ELA Grade 5 Curriculum Curriculum Chart Start day - Google Sites

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ELA Grade 5 Curriculum Curriculum Chart ELA Grade 5 Curriculum

Grade 5 ELA Quarter 1, Unit 1







Grade 5 ELA Quarter 4, Unit 2 12

24

36

48

60

72

84

96

108

120

132

144

156

168

180

ELA Grade 5 Curriculum

Start day: 1 Meetings: 180 days Overview

Written Curriculum

Concepts and Skills

Essential Questions

Clarifying Standards

Resources

Challenging Concepts

NonAligned Standards

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ELA Grade 5 Curriculum > Grade 5 ELA Quarter 1, Unit 1


Overview

Number of instructional days: 21 (1 day = 120 minutes) Note from the district—The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will affect instructional time. Students will read a variety of stories, plays, or poems. Fifthgrade students are required to quote accurately from the text to support answers. Determining the theme continues to be a focus, and students should include how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic. Students will also learn to summarize texts. When reading literary text, fifthgrade students are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events—for example, how characters interact. Students continue to learn specific strategies for decoding words in texts. Drawing on their knowledge of letter–sound correspondences, syllabication patterns, and morphology, they will be able to read unfamiliar multisyllabic words in context or independently. Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding. Fifthgrade students write real and imaginative stories. They are expected to use description to show characters’ thoughts and feelings as well as the details of characters’ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. Using the writing process, students will produce clear and coherent writing in which the development and organizations are appropriate to task, purpose, and audience. Attention should be given to the proper use of transitional words. Fifthgrade students use strategies for reading literary and information text as they investigate topics. They will engage in conversations about gradeappropriate topics and texts. In order to do so, students will need ample opportunities to take part in a variety of rich, structured conversations. Students actively engage as part of a whole class, in small groups, and with a partner, sharing the roles of participant, leader, and observer. They will also summarize a written text read aloud or information presented in multiple formats. Grade 5 students must have a strong command of proper grammar and usage with both spoken and written language. (Emphasis is on the function of conjunctions, prepositions, interjections, and verb tenses.) They will use what they know about how language works when they write, speak, read, and listen. With a focus on sentence fluency, students will learn how to expand, combine, or reduce sentences as a way to enhance meaning, pique a reader’s or listener’s interest, and develop style. Determining the meaning of unknown or multiplemeaning words and phrases by choosing appropriate strategies is important for fifthgrade students. In this unit, students will use context as a clue to the meaning of a word or phrase. They will use common, gradeappropriate prefixes, suffixes, and base words as clues to the meaning of a word. In addition, they will 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. Written Curriculum

Written Curriculum Gradelevel expectations for English Language Arts https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Any portion of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s activities. Standards that are the focus in the unit of study Reading Standards for Literature Key Ideas and Details RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2 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. RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Reading Standards: Foundational Skills Phonics and Word Recognition RF.5.3 Know and apply gradelevel phonics and word analysis skills in decoding words. a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read onlevel text with purpose and understanding. b. Read onlevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. Writing Standards Text Types and Purposes W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) Research to Build and Present Knowledge W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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a. 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]”). Speaking and Listening Standards Comprehension and Collaboration SL.5.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. 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 agreedupon rules for discussions and carry out assigned roles. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Language Standards Conventions of Standard English L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. c. Use verb tense to convey various times, sequences, states, and conditions. Knowledge of Language L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Vocabulary Acquisition and Use L.5.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 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, gradeappropriate 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. Standards that recur through many/all of the units of study Reading Standards for Literature Range of Reading and Level of Text Complexity RL.5.10 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. Reading Standards for Informational Text https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Range of Reading and Level of Text Complexity RI.5.10 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. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Concepts and Skills

Concepts and Skills

Concepts to be learned and skills to be used When reading QUOTE accurately from a text EXPLAIN what the text says explicitly DRAW inferences from the text DETERMINE a theme from details of a story, drama or poem INCLUDE how characters respond to challenges INCLUDE how the speaker in a poem reflects upon a topic SUMMARIZE the text COMPARE and CONTRAST two or more characters, settings, or events in a story or drama, drawing on specific details in the text KNOW and APPLY grade level phonics and word analysis skills in decoding words USE combined knowledge of All lettersound correspondences Syllabication patterns Morphology READ accurately unfamiliar multisyllabic words READ with sufficient accuracy and fluency to support comprehension READ with purpose and understanding READ prose and poetry with accuracy, appropriate rate, and expression USE context to confirm or selfcorrect word recognition and understanding When writing WRITE narratives of real experiences or events WRITE narratives of imaginative experiences or events USE effective technique, descriptive details, and clear event sequences ESTABLISH a situation and INTRODUCE a narrator and/or characters ORGANIZE a clear event sequence that unfolds naturally USE transitional words, phrases or clauses to manage sequence of events USE concrete words and phrases and sensory details PROVIDE a conclusion that follows from the narrated experiences or events precisely PRODUCE clear and coherent writing in which development and organization are appropriate to task, purpose and audience DRAW evidence from literature to SUPPORT analysis, reflection and research. When speaking and listening ENGAGE in a range of collaborative discussions (onetoone/ in groups/ teacher led) on grade 5 topics https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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and text BUILD on other’s ideas EXPRESS own ideas clearly PREPARE for discussions DRAW on preparation and known information to EXPLORE ideas FOLLOW agreedupon rules for discussion CARRY out assigned roles SUMMARIZE a written text read aloud or information presented in diverse media, formats When using language DEMONSTRATE command of the conventions of English grammar and usage when WRITING or SPEAKING EXPLAIN the function of conjunctions, prepositions, and interjections in general use and their function in particular sentences. USE verb tense correctly To CONVEY times, sequences, states and conditions USE knowledge of language and its conventions when writing, speaking, reading. or listening. EXPAND, COMBINE, AND REDUCE sentences for meaning. DETERMINE or CLARIFY the meaning of unknown and multiplemeaning words and phrases USE context as a clue to the meaning of a word or phrase. USE common, gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word CONSULT reference material both print and digital to FIND pronunciation DETERMINE or CLARIFY the precise meaning Essential Questions

Essential Questions

Why is it important to quote accurately from a text? What is the importance of drawing inferences from a text? How do you determine the theme of a story? How does this help you understand a story? What are the important components of a narrative writing piece? How does the correct use of grammar and punctuation help a reader understand your writing? Clarifying Standards

Clarifying the Standards

Key RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards Note on language standards: Students study a variety of grammar and conventions skills each year. The CCSS Language 1–3 standards and the Language Progressive Skills chart on page 56 of the CCSS booklet together provide a complete list of expectations for each grade. In this table, specific grammar and conventions standards are listed in the prior/future grade level columns only if they are explicitly connected to a skill(s) in the current grade. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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In grade 4 (previous grade), students were able to

In grade 5 (current grade), students are able to

In grade 6 (future grade), students will be able to

RL.4.1

RL.5.1

RL.6.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.4.3

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. RL.5.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RF.4.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RF.5.3

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.3

Know and apply gradelevel phonics Know and apply gradelevel phonics and word analysis skills in decoding and word analysis skills in decoding words. words. a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

RF.4.4

RF.5.4.

Read with sufficient accuracy and fluency to support comprehension.


a. Read gradelevel text with purpose and understanding.

a. Read gradelevel text with purpose and understanding.

b. Read gradelevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

b. Read gradelevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.

c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary.


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W.4.3

W.5.3

W.6.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.


Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.

W4.4

W.5.4

W.6.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above.) W.4.9

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above.) W.5.9

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) W.6.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.



a. Apply grade 4 Reading standards to literature (e.g. “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g. a character’s thoughts, words, or actions].’).

a. 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]”).

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).


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SL.4.1

SL.5.1

SL.6.1

Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.


Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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.

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 agreedupon rules for discussions and carry out assigned roles.

b. Follow agreedupon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.2

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SL.5.2

SL.6.2

L.4.1

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L.5.1

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.



a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions

a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

e. Recognize variations from standard English in their own and others' writing and


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e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and runons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* L.4.3

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(e.g., either/or, neither/nor).

speaking, and identify and use strategies to improve expression in conventional language.*

L.5.3

L.6.3

Use knowledge of language and its Use knowledge of language and its Use knowledge of language and its conventions when writing, speaking, conventions when writing, speaking, conventions when writing, speaking, reading, or listening. reading, or listening. reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion).

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

a. Vary sentence patterns for meaning, reader/listener interest, and style.* b. Maintain consistency in style and tone.*

L.4.4

L.5.4

L.6.4

Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.



a. Use context (e.g., definitions, examples, or restatements 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., telegraph, photograph, autograph). 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.

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.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Resources

Resources


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Suggested texts/sources Text types and genres that will be used Students will read a variety of stories, plays, or poems in this unit. The teacher may select texts that are related by topic, theme, structure, or other aspect. For example, the teacher may decide to teach poems that are narratives because the story elements fit well with other genres in this unit. Texts that are selected should provide an opportunity for students to learn elements of good narrative writing that they can integrate into their own writing. For example, a text might provide students with a strong example of how an author uses dialogue to show the response of a character or how an author uses transitional words and phrases to create a natural flow of events. Suggested titles Journeys (HMH), Unit 1 Lesson 1: A Package for Mrs. Jewls Lesson 3: Off and Running Lesson 5: Elisa’s Diary Empowering Writers Comprehension Toolkit Journeys Guided Reading Books Various trade books Grade 5 news magazines: Time For Kids Scholastic News Journeys Common Core State Standard English Language Arts Social Studies: The United States: Making a New Nation Other resources Websites PARCC: www.parcconline.org/. This site provides information about the Narrative Writing Task that will be include on the PARCC PerformanceBased Assessment. It also has a set of sample test questions at selected grade(s). Achieve the Core: http://www.achievethecore.org/. Close Reading Exemplars on this site model a way of having students look in depth at characters, setting and events by using textdependent questions to bring them more deeply into the text. Teachers can link to the Basal Alignment Project from this site. Basal Alignment Project contains CCSSrelated lesson ideas developed by teachers to align with selections in basal reading series. Engage New York: www.engageny.org. This state site provides videos and instructional protocols that teachers can use in their classroom. North Carolina: www.ncpublicschools.org. This site provides a breakdown of the CCSS for each grade level. Rhode Island Department of Education: www.ride.ri.gov. This site provides links to the Common Core State Standards for ELA/Literacy and PARCC ELA/Literacy. Learn Zillion: www.learnzillion.com. Explore lessons based on Common Core Standards Think Central: http://wwwk6.thinkcentral.com/ePC/start.do. Journeys resource Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=subjectsenglish languageatrs&load=1. This site contains videos that show classroom lessons. There are good examples of ways to engage students in discussions, as well as videos on reading and writing. Florida Center for Reading Research: www.fcrr.org. Instructional resources, interventions, etc. State of Delaware Department of Education: www.doe.K12.de.us/commoncore/ela/teachertoolkit/litorg/literacy_con_reading.shtml. Concept mapping by https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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grade level Nevada Department of Education: www.doe.nv.gov/English_Language_Arts. Includes examples of grade level assessments and includes student reference checklists for written responses. Tween Tribune): http://tweentribune.com/. Grade span articles that change daily. News ELA: https://newsela.com/ Articles with lexile levels that can be modified to various reading lexile levels. This is helpful when differentiating instruction. Share My Lesson: http://www.sharemylesson.com/. Lesson plans and adequate text and web resources Find a book: http://www.lexile.com/fab/results/. Lexile levels and text resources for teachers and librarians) Center on Instruction: http://centeroninstruction.org/topic.cfm?s=1&k=L. Literacyfoundational reading) Vocabulary/terminology These two sites contain a list of terms and definitions important to understanding and implementing the standards in grades K through 5: http://ndcurriculuminitiative.org/media/common_core/ela/g_ela_k5_ndsd40_key_vocab_k_5_20120629.pdf http://www.darke.k12.oh.us/curriculum/la/3rd grade learning targets.pdf Important concepts and terms that students will encounter in the unit of study: explicit

compare

reflects

inference

describe

summarizes

textual evidence

analyze genres

resolution

conclude

theme

trait

author’s purpose

drama

contrast

quote

poem

dialogue

topic

details

cite

conflict

characters/character traits

affixes

solution

Challenging concepts Theme Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Narrative writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator's and characters' personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the stepbystep procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Texts that blend types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample "Fact vs. Fiction and all the Grey Space In Between" found in Appendix C. Found in ELA CCSS Appendix A, pages 23–24 Appendix B: Text exemplars and sample performance tasks Grade 4–5 text exemplars Stories and poetry, pages 63–70 Sample Performance Task, page 70 Students summarize the plot of Antoine de SaintExupéry’s The Little Prince and then reflect on the challenges facing the characters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. [RL.5.2] Appendix C: Samples of student writing Student Sample: Grade 5, Narrative “Getting Shot and Living Through It,” page 31


