5th Grade ELAR Unit 6

Big Idea:

Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Student Expectations:

Priority TEKS

• 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;
  • (B) analyze the relationships of and conflicts among the characters;
  • (C) analyze plot elements, including rising action, climax, falling action, and resolution; and
  • (D) analyze the influence of the setting, including historical and cultural settings, on the plot.

Focus TEKS

• (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;
  • (C) use text evidence to support an appropriate response;
  • (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
  • (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
  • (F) respond using newly acquired vocabulary as appropriate; and
  • (G) discuss specific ideas in the text that are important to the meaning.

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

Learning Targets:

• I can describe the connections between two or more people, events, or concepts by using the text to support their findings.
• I can compare and contrast different books in a specific genre.
• I can evaluate the impact of sensory details, imagery, and figurative language in literary text.

Essential Questions:

• How do readers construct meaning?
• What can I discover about myself by reading?
• What are the universal themes of this book?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center