ROCKY FORD CURRICULUM GUIDE

SUBJECT: Reading/Writing/CommGRADE: 5 TIMELINE: 3rd Quarter

Grade Level Expectation / Evidence Outcome / Student-Friendly
Learning Objective / Level of
Thinking / Resource Correlation / Academic Vocabulary
1. Effective communication requires speakers to express an opinion, provide information, describe a process, and persuade an audience /
  1. Describe a process and persuade an audience
  1. 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. (CCSS: SL.5.4) I
/
  • We will use details to support an opinion.
  • We will organize our ideas and facts to present an opinion.
  • We will speak clearly, at an understandable pace, and use eye contact to describe a process or persuade an audience.
/ Analysis /
  • Kagan structures
  • Discussion
  • Text
  • Outline
/ Claim (Ownership)
Public Speaking Skills
Eye Contact
Voice Projection
Pronunciation
Enunciation
Organization
Fact
Bias
1. Effective communication requires speakers to express an opinion, provide information, describe a process, and persuade an audience /
  1. Adapt language as appropriate to purpose: to persuade, explain/provide information, or express an opinion. C
/
  • We will use appropriate language to persuade, give information, or express an opinion.
  • We will use appropriate word choice (formal/informal) to express and opinion and share information.
/ Synth /
  • Kagan structures
  • Discussion
  • Text
  • Book: Duck for President/Click Clack Moo
/ Formal vs. Casual Speech
Word Choice
Voice Expression
2. Listening strategies are techniques that contribute to understanding different situations and serving different purposes /
  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. (CCSS: SL.5.1)
  1. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (CCSS: SL.5.1c) C
/
  • We will contribute to the discussion by asking specific, open-ended questions and responding to questions asked by our group or partner.
/ Appl /
  • textbook
  • other reading materials
  • Book Club
/ Thoughtful Questioning
Restating
Elaborate
2. Listening strategies are techniques that contribute to understanding different situations and serving different purposes /
  1. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (CCSS: SL.5.3) I
/
  • We will actively listen to the speaker to summarize his/her main ideas.
  • We will actively listen to others ideas and form our own opinions.
  • We will explain how the speaker’s claims are supported by reasons and evidence.
/ Analysis
Synth /
  • Text
  • Discussion
  • Examples
/ Summarize/Restate
Evidence
Bias
Fact/Opinion
Reliable Source
1. Literary texts are understood and interpreted using a range of strategies / c. Use Craft and Structure to:
i.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (CCSS: RL.5.4) C
ii.Describe how a narrator’s or speaker’s point of view influences how events are described. (CCSS: RL.5.6) C /
  • We will define a word using context clues.
  • We will determine the meaning using figurative language.
  • We will understand and explain the structure of a story, drama, or poem.
/ Comp
Appl
Comp /
  • Text
  • Discussion
  • Stories
  • References
  • Text
  • Discussion
  • Stories
  • References (Thesauri)
  • Plays (Reader’s Theater)
  • Text
  • Stories
  • Discussion
  • Graphic organizers
/ Context Clues
Metaphor
Visualize
Simile
Comparison
Context Clues
Connections
Synonym
Antonym
Homograph
Structure
Scenes
Chapters
Stanzas
1. Literary texts are understood and interpreted using a range of strategies / b. Use Key Ideas and Details to:
  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.5.1) C
  1. 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. (CCSS: RL.5.2) C
  1. Compare and contrast two or more character’s points of view, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (CCSS: RL.5.3) C
/ We will locate, analyze, and explain main ideas in text.
We will make inferences about the text.
We will use main ideas and details to determine the theme.
We will summarize the text.
We will compare and contrast characters’ points of view, story settings, or story events. / Analysis
Know
Analysis
Analysis /
  • Text
  • Storybooks
  • Graphic organizers
  • Comprehension games
  • Text
  • Storybooks
  • Graphic organizers
  • Comprehension games
  • Text
  • Storybooks
  • Graphic organizers (Venn Diagram)
  • Comprehension games
/ Quotation Marks
Comma
Infer/Make Inferences
Draw Conclusions
Citing
Theme
Play
Problem/Solution
Summarize
Compare/Contrast
Point of View
Setting
Sequence of Events
Character Interaction
1. Literary texts are understood and interpreted using a range of strategies / c. Use Craft and Structure to:
iii.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (CCSS: RL.5.4) C
iv.Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (CCSS: L.5.5c) C
v.Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (CCSS: RL.5.5) C
vi.Describe how a narrator’s or speaker’s point of view influences how events are described. (CCSS: RL.5.6) C
vii.Locate information to support opinions, predictions, inferences, and identification of the author’s message or theme C /
  • We will define a word using context clues.
  • We will determine the meaning using figurative language.
