South Harrison Township Elementary School District
Committed to Excellence
South Harrison Township Elementary School District
Course Name: English Language Arts (E/LA)
BOE Adoption Date: September 23, 2014
Grade Level(s): Fifth Grade
Revised Date (s):
ABSTRACT
As students progress from Kindergarten through Grade Five they experience Common Core State Standards for English Language Arts and
Literacy which are designed to build progressively on one another and develop the necessary skills and knowledge students will need to succeed
in college, career, and life. In K-5, fulfilling the requirements presented in the standards requires a 50-50 balance between informational and
literary reading. Informational reading includes content-rich nonfiction in history/social studies, sciences, technical studies, and the arts.
In contrast grades 6-12 pay greater attention on the specific category of literary nonfiction, which is a shift from traditional standards. To be
clear, the CCSS pay substantial attention to literature throughout K-12, as it constitutes half of the reading in K-5 and is the core of the work of 612 ELA teachers. Reading, writing, speaking, and listening span the school day from K-12 as integral parts of every subject. In the fifth grade we
see a culmination of application and student understanding of concepts first introduced in kindergarten.
Retrieved from: http://www.corestandards.org
TABLE OF CONTENTS
Board of Education Members
Page 3
Curriculum Team
Page 3
Mission Statement
Page 4
Curriculum and Instruction Goals
Page 4
Philosophy of Shared Curriculum Service with South Harrison Township Elementary
Page 4
How to Read this Document
Page 5
Terms to Know
Page 5
Curriculum Trimester Overview
Page 11-20
Pacing Guide
Page(s) 23, 45, 61
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Board of Education Members
Dr. James Lavender, Superintendent of Schools
Janine Wechter, Board Secretary
Debbie Cunningham, President
Michael Brennan, Vice President
Michael Finnan
Toni Buckley
Carole English
Janice Huggins
Jim McShea
Joseph Talbot
Ken White
Curriculum & Instruction Department
Patricia Calandro, Chief Academic Officer
Rachael Anderson, Elementary Supervisor
Suzette DeMarchi, Technology/Business/Special Education Supervisor
Stefanie Fox-Manno, Humanities/ELL Supervisor
Katelyn Skinner, STEM/ Creative Arts Supervisor
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Mission Statement
The primary goal of the South Harrison Township Elementary School District is to prepare each student with the real life skills needed to
compete in a highly competitive global economy. This will be achieved by providing a comprehensive curriculum, the integration of technology,
and the professional services of a competent and dedicated faculty, administration, and support staff.
Guiding this mission will be Federal mandates, including No Child Left Behind, the New Jersey Core Curriculum Content Standards, and local
initiatives addressing the individual needs of our students as determined by the Board of Education. The diverse resources of the school district,
which includes a caring Home and School Association (HSA) and active adult community, contribute to a quality school system. They serve an
integral role in supporting positive learning experiences that motivate, challenge and inspire children to learn.
Curriculum and Instruction Goals
Goal(s):
1. To ensure students are college and career ready upon graduation
2. To vertically and horizontally align curriculum K-12 to ensure successful transition of students at each grade level
3. To identify individual student strengths and weaknesses utilizing various assessment measures (formative, summative, alternative, etc.)
so as to differentiate instruction while meeting the rigor of the applicable content standards
4. To improve student achievement as assessed through multiple measures including, but not limited to, state testing, local assessments,
and intermediate benchmarking
Philosophy of the Shared Curriculum Service with Kingsway Regional School District
Together in its partnership with the South Harrison Township Elementary School District, the Kingsway Curriculum & Instruction Department is
committed to providing all students grades K-12 with an engaging and quality curricular experience that aligns with the Common Core State
Standards (CCSS) for mathematics and English-Language Arts as well as the NJ Core Curriculum Content Standards (NJCCCS) for all other core
disciplines. It is the goal of this shared service to provide students with curricular and educational experiences that allows them to succeed as
they move on to the middle and high school level. Through this shared service, both horizontal and vertical alignment is stressed at and within
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each grade level with the aim of developing life‐long learners who are college and career ready upon graduation from high school. Additionally,
classroom instruction will be designed to meet the unique learning desires of all children and will be differentiated according to the needs of
each learner. Whether through added support or enrichment activities, it is the role of the educator in the classroom to ensure students are
reaching their highest level of social, emotional, and academic growth each school year. A combination of summative, formative, and
performance-based assessments will be used to assess students’ understanding and acquisition of necessary concepts and skills. Group work,
projects, and a variety of co-curricular activities will make mathematics more meaningful and aid in the understanding of its application across all
disciplines as well as in life.
How to Read this Document
This document contains a pacing guide and curriculum units. The pacing guides serve to deliver an estimated timeframe as to when noted skills
and topics will be taught. The pacing of each course, however, will differ slightly depending upon the unique needs of each class. The curriculum
units contain more detailed information as to the specific skills and concepts that are introduced as well as how students will be assessed. The
terms and definitions below will assist the reader in better understanding the sections and components of this curriculum document.
Terms to Know
1.
Accommodation(s): The term "accommodation" may be used to describe an alteration of environment, curriculum format, or
equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with
disabilities to pursue a regular course of study. The term accommodation is often used interchangeable with the term modification.
However, it is important to remember that modifications change or modify the intended learning goal while accommodations result in
the same learning goal being expected but with added assistance in that achievement. Since accommodations do not alter what is
being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students
without disabilities.
2.
Differentiated Instruction: Differentiation of instruction relies on the idea that instructional approaches should be tailored to each
individual student’s learning needs. It provides students an array of options during the learning process that allows them make sense of
ideas as it relates to them. The integration of differentiated instructional techniques is a curriculum design approach to increase
flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms.
http://www.udlcenter.org/aboutudl
3.
Enduring Understanding: Enduring understandings (aka big ideas) are statements of understanding that articulate deep conceptual
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understandings at the heart of each content area. Enduring understandings are noted in the alongside essential questions within each
unit in this document. http://www.ascd.org
4.
Essential Question: These are questions whose purpose is to stimulate thought, to provoke inquiry, and to spark more questions. They
extend beyond a single lesson or unit. Essential questions are noted in the beginning of each unit in this document.
http://www.ascd.org
5.
Formative Assessment(s): Formative assessments monitor student learning to provide ongoing feedback that can be used by (1)
instructors to improve teaching and (2) by students to improve their learning. Formative assessments help identify students’ strengths
and weaknesses and address problems immediately.
6.
Learning Activity(s): Learning activities are those activities that take place in the classroom for which the teacher facilitates and the
students participate in to ensure active engagement in the learning process. (Robert J. Marzano, The Art and Science of Teaching)
7.
Learning Assignment(s): Learning assignments are those activities that take place independently by the student inside the classroom or
outside the classroom (i.e. homework) to extend concepts and skills within a lesson. http://www.marzanocenter.com
8.
Learning Goal(s): Learning goals are broad statements that note what students “should know” and/or “be able to do” as they progress
through a unit.
Learning goals correlate specifically to the NJCCCS and CCSS are noted within each unit.
http://www.marzanocenter.com
9.
Learning Objective(s): Learning objectives are more specific skills and concepts that students must achieve as they progress towards the
broader learning goal. These are included within each unit and are assessed frequently by the teacher to ensure students are
progressing appropriately. http://www.marzanoresearch.com
10. Model Assessment: Within the model curriculum, model assessments are provided that included assessments that allow for measuring
student proficiency of those target skills as the year of instruction progresses. http://www.state.nj.us/education/modelcurriculum/
11. Model Curriculum: The model curriculum has been provided by the state of New Jersey to provide a “model” for which districts can
properly implement the Common Core State Standards and New Jersey Core Curriculum Content Standards by providing an example
from which to work and/or a product for implementation. http://www.state.nj.us/education/modelcurriculum/
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12. Modification(s): The term "modification" may be used to describe a change in the curriculum. Modifications are typically made for
students with disabilities who are unable to comprehend all of the content an instructor is teaching. The term modification is often used
interchangeable with the term accommodations. However, it is important to remember that modifications change or modify the
intended learning goal while accommodations result in the same learning goal being expected but with assistance in that achievement.
13. Performance Assessment(s):
(aka alternative or authentic assessments) Performance assessments are a form of assessment that
requires students to perform tasks that generate a more authentic evaluation of a student’s knowledge, skills, and abilities.
Performance assessments stress the application of knowledge and extend beyond traditional assessments (i.e. multiple-choice question,
matching, true & false, etc.).
14. Standard(s): Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be able to
do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the skills and
knowledge they need to be successful by providing clear goals for student learning. http://www.state.nj.us/njded/cccs/
o
o
State: The New Jersey Core Curriculum Content Standards (NJCCCS) include Preschool Teaching and Learning Standards as well
as K-12 standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World
Languages; Technology; and 21st-Century Life and Careers.
Common Core: Standards for mathematics and English-language arts literacy are part of the Common Core State Standards
(CCSS) which are nationally adopted standards coordinated by the Council of Chief States School Officers (CCSSO) and the
National Governor’s Association (NGA) in partnership with other national organizations.
15. Summative Assessment(s): Summative assessments evaluate student learning at the end of an instructional time period by comparing it
against some standard or benchmark. Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
16. 21st Century Skill(s): These skills emphasis the growing need to focus on those skills that prepare students successfully by focusing on
