**5th Grade ELA Pacing Guide
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ELA Standards Checklist for Grade Five
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Reading-LiteratureUnit 1Unit 2Unit 3Unit 4Unit 5
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35 days
35 days
35 days
35 days
35 days
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NJSLSA.5.R.L.1 Key Ideas and Details: Quote accurately from a text, and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.xxx
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NJSLSA.5.R.L.2 Key Ideas and Details: Determine the key details in a story, drama, or poem to identify the theme and to summarize the text.xxx
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NJSLSA.5.R.L.3 Key Ideas and Details: 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).x
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NJSLSA.5.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.xxx
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NJSLSA.5.R.L.5 Craft and Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.x
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NJSLSA.5.R.L.6 Craft and Structure: Describe how a narrator’s or speaker’s point of view influences how events are described.x
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NJSLSA.5.R.L.7 Integration of Knowledge and Ideas: 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).xx
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NJSLSA.5.R.L.9 Integration of Knowledge and Ideas: Compare, contrast and reflect on the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.x
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NJSLSA.5.R.L.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.xxx
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ELA Standards Checklist for Grade Five
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Reading-Informational TextUnit 1Unit 2Unit 3Unit 4Unit 5
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NJSLSA.5.R.I.1 Key Ideas and Details: Quote accurately from a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.xxx
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NJSLSA.5.R.I.2 Key Ideas and Details: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.xx
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NJSLSA.5.R.I.3 Key Ideas and Details: 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.xx
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NJSLSA.5.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.xxx
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NJSLSA.5.R.I.5 Craft and Structure: 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.x
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NJSLSA.5.R.I.6 Craft and Structure: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.xx
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NJSLSA.5.R.I.7 Integration of Knowledge and Ideas: 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.xx
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NJSLSA.5.R.I.8 Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).xxx
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NJSLSA.5.R.I.9 Integration of Knowledge and Ideas: Integrate and refelct on information from several texts on the same topic in order to write or speak about the subject knowledgeably.xx
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NJSLSA.5.R.I.10 Range of Reading and Complexity of Text: By the end of the year, read and comprehend literary nonfiction (see Appendix A) at grade level text-complexity (see Appendix A) or above, with scaffolding as needed.xxx
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ELA Standards Checklist for Grade Five
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Reading-Foundational SkillsUnit 1Unit 2Unit 3Unit 4Unit 5
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NJSLSA.5.R.F.3.a Phonics and Word Recognition: 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. xxxxx
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NJSLSA.5.R.F.4.a Fluency: Read grade-level text with purpose and understanding.xxxxx
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NJSLSA.5.R.F.4.b Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.xxxxx
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NJSLSA.5.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.xxxxx
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ELA Standards Checklist for Grade Five
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WritingUnit 1Unit 2Unit 3Unit 4Unit 5
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NJSLSA.5.W.1 Text Types and Purposes: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.x
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NJSLSA.5.W.1.a Text Types and Purposes: 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.x
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NJSLSA.5.W.1.b Text Types and Purposes: Provide logically ordered reasons that are supported by facts and details from text(s), quote directly from text when appropriate..x
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NJSLSA.5.W.1.c Text Types and Purposes: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).x
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NJSLSA.5.W.1.d Text Types and Purposes: Provide a conclusion or section related to the opinion presented.x
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NJSLSA.5.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.xx
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NJSLSA.5.W.2.a Text Types and Purposes: 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.xx
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NJSLSA.5.W.2.b Text Types and Purposes: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.xx
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NJSLSA.5.W.2.c Text Types and Purposes: Link ideas within paragraphs and sections of information using words, phrases, and clauses (e.g., in contrast, especially).xx
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NJSLSA.5.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.xx
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NJSLSA.5.W.2.e Text Types and Purposes: Provide a conclusion or section related to the information or explanation presented.xx
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NJSLSA.5.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.xx
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NJSLSA.5.W.3.a Text Types and Purposes: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.xx
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ELA Standards Checklist for Grade Five
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Writing (continued)Unit 1Unit 2Unit 3Unit 4Unit 5
