Piacentino Grade 5 Language Arts (Master) Delaware City Schools Consensus Maps

Teacher: 5th Grade Language Arts (Master)

Month / Content/Essential Questions / Skills / Activities/Resources / Assessment /
August / -How do readers learn to become better readers? / *RP 10 (R.3.1.10) Power Indicator: Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).
*RP 11 (R.3.A.11) Power Indicator: Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
LT 6 (R.5.F.6): Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.
WP 2 (W.1.A.2): Conduct background reading, interviews or surveys when appropriate
*WP 6 (W.1.D.6) Power Indicator: Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details
WC 1 (W.3.A.1): Spell high-frequency words correctly. +
OC 1 (W.5.A.1): Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). +
OC 6 (W.5.C.6): Use clear diction, pitch, tempo and tone, and adjust volume, and tempo to stress important ideas. +
OC 7 (W.5.C.7): Adjust speaking content according to the needs of the situation, setting, and audience. +
OC 9 (W.5.F.9): Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details. + / Setting up classroom environments
Ida B- read/ think aloud
Reading Response Writing
All About Me Posters
Classmate interviews
September / -How do readers make adjustments as they read for different purposes?
-How do readers know when they’re understanding?
-How do writers gather ideas? / RP 1 (R.3.A.1): Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy, and to solve problems
*RP 8 (R.3.D.8) Power Indicator: Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back or summarizing what as been read so far in the text.
RP 9 (R.3.D.9): List questions and search for answers within the text to construct meaning.
WP 1 (W.1.A.1): Generate ideas through discussions with others and from printed material, and keep a list of writing ideas.
WP 5 (W.1.C.5): Use organizational strategies (e.g., rough outlines, diagrams, maps, webs, and Venn diagrams) to plan writing +
WP 16 (W.1.G.16): Apply tools (e.g. rubric, checklist, and feedback) to judge the quality of writing. +
OC 5 (W.5.C.5): Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. / Comprehension Toolkit Lesson 1,2,3 (Monitor Comprehension
CT-How Many Days to America? (Picture Book)
SB- Hurricane Hunters (p.115)
Strange but True (article)
Kite Fighters (OAT)
Christmas Rat
SB- Alien Cover-up and Seeing Aliens (p. 104-105)
Nonfiction Text Features Class Book / StarReading
Aimsweb
Project Rubric
Text Feature Class Book Rubric
October / Why do writers use different text features when presenting information?
How to readers analyze information found in informational texts? / AV 8 (R.2.F.8): Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features such as definitional footnotes or sidebars
IT 1 (R.4.1.A): Use text features, such as chapter titles, headings and subheadings; parts of books, including the index and table of contents and online tools (search engines) to locate information.
IT 5 (R.4.A.5): Analyze information found in maps, charts, tables, graphs, and diagrams.
RP 6 (R.3.A.6): Select, create and use graphic organizers to interpret textual information.
WP 2 (W.1.A.2): Conduct background reading, interviews or surveys when appropriate
WP 3 (W.1.A.3): State and develop a clear main idea for writing.
WP 4 (W.1.B.4): Determine a purpose and audience +
WP 9 (W.1.D.9): Vary language and style as appropriate to audience and purpose +
WP 14 (W.1.E.14): Use resources and reference material (e. g., dictionaries and thesauruses) to select more effective vocabulary+
WA 5 (W.2.A.5): Produce informational writing (e.g. journals, notes, and poems) for various purposes +
WC 11 (W.3.C.9): Use conjunctions and interjections
R 1 (W.4.A.1): Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information
*R 3 (W.4.C.4) Power Indicator: Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables or graphic organizers).
OC 3 (W.5.B.3): Identify the speaker’s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). + / Comprehension Toolkit Lessons 4,5,6:
Activate and Connect
Lightning (Picture Book)
2/3- From Egg to Salamander (p.30-31)
2/3- My Puppy is Born (p.32-33)
4/5- The Braille System (p.17)
6/7 Music to Our Ears (p.42-43)
CT- Lightning (Picture Book)
2/3- Exploring our Forests (p.10-11)
2/3- Horse Close Up (p.34-35)
4/5- Icebergs- Floating Snow Cones (p.12)
4/5- The Chocolate Belt (p.28-29)
Text Feature Class Book
Disasters Headlines / Disasters Headlines Rubric
November / -Why is it important to ask questions before, during, and after reading a text?
-Why do writers need to establish a clear main idea and point of view for their audience? / RP 7 (R.3.C.7): Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade appropriate print texts and electronic and visual media.
RP 9 (R.3.C.9): List questions and search for answers within the text to construct meaning.
WP 3: State and develop a clear main idea for writing.
*WA 2 (W.2.B.2) Power Indicator: Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence.