core subjects and 21st century themes; learning and innovation skills; information, media and technology skills; and life and career skills.
These concepts are embedded in each unit of the curriculum. http://www.p21.org/our-work/p21-framework
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Fifth Grade Standards Overview
Domain
Reading: Literature
Reading: Informational Text
Reading: Foundational
Writing
Speaking & Listening
Language
Strand
RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6, RL.5.7, RL.5.9, RL.5.10
RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9, RI.5.10
RF.5.3.a, RF.5.4.a, b, c
W.5.1.a, b, c, d, W.5.2.a, b, c, d, e, W.5.3.a, b, c, d, e, W.5.4, W.5.5, W.5.6, W.5.7, W.5.8,
W.5.9.a, b, W.5.10
SL.5.1.a, b, c, d, SL.5.2, Sl.5.3, Sl.5.4, SL.5.5, SL.5.6
L.5.1.a, b, c, d, e, L.5.2.a, b, c, d, e, L.5.3, a, b, L.5.4.a, b, c, L.5.5.a, b, c, L.5.6
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Scope and Sequence Chart: Fifth Grade E/LA
Trimester
Trimester 1
Trimester 2
Trimester 3
Strand
RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6,
RL.5.7, RL.5.9, RL.5.10, RI.5.1, RI.5.6, RI.5.8,
RF.5.3.a, RF.5.4.b, c, W.5.1.a, b, c, d, W.5.2.a,
b, c, d, e, W.5.3.a, b, c, d, e, W.5.4, W.5.5,
W.5.7, W.5.10, SL.5.1.a, b, Sl.5.2, SL.5.4,
L.5.1.d, L.5.2.c, L.5.4.c, L.5.5.c, L.5.6
RL.5.3, RL.5.4, RL.5.7, RL.5.9, RL.5.10, RI.5.5,
RI.5.6, RF.5.3.a, RF.5.4.a, b, c, W.5.1.c,
W.5.3.a, b, c, d, e, W.5.4, W.5.5, W.5.9.a,
W.5.10, Sl. 5.1.c, L.5.1.b, d, e, L.5.2.b, L.5.3.a,
b
RL.5.1, RL.5.3, RL.5.4, RL.5.7, RL.5.10, RI.5.6,
RI.5.7, RI.5.9, RI.5.10, RF.5.4.a, c, W.5.1.c,
W.5.2.a, b, c, d, e, W.5.4, W.5.5, W.5.6, W.5.8,
W.5.9, SL.5.1.a, SL.5.3, SL.5.5, SL.5.6, L.5.1.a, c,
L.5.3.a, L.5.4.b, c, L.5.5.b, L.5.6
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Resources
Model Curriculum Unit 1
Model Curriculum Unit 2
Model Curriculum Unit 3
Model Curriculum Unit 4
Model Curriculum Unit 5
Trimester I
I.
Reading Literature:
Reading Literature: Topic: Key Ideas and Details
 RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text
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).
Reading Literature: Topic: Craft and Structure
 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.
 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.
 RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described
Reading Literature: Topic: Integration of Knowledge and Ideas
 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).
 RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes
and topics.
Reading literature: Topic: Range of Reading and Level of Text Complexity
 RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–
5 text complexity band independently and proficiently
II.
Reading Informational:
Reading Informational: Topic: Key Ideas and Details
 RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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Reading Informational: Topic: Integration of Knowledge and Ideas
 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).
III.
Language:
Language: Topic Conventions of Standard English
 L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o L.5.1.d: Recognize and correct inappropriate shifts in verb tense.
L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 L.5.2.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?).
Language: Topic Vocabulary Acquisition and Use
 L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibility from a range of strategies
o L.5.4.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 figuarative language, word relationships, and nuances in word meanings.
o L.5.5.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).
IV.
Writing:
Writing: Topic: Text Types and Purposes
 W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o W.5.1.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.
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o
o
o
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o
o
o
o
o
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o
o
o
o
o
W.5.1.b: Provide logically ordered reasons that are supported by facts and details.
W.5.1.c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically
W.5.1.d: Provide a concluding statement or section related to the opinion presented.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2.a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting
(e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2.c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2.e: Provide a concluding statement or section related to the information or explanation presented.
W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
W.5.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
W.5.3.b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses
of characters to situations.
W.5.3.c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely
W.5.3.e: Provide a conclusion that follows from the narrated experiences or events.
Writing: Topic: Production and Distribution
 W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 W.5.5: With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing,
rewriting, or trying a new approach
 W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects
of a topic.
Writing: Topic: Range of Writing
 W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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V.
Reading Foundational:
Reading Foundational: Topic Phonics and Word Recognition
 RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
o RF.5.3.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.
Reading Foundational: Topic Fluency
 RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
o RF.5.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression.
o RF.5.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
VI.
Speaking and Listening:
Speaking and Listening: Topic: Comprehension and Collaboration
 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.
o SL.5.1.a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
o SL.5.1.b: Follow agreed-upon rules for discussions and carry out assigned roles.
 SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively,
and orally.
Speaking and Listening: Topic: Presentation of Knowledge and Ideas
 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.
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Trimester II
VII.
Reading Literature:
Reading Literature: Topic: Key Ideas and Details
 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).
Reading Literature: Topic:
Reading Literature: Topic Craft and Structure
 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.
Reading Literature: Topic: Integration of Knowledge and Ideas
 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).
 RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes
and topics.
Reading Literature: Topic: Range of Reading and Level of Text Complexity
 RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–
5 text complexity band independently and proficiently
VIII.
Reading Informational:
Reading Informational: Topic: Craft and Structure
 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.
 RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.
IX.
Language:
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Language: Topic Conventions of Standard English
 L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o L.5.1.b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses
o L.5.1.d: Recognize and correct inappropriate shifts in verb tense.
o L.5.1.e: Use correlative conjunctions (e.g., either/or, neither/nor).
 L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o L.5.2.b: Use a comma to separate an introductory element from the rest of the sentence.
 L.5.3: Use knowledge of language and its conventions when writing, speaking, reading or listening.
o L.5.3.a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
o L.5.3.b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
X.
Writing:
Writing: Topic: Text Types and Purposes
 W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
o W.5.1.c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically
 W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
o W.5.3.a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
o W.5.3.b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses
of characters to situations.
o W.5.3.c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
o W.5.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely
o W.5.3.e: Provide a conclusion that follows from the narrated experiences or events.
Writing: Topic: Production and Distribution
 W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
 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.
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Writing: Topic: Research to Build and Present Knowledge
 W.5.9: Draw evidence from literary or informational texts to support analysis, reflection and research.
o W.5.9.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]”).
 W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
XI.
Reading Foundational:
Reading Foundational: Topic Phonics and Word Recognition
 RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
o RF.5.3.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.
Reading Foundational: Topic Fluency
o RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
RF.5.4.a: Read grade-level text with purpose and understanding.
o RF.5.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression.
o RF.5.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
XII.
Speaking and Listening:
Speaking and Listening: Topic: Comprehension and Collaboration
 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.
o SL. 5.1.c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks
of others.
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Trimester III
XIII.
Reading Literature:
Reading Literature: Topic: Key Ideas and Details
 RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 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).
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.
Reading Literature: Topic: Integration of Knowledge and Ideas
 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).
Reading literature: Topic: Range of Reading and Level of Text Complexity
 RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–
5 text complexity band independently and proficiently.
XIV.
Reading Informational:
Reading Informational: Topic: Craft and Structure
 RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent
 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.
 RI.5.9: Integrate 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 the year, read and comprehend informational texts, including history/social studies, science, and technical texts,
at the high end of the grades 4–5 text complexity band independently and proficiently.
XV.
Language:
Language: Topic Conventions of Standard English
17
L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 L.5.1.a: a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
 L.5.1.c:
 L.5.3: Use knowledge of language and its conventions when writing, speaking, reading or listening.
 L.5.3.a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Language: Topic Vocabulary Acquisition and Use
 L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibility from a range of strategies.
 RF.5.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
 L.5.4.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 figuarative language, word relations, and nuances in word meanings.
 L.5.5.b: b. Recognize and explain the meaning of common idioms, adages, and proverbs.
 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).
XVI.
Writing:
Writing: Topic: Text Types and Purposes
 W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 W.5.1.c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically
 W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 W.5.2.a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting
(e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
 W.5.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
 W.5.2.c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
 W.5.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
 W.5.2.e: Provide a concluding statement or section related to the information or explanation presented.
Writing: Topic: Production and Distribution
18






