LOWER DAUPHIN SCHOOL DISTRICT Language Arts Curriculum – Grade 5
Topic: Comprehension
Reading Street Key: CAPS = Targeted Lesson, R = review, E = extend skills, SS = study skills
Concept: 1Word Solving in Context
1.1.5.C, 1.1.5.E, 1.1.5.F / Concept: 2
Previewing and Predicting
1.1.5.A, 1.1.5.E, 1.2.5.A / Concept: 3
Monitoring and Correcting
1.1.5.H
Lesson Essential Questions:
What strategies am I using when I come to a difficult or unknown word? (ET) / Lesson Essential Questions:
How does genre guide previewing and predicting before reading? (ET)
How do I connect prior knowledge with new vocabulary?(ET)
How does identifying the text structure help me to select an advanced organizer before reading? (A)
When should I modify predictions as I read? (ET) / Lesson Essential Questions:
Why should I make sure my reading makes sense? (ET)
What should I do when my reading does not make sense? (ET)
Vocabulary:
context clues, word analogies, syllabication, rereading, clarify meaning through questioning, skip and come back, use structural clues, using synonyms, use references, word origins, multi-syllabic words / Vocabulary:
preview, prior knowledge, title, caption, table of contents, chapter headings, subheadings, graphics, glossary, bold-faced print, graphic organizers / Vocabulary:
monitor, correct, self-correct, miscue
Connection to Reading Street: (Vocab)
Unit 1: week 2, week 4, week 5
Unit 2: week 4
Unit 3: week 1, week 3, week 4
Unit 4: week 2, week 3, week 4
Unit 5: week 3, week 4
Unit 6: week 4 / Connection to Reading Street:
Unit 1: WEEK 1
Unit 2: WEEK 3
Unit 3: WEEK 3, WEEK 5
Unit 4: WEEK 2
Unit 5: WEEK 1
Unit 6: WEEK 5 / Connection to Reading Street:
Unit 1: WEEK 2
Unit 2: WEEK 2
Unit 4: WEEK 3
Unit 5: WEEK 3
Concept: 4
Fluency
1.1.5.C, 1.1.5.H / Concept: 5
Visualizing
1.1.5.G, 1.3.5.F / Concept: 6
Gathering Information
1.1.5.D, 1.2.5.A
Lesson Essential Questions:
Why is it important for me to establish a purpose for reading and how does that affect fluency? (ET)
How am I adjusting my reading rate so that my comprehension is proficient? (ET)
How does reading fluently help me to monitor comprehension as I read? (ET) / Lesson Essential Questions:
How do I monitor my reading so I create new visualizations and refine mental images? (A)
How can I use graphic organizers to aide in visualization? (ET) / Lesson Essential Questions:
How does discriminating between essential and non-essential information to help me comprehend? (ET)
How can I use graphic organizers to help me know what information to gather? (ET)
How do I locate information to answer comprehension questions orally and in writing?(ET)
Vocabulary:
fluency, rate, accuracy, expression, words per minute, phrasing, pace, punctuation, volume / Vocabulary:
modify, monitor, comprehension, visualize, genre / Vocabulary:
essential, non-essential, answering questions
Connection to Reading Street:
addressed in all units / Connection to Reading Street:
Unit 1: WEEK 3
Unit 4: WEEK 5
Unit 6: WEEK 1 / Connection to Reading Street:
Unit 2: WEEK 1, WEEK 5
Unit 3: week 2SS, week 4R
Unit 4: WEEK 1
Unit 5: WEEK 5; Unit 6: WEEK 3
Concept: 7
Main Ideas/Details
1.1.5.D, 1.2.5.A, 1.3.5.A / Concept: 8
Fact and Opinion
1.2.5.A / Concept: 9
Questioning
1.1.5.A, 1.1.5.G, 1.2.5.A
Lesson Essential Questions:
How do readers identify an implied main idea? (A)
How do readers summarize the main idea of the whole text – both fiction and nonfiction? (A)
How does identifying the most essential information in the text help me to identify the main idea in a text? (A)
How can I represent main idea and relevant details on a graphic organizer? (A)
How do I locate information to answer comprehension questions orally and in writing?(A) / Lesson Essential Questions:
How do readers interpret statements of facts and opinions in fiction and non-fiction texts? (ET)
How does understanding the author’s opinions help me draw conclusions about the author’s point-of-view? (A)
How does understanding the author’s purpose and point of view help me to identify bias in text? (ET)
How do I know when exaggeration is present in text? (ET)
What causes stereotypes to develop and what effect do they have on the reader? (A) / Lesson Essential Questions:
How does questioning help me to evaluate the text? (ET)
How does the genre or text structure guide my questioning as I read? (A)
How does questioning help me to clarify my understandings as I read? (ET)
Vocabulary:
main idea, whole text, relevant details / Vocabulary:
fact, opinion, exaggeration, bias, stereotypes, suggests / Vocabulary:
questioning, clarify, text structure
Connection to Reading Street:
Unit 3: WEEK 2, week 3R, WEEK 4
Unit 4: week 1R
Unit 5: week 2R
Unit 6: WEEK 2, week 4R / Connection to Reading Street:
Unit 1: week 4E, week 5
Unit 2: WEEK 4
Unit 3: week 2R, WEEK 3, week 4R
Unit 4: week 1E; Unit 6: WEEK 4 / Connection to Reading Street:
Unit 1: WEEK 4
Unit 2: WEEK 4
Unit 5: WEEK 2
Unit 6: WEEK 4
Concept: 10
Infer/Draw Conclusions
1.1.5.G, 1.2.5.A, 1.3.5.A / Concept: 11
Cause and Effect
1.1.5.G, 1.2.5.A / Concept: 12
Compare and Contrast
1.1.5.G, 1.2.5.A
Lesson Essential Questions:
How do I begin to draw conclusions if I do not have prior knowledge on a topic? (A)
How do text features (graphics, charts, tables) support inferences? (ET)
What strategies do I use when making inferences? (ET)
How do I make a generalization based on the text? (A)
How do I locate information to answer inference questions orally and in writing? (A) / Lesson Essential Questions:
How are the cause and effect related? (ET)
How does a graphic organizer help to organize the parts of a cause and effect relationship? (ET)
What words are usually used to show cause and effect? (ET) / Lesson Essential Questions:
How do I determine what is being compared and contrasted? (ET)
How do I choose an appropriate graphic organizer for comparing and contrasting? (A)
What words are used to compare and contrast? (ET)
Vocabulary:
graphics, in my head, from the text, generalize, generalization / Vocabulary:
cause, effect, relationship, because, then, since, as a result, consequently / Vocabulary:
compare, contrast, Venn diagram, chart, attribute, best, more better, less, worst, adjective + er
Connection to Reading Street:
Unit 4: WEEK 1, WEEK 2, WEEK 4, WEEK 5
Unit 5: WEEK 5
Unit 6: WEEK 1, week 3R, WEEK 5 / Connection to Reading Street:
Unit 1: week 1R, WEEK 2, WEEK 5
Unit 3: week 1R
Unit 5: WEEK 4 / Connection to Reading Street:
Unit 1: week 4R
Unit 2: WEEK 1, WEEK 3, week 4R
Unit 6: WEEK 3
Concept: 13
Sequence
1.1.5.G, 1.2.5.A / Concept: 14
Summarize
1.1.5.G, 1.2.5.A / Concept: 15
Vocabulary
1.1.5.D
Lesson Essential Questions:
Why is it important to determine the order of events in a text? (ET)
How does a sequence chart help to organize the steps in a process or the events in a story? (ET)
What words are often used to indicate a sequence? (ET) / Lesson Essential Questions:
How do I summarize fictional text as a whole? (ET)
How do I use processes, events, and/or major points to summarize non-fictional text as a whole? (A)
How can I use graphic organizers to summarize? (A)
What graphic organizers are best suited to summarize nonfictional text versus fictional text? (ET) / Lesson Essential Questions:
How do I connect new vocabulary with my prior knowledge? (ET)
What strategies do I use to build my vocabulary? (ET)
How do I know if I am using new vocabulary words correctly? (ET)
