5th Grade ELAR Unit 2

Big Idea:

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (K&S Genres)

Student Expectations:

Priority TEKS

• 5.6 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
  • (B) generate questions about text before, during, and after reading to deepen understanding and gain information
  • (C) make, correct, or confirm predictions using text features, characteristics of genre, and structures;
  • (D) create mental images to deepen understanding
• 5.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
  • (A) infer multiple themes within a text using text evidence;
  • (D) analyze the influence of the setting, including historical and cultural settings, on the plot.
• 5.9 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
  • (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
• 5.10 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
  • (E) identify and understand the use of literary devices, including first- or third-person point of view;

Focus TEKS

• 5.3B use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
• 5.7 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
  • (A) describe personal connections to a variety of sources, including self-selected texts;
  • (B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
• 5.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
  • (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

Ongoing TEKS

• 5.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
  • (A) listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments;
  • (B) follow, restate, and give oral instructions that include multiple action steps;
  • (C) give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
  • (D) work collaboratively with others to develop a plan of shared responsibilities.
• 5.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
  • (A) demonstrate and apply phonetic knowledge by:
    • (i) decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
    • (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
    • (iii) decoding words using advanced knowledge of syllable division patterns;
    • (iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and
    • (v) identifying and reading high-frequency words from a research-based list;
  • (B) demonstrate and apply spelling knowledge by:
    • (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
    • (ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
    • (iii) spelling multisyllabic words with multiple sound-spelling patterns;
    • (iv) spelling words using advanced knowledge of syllable division patterns;
    • (v) spelling words using knowledge of prefixes; and
    • (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
  • (C) write legibly in cursive.
• 5.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
• 5.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
• 5.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
  • (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
  • (B) develop drafts into a focused, structured, and coherent piece of writing by:
    • (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and
    • (ii) developing an engaging idea reflecting depth of thought with specific facts and details;
  • (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

(D) edit drafts using standard English conventions, including:

• (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
• (ii) past tense of irregular verbs;
• (iii) collective nouns;
• (iv) adjectives, including their comparative and superlative forms;
• (v) conjunctive adverbs;
• (vi) prepositions and prepositional phrases and their influence on subject-verb agreement;
• (vii) pronouns, including indefinite;
• (viii) subordinating conjunctions to form complex sentences;
• (ix) capitalization of abbreviations, initials, acronyms, and organizations;
• (x) punctuation marks, including commas in compound and complex sentences, quotation marks in dialogue, and italics and underlining for titles and emphasis; and
• (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

Learning Targets:

• I can identify and understand text to determine the author’s purpose.
• I can understand the different points of view in a work of fiction.
• I can make inferences about text by using what I know and text evidence.

Essential Questions:

• How is fiction like life?
• Why do authors create fiction?
• Why do main characters face problems?
• How does conflict lead to change?
• What characters do you relate to, and why?
• How does the point of view affect the story?
• What are the elements of a plot?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center