Grade 5 Reading, Writing, (and Communicating) Standards & Alignment/Pacing Guide

updated 6/8/15

  • This is a working document, subject to change.

Big Ideas:

  • Compare and Contrast
  • Using text evidence to support claims, ideas, writing
  • Write often
  • Incorporate text from content areas

Other Notes:

  • Once skills are introduced, expected to be developed throughout the year

Date
Quarter / Pacing / Reading: Narratives / Writing: Narratives / Reading: Informational / Writing: Informational / Linguistics Word Study / Grammar
(Writing Alive)
All Year /
  • Read and Comprehend Literature at the 5th Grade Level
  • Use Prereading Strategies
  • Quote accurately from text
  • Use text evidence to support opinions, predictions, inferences, author’s message and theme
  • Determine meaning of words and phrases
  • Literary Devices (imagery, rhythm, foreshadowing, simple metaphors)
/
  • Write Narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
/
  • Read and Comprehend informational texts at the 5th grade level
  • Quote accurately from text
  • Use informational text features
  • Locate answers using multiple sources text and digital.
  • Compare and Contrast Text Structure of event or topic or information in 2 or more texts. (chronology, comparison, cause and effect, problem/solution,)

First Quarter / August
1 week / Review Prereading Strategies
  • Purpose
  • Generating Questions
  • Preview
  • Activating Prior Knowledge
Use relationships between words for understanding (synonyms, antonyms, homographs, analogies)
Determine meanings of words or phrases / Week 1:
Project Read Linguistics -
Review of Six Syllable Types:
Closed
Open
First Quarter / August 1 week / Review and Introduce Text Features:
  • Bold Type
  • Headings
  • Graphic Organizers
  • Numbering Schemes
  • Glossary

First Quarter / During Pikes Peak Unit August, September, October / Quote accurately from text:
  • Determine 2 or more main ideas of text
  • Explain relationships or interactions between individuals, events, ideas, concepts.
  • Explain how author uses reasons and evidence for support
  • Distinguish between fact and opinion.
Determine meaning of 5th grade academic and domain specific words.
  • Compare and Contrast Text Structure of event or topic or information in 2 or more texts. (chronology, comparison, cause and effect, problem/solution,)
/ Clearly write on informative/explanatory topics.
Develop topic with facts, definitions, concrete details, quotations.
Include
  • clear introduction
  • general observation and focus
  • logically grouped information
  • formatting (headings)
  • illustrations and multimedia.
Use precise language and domains specific vocabulary to explain the topic
Provide a concluding statement related to the information
Short research projects with several sources to build knowledge through investigation of different aspects of a topic
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.
Document sources using grade-appropriate format
Apply 5th grade Reading standards to informational texts ( Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s) / Week 2:
Review of Six Syllable Types:
Silent E
R-Controlled
Week 3:
Review of Six Syllable Types:
Vowel Team
Consonant LE
Week 4:
Greek and Latin Roots- / Week 2
Sentence Component Review: Subject, verb, direct object, prepositional phrases
Week 3:
Sentence Component Review: Subject, verb, direct object, prepositional phrases
Week 4:
Vivid Verbs and Compound Sentences
(Might split this into two weeks)
First Quarter / August, September, October / Review Narrative FictionElements:
  • Setting
  • Characters
  • Conflict
  • Rising Action
  • Conclusion/Resolution
  • Theme/Message
/
  • Write Narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
  • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • Write with narrative techniques (dialogue, description, pacing)
  • Write with transitional words, phrases, clauses
  • Provide conclusion that follows from the narrated experiences or events.
/ Week 5:
Project Read
Affix Guide Lesson 1:
Week 6:
Affix Guide Lesson 2:
Week 7:
Affix Guide Lesson 3 / Week 5:
Figurative Language
Week 6:
Prepositional Phrases and Introductory Phrases
Week 7:
Progressive and Perfect Verb Forms
Week 8:
Active and Passive Voice
First Quarter / August, September, October / Use text evidence to support:
  • Opinions
  • Predictions
  • Inferences
  • Author’s message
  • Theme
Quote accurately from text
First Quarter / Literary Devices
  • Plot
  • Point of View
Apply 5th grade Reading standards to literature ( compare and contrast two or more characters, setting, events in a story or drama, drawing on specific details in the text - how characters interact) / Week 9:
Comma Placement in Appositives, Essential Appositives in Introductory Sentences
Second Quarter /
  • Determine Theme
  • Compare and Contrast characters, point of view, setting, events
  • Influence of narrator’s point of view
  • Compare and Contrast stories in the same genre
/
  • Use concrete details and sensory details
/
  • Analyze point of view in multiple accounts.
  • Locate answers in multiple print and digital sources
  • Integrate information from multiple text to write and speak
/ Link ideas within and across categories of information using words, phrases, and clauses (in contrast, especially)
Write opinion pieces with support
Include:
  • cause and effect
  • opinion
  • opposing viewpoint
  • clear introduction
  • organized logical structure
  • state opinion
Logically ordered reasons with facts and details.
Use words, phrases, clauses to link opinion presented (consequently, specifically)
Provide a conclusion
Summarize and support key ideas.
Draw evidence to analyze, reflect, and research from informational text.
  • Identify relevant and irrelevant ideas and use concepts and ideas in ways relevant to their purpose
  • Use precise and careful language
/ Affixes - Lesson 4 - 9 plus review
Week 10:
Lesson 4
Week 11:
Lesson 5
Week 12:
Lesson 6
Week 13:
Lesson 7
Week 14:
Lesson 8
Week 15:
Lesson 9
Week 16
Review / Week 10:
Underline or Quotation marks on Titles
Week 11:
Introductory Clauses,Adverb Clauses, Subordinating Conjunctions
Week 12:
Pronoun/ Antecedent Agreement
Week 13:
Commas in Lists and after Mild Interjection
Week 14:
Adjective Clauses with Relative Pronouns
Week 15:
Apostrophes and Possessives
Week 16:
Compound Sentences with either or, and neither or
Week 17:
Visual Figurative Language
Week 18:
Dialogue Punctuation
Third Quarter / Analyze visual and multimedia elements to contribute to the meaning tone, or beauty of a text. (graphic novel, multimedia presentation of fiction, folktale, myth, poem.
Draw evidence to analyze, reflect, and research from informational text.
  • Identify relevant and irrelevant ideas and use concepts and ideas in ways relevant to their purpose
  • Use precise and careful language
/ Use supporting, logical, valid inferences
Brief report, clear focus, supporting detail, intended audience. / Affixes -
Lesson 10 - 17 & Review
Week 19:
Lesson 10
Week 20:
Lesson 11
Week 21
Lesson 12
Week 22:
Lesson 13
Week 23:
Lesson 14
Week 24:
Lesson 15
Week 25:
Lesson 16
Week 26:
Lesson 17
Review / Week 19:
Sentence Functions
Week 20:
Gerund and Gerund Phrases
Week 21:
Comparative and Superlative Modifiers
Week 22:
Modifiers: Adjectives and Adverbs
Week 23:
Perfect Verb Tense
Week 24:
Order of Adjectives
Week 25:
Participial Phrases Beginning with Possessive Pronouns
Week 26:
Difference Vocabulary; Active Contrasting
4th Quarter / Compare and Contrast varieties of English (dialect and register/genre)
Draw evidence to analyze, reflect, and research from literary text.
  • Explain the implications of concepts they use.
  • Analyze concepts and draw distinctions between related, but different concepts
  • Distinguish between an implication and a consequence
  • Distinguish between probable and improbable
Apply 5th grade Reading standards to informational texts ( Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s)
  • Apply primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth.
  • Acknowledge the need to treat all viewpoints fair-mindedly
  • Recognize what they know and don’t know (intellectual humility)
  • Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason)
/ Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models)
Draw evidence to analyze, reflect, and research from informational text.
  • Explain the implications of concepts they use.
  • Analyze concepts and draw distinctions between related, but different concepts
  • Distinguish between an implication and a consequence
  • Distinguish between probable and improbable
Apply 5th grade Reading standards to informational texts ( Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s)
  • Apply primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth.
  • Acknowledge the need to treat all viewpoints fair-mindedly
  • Recognize what they know and don’t know (intellectual humility)
  • Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason)
/ Affixes -
18-20
Review / Week 27:
Compound- Complex Sentences
Week 28:
Pronoun Antecedent Agreement
Week 29:
Abstract Pronouns
Week 30:
Abstract and Confusing Nouns
Week 31:
Advanced Prepositions
Week 32:
Apostrophes
4th Quarter / Write poetry ( alliteration, onomatopoeia, figurative language, simile, metaphor, and graphic elements (capital letters, line length)