WC 4 (W.3.B.4): Use commas, end marks, apostrophes and quotation marks correctly +
WC 5 (W.3.B.5): Use correct capitalization +
WR 11 (W.3.C.11): Use conjunctions and interjections + / Comprehension Toolkit Lessons 7, 8,9
Ask Questions
The Story of Ruby Bridges (Picture Book) We also have a collection of 6 extra books
Through My Eyes (PB)
Train to Somewhere (PB)
SB-Riding the Rails to Hope (p.95)
2/3- Shadows (p.1-4)
2/3- Reading With Your Fingers (p.39)
2/3- Moon Walking (p.65)
2/3- Our Exciting Solar Neighborhood (p.66-67)
Diary Entry
CT- The Eagle Has Landed
2/3- Where Do I Live (p.24-25)
2/3- Making Art Out of Junk (p.64)
4/5- The Scoop on Dino Poop (p.4-5)
4/5- Three Shades of Chocolate (p.27)
6/7-Watch Your Money Grow (p.22-23)
Timeline
STW-“Dreams” (p.90-92)
6/7- The Petticoat Vote (p.62-63)
EI- Lesson 3: Getting to the Point “Earth’s Blanket of Air” / Diary Entry Rubric
Timeline Rubric
Women Suffrage Essay Rubric
December / -How do readers use context clues to determine the meaning of unknown words?
-How does figurative language deepen a reader’s understanding?
-Why is it important to infer meaning when we read? / *AV 1 (R.2.A.1) Power Indicator: Determine the meaning of unknown words by using context clues and the author's use of definition, restatement, and example.
AV 2 (R.2.A.2): Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms, and homographs.
AV 3 (R.2.C.3): Identify the connotation and denotation of new words.
AV4 (R.2.B.4): Identify and understand new uses of words and phrases in texts, such as similes and metaphors.
*RP 5 (R.3.B.5) Power Indicator: Make inferences based on implicit information in texts, and provide justifications for those inferences.
IT 5 (R.4.A.5): Analyze information found in maps, charts, tables, graphs, and diagrams.
LT 5 (R.5.E.5): Summarize stated and implied themes.
LT 7 (R.5.G.7): Interpret how an author's choice of words appeals to the senses and suggests mood.
*LT 8 (R.5.G.8) Power Indicator: Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors, and personification
WP 7 (W.1.D.7): Vary simple, compound and complex sentence structures
WP 10 (W.1.D.10): Use available technology to compose texts
WC 6 (W.3.C.6): Use various parts of speech, such as nouns, pronouns and verbs regular and irregular)
*WC 7 (W.3.C.7) Power Indicator: Use prepositions and prepositional phrases
*WC 8 (W.3.C.8) Power Indicator: Use adverbs
WC 9 (W.3.C.9): Use objective and nominative case pronoun
WC 10 W.3.C.10): Use indefinite and relative pronouns / CT Lessons Infer Meaning 10,11,12,13,14,15
CT-The Titanic
CT- The Titanic
4/5- We Were Here Too (p.58-59)
CT- The Moon (Poem)
2/3-The World is an Open Book (p.42)
4/5- Words of Peace (20-21)
Acrostic Poem
4/5- Swim School (p.63-65)
2/3- Wings in Water (p.26-27)
6/7- Stealing Freedom-RR (p.32-33)
STW (p.114-115) Encounter (Picture Book)
4/5-Guide Dog Puppy Raisers (p.16)
CT- Cheyenne Again (Picture Book)
Cheyenne Again Theme Writing
4/5- Clean Water for Kids (p.15)
4/5- A Magical Pen (p.60-62)
6/7- Freedom to Learn (p.30-31)
Journal Writing for Titanic Point of View
National Geographic Video on Titanic / Acrostic Poem Rubric/ Typed
January / AV 5 (R.2.D.5): Use word origins to determine the meaning of unknown words and phrases
AV 6 (R.2.E.6): Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words
AV 7 (R.2.D.7): Identify the meanings of abbreviations
WP 11 (W.1.D.11): Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).
WC 2 (W.3.A.2): Spell contractions correctly
*WC 3 (W.3.A.3) Power Indicator: Spell roots, suffixes and prefixes correctly. / EI- Extend and Investigate Lesson 2: Detail Notetaking
“Problems in Jamestown” / StarReading
AimsWeb Benchmark
February / -Why is it important for a reader to distinguish important information from interesting information?
-How does an author’s decision about point of view affect the text? / *RP 4 (R.3.B.4) Power Indicator: Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.
*RP 8 (R.3.D.8) Power Indicator: Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back or summarizing what has been read so far in the text.
*IT 8 (R.4.D.8) Power Indicator: Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.
IT 9 (R.4.D.9): Identify and understand an author's purpose for writing, including to explain, to entertain or to inform.
LT 4 (R.5.D.4): Identify the speaker and explain how point of view
*WP 8 (W.1.D.8) Power Indicator: Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.
WP 12 (W.1.D.12): Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose
WP 13 (W.D.1.13): Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.