W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
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.
W.5.6: With some guidance and support from adults, 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.
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.
W.5.9: Draw evidence from literary or informational texts to support analysis, reflection and research.
XVII.
Reading Foundational:
Reading Foundational: Topic Phonics and Word Recognition

RF.5.4: Read with sufficient accuracy and fluency to support comprehension.

RF.5.4.a: Read grade-level text with purpose and understanding.

RF.5.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
XVIII.
Speaking and Listening:
Speaking and Listening: Topic: Comprehension and Collaboration
 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.
o SL.5.1.a: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
 SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Speaking and Listening: Topic: Presentation of Knowledge and Ideas
 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.
 SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
19
Trimester I
E/LA:
ESTABLISHED GOALS:
Common Core English Language Arts
Standards
Reading Literature: RL.5.1, RL.5.2, RL.5.3,
RL.5.4, RL.5.5, RL.5.6, RL.5.7, RL.5.9, RL.5.10,
Desired Results
Students will be able to independently use their learning to…
Analyze informational & realistic texts to communicate in clear, concise, organized language
using expository writing.
Analyze fiction/poetry to communicate clearly through narrative writing in a variety of formats
and forms for different audiences and purposes.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS

Reading Informational: RI.5.1, RI.5.6, RI.5.8,
Language: L.5.1.d, L.5.2.c, L.5.4.c, L.5.5.c, L.5.6
Writing: W.5.1.a, W.5.1.b, W.5.1.c,
W.5.1.d, W.5.2.a, W.5.2.b, W.5.2.c, W.5.2.d,


W.5.2.e, W.5.3.a, W.5.3. b, W.5.3.c, W.5.3.d,
W.5.3.e, W.5.4, W.5.5, W.5.7, W.5.10,

Reading Foundational: RF.5.3.a, RF.5.4.b,
RF.5.4.c

Speaking and Listening: SL.5.1.a, SL.5.1.b,
SL.5.2, SL.5.4

Good readers compare, infer,
synthesize and make connections in
order to make text relevant and
useful. (text-to-text, text-to-self, textto-world)
Understanding textual and graphic
features of nonfiction can be tools to
use when reading and writing.
Fiction texts vary by subject matter,
but the structure of fiction remains
relatively consistent.
Poets share feelings, experiences, or
thought through well-chosen words,
formats, techniques, and poetic
elements.
Narrative text tells stories that can
occur everywhere and can be written
about anything.
Researchers gather and critique
20






What strategies help readers
summarize text?
How can readers support
opinions, inferences, and insights
gathered from a text?
How can understanding of
both character and author point of
view help to better understand text?
How can an understanding of words
and word parts help readers
comprehend text?
What strategies do writers use to
introduce and develop a narrative?
How does analyzing more than one
accounts of an event or
topic strengthen a reader's knowledge
of the subject?


information from different sources
and for specific purposes.
Expository writing explains a specific
topic using facts (not opinions.)
Locating themes and offering support
of opinion using textual support
improved all readers.
Learning Goals & Objectives
Student will understand…




Common organizational structure of
nonfiction and fictional literature.
Using comprehension skills, such as
main idea and supporting details,
sequencing, drawing conclusions and
paraphrasing help students better
understand what is being read.
Nouns, pronouns, adjectives, and proper
use of capitalization.
Expository essays can describe how to
do something, analyze
events/ideas/written works, describe a
process, or explain and describe a
historical event.
*List is not all inclusive
21
Students will be able to…