Challenging concepts Theme Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Narrative writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator's and characters' personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the stepbystep procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Texts that blend types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample "Fact vs. Fiction and all the Grey Space In Between" found in Appendix C. Found in ELA CCSS Appendix A, pages 23–24 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Appendix B: Text exemplars and sample performance tasks Grade 4–5 text exemplars Stories and poetry, pages 63–70 Sample Performance Task, page 70 Students summarize the plot of Antoine de SaintExupéry’s The Little Prince and then reflect on the challenges facing the characters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. [RL.5.2] Appendix C: Samples of student writing Student Sample: Grade 5, Narrative “Getting Shot and Living Through It,” page 31 Standards



Overview

Number of instructional days: 21 (1 day = 120 minutes) Note from the district—The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will affect instructional time. Students at this level should be able to quote accurately from the text to explain what the text is about when drawing conclusions. Students must identify two or more main ideas and find the most important details that strengthen these main ideas. They should also be able to summarize the text in their own words. Fifthgrade students continue to find the meaning of general vocabulary words specific to fifthgrade topics or subjects. Students will write informative/explanatory texts to examine a topic while clearly conveying ideas and information. They must be able to find and group information together in a logical way. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of written presentation). Students are expected to spell gradelevel words correctly, using references as needed. Building knowledge by conducting short research projects is an important part of the fifthgrade curriculum. When doing research, students will investigate a topic, which includes developing a research question that helps bring focus to the topic and allows them to explore a topic in greater detail. Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. A list of sources used should be included. Students will use underlining, quotation marks, or italics to indicate the titles of works. At this level, students take notes, organize their information into categories, and list their sources (bibliography). Learning https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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how to summarize or paraphrase information in their notes and finished work is an important skill. Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject Fifthgrade students will effectively engage in a range of collaborative discussions, building on others’ ideas and expressing their own ideas clearly. They will elaborate on others’ remarks and draw conclusions based on information discussed. They must have a strong command of the grammar and usage of spoken and written standard English. In this unit, emphasis is on using punctuation to separate items in a series and using a comma to indicate an introductory element of a sentence. Students will continue to acquire and use both academic and domainspecific vocabulary. General academic vocabulary words appear in all sorts of texts, while domain specific vocabulary words are specific to a domain or field of study and key to understanding a new concept within a text. Written Curriculum

Written Curriculum

Gradelevel expectations for English Language Arts Any portion of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of the unit’s activities. Standards that are the focus in the unit of study Reading Standards for Informational Text Key Ideas and Details RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Craft and Structure RI.5.4 Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area. Writing Standards Text Types and Purposes W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. 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 domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Research to Build and Present Knowledge W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


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W.5.8 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. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. 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]”). Speaking and Listening Standards Comprehension and Collaboration SL.5.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion. Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary and Acquisition Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study: Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI.5.10 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 Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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*Denotes a Language Progressive Skill; see page 30 in CCSS handbook (This skill is new to this grade.) Concepts and Skills

Concepts to be learned and skills to be used When reading QUOTE accurately from a text EXPLAIN what the text says explicitly DRAW inferences from the text DETERMINE two or more main ideas of the text EXPLAIN how they are supported by details SUMMARIZE the text DETERMINE the meaning of general academic and domain specific words and phrases in a text When writing WRITE informative /explanatory texts to: EXAMINE a topic CONVEY ideas and information clearly INTRODUCE the topic clearly PROVIDE a general observation and focus GROUP information logically INCLUDE formatting, illustrations, and multimedia when useful to aiding comprehension. DEVELOP the topic with facts, definitions, concrete details, quotations and other information and examples related to the topic LINK ideas within and across categories of information USE precise language and domainspecific vocabulary to inform about or explain the topic. PROVIDE a concluding statement or section CONDUCT short research projects USE several sources to build knowledge through investigation of different aspects of a topic RECALL relevant information from experiences GATHER relevant information from print and digital sources SUMMARIZE or PARAPHRASE information in notes and finished work PROVIDE a list of sources DRAW evidence from informational text to SUPPORT analysis, reflection and research APPLY Grade 5 reading standards to informational texts. When speaking and listening ENGAGE in a range of collaborative discussions (onetoone/ in groups/ teacher led) on grade 5 topics and text: POSE and RESPOND to specific questions by https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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MAKING comments that contribute to the discussion ELABORATE on the remarks of others. REVIEW the key ideas expressed DRAW conclusions in light of information and knowledge gained from the discussion When using language DEMONSTRATE command of the conventions of standard English Capitalization Punctuation Spelling USE punctuation to separate items in a series USE a comma to separate an introductory element USE underlining, quotation marks or italics to indicate titles of works SPELL gradeappropriate words correctly. CONSULT references as needed. ACQUIRE and USE accurately gradeappropriate general academic and domainspecific words and phrases, including those that SIGNAL contrast, addition, and other logical relationships Concepts and Skills

Concepts and Skills

Concepts to be learned and skills to be used When reading QUOTE accurately from a text EXPLAIN what the text says explicitly DRAW inferences from the text DETERMINE two or more main ideas of the text EXPLAIN how they are supported by details SUMMARIZE the text DETERMINE the meaning of general academic and domain specific words and phrases in a text When writing WRITE informative /explanatory texts to: EXAMINE a topic CONVEY ideas and information clearly INTRODUCE the topic clearly PROVIDE a general observation and focus GROUP information logically INCLUDE formatting, illustrations, and multimedia when useful to aiding comprehension. DEVELOP the topic with facts, definitions, concrete details, quotations and other information and examples related to the topic LINK ideas within and across categories of information USE precise language and domainspecific vocabulary to inform about or explain the topic. PROVIDE a concluding statement or section CONDUCT short research projects https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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USE several sources to build knowledge through investigation of different aspects of a topic RECALL relevant information from experiences GATHER relevant information from print and digital sources SUMMARIZE or PARAPHRASE information in notes and finished work PROVIDE a list of sources DRAW evidence from informational text to SUPPORT analysis, reflection and research APPLY Grade 5 reading standards to informational texts. When speaking and listening ENGAGE in a range of collaborative discussions (onetoone/ in groups/ teacher led) on grade 5 topics and text: POSE and RESPOND to specific questions by MAKING comments that contribute to the discussion ELABORATE on the remarks of others. REVIEW the key ideas expressed DRAW conclusions in light of information and knowledge gained from the discussion When using language DEMONSTRATE command of the conventions of standard English Capitalization Punctuation Spelling USE punctuation to separate items in a series USE a comma to separate an introductory element USE underlining, quotation marks or italics to indicate titles of works SPELL gradeappropriate words correctly. CONSULT references as needed. ACQUIRE and USE accurately gradeappropriate general academic and domainspecific words and phrases, including those that SIGNAL contrast, addition, and other logical relationships Essential Questions

Essential Questions

Why is it important to quote accurately from a text? Why is it important to make inferences from a text? How do you determine at least two main ideas of a text including key details? How does this help you understand the text? Why is it important to summarize a text? How do I determine the meaning of a word? What are the key components to writing an informative/explanatory piece of writing? https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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What types of resources would you use when conducting a short research project? How do you summarize/paraphrase information when note taking? Why is this important? What should a list of sources contain? (bibliography) What are the important elements of an effective discussion? Clarifying Standards


Key RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards Note on language standards: Students study a variety of grammar and conventions skills each year. The CCSS Language 1–3 standards and the Language Progressive Skills chart on page 56 of the CCSS booklet together provide a complete list of expectations for each grade. In this table, specific grammar and conventions standards are listed in the prior/future grade level columns only if they are explicitly connected to a skill(s) in the current grade. In grade 4, students were able to

In grade 5, students are able to

In grade 6, students will be able to

RI.4.1

RI.5.1

RI.6.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

RI.4.4

RI.5.4

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.4

Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area.

Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

W.4.2

W.5.2

W.6.2

Write informative/explanatory texts Write informative/explanatory texts Write informative/explanatory texts to examine a topic and convey ideas to examine a topic and convey ideas to examine a topic and convey https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

and information clearly. 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. 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 domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.

W.4.7.

W.5.7

W.6.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

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.

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W.4.9

W.5.9

W.6.9




b. Apply grade 4 Reading




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standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

SL.4.1

standards to informational standards to literary nonfiction texts (e.g., “Explain how an (e.g., “Trace and evaluate the author uses reasons and argument and specific claims evidence to support particular in a text, distinguishing claims points in a text, identifying that are supported by reasons which reasons and evidence and evidence from claims that support which are not”). point[s]”). SL.5.1 SL.6.1



c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

L.4.2

L.5.2

L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell gradeappropriate words correctly, consulting references as needed.

L.4.6

a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. 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?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell gradeappropriate words correctly, consulting references as needed. L.5.6.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.* b. Spell correctly.

L.6.6

Acquire and use accurately grade Acquire and use accurately grade Acquire and use accurately grade appropriate general academic and appropriate general academic and appropriate general academic and domainspecific words and phrases, domainspecific words and phrases, domainspecific words and phrases; https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Resources

Resources

Suggested texts/sources Text types and genres that will be used Informational texts Suggested Titles Journeys (HMH) Unit 2 Lesson 6: Interrupted Journey: Saving Endangered Sea Turtles, National Geographic videos Lesson 8: Everglades Forever: Restoring America’s Great Wetland Lesson 10: Cougars Empowering Writers Comprehension Toolkit Journeys Guided Reading Books Various trade books Grade 5 news magazines: Time For Kids Scholastic News Journeys Common Core State Standard English Language Arts Social Studies: The United States: Making a New Nation Other resources Websites PARCC: www.parcconline.org/. This site provides information about the Narrative Writing Task that will be include on the PARCC PerformanceBased Assessment. It also has a set of sample test questions at selected grade(s). Achieve the Core: http://www.achievethecore.org/. Close Reading Exemplars on this site model a way of having students look in depth at characters, setting and events by using textdependent questions to bring them more deeply into the text. Teachers can link to the Basal Alignment Project from this site. Basal Alignment Project contains CCSSrelated lesson ideas developed by teachers to align with selections in basal reading series. Engage New York: www.engageny.org. This state site provides videos and instructional protocols that teachers https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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can use in their classroom. North Carolina: www.ncpublicschools.org. This site provides a breakdown of the CCSS for each grade level. Rhode Island Department of Education: www.ride.ri.gov. This site provides links to the Common Core State Standards for ELA/Literacy and PARCC ELA/Literacy. Learn Zillion: www.learnzillion.com. Explore lessons based on Common Core Standards Think Central: http://wwwk6.thinkcentral.com/ePC/start.do. Journeys resource Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=subjectsenglishlanguage atrs&load=1. This site contains videos that show classroom lessons. There are good examples of ways to engage students in discussions, as well as videos on reading and writing. Florida Center for Reading Research: www.fcrr.org. Instructional resources, interventions, etc. State of Delaware Department of Education: www.doe.K12.de.us/commoncore/ela/teachertoolkit/litorg/literacy_con_reading.shtml. Concept mapping by grade level Nevada Department of Education: www.doe.nv.gov/English_Language_Arts. Includes examples of grade level assessments and includes student reference checklists for written responses. Tween Tribune): http://tweentribune.com/. Grade span articles that change daily. News ELA: https://newsela.com/ Articles with lexile levels that can be modified to various reading lexile levels. This is helpful when differentiating instruction. Share My Lesson: http://www.sharemylesson.com/. Lesson plans and adequate text and web resources Find a book: http://www.lexile.com/fab/results/. Lexile levels and text resources for teachers and librarians) Center on Instruction: http://centeroninstruction.org/topic.cfm?s=1&k=L. Literacyfoundational reading) Vocabulary/terminology drawing inferences

suffix

elaborate

explicitly

reference materials

synonym

conclude

digital

antonym

evidence

generalizations

prefix

determine

accurately

Greek and Latin root words

support

support

Adage

key details

inference

Metaphor

multiple meaning words

main idea

Simile

figurative language

summarize

Proverb

idiom

explain

nuance

These two sites contain a list of terms and definitions important to understanding and implementing the standards in grades K through 5: https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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http://ndcurriculuminitiative.org/media/common_core/ela/g_ela_k5_ndsd40_key_vocab_k_5_20120629.pdf http://www.darke.k12.oh.us/curriculum/la/3rd grade learning targets.pdf Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Informational/explanatory writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an Xray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic, and they become more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precise writing, as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. (Found in Appendix A, p. 23) Appendix B: Text exemplars and sample performance tasks Grades 45 Text Exemplars Informational Texts, pp. 7076 Sample performance task (p.76) Students quote accurately and explicitly from Leslie Hall’s “Seeing Eye to Eye” to explain statements they make and ideas they infer regarding sight and light. [RI.5.1] Appendix C: Samples of student writing Student Sample: Grade 5, Informative/Explanatory, pages 29–30 “Author Response: Roald Dahl” Challenging Concepts

