ELA GRADE 5 Page of
The Grade 5 ELA curriculum is designed to provide students with the instruction they need to continue to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in fourth grade, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence
Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time. While students are reading independently, strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.
Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.
ELA instruction for the year is organized into 6 units of study, which are described below:
Units: |
Unit Title | Unit 1 | Timeframe | 30 days |
Unit Summary | In Unit 1, students will study a variety of complex texts that include realistic fiction, narrative nonfiction, biography, and persuasive. The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, and proofread sentences.
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Learning Targets | |||
Essential Questions | Week 1: How do we get the things we need?Week 2: What can lead us to rethink an idea? Week 3: How can experiencing nature change the way you think about it? Week 4: How does technology lead to creative ideas? Week 5: What are the positive and negative effects of new technology? | ||
Enduring Understandings | Students will understand:
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Know | By the end of this unit, students will know:
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Do | By the end of this unit, students will be able to:
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Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Learning goals will be met through a variety of activities that will engage learners. Some learning activities that may be utilized are: whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program (Hardcopy and electronic edition)
Classroom Library Tradebooks Extended Complex Text - Classroom Library Google Classroom Crafting Nonfiction: Lessons on Writing Process, Traits, and Craft (Book) Explorations in Nonfiction Writing (Book) Writing by Design (Book) | ||
Equipment | Chromebooks Smartboards | ||
Supplemental Resources | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-5th Gr. ELA Unpacking the Standards Writing/Language ● Implementing the Writing Process Speaking & Listening ● Speaking and Listening Rubric ● Crafting a Persuasive Speech Critical Thinking ● Newsela | ||
Standards Standards in bold are major areas of focus for the unit. | ||
Reading | Writing & Language | Speaking and Listening |
RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | 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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented. | SL.5.1. 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. Explicitly draw on previously read text or material 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. |
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. | ||
W.5.4. 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.) | 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. | |
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. | ||
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. | W.5.6. With some guidance and support from adults and peers, 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. | |
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). | W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. | |
RL.5.7. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. | ||
RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | |
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. 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). | ||
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. | 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. 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. | |
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 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. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | |
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. | L.5.4. 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 | |
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. | ||
L.5.6. 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). | ||
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Science: Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts. Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts. Arts/Media: Students will explore the portrayal of the unit theme through various artistic mediums |
| By the end of 8th grade,
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Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
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| 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. | |
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
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C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 8.1.5.D.2 Analyze the resource citations in online materials for proper use. | |
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
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| 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
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E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.
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F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
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Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
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END OF UNIT
Unit Title | Unit 2 | Timeframe | 30 days |
Unit Summary | In Unit 2, students will study a variety of complex texts that include expository, fairy tale, biography, folktale, narrative and free verse. The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, and identify prepositional phrases and plural/possessive nouns. | ||
Learning Targets | |||
Essential Questions | Week 1: What do good problem solvers do?Week 2: What can you do to get the information you need? Week 3: How do we investigate questions about nature? Week 4: When has a plan helped you accomplish a task? Week 5: What motivates you to accomplish a goal? | ||
Enduring Understandings | Students will understand:
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Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
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Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Learning goals will be met through a variety of activities that will engage learners. Some learning activities that may be utilized are: whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
Classroom Library Tradebooks Extended Complex Text - Classroom Library Google Classroom Crafting Nonfiction: Lessons on Writing Process, Traits, and Craft (Book) Explorations in Nonfiction Writing (Book) Writing by Design (Book) | ||
Equipment | Chromebooks Smartboards | ||
Supplemental Resources | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-5th Gr. ELA Unpacking the Standards Writing/Language ● Implementing the Writing Process Speaking & Listening ● Speaking and Listening Rubric ● Crafting a Persuasive Speech Critical Thinking ● Newsela Critical Thinking Lesson Plans | ||
Standards Standards in bold are major areas of focus for the unit. | ||
Reading | Writing & Language | Speaking and Listening |
RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | SL.5.1. 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. Explicitly draw on previously read text or material 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. | |
RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. | W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented. | SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally). |
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). | 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. | |
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. | W.5.4. 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.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. | 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. | |
W.5.6. With some guidance and support from adults and peers, 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.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. | |
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. | ||
RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) 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. | ||
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. | 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]”). 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]”). | |
RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | |
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | 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. 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). | |
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. | 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. 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. | |
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | ||
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. | L.5.4. 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 | |
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. | ||
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. | L.5.6. 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). | |
RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. | ||
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Science: Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts. Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts. Arts/Media: Students will explore the portrayal of the unit theme through various artistic mediums |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. | |
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| ||
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 8.1.5.D.2 Analyze the resource citations in online materials for proper use. | |
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
| ||
| 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
| |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. | |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
|
END OF UNIT
Unit Title | Unit 3 | Timeframe | 30 days |
Unit Summary | In Unit 3, students will study a variety of complex texts that include realistic fiction, fantasy, expository, and persuasive. The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, identify action verbs/main and helping verbs/linking verbs, and use the correct tense of irregular verbs. | ||
Learning Targets | |||