  • We will understand the relationship between words by using synonyms, antonyms, and homographs.
  • We will understand and explain the structure of a story, drama, or poem.
  • We will find information from the story that supports our opinions, predictions, and inferences. (CSAP Prep)
  • We will use text details to support opinions, predictions, inferences, and find the author’s purpose or theme.
/ Comp
Appl
Comp
Know
Comp
Comp /
  • Text
  • Discussion
  • Stories
  • References
  • Text
  • Discussion
  • Stories
  • References (Thesauri)
  • Plays (Reader’s Theater)
  • Text
  • Stories
  • Discussion
  • Graphic organizers
  • Text
  • Stories
  • Text
  • Storybooks
  • Graphic organizers
  • Comprehension games
/ Context Clues
Metaphor
Visualize
Simile
Comparison
Context Clues
Connections
Synonym
Antonym
Homograph
Structure
Scenes
Chapters
Stanzas
Evidence
Opinion
Text to Self
Prediction/Hypothesis
Inferences/Conclusions
Purpose
Theme
1. Literary texts are understood and interpreted using a range of strategies / d. Use Integration of Knowledge and Ideas to:
  1. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS: RL.5.9) C
  1. Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, simple metaphors) to understand and respond to text. C
/
  • We will compare and contrast themes found in stories from the same genre.
  • We will use imagery (or rhythm, foreshadowing, metaphors) to understand and respond to text.
/ Comp
Appl /
  • Text
  • Stories
  • Graphic Organizers
  • Text
  • Stories
  • Online examples/games
  • Graphic Organizers
/ Compare/Contrast
Venn Diagram
Genre
Mystery
Play
Fiction
Non-fiction
Realistic Fiction
Non-fiction Article
Imagery
Rhythm
Foreshadowing
Metaphors
Response
1. Literary texts are understood and interpreted using a range of strategies / e. Use Range of Reading and Complexity of Text to:
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. (CCSS: RL.5.10) C /
  • We will read 5th grade stories, dramas, and poetry for comprehension.
/ Comp /
  • Text
  • Storybooks
  • Graphic organizers
  • Comprehension games
/ Fluency
WPM
Genre
Stories
Drama
Poems
Comprehension
2. Ideas found in a variety of informational texts need to be compared and understood / a. Use Key Ideas and Details to:
  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1) C
  1. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (CCSS: RI.5.2) C
  1. 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. (CCSS: RI.5.3) C
  1. Distinguish between fact and opinion, providing support for judgments made C
/
  • We will make an inference from the text using specific quotes.
  • We will summarize the text by using two or more main ideas and supporting details.
  • We will explain how two or more people, events, ideas, or concepts relate in non-fiction text.
  • We will differentiate between fact and opinion, citing details from the text to support our judgments.
/ Analysis
Analysis
Analysis
Synth
Analysis /
  • Text
  • Graphic Organizers
  • Examples
  • Text
  • Stories
  • Graphic Organizers
  • Text
  • Storybooks
  • Graphic organizers (Venn Diagram)
  • Text
  • Storybooks
  • Graphic organizers (Venn Diagram)
  • Comprehension games
/ Quoting/Citing
Inference
Make Conclusions
Summarize
Main Idea
Supporting Details
Proof/Evidence
Relationship
Compare/Contrast
History
Science
Technical Writing
Informational Nonfiction
Fact/Opinion
Bias
Evidence
2. Ideas found in a variety of informational texts need to be compared and understood / c. Use Integration of Knowledge and Ideas to:
  1. 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. (CCSS: RI.5.7) C
  1. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (CCSS: RI.5.8) C
/
  • We will use information from multiple sources to quickly find an answer to a question or solve a problem.
  • We will identify supporting details and explain how the author used them to make the writing clear.
/ Know
Appl
Analysis /
  • Text
  • Online resources
  • non-fiction resources
  • Text
  • stories
  • graphic organizers
/ Research
Locate/Find Information
Evidence
Evidence
Author Purpose
Citing
3. Knowledge of morphology and word relationships matters when reading /
  1. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.5.4)
  1. Read grade-level text with purpose and understanding. (CCSS: RF.5.4a) C
  1. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b) C
  1. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.5.4c) C
/
  • We will read fluently and accurately at a 5th grade level for comprehension.
  • We will read 5th grade poetry with accuracy, expression, and appropriate speed.
  • We will use context clues to check for understanding, and reread as necessary.
/ Comp
Appl
Comp
Appl
Comp
Appl /
  • Text
  • Stories
  • Discussion
  • Text
  • Stories
  • Discussion
  • Text
  • Stories
  • Discussion
/ Purpose
Fluency
Comprehension
Context Clues
Word Understanding
Prose
Reread for Comprehension
Self-correcting
Self-assess
3. Knowledge of morphology and word relationships matters when reading /
  1. Infer meaning of words using structural analysis, context, and knowledge of multiple meanings C
/
  • Use context clues and homographs to determine word meanings.