Standards https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Number of instructional days: 21 (1 day = 120 minutes) Note from the district—The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will affect instructional time. This unit will focus on the craft and structure of literary text. Students will determine the meaning of words and phrases used in the text, focusing on figurative language (metaphors and similes). Fifthgrade students will explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Students will learn to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. Opinion writing is another component of this unit. Students will support their point of view with factual reasons and information. They will introduce a topic clearly, state an opinion, and create an organizational structure. They will also provide logically ordered reasons that are supported by facts and details as well as link their opinions and reasons with such words as consequently and specifically. Students must provide a concluding statement expressing the opinion presented. Using the writing process, students will develop and strengthen their writing by seeking guidance and support from peers and adults. When listening to a speaker, students will summarize the point a speaker makes and will be able to explain how the speaker supports each claim with reasons and evidence. When writing or speaking, students will demonstrate command of the conventions of standard English grammar and usage with specific attention being given to correlative conjunctions (e.g., either/or, neither/nor). Grade 5 students will continue to demonstrate understanding of figurative language, word relationships, and nuances (underlying meaning) in word meanings. Interpreting figurative language, similes, metaphors, idioms, adages, and proverbs is essential to this unit. Throughout this unit, students will write opinions based upon literature that was read, defending their choices with factual reasons and information. Written Curriculum

Written Curriculum

Gradelevel expectations for English Language Arts Any portion of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of the unit’s activities. Standards that are the focus in the unit of study Reading Standards for Literature Craft and Structure RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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particular story, drama, or poem. Integration of Knowledge and Ideas RL.5.7 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). Writing Standards Text Types and Purposes W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. Production and Distribution of Writing W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) Speaking and Listening Standards Comprehension and Collaboration SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Language Standards Conventions of Standard English L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Use correlative conjunctions (e.g., either/or, neither/nor). Vocabulary and Acquisition Use L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Standards that support the unit of study focus standards Reading Standards for Literature Key Ideas and Details https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Writing Standards Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary and Acquisition Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study Reading Standards for Literature Range of Reading and Level of Text Complexity RL.5.10 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. Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI.5.10 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. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences Concepts and Skills

Concepts and Skills

Concepts to be learned and skills to be used When reading https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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DETERMINE meaning of words and phrases DETERMINE meaning of figurative language (metaphors and similes) EXPLAIN how a series of chapters, scenes or stanzas fits together to PROVIDE overall structure of a particular story, drama, or poem ANALYZE how visual and multimedia elements contribute to meaning, tone, or beauty of a text (graphic novel, multimedia presentation of fiction, folktale, myth, and poem) When writing WRITE opinion pieces SUPPORT point of view with reasons and information INTRODUCE topic or text clearly STATE an opinion CREATE an organizational structure GROUP ideas logically to SUPPORT the writer’s purpose PROVIDE logically ordered reasons SUPPORTED by facts and details LINK opinion and reasoning USING words, phrases and clauses (e.g. consequently, specifically) PROVIDE concluding statement or section related to opinion DEVELOP and STRENGTHEN writing by PLANNING, REVISING, EDITING, REWRITING, or TRYING a new approach (with guidance and support from peers and adults) When speaking and listening SUMMARIZE points a speaker makes EXPLAIN HOW each claim is SUPPORTED by reasons and evidence When using language DEMONSTRATE command of standard English grammar and usage USE correlative conjunctions DEMONSTRATE understanding of figurative language, word relationships and nuances in word meanings INTERPRET figurative language (similes and metaphors) RECOGNIZE AND EXPLAIN meaning of common idioms, adages, and proverbs USE the relationship between words to better understand each word (synonyms, antonyms, homographs) Essential Questions

Essential Questions

Why is it important to be grammatically correct when writing and speaking? How do visual and multimedia elements contribute to the meaning, tone, or appreciation of a text? How does supporting your writing with information from the text help to convey a strong opinion? What are the components of an effective opinion piece? Clarifying Standards


Key RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards Note on language standards: Students study a variety of grammar and conventions skills each year. The CCSS Language 1–3 standards and the Language Progressive Skills chart on page 56 of the CCSS booklet together provide a complete list of expectations for each grade. In this table, specific grammar and conventions standards https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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are listed in the prior/future grade level columns only if they are explicitly connected to a skill(s) in the current grade. In grade 4 (previous grade), students were able to



RL.4.4

RL.5.4

RL.6.4

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.5

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.5

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.7

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.5.7

RL.6.7

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

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.

W.4.1

W.5.1

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. W.6.1

RL.5.5

Write opinion pieces on topics or Write opinion pieces on topics or Write arguments to support claims texts, supporting a point of view with texts, supporting a point of view with with clear reasons and relevant reasons and information. reasons and information. evidence. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument


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presented. W.4.5

W.5.5

W.6.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 29.)

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on page 29.) SL.5.3

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 53.)

L.4.1

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. L.5.1

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. L.6.1




e. Use correlative conjunctions (e.g., either/or, neither/nor).

e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

f. Form and use prepositional phrases.

SL.6.3

L.4.5

L.5.5

L.6.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Resources

Resources https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Suggested texts/sources Text types and genres that will be used Students will read a variety of stories, plays, or poems in this unit. The teacher may select texts that are related by topic, theme, structure, or other aspect. For example, the teacher may decide to teach poems that are narratives because the story elements fit well with other genres in this unit. Suggested titles Journeys (HMH) Unit 4 Lesson 17: LAFFF Lesson 18: The Dog Newspaper Lesson 19: Darnell Rock Reporting Lesson 20: Don Quixote and the Windmills Empowering Writers Comprehension Toolkit Journeys Guided Reading Books Various trade books Grade 5 news magazines: Time For Kids Scholastic News Journeys Common Core State Standard English Language Arts Social Studies: The United States: Making a New Nation Other resources Websites PARCC: www.parcconline.org/. This site provides information about the Narrative Writing Task that will be include on the PARCC PerformanceBased Assessment. It also has a set of sample test questions at selected grade(s). Achieve the Core: http://www.achievethecore.org/. Close Reading Exemplars on this site model a way of having students look in depth at characters, setting and events by using textdependent questions to bring them more deeply into the text. Teachers can link to the Basal Alignment Project from this site. Basal Alignment Project contains CCSSrelated lesson ideas developed by teachers to align with selections in basal reading series. Engage New York: www.engageny.org. This state site provides videos and instructional protocols that teachers can use in their classroom. North Carolina: www.ncpublicschools.org. This site provides a breakdown of the CCSS for each grade level. Rhode Island Department of Education: www.ride.ri.gov. This site provides links to the Common Core State Standards for ELA/Literacy and PARCC ELA/Literacy. Learn Zillion: www.learnzillion.com. Explore lessons based on Common Core Standards Think Central: http://wwwk6.thinkcentral.com/ePC/start.do. Journeys resource Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=subjectsenglish languageatrs&load=1. This site contains videos that show classroom lessons. There are good examples of https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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ways to engage students in discussions, as well as videos on reading and writing. Florida Center for Reading Research: www.fcrr.org. Instructional resources, interventions, etc. Tween Tribune): http://tweentribune.com/. Grade span articles that change daily. News ELA: https://newsela.com/ Articles with lexile levels that can be modified to various reading lexile levels. This is helpful when differentiating instruction. Share My Lesson: http://www.sharemylesson.com/. Lesson plans and adequate text and web resources Center on Instruction: http://centeroninstruction.org/topic.cfm?s=1&k=L. Literacyfoundational reading) Vocabulary/terminology Helpful web resources for vocabulary: http://www.darke.k12.oh.us/curriculum/LA/glossary.pdf—Common Core ELA Standards Glossary http://ndcurriculuminitiative.org/media/common_core/ela/g_ela_k5_ndsd40_key_vocab_k_5_20120629.pdf —ELA Common Core Key Vocabulary K5) Vocabulary/terminology context clue

footnote

symbolize

dialogue

imagery

scenes

figurative meaning

casts

literal

act

example

stage directions

impression

dramatic literature

detail

stanza

digital

Challenging concepts Supporting an opinion with factual reasons and information Analyzing the author’s craft and structure Interpreting figurative language Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Argument: Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term opinion is used to refer to this developing form of argument. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. Appendix C, page 23. Appendix B: Text exemplars and sample performance tasks Grades 4–5 Text Exemplars, page 63 Stories Carroll, Lewis. Alice’s Adventures in Wonderland.........................................................63 Burnett, Frances Hodgson. The Secret Garden.................................................................63 Farley, Walter. The Black Stallion....................................................................................64 SaintExupery, Antoine de. The Little Prince...................................................................64 Babbitt, Natalie. Tuck Everlasting....................................................................................64 Singer, Isaac Bashevis. “Zlateh the Goat.”........................................................................64 Hamilton, Virginia. M. C. Higgins, the Great...................................................................64 Erdrich, Louise. The Birchbark House..............................................................................65 Curtis, Christopher Paul. Bud, Not Buddy........................................................................65 Lin, Grace. Where the Mountain Meets the Moon............................................................66 Poetry Blake, William. “The Echoing Green.”...........................................................................66 Lazarus, Emma. “The New Colossus.”........................................................................... 67 Thayer, Ernest Lawrence. “Casey at the Bat.”................................................................ 67 Dickinson, Emily. “A Bird Came Down the Walk.”........................................................68 Sandburg, Carl. “Fog.”.....................................................................................................69 Frost, Robert. “Dust of Snow.”........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.”....................................................69 Nichols, Grace. “They Were My People.”.......................................................................69 Mora, Pat. “Words Free As Confetti.”.............................................................................69 Sample Performance Tasks for Stories and Poetry..........................................................70 Sample Performance Task Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4] Appendix C: Samples of student writing N/A Challenging Concepts

Challenging concepts Supporting an opinion with factual reasons and information https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Analyzing the author’s craft and structure Interpreting figurative language Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Argument: Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term opinion is used to refer to this developing form of argument. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. Appendix C, page 23. Appendix B: Text exemplars and sample performance tasks Grades 4–5 Text Exemplars, page 63 Stories Carroll, Lewis. Alice’s Adventures in Wonderland.........................................................63 Burnett, Frances Hodgson. The Secret Garden.................................................................63 Farley, Walter. The Black Stallion....................................................................................64 SaintExupery, Antoine de. The Little Prince...................................................................64 Babbitt, Natalie. Tuck Everlasting....................................................................................64 Singer, Isaac Bashevis. “Zlateh the Goat.”........................................................................64 Hamilton, Virginia. M. C. Higgins, the Great...................................................................64 Erdrich, Louise. The Birchbark House..............................................................................65 Curtis, Christopher Paul. Bud, Not Buddy........................................................................65 Lin, Grace. Where the Mountain Meets the Moon............................................................66 Poetry Blake, William. “The Echoing Green.”...........................................................................66 Lazarus, Emma. “The New Colossus.”........................................................................... 67 Thayer, Ernest Lawrence. “Casey at the Bat.”................................................................ 67 Dickinson, Emily. “A Bird Came Down the Walk.”........................................................68 Sandburg, Carl. “Fog.”.....................................................................................................69 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Frost, Robert. “Dust of Snow.”........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.”....................................................69 Nichols, Grace. “They Were My People.”.......................................................................69 Mora, Pat. “Words Free As Confetti.”.............................................................................69 Sample Performance Tasks for Stories and Poetry..........................................................70 Sample Performance Task Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4] Appendix C: Samples of student writing N/A Standards



