5th Grade ELAR Unit 7

Big Idea:

Students analyze, make inferences, and draw conclusions about expository texts and provide evidence from text to support their understanding.

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;
• 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:
  • (D) recognize characteristics and structures of informational text, including:
    • (i) the central idea with supporting evidence;
    • (ii) features such as insets, timelines, and sidebars to support understanding; and
    • (iii) organizational patterns such as logical order and order of importance;
• 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:
  • (B) analyze how the use of text structure contributes to the author's purpose;
  • (C) analyze the author's use of print and graphic features to achieve specific purposes;

Focus TEKS

• 5.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
  • (C) identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and
• 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:
  • (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.
• 5.12 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
  • (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;

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 use context to determine meaning of unfamiliar words.
• I can use what I know and what I read to support my understanding.
• I can use evidence from the text to support my understanding.
• I can make connections across different genres.
• I can use graphics and text features to enhance the meaning of the text.
• I can identify organizational patterns to understand relationships.

Essential Questions:

• Why do people write nonfiction?
• How is reading nonfiction different from reading nonfiction?
• What are characteristics of nonfiction?
• How does the author’s purpose the writing?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center