Essential Questions | Week 1: What can learning about different cultures teach us?Week 2: How can learning about nature be useful? Week 3: Where can you find patterns in nature? Week 4: What benefits come from people working as a group? Week 5: How do we explain what happened in the past? | ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Learning goals will be met through a variety of activities that will engage learners. Some learning activities that may be utilized are: whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
Classroom Library Tradebooks Extended Complex Text - Classroom Library Google Classroom Crafting Nonfiction: Lessons on Writing Process, Traits, and Craft (Book) Explorations in Nonfiction Writing (Book) Writing by Design (Book) | ||
Equipment | Chromebooks Smartboards | ||
Supplemental Resources | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-5th Gr. ELA Unpacking the Standards Writing/Language ● Implementing the Writing Process Speaking & Listening ● Speaking and Listening Rubric ● Crafting a Persuasive Speech Critical Thinking ● Newsela Critical Thinking Lesson Plans | ||
Standards Standards in bold are major areas of focus for the unit. | ||
Reading | Writing & Language | Speaking and Listening |
RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | 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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented. | SL.5.1. 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. Explicitly draw on previously read text or material 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. |
RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. | W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented. | SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally). |
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). | 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. | SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |
W.5.4. 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.) | 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. | |
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. | 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. | |
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. | W.5.6. With some guidance and support from adults and peers, 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.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
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). | W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives 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. | ||
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. | 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]”). 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]”). | |
RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | |
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | 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. 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). | |
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. | 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. 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. | |
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 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. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | |
L.5.4. 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 | ||
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. | ||
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. | L.5.6. 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). | |
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 and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably | ||
RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. | ||
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Science: Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts. Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts. Arts/Media: Students will explore the portrayal of the unit theme through various artistic mediums |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. | |
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| ||
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 8.1.5.D.2 Analyze the resource citations in online materials for proper use. | |
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
| ||
| 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
| |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. | |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
|
END OF UNIT
Unit Title | Unit 4 | Timeframe | 30 Days |
Unit Summary | In Unit 4, students will study a variety of complex texts that include tall tales, mysteries, biographies, expository, and lyric/free verse. The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, identify pronouns, maintain pronoun-verb agreement, and use possessive pronouns. | ||
Learning Targets | |||
Essential Questions | Week 1: What kinds of stories do we tell? Why do we tell them?Week 2: What can you discover when you give things a second look? Week 3: What can people do to bring about a positive change? Week 4: Why are natural resources valuable? Week 5: How do you express that something is important to you? | ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
speaking and writing.
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Learning goals will be met through a variety of activities that will engage learners. Some learning activities that may be utilized are: whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
Classroom Library Tradebooks Extended Complex Text - Classroom Library Google Classroom Crafting Nonfiction: Lessons on Writing Process, Traits, and Craft (Book) Explorations in Nonfiction Writing (Book) Writing by Design (Book) | ||
Equipment | Chromebooks Smartboards | ||
Supplemental Resources | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-5th Gr. ELA Unpacking the Standards Writing/Language ● Implementing the Writing Process Speaking & Listening ● Speaking and Listening Rubric ● Crafting a Persuasive Speech Critical Thinking ● Newsela Critical Thinking Lesson Plans | ||
Standards Standards in bold are major areas of focus for the unit. | ||
Reading | Writing & Language | Speaking and Listening |
RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | 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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented. | SL.5.1. 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. Explicitly draw on previously read text or material 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. |
RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. | W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented. | SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally). |
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). | 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. | SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |
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. | W.5.4. 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.) | 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. |
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. | 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. | 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. |
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. | W.5.6. With some guidance and support from adults and peers, 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.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
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). | W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. | |
RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) 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.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. | |
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. | 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]”). 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]”). | |
RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | |
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | ||
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. | 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. 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. | |
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 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. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | |
L.5.4. 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 | ||
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. | 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. | |
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. | L.5.6. 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). | |
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 and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably | ||
RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. | ||
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Science: Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts. Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts. Arts/Media: Students will explore the portrayal of the unit theme through various artistic mediums |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. | |
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue. | ||
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. | ||
8.1.5.A.5 Create and use a database to answer basic questions. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| ||
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 8.1.5.D.2 Analyze the resource citations in online materials for proper use. | |
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
| ||
| 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
| |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. | |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
|
END OF UNIT
Unit Title | Unit 5 | Timeframe | 30 Days |
Unit Summary | In Unit 5, students will study a variety of complex texts that include realistic fiction, historical fiction, expository, and persuasive. The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, identify clauses, write complex sentences, and use adjectives that compare. | ||
Learning Targets | |||
Essential Questions | Week 1: What experiences can change the way you see yourself and the world around you?Week 2: How do shared experiences help people adapt to change? Week 3: What changes in the environment affect living things? Week 4: How can scientific knowledge change over time? Week 5: How do natural events and human activities affect the environment? | ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
the text.
