5.RL.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.
- Books and stories: “George Washington’s Socks” and “Fighting Ground”, “Mariah Keep Cool”HM, “Love that Dog”, “Sign of the Beaver”, “Hatchet”, “My Side of the Mountain”, “Letters from Rifka”, “Earthquake Terror” HM, “Yang the Second” H
- Each group explains through…play, skit, compare and contrast between 2 texts
- “Somebody Wanted But So Then Finally” strategy
5.RL.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).
- Books and stories: “Jonathan with Matthew”, “Where the Mountain Meets the Moon”, “Volcanoes” (NF) HM- Mexican folktale on volcanoes, “Katie’s Trunk” (compare/contrast loyalist and patriots, provide details from stories showing their thoughts/feelings and how they interact), Revolutionary Ware Figures
- Compare the settings and events and contrast character’s actions and point of view
Craft and Structure
5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
- Books and stories: “Maniac Magee”, “Follow the Drinking Ground”, “The Young Boy and the Sea”, “In the Year of the Boar and Jackie Robinson
- Create poetry notebook
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
- Graphic Organizers: Story boards, Plot maps, Timelines Read stanzas to see how they fit together to form a story from the point of view of Francis Scott Key
- Books, poems and stories: Prelutsky poems- stanzas lead to what he’s describing, “Casey at the Bat”, “Drama” – HM, “Rhyme of the Ancient Mariner”, Mrs. Frisby, Lyrics of a song, “The Debaters club”
5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
- Socratic seminars
- Books, poems, stories and topics: In “Fighting Ground” the author uses 3rd person limited to create an impactful story, Civil War text, Point of view of child in “Parts and More Parts”, “Flipped” by Sharon Creech (contrasts 2 major character’s points of view), “Hatchet”, “Bridge to Terabithia”, “Ben and Me”
- Edgar Allen Poe’s “The Raven” What if it was told from the Raven, “Bull Run”, “Diary of Anne Frank vs. “Number of the Stars”, 1 st person account (diary) vs. historical fiction of same event Integration of Knowledge and Ideas
5.RL.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).
- Compare the picture of Washington crossing the Delaware in “George Washington’s Sock’s”
- Folktale Smart Lesson- student can click on folktales that would be read aloud to them allowing them to better understand the tone.
- “Casey at the Bat”- Discovery Ed cartoon version
5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
- Compose own argument for/against slavery
- Written essay comparing and contrasting both
- Add in
- Books, and stories: HM text with guided reading texts and find the text connections, “Hatchet”/“Brian’s Winter”, “Roll of Thunder”/“Hear Me Cry”, “Sounder”, “Katie’s Trunk”, Writer of “Red Snow” vs. “Fighting Ground”, “Twin in the Tavern”, CS Lewis- Narnia series, Roald Dahl books
- Students sort classroom library by genre – discuss, make lists Range of Reading and Level of Complexity
5.RL.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 INFORMATIONAL STANDARDS and STRATEGIES/ACTIVITIES TO SUPPORT STANDARDS
Key Ideas and Details
5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- Books and stories: “Big Idea Ben Franklin”, “Encounter”, “Log of Columbus”, Read a variety of texts about a subject (e.g. Civil War), use text to explain –what do we know about Lincoln’s character that led to Emancipation Proclamation?
- Primary resource quote (speech)- why was it efficiently given?
- Time for Kids (other magazines)
5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- Scholastic News, Time for Kids, Newspaper articles
- Use who, what, when, where, why to identify main ideas- support with evidence from text and write a summary of the text from this
- Topics: Revolutionary and Civil War, Battles in wars, Compare the colonial regions’ way of life and how their resources, industry, community formed them, Economy as main idea-what did it look like in 3
- Highlight in text (2 colors)
5.RI.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.
- Topics: Distance and effort in Science, Revolutionary War and writing of the constitution, Ben Franklin with John Adams, Thomas Jefferson, Civil War (2 sides to a war), Explorers, Scientific theories (how the differ), Historical figures, Subsistence farming/plantations, Different laws passed in colonial America—affected America/Britain , Early explorer technology, Pioneer technology, SS- Loyalists vs. Patriots, Study the relationship of Jefferson Davis and Abe Lincoln or Grant and Lee
- Trueflix readers
Craft and Structure
5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.AZ Studies Weekly- newspaper
- Create a word wall, glossary, or Vocabulary quilt- definition and visuals
- SMART board matching game
- Vocabulary notebook 5.RI.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.