Overview

Number of instructional days: 21 (1 day = 120 minutes) Note from the district—The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will affect instructional time. In this unit, students will be able to explain the relationships or interactions between two or more individuals, events, ideas or concepts based on specific information from informational text, which includes historical, scientific or technical text. Students will explain how an author uses reasons and evidence to support his or her points. They will specifically identify, which reasons and evidence the author uses to support which points. In addition, students will analyze multiple accounts of the same event or topic and will identify the important similarities and differences in the points of view. Students will write informative/explanatory texts to examine a topic while conveying ideas and information clearly. They must be able to find and group information together in a logical way. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of written presentation). Students are expected to spell gradelevel words correctly, using references as needed. Building knowledge by conducting short research projects is an important part of the 5th grade curriculum. When doing research, students will investigate a topic; which includes developing a research question that helps bring focus to the topic and will allow them to explore a topic in greater detail. Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. A list of sources they used should be included. Students will use underlining, quotation marks or italics to indicate the titles of works. At this level, students take notes, organize their information into categories, and list their sources (bibliography). Learning how to summarize or paraphrase information in their notes and finished work is an important skill. Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. Students will share or report on a topic by sequencing ideas logically, using appropriate facts and details. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Students will learn to effectively present their ideas/information by speaking clearly and understandably when reporting on a topic or opinion. Students will continue to use what they know about how language works when they write, speak, read and listen. With a focus on sentence fluency, students will learn how to expand, combine or reduce sentences as a way to enhance meaning, pique a readers or listeners interest and develop style. Written Curriculum

Written Curriculum

Gradelevel expectations for English Language Arts Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s activities. Standards that are the focus in the unit of study: Standards that are the focus in the unit of study Reading Standards for Informational Text Key Ideas and Details RI.5.3 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. Craft and Structure RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Writing Standards Text Types and Purposes W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. 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 domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Research to Build and Present Knowledge W.5.7 Conduct short research projects that use several sources to build knowledge though investigation of different aspects of a topic. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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W.5.8 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. Speaking and Listening Standards Presentation and Knowledge of Ideas SL.5.4 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; speak clearly at an understandable pace. Language Standards Knowledge of Language L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Standards that support the unit of study focus standards: Reading Standards for Informational Text Key Ideas and Details RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Writing Standards Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) Research to Build and Present Knowledge W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. 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]”) Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary and Acquisition Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study Reading Standards for Informational Text Range of Reading and Level of Text Complexity https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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RI.5.10 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 in dependently and proficiently. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, Concepts and Skills

Concepts and Skills

Concepts to be learned and skills to be used When reading EXPLAIN relationships or interactions between two or more individuals, events, ideas or concepts of the same event or topic in the following texts based on specific information in the text Historical texts Scientific texts Technical texts ANALYZE multiple accounts of the same event or topic NOTING important similarities and differences in the point of view they represent EXPLAIN how an author uses reasons and evidence to support particular points IDENTIFY reasons and evidence that support which points When writing WRITE informative/explanatory texts to EXAMINE a topic and CONVEY ideas and information INTRODUCE a topic PROVIDE a general observation and focus. GROUP related information logically DEVELOP the topic with facts LINK ideas within and across categories USE precise language and domain –specific PROVIDE a conclusion CONDUCT short research projects USE several sources to build knowledge through investigation of different aspects of the topic RECALL relevant information from experiences or relevant information from print and digital sources SUMMARIZE or PARAPHRASE information in notes and finished work PROVIDE a list of sources When speaking and listening REPORT on a topic or text or PRESENT an opinion https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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SEQUENCE ideas logically USE appropriate facts and relevant, descriptive details SPEAK clearly at an understandable pace When using language USE knowledge of language and conventions SPEAKING WRITING READING LISTENING EXPAND, COMBINE, REDUCE sentences for meaning, reader/listener interest, and style Essential Questions

How can analyzing more than one piece of informational text give a more indepth understanding of the topic? How does understanding the relationship between individuals, ideas,or accounts help you as a reader to better understand informational text? Why might authors have different points of view about the same event or topic? How do you write an informative text that conveys ideas and information clearly? Essential Questions

Essential Questions

How can analyzing more than one piece of informational text give a more indepth understanding of the topic? How does understanding the relationship between individuals, ideas,or accounts help you as a reader to better understand informational text? Why might authors have different points of view about the same event or topic? How do you write an informative text that conveys ideas and information clearly? Clarifying Standards


Key RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards Note on language standards: Students study a variety of grammar and conventions skills each year. The CCSS Language 1–3 standards and the Language Progressive Skills chart on page 56 of the CCSS booklet together provide a complete list of expectations for each grade. In this table, specific grammar and conventions standards are listed in the prior/future grade level columns only if they are explicitly connected to a skill(s) in the current grade. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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In grade 4 (previous grade), students were able to



RI.4.3

RI.5.3

RI.6.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

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. RI.5.6

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.8

RI.6.6

Analyze multiple accounts of the Determine an author’s point of view same event or topic, noting or purpose in a text and explain how important similarities and differences it is conveyed in the text. in the point of view they represent. RI.5.8

RI.6.8

Explain how an author uses reasons Explain how an author uses reasons Trace and evaluate the argument and evidence to support particular and evidence to support particular and specific claims in a text, points in a text. points in a text, identifying which distinguishing claims that are reasons and evidence support which supported by reasons and evidence point(s). from claims that are not. W.4.2 W.5.2 W.6.2 Write informative/explanatory texts Write informative/explanatory texts Write informative/explanatory texts to examine a topic and convey ideas to examine a topic and convey ideas to examine a topic and convey and information clearly. and information clearly. ideas, concepts, and information through the selection, organization, a. Introduce a topic clearly and a. Introduce a topic clearly, and analysis of relevant content. group related information in provide a general paragraphs and sections; observation and focus, and a. Introduce a topic; organize include formatting (e.g., group related information ideas, concepts, and headings), illustrations, and logically; include formatting information, using strategies multimedia when useful to (e.g., headings), illustrations, such as definition, aiding comprehension. and multimedia when useful to classification, b. Develop the topic with facts, aiding comprehension. comparison/contrast, and definitions, concrete details, b. Develop the topic with facts, cause/effect; include quotations, or other definitions, concrete details, formatting (e.g., headings), information and examples quotations, or other graphics (e.g., charts, tables), related to the topic. information and examples and multimedia when useful to c. Link ideas within categories of related to the topic. aiding comprehension. information using words and c. Link ideas within and across b. Develop the topic with relevant phrases (e.g., another, for categories of information using facts, definitions, concrete example, also, because). words, phrases, and clauses details, quotations, or other d. Use precise language and (e.g., in contrast, especially). information and examples. domainspecific vocabulary to d. Use precise language and c. Use appropriate transitions to inform about or explain the domainspecific vocabulary to clarify the relationships among topic. inform about or explain the ideas and concepts. e. Provide a concluding topic. d. Use precise language and statement or section related to e. Provide a concluding domainspecific vocabulary to the information or explanation statement or section related to inform about or explain the presented. the information or explanation topic. presented. e. Establish and maintain a formal style. W.4.7 W.5.7 W.6.7 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8


Conduct short research projects to answer a question, drawing on several sources and refocusing the



SL.4.4

SL.5.4

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. SL.6.4

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. L.4.3

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; speak clearly at an understandable pace. L.5.3

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. L.6.3

W.6.8

Use knowledge of language and its Use knowledge of language and its Use knowledge of language and its conventions when writing, speaking, conventions when writing, speaking, conventions when writing, speaking, reading, or listening. reading, or listening. reading, or listening. a. Choose words and phrases to convey ideas precisely.*

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

a. Vary sentence patterns for meaning, reader/listener.

Resources

Resources

Suggested texts/sources Text types and genres Students will read a variety of nonfiction/expository texts in this unit. The teacher may select texts that are related by topic, theme, structure, or other aspects of the topic. For example, the teacher may decide to use narrative nonfiction, historical fiction, poetry, plays, or expository text. Texts that are selected should provide an opportunity for students to gather data to help with their research writing. If any of the informational text sources (historical, scientific and technical texts) are not addressed in this unit, you will need to address them in Unit 4.2. Suggested titles Journeys (HMH) Unit 3 Lesson 12: Can’t You Make Them Behave, King George? Lesson 13: They Call Her Molly Pitcher https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Lesson 14: James Forten Lesson 15: We Were There, Too! Empowering Writers Comprehension Toolkit Journeys Guided Reading Books Various trade books Grade 5 news magazines: Time For Kids Scholastic News Journeys Common Core State Standard English Language Arts Social Studies: The United States: Making a New Nation Other resources Websites PARCC: www.parcconline.org/. This site provides information about the Narrative Writing Task that will be include on the PARCC PerformanceBased Assessment. It also has a set of sample test questions at selected grade(s). Achieve the Core: http://www.achievethecore.org/. Close Reading Exemplars on this site model a way of having students look in depth at characters, setting and events by using textdependent questions to bring them more deeply into the text. Teachers can link to the Basal Alignment Project from this site. Basal Alignment Project contains CCSSrelated lesson ideas developed by teachers to align with selections in basal reading series. Engage New York: www.engageny.org. This state site provides videos and instructional protocols that teachers can use in their classroom. North Carolina: www.ncpublicschools.org. This site provides a breakdown of the CCSS for each grade level. Rhode Island Department of Education: www.ride.ri.gov. This site provides links to the Common Core State Standards for ELA/Literacy and PARCC ELA/Literacy. Learn Zillion: www.learnzillion.com. Explore lessons based on Common Core Standards Think Central: http://wwwk6.thinkcentral.com/ePC/start.do. Journeys resource Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=subjectsenglishlanguage atrs&load=1. This site contains videos that show classroom lessons. There are good examples of ways to engage students in discussions, as well as videos on reading and writing. Florida Center for Reading Research: www.fcrr.org. Instructional resources, interventions, etc. Tween Tribune): http://tweentribune.com/. Grade span articles that change daily. News ELA: https://newsela.com/ Articles with lexile levels that can be modified to various reading lexile levels. This is helpful when differentiating instruction. Share My Lesson: http://www.sharemylesson.com/. Lesson plans and adequate text and web resources Find a book: http://www.lexile.com/fab/results/. Lexile levels and text resources for teachers and librarians) Center on Instruction: http://centeroninstruction.org/topic.cfm?s=1&k=L. Literacyfoundational reading) https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Vocabulary/terminology Helpful web resources for vocabulary: http://www.darke.k12.oh.us/curriculum/LA/glossary.pdf—Common Core ELA Standards Glossary http://ndcurriculuminitiative.org/media/common_core/ela/g_ela_k5_ndsd40_key_vocab_k_5_20120629.pdf — ELA Common Core Key Vocabulary K5) events

technical text

differences

concepts

information

point of view

ideas

support

evidence

interactions

points

reason

relationships

accounts

author

historical text

topic

identify

scientific text

similarities

Challenging concepts Students researching independently Note taking Bibliography correctly written and noting sources used Students noting text features Selecting appropriate texts to support research topic Organization of material Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Informational/explanatory writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/ explanatory writing addresses matters such as types (what are the different types of poetry?) and components (what are the parts of a motor?); size, function, or behavior (how big is the United States? what is an Xray used for? how do penguins find food?); how things work (how does the legislative branch of government function?); and why things happen (why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic, and they become more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing, as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/ explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. (Appendix A, page 23) Appendix B: Text exemplars and sample performance tasks Informational texts Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet....................70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps………...... 71 Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms.................................................. 71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It........................................................................................................71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions..................... .. 71 Schleichert, Elizabeth. “Good Pet, Bad Pet.”................................................................... 71 Kavash, E. Barrie. “Ancient Mound Builders.”................................................................ 71 Koscielniak, Bruce. About Time: A First Look at Time and Clocks................................ 71 Banting, Erinn. England the Land..................................................................................... 72 Hakim, Joy. A History of US............................................................................................. 72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World................................................................................................................72 Simon, Seymour. Horses.................................................................................................... 73 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea...................................................... ..............................................................73 Simon, Seymour. Volcanoes.............................................................................................. 74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball............................ 74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”..................................................... 74 Hall, Leslie. “Seeing Eye to Eye.”..................................................................................... 74 Ronan, Colin A. “Telescopes.”.......................................................................................... 75 Buckmaster, Henrietta. “Underground Railroad.”............................................................. 76 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Sample performance tasks for informational texts, page 76 Students explain the relationship between time and clocks using specific information drawn from Bruce Koscielniak’s About Time: A First Look at Time and Clocks. [RI.5.3] Appendix C: Samples of student writing Student Samples: Grade 5, Informative/Explanatory “Author Response: Roald Dahl”, pages 2931 Challenging Concepts

Challenging concepts Students researching independently Note taking Bibliography correctly written and noting sources used Students noting text features Selecting appropriate texts to support research topic Organization of material Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Informational/explanatory writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/ explanatory writing addresses matters such as types (what are the different types of poetry?) and components (what are the parts of a motor?); size, function, or behavior (how big is the United States? what is an Xray used for? how do penguins find food?); how things work (how does the legislative branch of government function?); and why things happen (why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic, and they become more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing, as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/ explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.