Summarizing main idea and supporting
details to paraphrase a literary selection.
Comparing an contrasting two or more
individuals, events, ideas, concepts or
the overall structure of a nonfiction/
fictional literature.
Incorporating comprehension skills and
appropriate literary device to write an
effective expository piece of writing.
*List is not all inclusive
Pacing Guide
Standards
Learning Goals
Learning Objectives
Students will know or be able to…
Unit 1
RL.5.1
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
SLO 1:
RL.5.1
RL.5.1
Students will be able to quote accurately from Refer to a text using direct quotes to
the text to explain what the text says.
explain what the text says explicitly and
when drawing inferences from the text.
Students will be able to explain what the text
explicitly states and what the text implies or
hints at.
RL.5.2
Determine a theme of a story, drama, or poem
from details in the text, including how
characters in a story or drama respond to
challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
SLO 2, 3, 4:
RL.5.2
RL.5.2
Students will be able to determine the theme Identify a theme of a story, drama, or poem.
of a text and locate particular details that
convey the theme.
Summarize the text.
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.
SLO 5:
RL.5.5
Students will be able to describe the overall
structure of a novel by explaining how the
chapters unfold.
Students will be able to describe the overall
structure of a poem by explaining how the
stanzas unfold.
22
RL.5.5
Justify how the parts of a text contribute to
the overall meaning of a work regarding the
order of chapters, scenes or stanzas.
Students will be able to describe the overall
structure of a drama by explaining how the
scenes unfold.
RL.5.6
Describe how a narrator’s or speaker’s point of
view influences how events are described.
SLO 6, 7:
RL. 5. 6
Students will be able to describe the point of
view of the narrator or speaker in a text.
Students will be able to explain how the point
of view of the narrator or speaker in a text
influences how events are described.
RL.5.10
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4–5 text
complexity band independently and
proficiently.
SLO 8:
RL.5.10
Students will be able to explain which portions
of a text they understand and which portions
they don’t.
RL.5.6
Describe the point of view of the speaker or
narrator.
Speculate how point of view influences the
description of the events in a text.
RL.5.10
Read and comprehend literature
independently including stories, dramas, and
poetry in grades 4-5 text complexity band.
Students will be able to list questions they
have about a text and ask for help in order to
understand portions of a text that are too
difficult for them
Students will be able to use various reading
and note-taking strategies that will help them
locate portions of a text that are difficult for
them.
RI.5.1
Quote accurately from a text when explaining
SLO 1 :
RI.5.1
RI.5.1
Refer to a text using direct quotes to
23
what the text says explicitly and when drawing
inferences from the text.
Students will be able to quote accurately from explain what the text says explicitly and
the text to explain what the text says.
when drawing inferences from the text.
Students will be able to explain what the text
explicitly states and what the text implies or
hints at.
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).
SLO 9, 10:
RI.5.8
RI.5.8
Students will be able to locate reasons and Explain how an author uses evidence to
evidence which support particular points in a support specific points.
text.
Identify what evidence supports each point.
Students will be able to determine which
reasons and evidence support which point or
points.
RF.5.3
Know and apply grade-level phonics and word
analysis skills in decoding 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.
SLO 11:
RF.5.3.a
RF.5.3.a
Students will be able to determine the Demonstrate the ability to decode unknown
meaning of most multisyllabic words by grade-level words by applying letter-sound
studying their roots and affixes.
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
Students will be able to read multi-syllable multi-syllabic words in grade 5 text and out
words.
of context.
Students will be able to 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.
24
RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
b. Read on-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.
SLO 12, 13:
RF.5.4.b, c
Students will be able to read stories and
poems aloud clearly and at a steady pace.
RF.5.4.b
Use accuracy, appropriate rate, and
expression when reading grade-level prose
and poetry.
Students will be able to correct mistakes they
make or reread for clarification when they
read.
RF.5.4.c
Apply context clues and self-correction
strategies when recognizing and
Students will be able to read grade-level prose understanding grade 5 level words,
and poetry orally with accuracy, appropriate rereading as necessary.
rate, and expression.
Students will be able to use context to confirm
or self-correct word recognition and
understanding, rereading as necessary.
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
SLO 14, 15:
W.5.3.a, b
Students will be able to write narratives to
develop real or imagined experiences or
events.
Students will be able to orient a reader by
establishing a situation and introducing a
narrator and/or characters.
Students will be able to organize a series of
events that unfold naturally and logically.
Students will be able to use narrative
25
W.5.3.a
Write a narrative creating an introduction
that introduces a narrator and/or character.
W.5.3.b
Apply narrative techniques such as dialogue,
description, and pacing and develop
experiences and events and produce
responses of narrator and/or characters to
situations.
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.
techniques, provide descriptive details, and
structure event sequences effectively.
Students will be able to
Use narrative techniques such as dialogue,
pacing, and description to develop
experiences and events or show the responses
of characters to situations.
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.
W.5.10
Write routinely over extended time frames
(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks,
purposes, and audiences
SLO 16:
W.5.4
W.5.4
Students will understand their task, purpose, Create a clear and coherent writing piece
and audience when they write.
paying specific attention to task, purpose,
and audience.
Students will be able to match the
development, organization, and style of their
writing to their task, audience, and purpose.
SLO 17:
W.5.10
Students will be able to design a work plan to
appropriately match the task, purpose and
audience for a piece of writing.
Students will be able to design a work plan
that includes time for research, reflection, and
revision.
Students will be able to write routinely over
26
W.5.10
Produce writing within long (time for
research, reflection, and revision) and short
time frames (a single sitting or a day or two)
in response to fiction and informational text
for a range of discipline-specific tasks,
purposes, and audiences.
shorter time frames for a range of tasks,
purposes and audiences.
Students will be able to write routinely over
extended time frames for a range of tasks,
purposes and audiences.
SL 5.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared having read or
studied required material; explicitly draw on
that preparation 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.
SLO 18:
SL.5.1.a
Students will be able to effectively participate
in one-on-one, group, and teacher-led
discussions.
Students will be able to discuss their own
ideas clearly in a discussion
Students will be able to build on the ideas of
others in a discussion.
Students will be able to prepare for
discussions by reading and studying required
materials beforehand.
Students will be able to refer to texts and
other required materials as well as their own
prior knowledge when discussing a topic.
Students will be able to follow established
rules for class discussions.
Students will be able to participate in
conversations by posing and responding to
27
SL.5.1.a
Participate in a variety of collaborative
discussions and construct questions to
demonstrate understanding of topic.
questions
comments.
and
contributing
relevant
Students will be able to paraphrase key ideas
presented in a discussion or group activity.
Students will be able to draw conclusions
based on information and knowledge shared
in a discussion or group activity.
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.
SLO 19:
L.5.4.c
Students will be able to use reference
materials to find the pronunciation of a word
or determine or clarify its precise meaning or
its part of speech.
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.
Students will be able to verify the definition of