- T-chart to compare, Venn diagram, Compare/Contrast chart
- Compare two biographies of a historical person
- Interview vs. diary entries
5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
- Topics: Two accounts of the “Continental Congress”- play, read-a-loud, debate, Loyalist/patriots, Trade owners/slaves, Trial/debate, Points of view of stakeholders in Pre-Revolutionary Ware era, Boston Massacre- different print sources and implied meaning/opinion of each, Native Americans vs. European settlers- primary text, Native American/British/American—points of view of Am. Revolution Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
5.RI.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.
- Time Magazine vs. United Streaming e-books
- Computer search, texts, comparing results
- Watch different videos of same topic
5.RI.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).
- Double entry journal
- Debates
- Presidential campaign claims
- NASA website
5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Research project using multiple resources (state reports, specific person) Range of Reading and Level of Complexity
Range of Reading and Level of Complexity
5.RI.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.
READING FOUNDATIONAL STANDARDS and STRATEGIES/ACTIVITIES TO SUPPORT STANDARDS
Phonics and Word Recognition
5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi syllabic words in context and out of context.
- Making Words
- Numerous Smartboard activities
Fluency
5.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- Recording student’s reading
- Whisper Phones
- Running Records
- Reader’s Theater
WRITING STANDARDS and STRATEGIES/ACTIVITIES TO SUPPORT STANDARDS
Text Types and Purposes
5.W.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.
- Topics for Opinion writing: North vs. Southern States, Big Bang Theory, “Tory vs. Patriot, Do school uniforms affect school learning, Impact of explorers and settlers on native peoples/illegal immigration issue, USA ending space program- commercialization of space travel, Homework vs. no homework, Sketchers article to analyze the lawsuit, “Mick Hart Was Here”- opinion helmet safety, fact collection and websites, Research vacation location expert report
- www.procon.org
- “Scholastic News” – debate of the week, sticky situation
5.W.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 domain-specific vocabulary to inform about or explain the topic.
- e. Provide a concluding statement or section related to the information or explanation presented.
- Topics for Informative/Explanatory writing: State research project, Biographies for personalities from the revolution, Aviators/Inventions, Write a “how to” paper, Six simple machines –choose one and explain it, as well as it’s uses/history/impact, Explorer reports, State reports, Skeletal System, Mathematicians reports
5.W.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 concluding statement or section related to the information or explanation presented.
- Topics for Narrative Writing : Take on a historical character and write a first person account, Diary entries from point of view positions in history (i.e. child in pioneer camp or on a sea journey west), Writing new endings for stories, Natural disaster narrative- real or imagined Production and Distribution of Writing
5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- Six trait writing lessons
- TAP
5.W.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 Writer’s workshop
- Teacher Student Conferencing
- Peer revision and editing conferences
- Writing conferences
- Writing process
5.W.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.
- Digital Storytelling
- Edmodo Research to Build and Present Knowledge
5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W.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.
5.W.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 evens in a story or a drama, drawing on specific details in the text [e.g. how characters interact]”).
- 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]”).
5.W.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 discipline-specific tasks, purposes, and audiences.
- Establish daily writing time
SPEAKING AND LISTENING STANDARDS and STRATEGIES/ACTIVITIES TO SUPPORT STANDARDS
Comprehension and Collaboration
5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
- 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 agreed-upon 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.
- d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
- Literature Circles
- Socratic Seminars
5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CNN News for Kids
5.SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
5.SL.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.
5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
LANGUAGE STANDARDS and STRATEGIES/ACTIVITIES TO SUPPORT STANDARDS
Conventions of Standard English
5.L.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.
- 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 (e.g., either/or, neither/nor).
- Discovery Education
- Brain Pop, Jr.
- Smartboard
5.L.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.
- 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 grade-appropriate words correctly, consulting references as needed.
- Highlighting elements in newspaper or magazine pages Knowledge of Language
5.L.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.
- b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition and Use
5.L.4 Determine or clarify the meaning of unknown and multiple-meaning 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, 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.
- Discovery Education
- Smartboard
- Brain Pop, Jr.
5.L.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.
- Discovery Education
- Brain Pop, Jr.
- Smartboard activities
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
- Smartboard activities
- Brain Pop, Jr.