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NJSLSA.5.W.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.xx
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NJSLSA.5.W.3.c Text Types and Purposes: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.xx
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NJSLSA.5.W.3.d Text Types and Purposes: Use concrete words and phrases and sensory details to convey experiences and events precisely.xx
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NJSLSA.5.W.3.e Text Types and Purposes: Provide a conclusion that follows from the narrated experiences or events.xx
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NJSLSA.5.W.4 Production and Distribution of Writing: 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.)xxxxx
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NJSLSA.5.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)xxxxx
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NJSLSA.5.W.6 Production and Distribution of Writing: 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. Deomonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.xxxxx
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NJSLSA.5.W.7 Research to Build and Present Knowledge: Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic.xx
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NJSLSA.5.W.8 Research to Build and Present Knowledge: 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.xx
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NJSLSA.5.W.9.a Research to Build and Present Knowledge: 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]”).xx
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NJSLSA.5.W.9.b Research to Build and Present Knowledge: 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]”). xx
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NJSLSA.5.W.10 Range of Writing: 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.xxxxx
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ELA Standards Checklist for Grade Five
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Speaking & ListeningUnit 1Unit 2Unit 3Unit 4Unit 5
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NJSLSA.5.SL.1.a Comprehension and Collaboration: Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.xxxxx
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NJSLSA.5.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for discussions and carry out assigned roles.xxxxx
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NJSLSA.5.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.xxxxx
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NJSLSA.5.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.xxxxx
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NJSLSA.5.SL.2 Comprehension and Collaboration: Summarize a written text read aloud or information presented in diverse media and formats (e.g. visually, quantitatively, and orally)xxxxx
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NJSLSA.5.SL.3 Comprehension and Collaboration: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.xx
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NJSLSA.5.SL.4 Presentation of Knowledge and Ideas: 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.xxxx
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NJSLSA.5.SL.5 Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.xx
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NJSLSA.5.SL.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)xxxxx
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ELA Standards Checklist for Grade Five
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LanguageUnit 1Unit 2Unit 3Unit 4Unit 5
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NJSLSA.5.L.1.a Conventions of Standard English: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.xx
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NJSLSA.5.L.1.b Conventions of Standard English: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.xx
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NJSLSA.5.L.1.c Conventions of Standard English: Use verb tense to convey various times, sequences, states, and conditions.xx
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NJSLSA.5.L.1.d Conventions of Standard English: Recognize and correct inappropriate shifts in verb tense.xx
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NJSLSA.5.L.1.e Conventions of Standard English: Use correlative conjunctions (e.g., either/or, neither/nor).xx
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NJSLSA.5.L.2.a Conventions of Standard English: Use punctuation to separate items in a series.xx
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NJSLSA.5.L.2.b Conventions of Standard English: Use a comma to separate an introductory element from the rest of the sentence.xx
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NJSLSA.5.L.2.c Conventions of Standard English: 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?).x
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NJSLSA.5.L.2.d Conventions of Standard English: Use underlining, quotation marks, or italics to indicate titles of works.x
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NJSLSA.5.L.2.e Conventions of Standard English: Spell grade-appropriate words correctly, consulting references as needed.xxxxx
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NJSLSA.5.L.3.a Knowledge of Language: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.xx
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NJSLSA.5.L.3.b Knowledge of Language: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.xx
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ELA Standards Checklist for Grade Five
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Language (continued)Unit 1Unit 2Unit 3Unit 4Unit 5
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NJSLSA.5.L.4.a Vocabulary Acquisition and Use: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.xxxxx
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NJSLSA.5.L.4.b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).x
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NJSLSA.5.L.4.c Vocabulary Acquisition and Use: 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.x
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NJSLSA.5.L.5.a Vocabulary Acquisition and Use: Interpret figurative language, including similes and metaphors, in context.x
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NJSLSA.5.L.5.b Vocabulary Acquisition and Use: Recognize and explain the meaning of common idioms, adages, and proverbs.x
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NJSLSA.5.L.5.c Vocabulary Acquisition and Use: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.xxxxx
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