a word or phrase they are unsure of by
studying the context or consulting a reference
material.
L.5.5
SLO 20:
L.5.5.c
Students will be able to recognize and explain
the meaning of synonyms, antonyms, and
homographs.
Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
c. Use the relationship between particular
words (e.g., synonyms, antonyms,
homographs) to better understand each of the
28
L.5.4.c
Locate key words and phrases using print
and digital dictionaries, glossaries and
thesauruses, to find the pronunciation and
determine or clarify the precise meaning of
key words and phrases
L.5.5.c
Use the relationship between particular
words (e.g., synonyms, antonyms,
homographs) to better understand each of
the words.
words.
Unit 2
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).
SLO 1:
RL.5.3
Students will be able to compare and contrast
characters in a text and provide details from
the text.
RL.5.3
Select two or more characters, setting or
events in a story or drama and compare and
contrast using specific details from the text.
Students will be able to compare and contrast
settings in a text and provide details form the
text.
Students will be able to compare and contrast
events in a text and provide details from the
text.
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.
SLO 2:
RL.5.4
RL.5.4
Determine the meaning of words and
Students will be able to determine the phrases, including figurative language, such
meanings of words and phrases as they are as metaphors and similes that are used in a
used in a text.
text.
Students will be able to define simile and
metaphor.
Students will be able to determine what
similes and metaphors mean as they are used
in a text.
RL.5.7
SLO 3:
RL.5.7
29
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).
RL.5.7
Analyze how the graphics or the media in a
Students will be able to describe the visual multi-media presentation help the reader to
and/or multimedia elements of a text.
understand more about the meaning, tone,
or beauty of a text.
Students will be able to explain how a text
would be different without its visual and/or
multimedia elements.
Students will be able to describe how the
visual and/or multimedia elements of a text
add to the meaning, tone, or beauty of it.
RL.5.9
Compare and contrast
in the same genre (e.g., mysteries and
adventure stories) on their approaches to
similar themes and topics.
SLO 4:
RL.5.9
Students will be able to compare and contrast
stories in the same genre in terms of how they
treat a similar theme or topic.
RL.5.9
Compare and contrast stories in the same
genre (e.g., mysteries and adventure
stories) on their approaches to similar
themes and topics.
RL.5.10
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4–5 text
complexity band independently and
proficiently.
SLO 5:
RL.5.10
Students will be able to explain which portions
of a text they understand and which portions
they don’t.
RL.5.10
Read increasingly complex texts at the
grades 4–5 text complexity band
independently and proficiently.
Students will be able to list questions they
have about a text and ask for help in order to
understand portions of a text that are too
difficult for them
Students will be able to use various reading
and note-taking strategies that will help them
30
locate portions of a text that are difficult for
them.
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.
SLO 6:
RI.5.5
Students will be able to describe the
characteristics of text structures such as
chronology, comparison, cause/effect, and
problem/solution.
RI.5.5
Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect,
problem/solution) of events and ideas in two
or more texts.
Students will be able to compare and contrast
the overall structure of events, ideas,
concepts, or information in two or more texts.
RI.5.6
Analyze multiple accounts of the same event or
topic, noting important similarities and
differences in the point of view they represent.
SLO 7:
RI.5.6
Students will be able to define point of view.
Students will be able to analyze multiple
versions of the same event or topic and locate
important similarities and differences in the
point of view they represent.
RF.5.3
Know and apply grade-level phonics and word
analysis skills in decoding words.
SLO 8:
RF.5.3
Students will be able to determine the
meaning of most multisyllabic words by
studying their roots and affixes.
Students will be able to read multi-syllable
words.
31
RI.5.6
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
RF.5.3
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.
Students will be able to 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.
W.5.1
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
SLO 9, 10, 11, 12, 13:
W.5.1.a, b, c, d
Students will be able to write arguments to
support claims 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.
Students will be able to introduce a topic or
text clearly, state an opinion, and organize the
reasons and ideas clearly that support their
purpose.
b.
Provide logically ordered reasons that
are supported by facts and details.
Students will be able to provide logically
ordered reasons that are supported by facts
and details.
c.
Link opinion and reasons using words,
phrases, and clauses (e.g., consequently,
specifically).
d.
Provide a concluding statement or
section related to the opinion presented.
W.5.2
Write informative/explanatory texts to examine
a topic and convey ideas and information
W.5.1.a
Create an introduction that states an opinion
in which ideas are logically grouped to
support the writer’s purpose.
Introduce a topic or text clearly and state an
opinion.
W.5.1.b
Provide logically ordered reasons that are
supported by facts and details to support an
opinion.
W.5.1.c
Link opinion and reasons using words (e.g.,
consequently, specifically).
Students will be able to link their opinion and
reasons using words, phrases, and clauses that
show how they are related.
W.5.1.d
Write a concluding statement or section
Students will be able to provide a concluding
related to the opinion presented.
statement or section related to the opinion
presented.
SLO 15, 16, 17, 18, 19:
W.5.2. a, b, c, d, e
Students will be able to write
32
W.5.2.a
Introduce a topic clearly when writing
informative/explanatory text.
clearly.
a.
Introduce a topic clearly, provide a
general observation and focus, and group
related information logically; include formatting
(e.g., 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.
informational/explanatory texts that examine
and convey information clearly.
Provide a general observation and focus
when writing informational/expository text.
Students will be able to introduce a topic
clearly, provide a general observation and
focus, and group related information logically.
W.5.2.b
Develop a topic with facts, definitions,
concrete details, quotations or other
information and examples related to the
topic.
Students will be able to incorporate
formatting, graphics, and multimedia into
their written pieces if necessary.
Students will be able to develop the topic with
c.
Link ideas within and across categories
facts, definitions, concrete details, quotations,
of information using words, phrases, and clauses or other information and examples related to
(e.g., in contrast, especially).
the topic.
d.
Use precise language and domainspecific vocabulary to inform about or explain
the topic.
Students will be able to use precise language
and specific vocabulary to inform about or
explain the topic.
e.
Provide a concluding statement or
section related to the information or
explanation presented.
Students will be able to provide a concluding
statement or section that follows the
information or explanation presented.
W.5.3
Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
SLO 20, 21, 22:
W.5.3.c, d, e
Students will be able to use a variety of
transition word, phrases, and clauses to
manage the sequence of events.
c.
Students will be able to use specific
Use a variety of transitional words,
33
W.5.2.c
Link ideas within and across categories of
information using words (e.g. especially,
consequently, furthermore).
W.5.2.d
Express ideas using precise language and
domain-specific vocabulary to explain topic.
W.5.2.e
Provide a concluding statement or section
related to the information or explanation
presented.
W. 5.3.c
Use a variety of transitional words to
manage the sequence of events.
W. 5.3.d
Use concrete words and phrases and sensory
details to convey experiences and events
phrases, and clauses to manage the sequence of
events.
vocabulary to communicate experiences and
events.
d.
Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
Students will be able to provide a conclusion
that follows from the narrated experiences or
events.
precisely.
W. 5.3.e
Create a conclusion that follows from the
narrated experiences or events.
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.)
SLO 23:
W.5.4
Students will be able to understand their task,