/ Comp /
  • Text
  • References
  • Stories
/ Word Meaning
Context Clues
Homograph
3. Knowledge of morphology and word relationships matters when reading /
  1. Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change C
/
  • We will understand the meaning of root words and word families.
/ Know /
  • Text
  • References
  • Stories
/ Root Words
Relationships
Pronunciation
3. Knowledge of morphology and word relationships matters when reading /
  1. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.5.4)
  1. Read grade-level text with purpose and understanding. (CCSS: RF.5.4a) C
  1. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b) C
  1. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.5.4c) C
/
  • We will read fluently and accurately at a 5th grade level for comprehension.
  • We will read 5th grade poetry with accuracy, expression, and appropriate speed.
  • We will use context clues to check for understanding, and reread as necessary.
/ Comp
Appl
Comp
Appl
Comp
Appl /
  • Text
  • Stories
  • Discussion
  • Text
  • Stories
  • Discussion
  • Text
  • Stories
  • Discussion
/ Purpose
Fluency
Comprehension
Context Clues
Word Understanding
Prose
Reread for Comprehension
Self-correcting
Self-assess
Reread for Comprehension
Word Knowledge
3. Conventions apply consistently when evaluating written texts /
  1. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.5.2)
iii.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?). (CCSS: L.5.2c) C
v.Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.5.2e) C /
  • We will spell 5th grade words correctly, using references as needed.
/ Appl
Appl /
  • Text
  • References
  • Text
  • References
/ Grammatically Correct
Mechanics
Comma
Word Knowledge
Dictionary
Correct Spelling
3. Conventions apply consistently when evaluating written texts /
  1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.5.1)
  1. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (CCSS: L.5.1a) C
  1. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses
/
  • We will explain how to use conjunctions, prepositions, appositives, and interjections correctly in a sentence.
/ Comp
Appl /
  • Text
  • References
  • Examples
  • Text
  • References
/ Grammatically Correct
Mechanics
Conjunction
Preposition
Interjection
Verbs and Verb Tense
3. Conventions apply consistently when evaluating written texts /
  1. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS: L.5.1f)
i. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.5.4) C /
  • We will write in a clear, well-developed, organized way that is appropriate to the stated purpose and audience.
/ Appl
Synth /
  • Text
  • References
  • Stories
/ Grammatically Correct
Mechanics
Style
Fluency
Organization
Know Audience
1. The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes /
  1. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length) C
/
  • We will write poems using alliteration, onomatopoeia, simile, and metaphor.
  • We will analyze exemplars of poetry that use alliteration, onomatopoeia, simile, and metaphor.
/ Appl
Synth /
  • Text
  • Stories
  • Discussion
/ Technique
Metaphor
Visualize
Simile
Comparison
Line Length
2. Identifying and evaluating concepts and ideas have implications and consequences /
  1. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.5.9)
  1. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). (CCSS: W.5.9a) C
  1. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). (CCSS: W.5.9b) C
/
  • We will compare and contrast characters’ points of view, story settings, or story events., using a Venn Diagram or other graphic organizer to cite details.
  • We will use text details to support opinions, predictions, inferences, and find the author’s purpose or theme.
/ Appl
Appl
Analysis /
  • Venn Diagrams
  • Graphic Organizers
  • Graphic Organizers
  • Text
  • Discussion
/ Compare/Contrast
Settings
Sequence of Events
Supporting Details
Character Interaction
Non-fiction
Evidence
Proof
Bias
1. Literary texts are understood and interpreted using a range of strategies / b. Use Key Ideas and Details to:
  1. 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. (CCSS: RL.5.2) C
  1. Compare and contrast two or more character’s points of view, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (CCSS: RL.5.3) C
/
  • We will use main ideas and details to determine the theme.
  • We will summarize the text.
  • We will compare and contrast characters’ points of view, story settings, or story events.
/ Analysis
Synth
Analysis /
  • Text
  • Storybooks
  • Graphic organizers
  • Comprehension games
  • Text
  • Storybooks
  • Graphic organizers (Venn Diagram)
  • Comprehension games
/ Theme
Main Idea
Supporting Details
Summary
Fact/Opinion
Judgment/Bias
Distinguish
Compare/Contrast
Point of View
Setting
Sequence of Events
Character Interaction
1. Literary texts are understood and interpreted using a range of strategies / c. Use Craft and Structure to:
viii.Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (CCSS: RL.5.4) I/C /
  • We will define a phrase using figurative language.
  • We will find the author’s theme by using information from the story.

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