| ||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Learning goals will be met through a variety of activities that will engage learners. Some learning activities that may be utilized are: whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
Classroom Library Tradebooks Extended Complex Text - Classroom Library Google Classroom Crafting Nonfiction: Lessons on Writing Process, Traits, and Craft (Book) Explorations in Nonfiction Writing (Book) Writing by Design (Book) | ||
Equipment | Chromebooks Smartboards | ||
Supplemental Resources | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-5th Gr. ELA Unpacking the Standards Writing/Language ● Implementing the Writing Process Speaking & Listening ● Speaking and Listening Rubric ● Crafting a Persuasive Speech Critical Thinking ● Newsela Critical Thinking Lesson Plans | ||
Standards Standards in bold are major areas of focus for the unit. | ||
Reading | Writing & Language | Speaking and Listening |
RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | 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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented. | SL.5.1. 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. Explicitly draw on previously read text or material 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. |
RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. | W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented. | SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally). |
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). | SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. | |
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. | W.5.4. 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.) | 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. |
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. | 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. | 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. |
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. | W.5.6. With some guidance and support from adults and peers, 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.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
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). | W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. | |
RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) 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.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. | |
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. | 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]”). 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]”). | |
RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | |
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | 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. 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). | |
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. | 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. 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. | |
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 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. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | |
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. | L.5.4. 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 | |
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. | 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. | |
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. | L.5.6. 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). | |
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 and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably | ||
RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. | ||
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Science: Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts. Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts. Arts/Media: Students will explore the portrayal of the unit theme through various artistic mediums |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. | |
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue. | ||
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data. | ||
8.1.5.A.5 Create and use a database to answer basic questions. | ||
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 8.1.5.D.2 Analyze the resource citations in online materials for proper use. | |
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
| ||
| 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
| |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. | |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
|
END OF UNIT
Unit Title | Unit 6 | Timeframe | 30 Days |
Unit Summary | In Unit 6, students will study a variety of complex texts that include realistic fiction, historical fiction, expository, biography, and lyric/narrative. The students will be expected to build vocabulary, enhance comprehension strategies, write about their reading, correctly use adverbs, write complex sentences, and use adverbs that compare. | ||
Learning Targets | |||
Essential Questions | Week 1: How do different groups contribute to a cause?Week 2: What actions can we take to get along with others? Week 3: How are living things adapted to their environments? Week 4: What impact do our actions have on our world? Week 5: What can our connections to the world teach us? | ||
Enduring Understandings | Students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
the text.
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Learning goals will be met through a variety of activities that will engage learners. Some learning activities that may be utilized are: whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, independent reading, Close reading, reader’s theater, literacy/grammar games, and diagrams/charts. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
Classroom Library Tradebooks Extended Complex Text - Classroom Library Google Classroom Crafting Nonfiction: Lessons on Writing Process, Traits, and Craft (Book) Explorations in Nonfiction Writing (Book) Writing by Design (Book) | ||
Equipment | Chromebooks Smartboards | ||
Supplemental Resources | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-5th Gr. ELA Unpacking the Standards Writing/Language ● Implementing the Writing Process Speaking & Listening ● Speaking and Listening Rubric ● Crafting a Persuasive Speech Critical Thinking ● Newsela Critical Thinking Lesson Plans | ||
Standards Standards in bold are major areas of focus for the unit. | ||
Reading | Writing & Language | Speaking and Listening |
RL.5.1. Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | 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 from text(s), quote directly from text when appropriate. C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). D. Provide a conclusion related to the opinion presented. | SL.5.1. 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. Explicitly draw on previously read text or material 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. |
RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to summarize the text. | W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic clearly to provide a focus and group related information logically; include text features such as 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 paragraphs and sections 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 conclusion related to the information of explanation presented. | SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats (e.g., visually, quantitatively, and orally). |
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). | SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. | |
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. | W.5.4. 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.) | 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. |
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. | 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. | 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. |
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. | W.5.6. With some guidance and support from adults and peers, 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.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
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). | W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. | |
RL.5.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) 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.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. | |
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. | 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]”). 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]”). | |
RI.5.1. Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. | W.5.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | |
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | 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. 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). | |
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. | 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. 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. | |
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | 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. B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | |
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. | L.5.4. 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 keywords and phrases | |
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. | 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. | |
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. | L.5.6. 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). | |
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 and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) information from several texts on the same topic in order to write or speak about the subject knowledgeably | ||
RI.5.10. By the end of year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. | ||
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. | ||
RF.5.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
Science: Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts. Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts. Arts/Media: Students will explore the portrayal of the unit theme through various artistic mediums |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. | |
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue. | ||
8.1.5.A.5 Create and use a database to answer basic questions. | ||
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 8.1.5.D.2 Analyze the resource citations in online materials for proper use. | |
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
| ||
| 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
| |
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. | |
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
|
END OF UNIT