purpose and audience when they write.
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.
SLO 24:
W.5.5
Students will understand writing as a process
of planning, revising, editing, and rewriting.
W.5.4
Produce clear and coherent writing,
appropriate to task, purpose, and audience.
Students will be able to match the
development, organization, and style of their
writing to their task, audience, and purpose.
W.5.5
With guidance and support from peers and
adults, develop and strengthen writing by
planning, revising, editing, rewriting, or
trying a new approach.
Students will be able to develop and
strengthen their writing by planning, revising,
editing, rewriting, or trying a new approach
W.5.7
Conduct short research projects that use several
sources to build knowledge through
investigation of different aspects of a topic.
SLO 25:
W.5.7
Students will be able to conduct short
research projects to learn more about a topic.
34
W.5.7
Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic.
W.5.10
Write routinely over extended time frames
(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks,
purposes, and audiences.
SLO 15:
W.5.10
Students will be able to design a work plan to
appropriately match the task, purpose and
audience for a piece of writing.
Students will be able to design a work plan
that includes time for research, reflection, and
revision.
W.5.10
Create writing pieces routinely over
extended (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-specific tasks, purposes and
audiences.
Students will be able to write routinely over
shorter time frames for a range of tasks,
purposes and audiences.
Students will be able to write routinely over
extended time frames for a range of tasks,
purposes and audiences.
SL .5.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing
their own clearly.
Follow agreed-upon rules for discussions and
carry out assigned roles
SLO 27:
SL.5.1.b
Students will be able to write arguments to
support claims with reasons and information.
Students will be able to introduce a topic or
text clearly, state an opinion, and organize the
reasons and ideas clearly that support their
purpose.
Students will be able to provide logically
ordered reasons that are supported by facts
35
SL.5.1.b
Summarize a grade 5 written text read aloud
or information presented in diverse media
and formats, including visually,
quantitatively, and orally.
and details.
Students will be able to link their opinion and
reasons using words, phrases, and clauses that
show how they are related.
Students will be able to provide a concluding
statement or section related to the opinion
presented.
SL 5.2
Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
SLO 28:
SL.5.2
Students will be able to summarize a written
text read aloud to me.
SL 5.2
Summarize a grade 5 written text read aloud
or information presented in diverse media
and formats, including visually,
quantitatively, and orally
Students will be able to summarize
information presented visually, such as a
photograph or video.
Students will be able to summarize
information presented orally, such as a speech
or conversations.
Students will be able to summarize
information presented in a graph, chart of
similar format.
SL5.4
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
SLO 29, 30:
SL.5.4
Students will be able to report on a topic or
text or present an opinion while keeping the
ideas in logical order.
36
SL.5.4
Report on a topic or text.
When presenting a report, sequence ideas
logically.
understandable pace.
Students will be able to report on a topic or
text or present an opinion and use
appropriate facts and relevant, descriptive
details to support main ideas or themes.
Students will be able to speak clearly and at
an understandable pace when presenting.
L.5.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
SLO 31:
L.5.1.d
Students will be able to recognize and correct
inappropriate shifts in verb tense.
L.5.1.d
Recognize and correct inappropriate shifts
in verb tense.
SLO 32, 33, 34:
L.5.2.c
Students will be able to use a comma to set
off the words yes and no, to set off a tag
question from the rest of the sentence, and to
indicate a direct address.
L.5.2.c
Use a comma to set off the words yes and
no (e.g., Yes, thank you).
Use a comma to set off a tag question from
the rest of the sentence (e.g., It’s true, isn’t
it?)
Use a comma to indicate direct address
(e.g., Is that you, Steve?).
SLO 35:
L.5.4
Students will be able to determine the
meaning of a word or phrase by examining
L.5.4
Use context clues to determine unknown
and multiple-meaning words and phrases
based on grade 5 reading and content.
d. Recognize and correct inappropriate shifts in
verb tense.*
L.5.2
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
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?).
L.5.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 5 reading and content, choosing
37
flexibly from a range of strategies.
a.
context clues.
Use context (e.g., cause/effect
relationships and comparisons in
text) as a clue to the meaning of a
word or phrase.
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).
SLO: 36, 37, 38, 39:
L.5.6
L.5.6
Acquire and use grade appropriate general
Students will be able to learn and use academic and domain specific words.
vocabulary words that signal contrast.
Acquire phrases that signal contrast,
Students will be able to learn and use addition, and other logical relationships
vocabulary words that signal addition.
(e.g., however, although, nevertheless,
similarly, moreover, in addition).
Students will be able to learn and use
vocabulary words that signal logical When presenting a report, use appropriate
relationships.
facts and relevant, descriptive details to
support main ideas or themes.
Students will be able to learn and use
transitional language to signal contrast, Speak clearly at an understandable pace
addition, and logical relationships.
when presenting a report.
Resources
Treasures (2009) Macmillan/McGraw-Hill
38
Instructional Methods
•
Learning Activities
(Refer to Marzano Framework (DQ 2-4; DQ5) •
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Reciprocal Teaching
Anticipation Guide, Directed Thinking-Reading, Question My Textbook Think Sheet,
Predict-o-Gram, KWL Charts
Interactive Read-Alouds
Sustained Silent Reading
Literature Circles
Group and/or Individual Discussions; Conferencing
Modeling
Reader’s Theater; Puppet Theater
Journal Writing: Reading Response, Dialogue Journals, etc.
Note-Taking; Interviewing
The Writing Process
Oral Presentations and/or Demonstrations
Web Based Media, and short Film Clips Related To Learning
Think-Pair-Share/Turn and Talk
Stations; RAFT; Jigsaw; Graphic Organizers
Biography Reports and/or Walks; Role Playing
Sharing Showcase; Book Project Presentations; iMovie and Podcasts
Debate; Timelines
Commercials/Talk Show Response
Tiered Instruction of Open-Ended Responses
Mini Lessons and Guided practice on asking questions, researching answers, evaluating
the validity of resources, paraphrasing and highlighting relevant information and on key
writing elements and skills.
Academic games,
Literacy Workstations,
Interactive Writing, Shared Writing, Independent Writing
Dramatize stories
Word pattern spelling sorts
Read Aloud
39
• Model think aloud comprehension strategies
• Modeling
• Choice Menus
• Reading logs/journals
Suggested Modifications & Accommodations:
21st Century Skills
Creativity and Innovation
Information Literacy
Life and Career Skills
Assessment Types
Critical Thinking and Problem Solving
Media Literacy
Technology Based Activities
Assessments
Communication and Collaboration
ICT Literacy
NOTE: If a teacher, or grade level team, chooses to develop his/her own assessments using
the model curriculum, it must be of equal or better quality and at the same or higher
cognitive levels as determined by the district.
 Depending upon individual student needs and/or the developmental level of the
grade/class, alternative assessments may be given to assess student growth. These
may include, but are not limited to items such as:
o one to one conferencing and anecdotal notes
o Whole class and small group discussions
o Rubrics
o Running Records
o Pre/Post RTI benchmark assessments
o dioramas, essays, quizzes, oral questioning, PowerPoint, reports, booklets, etc.
 Teachers are encouraged to use pre-assessment measures (i.e. KWL, pre‐test, do now,
picture prompts, etc.) to assess student prior knowledge and make connections to
upcoming materials and lessons.
 Learning assignments that measure individual student progress on a learning goal are to
be used throughout a unit when appropriate (i.e. individual classwork assignments,
homework, etc.) to extend and assess student learning.
 A variety of formative, summative, and performance-based (or alternative) assessments
40
are to be used throughout each unit to assess student knowledge and student growth as
well as increase and student achievement.