How can references help me to find information, to spell correctly, to increase vocabulary, and to find the meaning of words? (A)
Vocabulary:
sequence, sequential, step-by-step, chronological, time order, first, next, last, finally, before that, after, while, during, a few minutes later, after lunch, last year, etc. / Vocabulary:
processes, events, major points / Vocabulary:
word wall, quick word book, glossary, table of contents, index, indices, dictionary, key words/ guide words, thesaurus, electronic search tools, almanac, atlas
Connection to Reading Street:
Unit 1: WEEK 4, week 5R
Unit 2: week 2R, week 3R, WEEK 5
Unit 3: week 5E
Unit 6: week 1R, week 2R, WEEK 5 / Connection to Reading Street:
Unit 1: WEEK 5
Unit 3: WEEK 2
Unit 5: WEEK 4 / Connection to Reading Street: (vocab & SS)
Unit 1: week 1, week 2,week 3, week 5
Unit 2: week 1, week 2, week 5
Unit 5: week 1, week 2
Unit 6: week 1, week 4, week 5
Topic: Phonics, Word Study and Spelling
Concept: 1Sound Combinations and Spelling Patterns
1.1.5.C / Concept: 2
Word Meanings
1.1.5.E, 1.1.5.F, 1.7.5.A / Concept: 3
Structural Analysis
1.1.5.C, 1.1.5.E
Lesson Essential Questions:
How do spelling patterns help me in both reading and writing? (ET)
What strategies will help me identify the stressed syllable in words? (A) / Lesson Essential Questions:
How do I determine which homophone to use in a sentence? (ET)
Why is it important to accurately pronounce homographs? (ET)
How does the dictionary help me determine the meaning of homonyms? (ET) / Lesson Essential Questions:
How do prefixes and suffixes change the meaning of the words? (A)
How is the spelling of a word changed when adding suffixes? (ET)
How do I formplurals? (A)
Why is important to recognize Greek and Latin word parts? (A)
Vocabulary:
long vowels, short vowels, consonants, digraphs, schwa, syllable stress, multi-syllable, inflected endings (-ed, -ing), r-controlled / Vocabulary:
multiple meaning, context clues
synonyms, antonyms, thesaurus, dictionary, glossary
homophones (words that sound the same – deer/dear) p. 224-225, 257 Word Journeys
homographs (words that look the same – present/present, subject/subject, record/record) p. 256 Word Journeys / Vocabulary:
base words, affixes, compound word, plural, irregular, word origins, Greek word parts, Latin word parts, contractions
prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, sub-
suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en.
Connection to Reading Street: (vocab & spelling)
Unit 1: week 1, week 2, week 3
Unit 2: week 3, week 4, week 5
Unit 3: week 1, week 3, week 4
Unit 5: week 1, week 2, week 5
Unit 6: week 2, week 3 / Connection to Reading Street: (vocab & spelling)
Unit 1: week 2, week 5
Unit 3: week 3
Unit 4: week 3, week 4
Unit 6: week 5 / Connection to Reading Street: (vocab & spelling)
Unit 1: week 1, week 5
Unit 2: week 1, week 2, week 3
Unit 3: week 2, week 5
Unit 4: week 1, week 2, week 4,week 5
Unit 5: week 1, week 3, week 4,week 5
Unit 6: week 1, week 2, week 3,week 4
Concept: 4
High Frequency Words
1.1.5.E
Lesson Essential Questions:
How do I ensure a proper spelling of high frequency words? (ET)
Vocabulary:
High Frequency/Priority Words for Writing
*see also Comprehension Map-15
Connection to Reading Street:
addressed in all writing rubrics
Topic: Analyzing and Interpreting Fiction
Concept: 1Author’s Purpose
1.1.5.A / Concept: 2
Literary Elements
1.3.5.B / Concept: 3
Literary Devices
1.3.5.C
Lesson Essential Questions:
How does my prediction of the author’s purpose affect the way I read? (ET)
How does the author’s point of view change the story line? (A)
How can I tell when a text contains bias? (A)
How can stereotypes be misleading? (A) / Lesson Essential Questions:
How can identifying and understanding the literary elements help me to summarize a story? (ET)