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(Appendix A, page 23) Appendix B: Text exemplars and sample performance tasks Informational texts Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet....................70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps………...... 71 Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms.................................................. 71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It........................................................................................................71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions..................... .. 71 Schleichert, Elizabeth. “Good Pet, Bad Pet.”................................................................... 71 Kavash, E. Barrie. “Ancient Mound Builders.”................................................................ 71 Koscielniak, Bruce. About Time: A First Look at Time and Clocks................................ 71 Banting, Erinn. England the Land..................................................................................... 72 Hakim, Joy. A History of US............................................................................................. 72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World................................................................................................................72 Simon, Seymour. Horses.................................................................................................... 73 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea...................................................... ..............................................................73 Simon, Seymour. Volcanoes.............................................................................................. 74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball............................ 74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”..................................................... 74 Hall, Leslie. “Seeing Eye to Eye.”..................................................................................... 74 Ronan, Colin A. “Telescopes.”.......................................................................................... 75 Buckmaster, Henrietta. “Underground Railroad.”............................................................. 76 Sample performance tasks for informational texts, page 76 Students explain the relationship between time and clocks using specific information drawn from Bruce Koscielniak’s About Time: A First Look at Time and Clocks. [RI.5.3] Appendix C: Samples of student writing Student Samples: Grade 5, Informative/Explanatory “Author Response: Roald Dahl”, pages 2931 Standards

ELA Grade 5 Curriculum > Grade 5 ELA Quarter 3, Unit 1 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Overview

Number of instructional days: 21 (1 day = 120 minutes) Note from the district: The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will impact instructional time. The focus of this unit is to compare and contrast characters, settings, or events within a story as well as across texts. Interpretation of words and phrases as they are used in a text will be a component of this unit. Students will assess how the point of view of the narrator or speaker influences how events in a story are described. Comparing and contrasting two or more stories in the same genre and how they address similar themes or topics is an essential part of this unit. In the writing portion of this unit the focus will be on narrative writing. Students will write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellconstructed event sequences. Another aspect is the use of technology, including the internet/digital media, to produce and publish writing and to interact and collaborate with others. Presentations are an integral part of this unit. Students will include multimedia components such as video cameras, PowerPoint presentations, photos, audio, text, and animation, to develop main ideas or themes in their presentations. When writing and speaking, students will demonstrate a command of the conventions of standard English grammar and usage. Specific attention will be given to shifts in verb tense and the use of commas to set off the words yes and no, and to tag a question and directly address an individual. Written Curriculum

Written Curriculum

Gradelevel expectations for English Language Arts Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s activities. Standards that are the focus in the unit of study Reading Standards for Literature Key Ideas and Details RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Craft and Structure RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. Integration of Knowledge and Ideas RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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approaches to similar themes and topics. Writing Standards Text Types and Purposes W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing W.5.6 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 sitting. Speaking and Listening Standards Presentation and Knowledge of Ideas SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes Language Standards Conventions of Standard English L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d. Recognize and correct inappropriate shifts in verb tense.* L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. 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?) Standards that support the unit of study focus standards Reading Standards for Literature Key Ideas and Details RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Writing Standards Production and Distribution of Writing https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) Research to Build and Present Knowledge W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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]”). Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary Acquisition and Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study: Reading Standards for Literature Range of Reading and Level of Text Complexity RL.5.10 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. Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI.5.10 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. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences * Denotes Language Progressive Skills; see page 30 in additional informationa Concepts and Skills

Concepts and Skills

Concepts to be learned and skills to be used When reading COMPARE AND CONTRAST two or more characters, settings, or events in a story or drama DRAW on specific details in the text DETERMINE the meaning of words and phrases Including figurative language such as metaphors and similes DESCRIBE how a narrator’s or speaker’s point of view influences how events are described https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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COMPARE AND CONTRAST stories in the same genre on their approaches to similar themes and topics Mysteries Adventure stories When writing WRITE narratives to DEVELOP real or imagined experiences or events USE effective techniques, descriptive details and clear event sequences ORIENT the reader by ESTABLISHING a situation INTRODUCE a narrator and /or characters ORGANIZE an event sequence that unfolds naturally USE narrative techniques such as dialogue, description and pacing DEVELOP experiences and events SHOW the responses of characters to situations USE a variety of transitional words, phrases or clauses to manage the sequence of events USE concrete words and phrases and sensory details to convey experiences and /or events precisely PROVIDE a conclusion that follows from the narrated experiences or events USE technology, including the internet to publish writing, collaborate with others, Demonstrate sufficient keyboarding skills When speaking and listening USE multimedia components and visual displays in presentations to DEVELOP main ideas or themes When using language DEMONSTRATE command of conventions of standard English grammar and usage when writing or speaking. RECOGNIZE and CORRECT inappropriate shifts in verb tenses* DEMONSTRATE command of conventions of standard English capitalization, punctuation and spelling when writing USE a comma to set off the words yes or no USE a comma to set off a tag question USE a comma to indicate direct address Essential Questions

Essential Questions

How do drawing specific details from a text aid in comparing and contrasting a character, setting, or events in a story? How does this help you understand a text? How does figurative language (metaphors and/or similes) enhance the richness of narrative text? How does a narrator’s point of view influence the readers’ interpretation of a story? How do writers develop real or imagined experiences/events to tell a story that will engage a reader? Clarifying Standards


Key RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards


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Note on language standards: Students study a variety of grammar and conventions skills each year. The CCSS Language 1–3 standards and the Language Progressive Skills chart on page 56 of the CCSS booklet together provide a complete list of expectations for each grade. In this table, specific grammar and conventions standards are listed in the prior/future grade level columns only if they are explicitly connected to a skill(s) in the current grade. In grade 4 (previous grade), students were able to



RL4.3

RL.5.3

RL.6.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RI.4.4

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RI.5.4

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RI.6.4

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.4.6

RL.5.6

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.6

Compare and contrast the point of view from which different stories are narrated, including the difference between first and thirdperson narrations. RL.4.9

Describe how a narrator’s or speaker’s point of view influences how events are described.

Explain how an author develops the point of view of the narrator or speaker in a text.

RL.5.9

RL.6.9

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. W.4.3

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. W.5.3

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. W.6.3




a. Orient the reader by establishing a situation and a. Orient the reader by introducing a narrator and/or establishing a situation and characters; organize an event introducing a narrator and/or sequence that unfolds characters; organize an event naturally. sequence that unfolds b. Use dialogue and description naturally. to develop experiences and b. Use narrative techniques, such events or show the responses as dialogue, description, and of characters to situations. pacing, to develop c. Use a variety of transitional experiences and events or words and phrases to manage

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition


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the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.

W.4.6

W.5.6

W.6.6

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 one page in a single sitting. SL.4.5

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 sitting. SL.5.5

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 three pages in a single sitting.

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. L.4.1

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. L.5.1

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. L.6.1




d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

d. Recognize and correct inappropriate shifts in verb tense.*

SL.6.5

d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents.

L.5.2

N/A

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. c. Use a comma before a coordinating conjunction in a compound sentence.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. 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,


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Steve?).

Resources

Resources Suggested texts/sources Text types and genres Students will read a variety of stories, plays or poems in this unit. The teacher may select texts that are related by topic, theme, structure, or other aspect. For example, the teacher may decide to teach poems that are narratives because the story elements fit well with other genres in this unit. Students should be reading multiple texts from the same genre (ex. mysteries and adventure stories). Texts that are selected should provide an opportunity for students to learn elements of good narrative writing that they can integrate into their own writing. For example, a text might provide students with a strong example of how an author uses dialogue to show the response of a character or how an author uses transitional words and phrases to create a natural flow of events. Suggested Titles Journeys – Suggested Titles: Unit 2 Lesson 7 Old Yeller Unit 2 Lesson 9 Storm Warriors Unit 4 Lesson 19 Darnell Rock Reporting Unit 4 Lesson 20 Don Quixote and the Windmills Journeys Guided Reading Books Scholastic News Empowering Writers Shiloh by Phyllis Reynolds Naylor Other resources PARCC: www.parcconline.org/—This site provides information about the Narrative Writing Task that will be included on the PARRC PerformanceBased Assessment. It also has a set of sample test questions at selected grades. Achieve the Core: http://www.achievethecore.org/—Close Reading Exemplars on this site model a way of having students look in depth at characters, settings and events by using textdependent questions to bring them more deeply into the text. Teachers can link to the Basal Alignment Project from this site. Basal Alignment Project contains CCSSrelated lesson ideas developed by teachers to align with selections in basal reading series. Engage New York: www.engageny.com—This site provides videos and instructional protocols that teachers can use in their classroom. North Carolina: www.ncpublicschools.org—This site provides a breakdown of the CCSS for each grade level Rhode Island Department of Education: www.ride.ri.gov—This site provides links to the Common Core State Standards for ELA/Literacy and PARCC Learn Zillion: www.learnzillion.com—Explore lessons on Common Core Standards https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Think Central: http://wwwk6.thinkcentral.com/ePC/.start.do—Journeys Resource Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=subjectsenglishlanguage arts&load=1— This Site contains videos that show classroom lessons. There are good examples of ways to engage students in discussions, as well as videos on reading and writing. Florida Center for Reading Research: www.fcrr.org —Instructional resources, interventions, etc. State of Delaware Department of Education: www.doe.K12.de.us/commoncore/ela/teachertoolkit/litorg/literacy_con_reading.shtml —Concept mapping by grade level Nevada Department of Education: www.doe.nv.gov/English_Language_Arts —Includes examples of grade level assessments and includes student reference checklists for written responses. Tween Tribune (grade span articles that change daily)—http://tweentribune.com/ News ELA (articles with lexile levels that can be modified to various reading lexile levels. This is helpful when differentiating instruction)—https://newsela.com/ Share My Lesson (lesson plans and adequate text and web resources)—http://www.sharemylesson.com/ Find a book (Lexile levels and text resources for teachers and librarians)—http://www.lexile.com/fab/results/ Center on Instruction (Literacyfoundational reading—http://centeroninstruction.org/topic.cfm?s=1&k=L Vocabulary/terminology Helpful web resources for vocabulary: http://www.darke.k12.oh.us/curriculum/LA/glossary.pdf—Common Core ELA Standards Glossary http://ndcurriculuminitiative.org/media/common_core/ela/g_ela_k5_ndsd40_key_vocab_k_5_20120629.pdf —ELA Common Core Key Vocabulary K5) theme

figurative language

compare

imagery

contrast

point of view

dialogue

literal

analyze

Challenging concepts Students may have difficulty generating an in depth compare/contrast essay Metaphors may challenging to identify The technology piece may impede students especially if they lack strong keyboarding skills Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms


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Narrative writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the stepbystep procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Texts that blend types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C. (Found in ELA CCSS Appendix A, pp.23 – 24) Appendix B: Text exemplars and sample performance tasks Stories................................................................................................................................63 Carroll, Lewis. Alice’s Adventures in Wonderland..........................................................63 Burnett, Frances Hodgson. The Secret Garden.................................................................63 Farley, Walter. The Black Stallion....................................................................................64 SaintExupery, Antoine de. The Little Prince....................................................................64 Babbitt, Natalie. Tuck Everlasting.....................................................................................64 Singer, Isaac Bashevis. “Zlateh the Goat.”........................................................................64 Hamilton, Virginia. M. C. Higgins, the Great....................................................................64 Erdrich, Louise. The Birchbark House...............................................................................65 Curtis, Christopher Paul. Bud, Not Buddy.........................................................................65 Lin, Grace. Where the Mountain Meets the Moon.............................................................66 Poetry................................................................................................................................66 Blake, William. “The Echoing Green.”............................................................................66 Lazarus, Emma. “The New Colossus.”............................................................................ 67 Thayer, Ernest Lawrence. “Casey at the Bat.”................................................................. 67 Dickinson, Emily. “A Bird Came Down the Walk.”........................................................68 Sandburg, Carl. “Fog.”......................................................................................................69 Frost, Robert. “Dust of Snow.”.........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.”.....................................................69 Nichols, Grace. “They Were My People.”........................................................................69 Mora, Pat. “Words Free As Confetti.”..............................................................................69 Sample performance tasks Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. [RL.5.6] Students compare and contrast comingofage stories by Christopher Paul Curtis (Bud, Not Buddy) and Louise Erdrich (The Birchbark House) by identifying similar themes and examining the stories’ approach to the topic of growing up. [RL.5.9] Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4] Appendix C: Samples of student writing https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Student Sample: Grade 5, Narrative – page 31 35 “Getting Shot and Living Through It” Challenging Concepts

Challenging concepts Students may have difficulty generating an in depth compare/contrast essay Metaphors may challenging to identify The technology piece may impede students especially if they lack strong keyboarding skills Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Narrative writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the stepbystep procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Texts that blend types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C. (Found in ELA CCSS Appendix A, pp.23 – 24) Appendix B: Text exemplars and sample performance tasks Stories................................................................................................................................63 Carroll, Lewis. Alice’s Adventures in Wonderland..........................................................63 Burnett, Frances Hodgson. The Secret Garden.................................................................63 Farley, Walter. The Black Stallion....................................................................................64 SaintExupery, Antoine de. The Little Prince....................................................................64 Babbitt, Natalie. Tuck Everlasting.....................................................................................64 Singer, Isaac Bashevis. “Zlateh the Goat.”........................................................................64 Hamilton, Virginia. M. C. Higgins, the Great....................................................................64 Erdrich, Louise. The Birchbark House...............................................................................65 Curtis, Christopher Paul. Bud, Not Buddy.........................................................................65 Lin, Grace. Where the Mountain Meets the Moon.............................................................66 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Poetry................................................................................................................................66 Blake, William. “The Echoing Green.”............................................................................66 Lazarus, Emma. “The New Colossus.”............................................................................ 67 Thayer, Ernest Lawrence. “Casey at the Bat.”................................................................. 67 Dickinson, Emily. “A Bird Came Down the Walk.”........................................................68 Sandburg, Carl. “Fog.”......................................................................................................69 Frost, Robert. “Dust of Snow.”.........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.”.....................................................69 Nichols, Grace. “They Were My People.”........................................................................69 Mora, Pat. “Words Free As Confetti.”..............................................................................69 Sample performance tasks Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. [RL.5.6] Students compare and contrast comingofage stories by Christopher Paul Curtis (Bud, Not Buddy) and Louise Erdrich (The Birchbark House) by identifying similar themes and examining the stories’ approach to the topic of growing up. [RL.5.9] Students determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4] Appendix C: Samples of student writing Student Sample: Grade 5, Narrative – page 31 35 “Getting Shot and Living Through It” Standards



Overview

Number of instructional days: 21 (1 day = 120 minutes) Note from the district: The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will impact instructional time. The focus of this unit is the analysis of informational text. Fifth grade students will compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts, with an emphasis on chronology, comparison, cause/effect, and problem/solution. Students will be able to draw from multiple print and digital https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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sources to answer questions. They will use their skills to integrate information from several texts in order to write or speak knowledgeable about the topic. Additionally, they will need to analyze the multiple accounts of the same event or topic to determine the point of view represented in the texts. Opinion writing and short research projects will be the main focus for the writing portion of this unit. Regarding opinion writing, students will support their point of view with factual reasons and information. They will introduce a topic clearly, state an opinion, and create an organizational structure that supports the writer’s purpose. Providing logically ordered reasons that are supported by facts and details is a main component of opinion writing. Students should link their opinions and reasons using words, phrases, and clauses (e.g. consequently, specifically). A concluding statement relating to the opinion presented should be provided. Building on the focus of analyzing multiple texts in reading, fifth grade students will conduct short research projects to build knowledge of the topic. Students will gather information from various sources, summarize and paraphrase information, and provide a list of sources. Students in the fifth grade should be exposed to a variety of speaking tasks so they will be able to distinguish between formal and informal discussions. Smallgroup discussions and formal presentations are examples of these different types of communication. Fifth graders should be comfortable adapting their speech to a variety of contexts and tasks. In language, students will use strategies for determining the meaning of unknown and multiplemeaning words and phrases. These strategies include using context clues and common, gradeappropriate Greek and Latin affixes and roots. Written Curriculum

Written Curriculum

Gradelevel expectations for English Language Arts Any portion of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of the unit’s activities. Standards that are the focus in the unit of study Reading Standards for Informational Text Craft and Structure RI.5.5 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. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas RI.5.7 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. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing Standards Text Types and Purposes W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. Research to Build and Present Knowledge W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 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. Speaking and Listening Standards Presentation and Knowledge of Ideas SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Language Standards Fluency L.5.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 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, gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Standards That Support The Focus Reading Standards for Informational Text Key Ideas and Details RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Writing Standards Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) Research to Build and Present Knowledge W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. 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]”). Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary and Acquisition Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study Reading Standards for Literature Range of Reading and Level of Text Complexity RL.5.10 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. Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI.5.10 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. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Concepts and Skills

Written Curriculum

Gradelevel expectations for English Language Arts Any portion of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of the unit’s activities. Standards that are the focus in the unit of study Reading Standards for Informational Text Craft and Structure RI.5.5 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. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas RI.5.7 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. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing Standards Text Types and Purposes W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. Research to Build and Present Knowledge W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 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. Speaking and Listening Standards Presentation and Knowledge of Ideas SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Language Standards Fluency L.5.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 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, gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Standards That Support The Focus Reading Standards for Informational Text Key Ideas and Details RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Writing Standards Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Research to Build and Present Knowledge W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. b. 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]”). Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary and Acquisition Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study Reading Standards for Literature Range of Reading and Level of Text Complexity RL.5.10 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. Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI.5.10 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. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Essential Questions

Essential Questions

Why is it important to compare and contrast how two different authors wrote about the same events, ideas, concepts, or information? How do you determine what information is meaningful and relevant when using multiple media sources? What is the benefit of using multiple media sources when locating information about a topic? How do you write an effective opinion piece that supports your point of view? Clarifying Standards https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Key RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards Note on language standards: Students study a variety of grammar and conventions skills each year. The CCSS Language 1–3 standards and the Language Progressive Skills chart on page 56 of the CCSS booklet together provide a complete list of expectations for each grade. In this table, specific grammar and conventions standards are listed in the prior/future grade level columns only if they are explicitly connected to a skill(s) in the current grade. In grade 4 (previous grade), students were able to



RI.4.5

RI.5.5

RI.6.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI.4.6

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. RI.5.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9

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.

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.5.9

RI.6.9

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RI.6.6

RI.6.7


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W.4.1

W.5.1

W.6.1



a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

W.4.7

W.5.7

W.6.7






SL.4.6

SL.5.6


Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


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L.4.4

L.5.4

L.6.4




a. Use context (e.g., definitions, examples, or restatements 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., telegraph, photograph, autograph).

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).

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Resources

Suggested texts/sources Text types and genres Resources





RI.4.5

RI.5.5

RI.6.5

Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

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.

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.


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RI.4.6

RI.5.6

RI.6.6

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9

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.

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.5.9

RI.6.9



Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

W.4.1

W.5.1

W.6.1

RI.6.7


W.4.7


W.5.7

a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. W.6.7

Conduct short research projects that Conduct short research projects that Conduct short research projects to build knowledge through use several sources to build answer a question, drawing on https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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investigation of different aspects of a knowledge through investigation topic. of different aspects of a topic. W.4.8 W.5.8

several sources and refocusing the inquiry when appropriate. W.6.8



SL.4.6

SL.5.6


Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 on page 28 for specific expectations.)

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

L.4.4

L.5.4

L.6.4




a. Use context (e.g., definitions, examples, or restatements 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., telegraph, photograph, autograph).

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).

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Resources

Suggested texts/sources https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Text types and genres Challenging Concepts

Challenging concepts Familiarity with digital sources/multimedia Close reading How to conduct effective research Synthesizing information from various perspectives or authors Knowing the organizational structure when writing a research project How to paraphrase the words of an author without plagiarizing/copying Appendices Appendix A: Research supporting key elements of the standards and glossary of key terms Argument Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument… Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. (Found in ELA CCSS Appendix A, page 23) Appendix B: Text exemplars and sample performance tasks Informational Texts.................................................................................................. .....70 Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet.................70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps............... 71 Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms............................................... 71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It....................................................................................................71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions.................... 71 Schleichert, Elizabeth. “Good Pet, Bad Pet.”................................................................ 71 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Kavash, E. Barrie. “Ancient Mound Builders.”............................................................ 71 Koscielniak, Bruce. About Time: A First Look at Time and Clocks............................ 71 Banting, Erinn. England the Land................................................................................. 72 Hakim, Joy. A History of US........................................................................................ 72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World.......................................................................................72 Simon, Seymour. Horses............................................................................................... 73 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea................................................................................73 Simon, Seymour. Volcanoes.......................................................................................... 74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball........................ 74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”................................................. 74 Hall, Leslie. “Seeing Eye to Eye.”................................................................................. 74 Ronan, Colin A. “Telescopes.”...................................................................................... 75 Buckmaster, Henrietta. “Underground Railroad.”......................................................... 76 Sample Performance Tasks for Informational Texts, page 76 Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5] Appendix C: Samples of student writing None Standards



Overview

Number of instructional days: 21 (1 day = 120 minutes) Note from the district: The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will impact instructional time. This unit will continue to focus on the analysis of literary text with the purpose of supporting narrative writing. Students will determine the theme by analyzing the character actions in a story or drama. Comparing and contrasting two or more stories in the same genre and how they address similar themes or topics is an essential part of this unit. Poetry will be an important component of this unit, analyzing how the speaker of a poem reflects on a topic. Structure of chapters in a story, stanzas in a poem, and scenes in a play will be examined to understand how they relate to the whole piece. In addition, students will have the opportunity to read these genres with accuracy and appropriate rate while using expression. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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The writing component will again address the writing of real and imaginative stories. Students are expected to use description to show characters’ thoughts and feelings as well as the details of characters’ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. Using the writing process, students will produce clear and coherent writing in which the development and organizations are appropriate to task, purpose, and audience. Students will provide a natural conclusion to the piece. Attention should be given to the proper use of transitional words. Engaging effectively in a range of collaborative discussion will continue to be a focus. Being prepared for discussion, following agreed upon rules, posing and responding to specific questions and elaborating on the remarks of others contribute to the discussion. Students will demonstrate command of the conventions of standard English grammar and usage when speaking and writing making sure to form and use the perfect verb tenses. They will use knowledge of language and its conventions when writing, speaking, reading, or listening. Specific attention will be given to comparing and contrasting the varieties of English (dialects, register) used in stories, dramas, or poems. Written Curriculum

Written Curriculum

Gradelevel expectations for English Language Arts Any portion of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of the unit’s activities. Standards that are the focus in the unit of study Reading Standards for Literature Key Ideas and Details RL.5.2 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. Craft and Structure RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of Integration of Knowledge and Ideas RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Reading Standards: Foundational Skills Fluency RF.5.4 Read with sufficient accuracy and fluency to support comprehension. b. Read onlevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Writing Standards Text Types and Purposes W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.