Treasures: Multiple Choice or Performance Assessments

Benchmark Performance Based Assessment:
Reminder: Summative Assessment questions should be open‐ended and should follow the
general format illustrated in the Essential Questions/Sample Conceptual Understanding
section. (Synthesis, Analysis, Evaluation)
Assessment Modules
NOTE: The assessment models provided in this document, unless otherwise indicated, are
from the NJ DOE Model Curriculum.
NJ Model Curriculum Assessment
Unit 1 Model Curriculum Assessment
41
Suggested Resources
• Writing Rubric
• Leveled Books
• Big Books
• Reading Strategies posters/chart
• Word Wall
• Reference Social Studies, Science, Math and Health curricula for other literary connections
Leveling Resources
http://www.readinga-z.com
http://www.readinga-z.com/basalsearch/
http://www.scholastic.com/bookwizard/
http://lexile.com/fab/
Matching Books to Readers by Fountas and Pinnell
Literacy
 Suggested Literature, Exemplars and Performance Tasks: Please refer to the Common Core Standards Appendix B which contains text
exemplars and sample performance tasks as your suggested literature and informational text. (See the table of contents for genre
choice). http://www.corestandards.org/assets/Appendix_B.pdf

Appendix C contains samples of student writing. http://www.corestandards.org/assets/Appendix_C.pdf





Night of the Twisters by Ivy Ruckman
Sign of the Beaver by Elizabeth George Speare
Pedro’s Journal by Pam Conrad
Storm Runners or Eruption by Roland Smith
Links:






www.brainpop.com
www.study island.com
www.learn360.com
www.rubistar.4teachers.org
http://www.gamequarium.com
http://www.readwritethink.org
42
Trimester II
E/LA:
ESTABLISHED GOALS:
Common Core English Language Arts
Standards
Reading Literature: RL.5.3, RL.5.4, RL.5.7,
RL.5.9, RL.5.10
Desired Results
Students will be able to independently use their learning to…
Analyze informational text such as historical fiction and write persuasively, using the
information read, to support a position and communicate clearly to different audiences for a
variety of purposes.
ENDURING UNDERSTANDINGS

Reading Informational: RI.5.5, RI.5.6
Language: L.5.1.b, d, e, L.5.2.b, L.5.3.a, b
Writing: W.5.1.c, W.5.3.a, b, c, d, e, W.5.4,
W.5.5, W.5.9.a, W.5.10


Characteristics of fiction and mystery
literature can overlap or cut across
genre.
“Speculative” refers to a narrative
story that describes what might/could
happen based on a given problem.
Locating the theme and providing
textual support develops more
thoughtful readers
ESSENTIAL QUESTIONS




Foundational: RF.5.3.a, RF.5.4.a, b, c

Speaking and Listening: Sl. 5.1.c

43
What strategies do writers use
to introduce and develop an
argumentative essay?
What strategies do speakers use
to enhance a verbal presentation?
How does the skill of compare and
contrast help readers understand
text?
What techniques do authors and
illustrators use to enhance the beauty
and tone of text?
How does recognizing word parts
make a reader more efficient?
What techniques do writers use to
show how narrators and
characters respond to situations?
Learning Goals & Objectives
Student will understand…
 Characteristics of fiction and mystery
literature may overlap or cut across
genres.
 Speculative is a narrative story that
describes what might/could happen
based on a given problem.
 Locating the theme and providing
textual support develops readers
comprehension.
 Using comprehension skills, such as
main idea and supporting details,
fact/opinion, sequencing,
paraphrasing, and inferencing helps
students to better understand a text
*List is not all inclusive




Students will be able to…
Justify predictions and generalizations
with textual support.
Incorporate plot elements and literary
devices into student authored
“speculative” writing.
Distinguish between different genres
of literature and compositions to make
informed judgments.
Incorporate textual support and
literary devices into an effective
persuasive piece of writing.
*List is not all inclusive
Pacing Guide
Standards
Unit 3
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).
Learning Goals
SLO 1:
RL.5.3
Students will be able to compare and contrast
characters in a text and provide details from
the text.
Students will be able to compare and contrast
44
Learning Objectives
Students will know or be able to…
RL.5.3
Compare and contrast two or more
characters, setting or events in a story or
drama and compare and contrast using
specific details from the text.
settings in a text and provide details form the
text.
Students will be able to compare and contrast
events in a text and provide details from the
text.
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.
SLO 2:
RL.5.4, L.5.5.a
RL.5.4
Determine the meaning of words and phrases
Students will be able to determine the as they are used in a text, including figurative
meanings of words and phrases as they are language such as metaphors and similes.
used in a text.
Students will be able to define simile and
metaphor.
Students will be able to determine what
similes and metaphors mean as they are used
in a text.
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).
SLO 3:
RL.5.7
RL.5.7
Analyze how the graphics or the media in a
Students will be able to describe the visual multimedia presentation help the reader to
and/or multimedia elements of a text.
understand more about the meaning, tone,
or beauty of a text.
Students will be able to explain how a text
would be different without its visual and/or
multimedia elements.
Students will be able to describe how the
visual and/or multimedia elements of a text
add to the meaning, tone, or beauty of it.
45
RL.5.9
Compare and contrast stories in the same
genre (e.g., mysteries and adventure stories)
on their approaches to similar themes and
topics.
SLO 4:
RL.5.9
Students will be able to compare and contrast
stories in the same genre in terms of how they
treat a similar theme or topic.
RL.5.9
Compare and contrast stories in the same
genre (e.g., mysteries and adventure stories)
on their approaches to similar themes and
topics.
RL.5.10
By the end of the year, read and comprehend
literature, including stories, dramas, and
poetry, at the high end of the grades 4–5 text
complexity band independently and
proficiently.
SLO 5:
RL.5.10
Students will be able to explain which portions
of a text they understand and which portions
they don’t.
RL.5.10
Read increasingly complex text at the grades
4-5 text complexity band independently and
proficiently.
Students will be able to list questions they
have about a text and ask for help in order to
understand portions of a text that are too
difficult for them
Students will be able to use various reading
and note-taking strategies that will help them
locate portions of a text that are difficult for
them.
RI.5.5
Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts,
SLO 6:
RI.5.5
Students will be able to describe the
characteristics of text structures such as
46
RI.5.5
Read increasingly complex text at the grades
4-5 text complexity band independently and
proficiently.
or information in two or more texts.
chronology, comparison, cause/effect, and
problem/solution.
Students will be able to compare and contrast
the overall structure of events, ideas,
concepts, or information in two or more texts.
RI.5.6
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
SLO 7:
RI.5.6
Students will be able to define point of view.
RF.5.3
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
SLO 8:
RF.5.3.a
RF.5.3.a
Students will be able to determine the Use combined knowledge of all letter-sound
meaning of most multisyllabic words by correspondences, syllabication patterns, and
studying their roots and affixes.
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
Students will be able to read multi-syllable context and out of context.
words.
Students will be able to analyze multiple
versions of the same event or topic and locate
important similarities and differences in the
point of view they represent.
Students will be able to 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.
47
RI.5.6
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
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.
SLO 9, 10, 11:
RF.5.4.a, b, c
RF.5.4.a
Read grade-level text with purpose and
understanding.
Students will be able to read stories and
poems aloud clearly and at a steady pace.
Students will be able to correct mistakes they
make or reread for clarification when they
read.
RF.5.4.b
Read grade-level prose and poetry aloud with
appropriate rate, expression, and accuracy.
RF.5.4.c
Use context to confirm or self-correct word
Students will be able to read grade-level prose recognition and understanding, rereading as
and poetry orally with accuracy, appropriate necessary.
rate, and expression.
Students will be able to use context to confirm
or self-correct word recognition and
understanding, rereading as necessary.
W.5.1.c
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
c. Link opinion and reasons using words,
phrases, and clauses (e.g., consequently,
specifically).
SLO 12:
W.5.1.c
Students will be able to link their opinion and
reasons using words, phrases, and clauses that
show how they are related.
W.5.1.c
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
W.5.3
Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear even
sequences.
SLO 13, 14, 15, 16, 17:
W.5.3.a, b, c, d, e
Students will be able to write narratives to
develop real or imagined experiences or
events.
W.5.3.a
Write a narrative creating an introduction that
introduces a narrator and/or character
48
W.5.3.b


