I use the features of a graphic novel to help with my comprehension? How can I use the elements of a multimedia presentation to aid my comprehension?
How can I compare and contrast themes between stories? / Whole Group
Whole group units provide instruction in RL, RI, W, SL, and L standards
ELA Pacing Guides: includes individual lessons
Oct Nov Dec
Unit 1 Unit 2 Unit 3
Constructed Response website
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RL Standards
RL1
Question Answer Relationship (QAR): Read, Write, Think
QAR Power Point
RL4
Six Steps to Vocabulary Instruction
Common Greek and Latin Roots
RL5
Structure with Poetry
Structure with Drama
Structure with Prose
RL7
Analyze Visual and Multimedia
RI9
Comparing and Contrasting Theme
Comparing Themes and Topics
GSE Standards / Essential Questions / System Resources
Reading: Informational (RI): Whole Group
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ELAGSE.5.R.I.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Asking and Answering Questions, Inferring, Making Connections) Quoting accurately from a text is new learning
ELAGSE.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (Determining Importance, Summarizing) In fourth grade, students were taught to find one main idea of a text and to summarize.
ELAGSE.5.RI.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. New learning
Key Vocabulary
Quote, explicit, inference, infer, main ideas, key details, summarize, determine importance, interaction, historical, scientific, technical, chronological order, logical order, cause/effect, posing/answering questions / What does a good explanation of a text include? How do I quote accurately from what I read? How do I make good inferences when I read? How can I support or justify my explanations and inferences?
How can I determine the main ideas of a text, even if it is not explicitly stated? How are those main ideas supported? What does a good summary include? How can I tell the most important ideas in an informational piece?
How do we best explain relationships and interactions in informational text? How is informational text structured? How can we make sure our explanations are fully developed? / LaGrange Art Museum Project Reading Plan – includes comparing and contrasting and ties between LaGrange and the 1996 Olympics
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RI Standards
RI1
Time for Kids
Wonderopolis
RI2
Main Idea and Supporting Details
RI3
Comparing and Contrasting Text
on the Civil War
Additional Pages on Website
ELA Page
Reading Writing Notebooks
Reading Comprehension Page
The following sites are searchable lessons by skills, levels, or concepts:
Reading A to Z
Read Works now a new digital version
NEWSELA
Read Write Think
Plans from NYC
Read Theory
GSE Standards / Essential Questions / System Resources
ELAGSE.5.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Taught in fourth grade. Difficulty of text increases with grade level
ELAGSE.5.RI.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.
(Making connections) In fourth grade, students had to describe the structure in a text or part of a text. Comparing/contrasting is new.
ELAGSE5RI7: 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.
ELAGSE5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
ELAGSE.5.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. (Self- Monitoring) Students are expected to read within the Lexile levels of 740- 1010 by the end of fifth grade.
Key Vocabulary
academic language, domain-specific words, relevant, chronological order, compare/contrast, cause/effect, problem/solution, posing and answering questions, comprehend, informational text, technical texts, text complexity / How do I determine the meaning of an unknown word or phrase in informational text?
How can knowledge of text structure help me understand informational text?
To be a well-rounded reader, what genres of books should I read? How can I improve my reading stamina?
How can I gather information from more than one source to help me answer my questions?
How can I take information from several text and use them in my writing? / Whole group units provide instruction in RL, RI, W, SL, and L standards. See previous page for additional information
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RI Standards
RI4
Vocabulary Games from FCRR
Understand Precise Vocabulary
Understand Content Vocabulary
RI5
Informational Text Structures
Compare Text Structures
RI7
RI9
GSE Standards / Essential Questions / System Resources
Reading: Foundational (RF): Small Group
ELAGSE.5.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. Taught in fourth grade.
ELAGSE.5.RF.4 Read with sufficient accuracy and fluency to support comprehension.
b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Key Vocabulary
syllabication patterns, accuracy, rate, expression, rhythm, flow, meter, prosody
Speaking and Listening
ELAGSE.5.SL.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 Taught in fourth grade.
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.
Key Vocabulary
engage, diverse partners, explicit, preparation, roles, pose, respond, clarify / What are some strategies for attacking unfamiliar words in and out of context?
How can I use what I know about syllables to help me attack an unknown word?
What does fluent fifth grade reading sound like? How does fluent reading help me better understand what I read?
How can I participate effectively in a collaborative discussion? How can I express my ideas clearly?
What rules do I need to follow when I am involved in discussions?
How can I effectively ask questions to check our understanding? How can I effectively respond to questions asked of me? How can I learn to stay on topic and build on my classmates’ ideas? / Small Group Instruction
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RF Standards
RF 3
Syllabication Powerpoint- for teaching background
RF 4
FCRR Fluency Activities
Reading Sage – passages to use for multiple purposes including fluency
10 Tips for Building Fluency
Additional Pages on Website
Differentiated Reading Page 3-5
Whole group units provide instruction in RL, RI, W, SL, and L standards. See page one for details
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for SL Standards
SL1
Collaborative Group Discussions
Participating in Group Discussions
Use reciprocal teaching to teach students to lead their own discussions.
GSE Standards / Essential Questions / System Resources
Language
ELAGSE5L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects. This is new learning.
ELAGSE5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELAGSE.5.L.4: 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. Introduced in fourth grade.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a 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.
ELAGSE5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
b. Recognize and explain the meaning of common idioms, adages, and proverbs. Introduced in fourth grade.
ELAGSE5L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). In fourth grade, this standard focused on words that signaled precise actions, emotions, or states of being. / What is the perfect verb aspect and how can I use it to help me convey my ideas more clearly?
What are some strategies for finding the pronunciation or meaning of unknown words and phrases?
How can I use context to help me understand words? How can I use Greek and Latin affixes and roots to help me with unknown words?
What are idioms, adages, and proverbs? How can I tell what they mean?
How can I become a better “word collector”? How can I analyze and compare words and their meanings? Why would I want to compare words and their meanings? / Whole group units provide instruction in RL, RI, W, SL, and L standards. See page one for details
Use Mentor Sentences to support Language instruction and spiral review. See 5th grade page for teacher’s manual
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for L Standards
Show the Rule is a process for teaching language standards developed by Engage New York. Click here for a general overview. Click here for an example of a series of lessons for conjunctions using Philo Farnsworth.
L1
Understanding Verbs
L4
How to Use a Dictionary video
Use Print and Digital Resources
L5
Proverbs and Adages PowerPoint
Idiom, adage, and proverb reference sheet
Understanding Idioms is a Piece of Cake
Learn Zillion- Understanding Figurative Language
Understand Common Expressions and Sayings
L6
Build Vocabulary
GSE Standards / Essential Questions / System Resources
Writing (W)
ELAGSE.5.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Taught in fourth grade. Effective pacing is new learning.
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. (6+1 Traits: Ideas, Organization, Presentation)
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. / What does a good informative (explanatory) piece include?
How can I introduce my topic and logically group information together so that readers can easily understand it? How can I begin the piece so that it hooks readers?
How can I improve my writing by choosing my words carefully?
How can I connect the ideas in my piece? How can I end with a satisfying conclusion?
Why should I include domain-specific vocabulary?
How can I end with a satisfying conclusion? / Whole group units provide instruction in RL, RI, W, SL, and L standards. See page one for details
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for W Standards
W2
Write Informative Texts
Informational Writing page from the Writing Fix
Additional Pages on Website
ELA Page