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b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Speaking and Listening Standards Comprehension and Collaboration SL.5.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. 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 agreedupon 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. Language Standards Conventions of Standard English L.5.1 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 tenses. L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Standards that support the unit of study focus standards Reading Standards for Literature Key Ideas and Details RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Reading Standards: Foundational Skills Phonics and Word Recognition RF.5.3 Know and apply gradelevel phonics and word analysis skills in decoding words. a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Writing Standards Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) W.5.6 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 sitting. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Research to Build and Present Knowledge W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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]”). Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary and Acquisition Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study Reading Standards for Literature Range of Reading and Level of Text Complexity RL.5.10 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 Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI.5.10 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. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audience. Concepts and Skills

Concepts and Skills

Concepts to be learned and skills to be used When reading DETERMINE a theme of a story, drama or poem EXPLAIN how characters respond to challenges EXPLAIN how speaker in poem reflects upon topic SUMMARIZE the text EXPLAIN how series of chapters, scenes, or chapters fit together PROVIDE overall structure of a particular story, drama or poem COMPARE AND CONTRAST stories in same genre on their approaches to similar themes and topics When applying foundational skills https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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READ with sufficient accuracy and fluency to support comprehension READ onlevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. When writing WRITE narratives to develop real or imagined experiences or events USE effective technique, descriptive details, and clear event sequence ORIENT the reader by establishing a situation INTRODUCE a narrator or characters ORGANIZE an events sequence that unfolds naturally USE narrative techniques (dialogue, description, pacing) to DEVELOP experiences and events SHOW responses of characters to situations USE variety of transitional words, phrases, and clauses to manage sequence of events USE concrete words and phrases and sensory details to CONVEY experiences and events PROVIDE conclusion that follows from the narrated experiences or events When speaking and listening ENGAGE effectively in range of collaborative discussion with diverse partners building on others’ ideas and expressing their own COME to discussion prepared READ or STUDY material USE information to explore ideas under discussion FOLLOW agreedupon rules CARRY OUT assigned roles PROSE and RESPOND to specific questions MAKE comments that contribute to discussion ELABORATE on the remarks of others When using language DEMONSTRATE command of the conventions of English grammar and usage FORM and USE perfect verb tenses USE knowledge of language and its conventions COMPARE and CONTRAST the varieties of English used Dialects Registers Essential Questions

Essential Questions

How does understanding the structure of a story, drama or poem help the reader understand the text? How can you determine the theme of a poem? How does engaging in a collaborative discussion lead to a better understanding of a text or a topic? What are the important components of a narrative writing piece? Why is it important to have a strong command of English grammar and usage when writing or speaking? Clarifying Standards


Key RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards Note on language standards: Students study a variety of grammar and conventions skills each year. The CCSS Language 1–3 standards and the Language Progressive Skills chart on page 56 of the CCSS booklet together provide a complete list of expectations for each grade. In this table, specific grammar and conventions standards are listed in the prior/future grade level columns only if they are explicitly connected to a skill(s) in the current grade. In grade 4 (previous grade), students were able to



RL.4.2

RL.5.2

RL.6.2

Determine a theme of a story, drama, or Determine a theme of a story, poem from details in the text; summarize drama, or poem from details in the the text. 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. RL.4.5 RL.5.5

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.5.9

RL.6.9

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RF.4.4

RF.5.4.



RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

b. Read gradelevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

RL6.5

b. Read gradelevel prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.5.3

W.6.3




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a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences.

SL.4.1

SL.5.1

SL.6.1

Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.


Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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.

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 agreedupon 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.

b. Follow agreedupon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

L.4.1

L.5.1

L.6.1




b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked)

b. Use intensive pronouns (e.g., myself, ourselves)


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tenses.

verb tenses.

L.4.3

L.5.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use knowledge of language and its Use knowledge of language and its conventions when writing, speaking, conventions when writing, speaking, reading, or listening. reading, or listening.

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion).

L.6.3

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

a. Vary sentence patterns for meaning, reader/listener interest, and style.* b. Maintain consistency in style and tone.*

Resources

Resources

Suggested texts/sources Text types and genres Students will read a variety of stories, plays and poems in this unit. The teacher may select texts that are related by topic, theme, structure, or other aspect. For example, the teacher may decide to teach poems that are narratives because the story elements fit well with other genres in this unit. Texts that are selected should provide an opportunity for students to learn the elements of good narrative writing that they can integrate into their own writing. Suggested Titles Journeys (HMH) Units 5 & 6 Lesson 22: The Birchbark House Lesson 23: The Viquero’s: America’s First Cowboys Lesson 24: Rachel’s Journal *Each lesson in Theme 6 has a poetry component; Lessons 26 and 27 (Theme 6) are plays Empowering Writers Comprehension Toolkit Journeys Guided Reading Books Various trade books Grade 5 news magazines: Time For Kids Scholastic News Journeys Common Core State Standard English Language Arts Social Studies: The United States: Making a New Nation Other resources https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Websites PARCC: www.parcconline.org/. This site provides information about the Narrative Writing Task that will be include on the PARCC PerformanceBased Assessment. It also has a set of sample test questions at selected grade(s). Achieve the Core: http://www.achievethecore.org/. Close Reading Exemplars on this site model a way of having students look in depth at characters, setting and events by using textdependent questions to bring them more deeply into the text. Teachers can link to the Basal Alignment Project from this site. Basal Alignment Project contains CCSSrelated lesson ideas developed by teachers to align with selections in basal reading series. Engage New York: www.engageny.org. This state site provides videos and instructional protocols that teachers can use in their classroom. North Carolina: www.ncpublicschools.org. This site provides a breakdown of the CCSS for each grade level. Rhode Island Department of Education: www.ride.ri.gov. This site provides links to the Common Core State Standards for ELA/Literacy and PARCC ELA/Literacy. Learn Zillion: www.learnzillion.com. Explore lessons based on Common Core Standards Think Central: http://wwwk6.thinkcentral.com/ePC/start.do. Journeys resource Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=subjectsenglish languageatrs&load=1. This site contains videos that show classroom lessons. There are good examples of ways to engage students in discussions, as well as videos on reading and writing. Florida Center for Reading Research: www.fcrr.org. Instructional resources, interventions, etc. Tween Tribune): http://tweentribune.com/. Grade span articles that change daily. News ELA: https://newsela.com/ Articles with lexile levels that can be modified to various reading lexile levels. This is helpful when differentiating instruction. Share My Lesson: http://www.sharemylesson.com/. Lesson plans and adequate text and web resources Center on Instruction: http://centeroninstruction.org/topic.cfm?s=1&k=L. Literacyfoundational reading) Vocabulary/terminology Helpful web resources for vocabulary: http://www.darke.k12.oh.us/curriculum/LA/glossary.pdf—Common Core ELA Standards Glossary http://ndcurriculuminitiative.org/media/common_core/ela/g_ela_k5_ndsd40_key_vocab_k_5_20120629.pdf —ELA Common Core Key Vocabulary K5) elaborate

perfect tense

integrate

pacing

casts

conclusion

scene

precise

stanza

stage directions

Challenging concepts Poetry structure and interpretation Appendices Appendix A Narrative writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the stepbystep procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Texts that blend types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C. (Found in ELA CCSS Appendix A, pp.23 – 24) Appendix B: Text exemplars and sample performance tasks Stories...............................................................................................................................63 Carroll, Lewis. Alice’s Adventures in Wonderland..........................................................63 Burnett, Frances Hodgson. The Secret Garden.................................................................63 Farley, Walter. The Black Stallion....................................................................................64 SaintExupery, Antoine de. The Little Prince....................................................................64 Babbitt, Natalie. Tuck Everlasting.....................................................................................64 Singer, Isaac Bashevis. “Zlateh the Goat.”.........................................................................64 Hamilton, Virginia. M. C. Higgins, the Great....................................................................64 Erdrich, Louise. The Birchbark House...............................................................................65 Curtis, Christopher Paul. Bud, Not Buddy.........................................................................65 Lin, Grace. Where the Mountain Meets the Moon.............................................................66 Poetry................................................................................................................................66 Blake, William. “The Echoing Green.”............................................................................66 Lazarus, Emma. “The New Colossus.”............................................................................ 67 Thayer, Ernest Lawrence. “Casey at the Bat.”................................................................. 67 Dickinson, Emily. “A Bird Came Down the Walk.”........................................................68 Sandburg, Carl. “Fog.”......................................................................................................69 Frost, Robert. “Dust of Snow.”.........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.”.....................................................69 Nichols, Grace. “They Were My People.”........................................................................69 Mora, Pat. “Words Free As Confetti.”..............................................................................69 Sample performance tasks for stories and poetry …………………………………………..70 Students summarize the plot of Antoine de SaintExupery’s The Little Prince and then reflect on the challenges facing the characters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. [RL.5.2] Students compare and contrast comingofage stories by Christopher Paul Curtis (Bud, Not Buddy) and Louise Erdrich (The Birchbark House) by identifying similar themes and examining the stories’ approach to the topic of growing up. [RL.5.9] Appendix C Not applicable for this unit


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Challenging concepts Poetry structure and interpretation Appendices Appendix A Narrative writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the stepbystep procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. Texts that blend types Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in Appendix C. (Found in ELA CCSS Appendix A, pp.23 – 24) Appendix B: Text exemplars and sample performance tasks Stories...............................................................................................................................63 Carroll, Lewis. Alice’s Adventures in Wonderland..........................................................63 Burnett, Frances Hodgson. The Secret Garden.................................................................63 Farley, Walter. The Black Stallion....................................................................................64 SaintExupery, Antoine de. The Little Prince....................................................................64 Babbitt, Natalie. Tuck Everlasting.....................................................................................64 Singer, Isaac Bashevis. “Zlateh the Goat.”.........................................................................64 Hamilton, Virginia. M. C. Higgins, the Great....................................................................64 Erdrich, Louise. The Birchbark House...............................................................................65 Curtis, Christopher Paul. Bud, Not Buddy.........................................................................65 Lin, Grace. Where the Mountain Meets the Moon.............................................................66 Poetry................................................................................................................................66 Blake, William. “The Echoing Green.”............................................................................66 Lazarus, Emma. “The New Colossus.”............................................................................ 67 Thayer, Ernest Lawrence. “Casey at the Bat.”................................................................. 67 Dickinson, Emily. “A Bird Came Down the Walk.”........................................................68 Sandburg, Carl. “Fog.”......................................................................................................69 Frost, Robert. “Dust of Snow.”.........................................................................................69 Dahl, Roald. “Little Red Riding Hood and the Wolf.”.....................................................69 Nichols, Grace. “They Were My People.”........................................................................69 https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Mora, Pat. “Words Free As Confetti.”..............................................................................69 Sample performance tasks for stories and poetry …………………………………………..70 Students summarize the plot of Antoine de SaintExupery’s The Little Prince and then reflect on the challenges facing the characters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. [RL.5.2] Students compare and contrast comingofage stories by Christopher Paul Curtis (Bud, Not Buddy) and Louise Erdrich (The Birchbark House) by identifying similar themes and examining the stories’ approach to the topic of growing up. [RL.5.9] Appendix C Not applicable for this unit Standards



Overview

Number of instructional days: 21 (1 day = 120 minutes) Note from the district: The number of days allotted to each instructional unit is an approximation. Testing, cultural activities, and unforeseen events will impact instructional time. In this unit, students will be building upon skills previously introduced, taking these skills to a deeper level. With regard to reading, students will explain how an author uses reasons and evidence to support his/her points. They will recognize the point(s) the author is trying to make, explaining what evidence has been used to reinforce these points and why this point was made. They will be able to decipher between reasons and evidence. Students will also integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. In order to complete this task, students should have access to several texts on the same topic, develop a system for organizing from several sources (taking notes), and find common details about the topic when reading different texts. They will also need to compare the texts to find key details/ideas, which are different, and combine the most important information. The writing portion of this unit will require students to write informative/explanatory texts to examine a topic while conveying ideas and information clearly. Students will introduce a topic clearly, provide a general observation and focus, group related information logically; include formatting (headings), illustrations, and multimedia when useful to aiding comprehension. They will develop a topic with facts, definitions, concrete details, quotations, or other information related to the topic. Students will link ideas within and across categories of information using words, phrases, and clauses (in contrast, especially). Precise language and domain specific vocabulary will be used to inform about or explain the topic. Students will provide an effective concluding statement or section relating to the information or explanation presented. Building knowledge by conducting short research projects is an important part of the 5th grade curriculum. When https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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doing research, students will investigate a topic; which includes developing a research question that helps bring focus to the topic and will allow them to explore a topic in greater detail. Students will continue to learn how to locate information from print and digital sources as well as integrate information from their own experiences. Learning how to summarize or paraphrase information in their notes and finished work continues to be an important skill. A list of sources should be included. Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. In the speaking and listening portion of this unit students will engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled). They will review the key ideas expressed and draw conclusions from the information gained in these discussions. Written Curriculum