*WP 15 (W.1.F.15) Power Indicator: Proofread writing, edit to improve conventions, (e.g., grammar, spelling, punctuation and capitalization), and identify and correct fragments and run-ons.
WP 17 (W.1.H.17): Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphics to enhance the final product +
*WA 4 (W.2.D.4) Power Indicator: Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details, and examples to illustrate important ideas.
R 2 (W.4.B.2): Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online data bases, electronic resources and Internet-based resources).
*R 4 (W.4.C.4) Power Indicator: Compare ad contrast important findings and select sources to support central ideas, concepts and themes.
*R 5 (W.4.D.5) Power Indicator: Define plagiarism and acknowledge sources of information.
R 6 (W.4.E.6): Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered +
OC 2 (W.5.A.2): Interpret the main idea and draw conclusions from oral presentations and visual media
OC 8 (W.5.D.8): Deliver informational presentations (e.g., expository, research) that :
a. Demonstrate an understanding of the topic and present events or ideas in a logical sequence;
b. Support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes;
c. Organize information, including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast);
d. Use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and
e. Draw from several sources and identify sources used / Comprehension Toolkit Lessons 16, 17, 18, 19, 20, 21:
Determine Importance
CT- At Home in the Arctic
2/3- Crackle, Flash, Boom (p.43)
2/3- Pow Wow! (p. 60-61)
4/5-The Great Chicago Fire (p.40-41)
CT- Let Me Fly (Picture Book)
CT A History of US
2/3- You Can Do Yoga (p.62-63)
6/7- Fun and Games in Early America (p50-51)
6/7- Getting Well (p.52-53)
CT A History of US
2/3- You Can Do Yoga (p.62-63)
6/7- Fun and Games in Early America (p50-51)
6/7- Getting Well (p.52-53)
CT- A History of US (Also used in Lesson 18)
4/5- Riding for Freedom (p.56-57)
6/7- All Aboard the Underground RR (27-29)
SB- Magic Woman/ Master Magician
4/5- You Have a Choice (p.18)
Bessie Coleman (Reading A-Z)
2/3- Animal Ears (p.18-19)
2/3- On the Move (p.52-54)
Biographies (Social Studies)
Paul Revere Sequence Writing
EI- Lesson 5: Information Overload “Thirteen Nations or One” / Biographies (Social Studies) Rubric
March / -How does making significant and analytical comparisons across various texts further our understanding?
-How do readers summarize the information in texts to get to a deeper understanding? / RP 2 (R.3.B.2): Predict and support predictions with specific references to textual examples that may be in widely separated sections of texts.
RP 3 (R.3.B.3): Make critical comparisons across texts.
*RP 4 (R.3.B.4) Power Indicator: Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.
IT 2 (R.4.B.2): Identify, distinguish between and explain examples of cause and effect in informational texts.
*IT 3 (R.4.C.3) Power Indicator: Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.
IT 4 (R.4.F.4): Summarize the main ideas and supporting details.
IT 6 (R.4.E.6): Clarify steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.
*IT 7 (R.4.B.7) Power Indicator: Analyze the difference between fact and opinion.
*LT 1 (R.5.A.1) Power Indicator: Explain how a character's thoughts, words and actions reveal his or her motivations.
LT 2 (R.5.B.2): Explain the influence of setting on the selection.
*LT 3 (R.5.C.3) Power Indicator: Identify the main incidents of a plot sequence and explain how they influence future action.
*OC 4 (W.5.B.4) Power Indicator: Discuss how facts and opinions are used to shape the opinions of listeners and viewers. / Comprehension Toolkit Lessons 22,23,24,25,26
Summarize and Synthesize
2/3- Flying High (p.58)
4/5- The Long Swim (p.66-67)
6/7- The Changing Face of American... (p.64-65)
4/5- Jackie Roosevelt Robinson (p.47-49)
2/3 Aim for the Stars (p.68)
4/5- The Negro Baseball Leagues (p.44-45)
4/5- Women of the Negro Leagues (p.46)
6/7- Navajo Code Talker (p.54-55)
STW (p.151) Angel for Solomon Singer (Picture Book)
2/3- By Land, Sea, and Air (p. 14)
4/5- Dozens of Dinos (p.1-3)
4/5- Inalienable Rights (p.54-55)
6/7- How Do We Taste? (p.4-6)
SB- The Importance of Hard Work (p.127)
CT-The Comeback Humpbacks
Teammates (PB in LMC)
EI- Lesson 6 How Ocean Waters Move
April / EI- Unpacking New Words and Concepts “Are you a Citizen If You Can’t Vote?”
May / WA 3 (W.2.C.3): Write letters that state the purpose, make requests or give compliments and use business letter format
OC 10 (W.5.F.10): Deliver persuasive presentations that:
a. Establish a clear position
b. Include relevant evidence to support a position and to address potential concerns of listeners; and
c. Follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).
June