How is the plot developed in a story? (ET)
What is the theme of a story and how do I identify it? (ET) / Lesson Essential Questions:
What are literary devices and why do authors use them? (ET)
How can I differentiate between literary devices? (ET)
Vocabulary:
point of view (1st and 3rd), persuade,
inform, entertain, bias, stereotype / Vocabulary:
character, setting, conflict/problem, plot, rising action, climax, turning point,
falling action, resolution, theme,
dialogue / Vocabulary:
rhyme, rhythm, alliteration, personification, simile, onomatopoeia,
meter, hyperbole, metaphor, idiom
Connection to Reading Street:
Unit 1: week 1E, week 4E, week 5E
Unit 2: week 1R, WEEK 2E, week 4E
Unit 3: WEEK 1, week 5R
Unit 4: week 3R
Unit 5: week 1R, WEEK 3, week 4R / Connection to Reading Street:
Unit 1: WEEK 1, week 2R, week 3R
Unit 2: week 2E, week 5R
Unit 3: WEEK 1
Unit 4: WEEK 4E
Unit 5: WEEK 1, week 2E
Unit 6: WEEK 2 / Connection to Reading Street:
Unit 1: week 2E, week 3E
Unit 2:week 1E, week 5E
Unit 3: week 1E
Unit 4: week 1E, week 2E, week 3E, week 5E
Unit 5: week 1E, week 4E
Unit 6: week 1E, week 4E, week 5E
Concept: 4
Genre 1.3.5.A, 1.3.5.C
Lesson Essential Questions:
How can stories be categorized by genres? (ET)
Why is it important to identify the genre before reading? (ET)
What are the characteristics and purpose of each genre? (ET)
How does my interest and knowledge of different genres influence my decision when choosing a book? (ET)
Vocabulary:
fairy tales, folk tales, poetry, mystery, plays/dramas, fantasy, realistic fiction, historical fiction, myths, legends, science fic
Connection to Reading Street: addressed in all units
Topic: Analyzing and Interpreting Non-Fiction
Concept: 1Author’s Purpose
1.1.5.A, 1.2.5.A, 1.1.5.G, 1.3.5.E / Concept: 2
Text Organization
1.2.5.A / Concept: 3
Text Features
1.8.5.B
Lesson Essential Questions:
How do I determine the author’s purpose and justify my choice? (ET)
How can I tell when a text contains bias? (A)
How can stereotypes be misleading?A
Why is it important to be aware of source and point of view of the author? (A) / Lesson Essential Questions:
What are the different ways a non-fiction text can be organized? (ET)
How can I identify the text structure in a non-fiction text? (ET)
How does the appropriate graphic organizer help me recall, interpret, and understand non-fiction text? (ET) / Lesson Essential Questions:
How do I use text features to develop a deeper understanding of non-fiction text? (ET)
How can text features help me to locate information efficiently? (ET))
Vocabulary:
persuade, inform, entertain, bias, stereotype, point of view / Vocabulary:
identify, explain, interpret, describe, analyze, sequence, cause/effect, description, compare/contrast, question/answer, problem/solution, signal words / Vocabulary:
Headings, graphics, charts/tables, captions, photographs
Connection to Reading Street:
Unit 1: week 4E
Unit 2: week 1R, WEEK 2, week 4E
Unit 3: WEEK 1, week 5R
Unit 4: week 3R
Unit 5: week 1R, WEEK 3, week 4R / Connection to Reading Street:
Unit 6: WEEK 2
(in addition to comprehension focus on individual text structures) / Connection to Reading Street:
Unit 2: week 5SS
Unit 3: WEEK 5
Unit 4: week 2R, WEEK 3, week 5SS
Unit 5: WEEK 2, week 3R, week 4SS,week 5R
Unit 6: week 2SS
Concept: 4
Genre 1.3.5.F
Lesson Essential Questions:
What genres can also be classified as non-fiction? (ET)
How does my interest and knowledge of different genres influence my decision when choosing a book? (ET)
Vocabulary:
nonfiction, autobiography, biography, poetry, drama, expository, narrative
Connection to Reading Street: addressed in all units
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