Written Curriculum

Gradelevel expectations for English Language Arts Any portion of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of the unit’s activities. Standards that are the focus in the unit of study Reading Standards for Informational Text Integration of Knowledge and Ideas RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing Standards Text Types and Purposes W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. 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 domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Research to Build and Present Knowledge W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 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. Speaking and Listening Standards Comprehension and Collaboration SL.5.1 Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacher led) https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Standards that support the unit of study focus standards Reading Standards for Informational Text Key Ideas and Details RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Reading Standards: Foundational Skills Phonics and Word Recognition RF.5.3 Know and apply gradelevel phonics and word analysis skills in decoding words. a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Writing Standards Production and Distribution of Writing W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.) Language Standards Conventions of Standard English L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. e. Spell gradeappropriate words correctly, consulting references as needed. Vocabulary and Acquisition Use L.5.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards that recur through many/all of the units of study Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI.5.10 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. Writing Standards Range of Writing W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Concepts and Skills

Concepts and Skills https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Concepts to be learned and skills to be used When reading EXPLAIN how an author uses reasons and evidence to support particular points IDENTIFY reasons and evidence that support which points INTEGRATE information from several texts on the same topic in order to WRITE OR SPEAK about the subject knowledgeably When writing WRITE informative /explanatory texts to: EXAMINE a topic CONVEY ideas and information clearly INTRODUCE the topic clearly PROVIDE a general observation and focus GROUP information logically INCLUDE formatting, illustrations, and multimedia when useful to aiding comprehension. DEVELOP the topic with facts, definitions, concrete details, quotations and other information and examples related to the topic. LINK ideas within and across categories of information USE precise language and domainspecific vocabulary to inform about or explain the topic. PROVIDE a concluding statement or section. CONDUCT short research projects USE several sources to build knowledge through investigation of different aspects of topic RECALL relevant information from experiences or GATHER information from print and digital sources SUMMARIZE or PARAPHRASE information in notes and finished work PROVIDE a list of sources When speaking or listening ENGAGE effectively in a range of collaborative discussions with diverse partners, BUILDING on others’ ideas and EXPRESSING their own clearly REVIEW key ideas expressed and DRAW conclusions in light of information and knowledge gained from discussions Essential Questions

Concepts and Skills

Concepts to be learned and skills to be used When reading EXPLAIN how an author uses reasons and evidence to support particular points IDENTIFY reasons and evidence that support which points INTEGRATE information from several texts on the same topic in order to WRITE OR SPEAK about the subject knowledgeably https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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When writing WRITE informative /explanatory texts to: EXAMINE a topic CONVEY ideas and information clearly INTRODUCE the topic clearly PROVIDE a general observation and focus GROUP information logically INCLUDE formatting, illustrations, and multimedia when useful to aiding comprehension. DEVELOP the topic with facts, definitions, concrete details, quotations and other information and examples related to the topic. LINK ideas within and across categories of information USE precise language and domainspecific vocabulary to inform about or explain the topic. PROVIDE a concluding statement or section. CONDUCT short research projects USE several sources to build knowledge through investigation of different aspects of topic RECALL relevant information from experiences or GATHER information from print and digital sources SUMMARIZE or PARAPHRASE information in notes and finished work PROVIDE a list of sources When speaking or listening ENGAGE effectively in a range of collaborative discussions with diverse partners, BUILDING on others’ ideas and EXPRESSING their own clearly REVIEW key ideas expressed and DRAW conclusions in light of information and knowledge gained from discussions Clarifying Standards





RI.4.8

RI.5.8

RI.6.8

Explain how an author uses reasons Explain how an author uses reasons Trace and evaluate the argument and evidence to support particular and evidence to support particular and specific claims in a text, points in a text. points in a text, identifying which distinguishing claims that are reasons and evidence support supported by reasons and evidence which point(s). from claims that are not. https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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RI.4.9

RI.5.9

RI.6.9



W.4.2

W.5.2

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). W.6.2

Write informative/explanatory texts Write informative/explanatory texts Write informative/explanatory texts to examine a topic and convey ideas to examine a topic and convey ideas to examine a topic and convey and information clearly. and information clearly. ideas, concepts, and information through the selection, organization, a. Introduce a topic clearly and a. Introduce a topic clearly, and analysis of relevant content. group related information in provide a general paragraphs and sections; observation and focus, and a. Introduce a topic; organize include formatting (e.g., group related information ideas, concepts, and headings), illustrations, and logically; include formatting information, using strategies multimedia when useful to (e.g., headings), illustrations, such as definition, aiding comprehension. and multimedia when useful to classification, b. Develop the topic with facts, aiding comprehension. comparison/contrast, and definitions, concrete details, b. Develop the topic with facts, cause/effect; include quotations, or other definitions, concrete details, formatting (e.g., headings), information and examples quotations, or other graphics (e.g., charts, tables), related to the topic. information and examples and multimedia when useful to c. Link ideas within categories of related to the topic. aiding comprehension. information using words and c. Link ideas within and across b. Develop the topic with relevant phrases (e.g., another, for categories of information using facts, definitions, concrete example, also, because). words, phrases, and clauses details, quotations, or other d. Use precise language and (e.g., in contrast, especially). information and examples. domainspecific vocabulary to d. Use precise language and c. Use appropriate transitions to inform about or explain the domainspecific vocabulary to clarify the relationships among topic. inform about or explain the ideas and concepts. e. Provide a concluding topic. d. Use precise language and statement or section related to e. Provide a concluding domainspecific vocabulary to the information or explanation statement or section related to inform about or explain the presented. the information or explanation topic. presented. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. W.4.7

W.5.7

W.6.7






SL.4.1

SL.5



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Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Engage effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Resources

Resources

Suggested texts/sources Text types and genres Students will read a variety of informative/explanatory text in order to write or speak about the subject knowledgably. They will use reasons and evidence to support their point of view. Suggested titles Journeys (HMH) Units 5 & 6 Lesson 25: Louis and Clark Lesson 26: Skywoman’s Rescue Lesson 27: Mysteries at Cliff Palace Lesson 28: Fossils: A Peak Into the Past Lesson 29: Fossil Fish Found! Empowering Writers Comprehension Toolkit Journeys Guided Reading Books Various trade books Grade 5 news magazines: Time For Kids Scholastic News Journeys Common Core State Standard English Language Arts Social Studies: The United States: Making a New Nation Other resources Websites PARCC: www.parcconline.org/. This site provides information about the Narrative Writing Task that will be https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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include on the PARCC PerformanceBased Assessment. It also has a set of sample test questions at selected grade(s). Achieve the Core: http://www.achievethecore.org/. Close Reading Exemplars on this site model a way of having students look in depth at characters, setting and events by using textdependent questions to bring them more deeply into the text. Teachers can link to the Basal Alignment Project from this site. Basal Alignment Project contains CCSSrelated lesson ideas developed by teachers to align with selections in basal reading series. Engage New York: www.engageny.org. This state site provides videos and instructional protocols that teachers can use in their classroom. North Carolina: www.ncpublicschools.org. This site provides a breakdown of the CCSS for each grade level. Rhode Island Department of Education: www.ride.ri.gov. This site provides links to the Common Core State Standards for ELA/Literacy and PARCC ELA/Literacy. Learn Zillion: www.learnzillion.com. Explore lessons based on Common Core Standards Think Central: http://wwwk6.thinkcentral.com/ePC/start.do. Journeys resource Teaching Channel: https://www.teachingchannel.org/videos?page=1&categories=subjectsenglish languageatrs&load=1. This site contains videos that show classroom lessons. There are good examples of ways to engage students in discussions, as well as videos on reading and writing. Florida Center for Reading Research: www.fcrr.org. Instructional resources, interventions, etc. Tween Tribune): http://tweentribune.com/. Grade span articles that change daily. News ELA: https://newsela.com/ Articles with lexile levels that can be modified to various reading lexile levels. This is helpful when differentiating instruction. Share My Lesson: http://www.sharemylesson.com/. Lesson plans and adequate text and web resources Center on Instruction: http://centeroninstruction.org/topic.cfm?s=1&k=L. Literacyfoundational reading) Vocabulary/terminology Helpful web resources for vocabulary: http://www.darke.k12.oh.us/curriculum/LA/glossary.pdf—Common Core ELA Standards Glossary http://ndcurriculuminitiative.org/media/common_core/ela/g_ela_k5_ndsd40_key_vocab_k_5_20120629.pdf —ELA Common Core Key Vocabulary K5) audience

points

informational text structure

knowledgably

primary source

digital sources

secondary source

multimedia

evidence

bibliography

support

Challenging concepts Integration from several texts Writing a clear and cohesive short research project follow writing process Appendices Appendix A Informational/explanatory writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an Xray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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(Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. Appendix A – page 23 Appendix B: Text exemplars and sample performance tasks Informational Texts.........................................................................................................70 Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet.................70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps............... 71 Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms............................................... 71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It.............................................................. 71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions.................... 71 Schleichert, Elizabeth. “Good Pet, Bad Pet.”................................................................ 71 Kavash, E. Barrie. “Ancient Mound Builders.”............................................................ 71 Koscielniak, Bruce. About Time: A First Look at Time and Clocks............................ 71 Banting, Erinn. England the Land................................................................................. 72 Hakim, Joy. A History of US........................................................................................ 72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World................................................................. 72 Simon, Seymour. Horses............................................................................................... 73 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea................................................... 73 Simon, Seymour. Volcanoes.......................................................................................... 74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball........................ 74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”................................................. 74 Hall, Leslie. “Seeing Eye to Eye.”................................................................................. 74 Ronan, Colin A. “Telescopes.”...................................................................................... 75 Buckmaster, Henrietta. “Underground Railroad.”......................................................... 76 Sample Performance Tasks for Informational Texts...................................................... 76 Sample performance tasks There are no performance tasks for these focus standards. Appendix C https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Student Sample: Grade 5, Informative/Explanatory, pages 2930 “Author Response: Roald Dahl” Challenging Concepts

Challenging concepts Integration from several texts Writing a clear and cohesive short research project follow writing process Appendices Appendix A Informational/explanatory writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an Xray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. Appendix A – page 23 Appendix B: Text exemplars and sample performance tasks Informational Texts.........................................................................................................70 Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet.................70 Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps............... 71 Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms............................................... 71 Otfinoski, Steve. The Kid’s Guide to Money: Earning It, https://riwarwick.myfollett.com/aspen/curriculumChartPrintable.do?printable=true&includeLessonPlans=true&mode=gantt&deploymentId=riwarwick

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Saving It, Spending It, Growing It, Sharing It.............................................................. 71 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions.................... 71 Schleichert, Elizabeth. “Good Pet, Bad Pet.”................................................................ 71 Kavash, E. Barrie. “Ancient Mound Builders.”............................................................ 71 Koscielniak, Bruce. About Time: A First Look at Time and Clocks............................ 71 Banting, Erinn. England the Land................................................................................. 72 Hakim, Joy. A History of US........................................................................................ 72 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World................................................................. 72 Simon, Seymour. Horses............................................................................................... 73 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea................................................... 73 Simon, Seymour. Volcanoes.......................................................................................... 74 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball........................ 74 Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”................................................. 74 Hall, Leslie. “Seeing Eye to Eye.”................................................................................. 74 Ronan, Colin A. “Telescopes.”...................................................................................... 75 Buckmaster, Henrietta. “Underground Railroad.”......................................................... 76 Sample Performance Tasks for Informational Texts...................................................... 76 Sample performance tasks There are no performance tasks for these focus standards. Appendix C Student Sample: Grade 5, Informative/Explanatory, pages 2930 “Author Response: Roald Dahl” Standards


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