Green - Research/Reasoning Standards

Reading Skills / Writing Skills
First Quarter / Use the following to accurately read multi-syllabic words in and out of context:
  • letter-sound correspondences
  • syllabication patterns
  • morphology (roots/affixes)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content:
  • Context (cause/effect,and comparisons in text)
  • Common grade appropriate Greek and Latin affixes and roots (photograph, photosynthesis)
  • Consult reference materials (dictionaries, glossaries, thesauruses) both print and digital, to find pronunciation and determine or clarify precise meaning of keywords and phrases
Read and identify the meaning of words with sophisticated prefixes and suffixes
Apply knowledge of derivations of suffixes that change the part of speech of the base word. (active, activity)
Infer meaning of words using structural analysis, context, and knowledge of multiple meanings.
Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change.
Read 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 when necessary
/ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use punctuation to separate items in a series.
  • Use a comma to set off the word yes and no (Yes, thank you)., set off a tag question from the rest of the sentence (It’s true, isn’t it?), and to indicate direct address (Is that you, Steve?)
Expand, combine, and reduce sentences for meaning, reader/listener interest and style - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and the audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising editing, rewriting, or trying a new approach.
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 setting.
Second Quarter /
  • Use a comma to separate an introductory element from the rest of the sentence.
Demonstrate command of the conventions of standard English grammar usage when writing or speaking
:
  • Explain function of conjunctions, prepositions, and interjections
  • Form and use the perfect verb tenses (I had walked, I have walked, I will have walked)
  • Use verb tense to convey various times, sequences, states and conditions.
  • Recognize and correct inappropriate shifts in verb tense.
  • Use correlative conjunctions (either/or, neither/nor)

Third Quarter /
  • Use a comma to separate an introductory element from the rest of the sentence.