o
o
o
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.
o
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.
Students will be able to orient a reader by
establishing a situation and introducing a
narrator and/or character.
Students will be able to organize a series of
events that unfold naturally and logically.
Students will be able to use narrative
techniques, prove descriptive details, and
structure evens sequences effectively.
Students will be able to use narrative
techniques such as dialogue, pacing, and
description to develop experiences and events
or show the responses of character to
situations.
Use narrative techniques, such as dialogue,
description, and pacing and develop
experiences and events and produce
responses of narrator and/or characters to
situations
W.5.3.c
Use a variety of transitional phrases to
manage the sequence of events.
W.5.3.d
Use concrete words and phrases and sensory
details to convey experiences and events
precisely.
W.5.3.e
Create a conclusion that follows from the
narrated experiences or events.
Students will be able to use a variety of
transition words, phrases, and clauses to
manage the sequence of events.
Students will be able to use specific
vocabulary to communicate experiences and
events.
Students will be able to provide a conclusion
that follows form the narrated experiences or
events.
W.5.4
Produce clear and coherent writing in which
SLO 18:
W.5.4
W.5.4
Produce clear and coherent writing,
49
the development and organization are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1–3 above.)
Students will be able to understand their task,
purpose and audience when they write.
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.
SLO 19:
W.5.5
Students will understand writing as a process
of planning, revising, editing, and rewriting.
appropriate to task, purpose, and audience.
Students will be able to match the
development, organization, and style of their
writing to their task, audience, and purpose.
W.5.5
With guidance and support from peers and
adults, develop and strengthen writing by
planning, revising, editing, rewriting, or trying
a new approach.
Students will be able to develop and
strengthen their writing by planning, revising,
editing, rewriting, or trying a new approach
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]”).
W.5.10
Write routinely over extended time frames
SLO 20:
W.5.9.a
Students will be able to explain how an author
uses reasons and evidence to support
particular points in a text, identifying which
reasons and evidence support which points.
W.5.9.a
Apply grade 5 Reading standards to literature,
by responding to literature through writing
that compares and contrasts two or more
characters, setting, or events in a story or
drama, drawing on specific details in the text
[e.g., how characters interact]”).
SLO 21:
W.5.10
W.5.10
Create writing pieces routinely over extended
50
(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks,
purposes, and audiences.
Students will be able to design a work plan to
appropriately match the task, purpose and
audience for a piece of writing.
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two).
Students will be able to design a work plan
that includes time for research, reflection, and
revision.
Students will be able to write routinely over
shorter time frames for a range of tasks,
purposes and audiences.
Students will be able to write routinely over
extended time frames for a range of tasks,
purposes and audiences.
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.
c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.
SLO 22:
SL.5.1.c
Students will be able to write arguments to
support claims with reasons and information.
Students will be able to introduce a topic or
text clearly, state an opinion, and organize the
reasons and ideas clearly that support their
purpose.
Students will be able to provide logically
ordered reasons that are supported by facts
and details.
Students will be able to link their opinion and
51
SL.5.1.c
Pose and respond to specific questions by
making comments that contribute to a
discussion and elaborate on the remarks of
others.
reasons using words, phrases, and clauses that
show how they are related.
Students will be able to provide a concluding
statement or section related to the opinion
presented.
L.5.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing and speaking.
SLO 23, 24, 25:
L.5.1.b, d, e
Students will be able to form and use correct
verb tenses.
L.5.1.b
Form and use the perfect (e.g., I had walked;
I have walked; I will have walked) verb
tenses when writing and speaking.
b. Form and use the perfect (e.g., I had
walked; I have walked; I will have walked)
verb tenses
Students will be able to recognize and correct
inappropriate shifts in verb tenses.
L.5.1.d
Recognize and correct inappropriate shifts in
verb tense.
d. Recognize and correct inappropriate shifts
in verb tense.*
Students will be able to use correlative
conjunctions.
L.5.1.e
Use correlative conjunctions (e.g., either/or,
neither/nor) when writing speaking.
e. Use correlative conjunctions (e.g.,
either/or, neither/nor).
L.5.2
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
SLO 26:
L.5.2.b
Students will be able to use a comma to
separate an introductory element from the
rest of the sentence.
b. Use a comma to separate an introductory
element from the rest of the sentence.
52
L.5.2. b
Use a comma to separate an introductory
element from the rest of the sentence.
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.
SLO 27, 28:
L.5.3.a, b
Students will be able to expand, combine, and
reduce sentences to change their meaning.
L.5.3.a
Construct sentences by combing, expanding,
and reducing sentences for meaning and
reader/listener interest.
Students will be able to expand, combine, and L.5.3.b
reduce sentences to interest their reader or Compare and contrast the varieties of English
listener.
(e.g., dialects, registers) used in stories,
dramas, and poems.
Students will be able to expand, combine, and
reduce sentences to change their style.
Students will be able to compare and contrast
English dialects, registers, etc.
L.5.5
Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
SLO 2:
L.5.5
Students will be able to define simile and
metaphor.
a. Interpret figurative language, including
similes and metaphors, in context
Students will be able to interpret figurative
language, including similes and metaphors, in
context.
Resources
Treasures (2009) Macmillan/McGraw-Hill
53
L.5.5
Interpret figurative language, including
similes and metaphors, in context.
Instructional Methods
Learning Activities
(Refer to Marzano Framework (DQ 2-4;
DQ5)
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Reciprocal Teaching
Anticipation Guide, Directed Thinking-Reading, Question My Textbook Think Sheet, Predicto-Gram, KWL Charts
Interactive Read-Alouds
Sustained Silent Reading
Literature Circles
Group and/or Individual Discussions; Conferencing
Modeling
Reader’s Theater; Puppet Theater
Journal Writing: Reading Response, Dialogue Journals, etc.
Note-Taking; Interviewing
The Writing Process
Oral Presentations and/or Demonstrations
Web Based Media, and short Film Clips Related To Learning
Think-Pair-Share/Turn and Talk
Stations; RAFT; Jigsaw; Graphic Organizers
Biography Reports and/or Walks; Role Playing
Sharing Showcase; Book Project Presentations; iMovie and Podcasts
Debate; Timelines
Commercials/Talk Show Response
Tiered Instruction of Open-Ended Responses
Mini Lessons and Guided practice on asking questions, researching answers, evaluating the
validity of resources, paraphrasing and highlighting relevant information and on key writing
elements and skills.
Academic games,
Literacy Workstations,
Interactive Writing, Shared Writing, Independent Writing
Dramatize stories
Word pattern spelling sorts
Read Aloud
54
• Model think aloud comprehension strategies
• Modeling
• Choice Menus
• Reading logs/journals
Suggested Modifications & Accommodations:
21st Century Skills
Creativity and Innovation
Information Literacy
Life and Career Skills
Assessment Types
Critical Thinking and Problem Solving
Media Literacy
Technology Based Activities
Assessments
Communication and Collaboration
ICT Literacy
NOTE: If a teacher, or grade level team, chooses to develop his/her own assessments
using the model curriculum, it must be of equal or better quality and at the same or higher
cognitive levels as determined by the district.
 Depending upon individual student needs and/or the developmental level of the
grade/class, alternative assessments may be given to assess student growth. These
may include, but are not limited to items such as:
o one to one conferencing and anecdotal notes
o Whole class and small group discussions
o Rubrics
o Running Records
o Pre/Post RTI benchmark assessments
o dioramas, essays, quizzes, oral questioning, PowerPoint, reports, booklets, etc.
 Teachers are encouraged to use pre-assessment measures (i.e. KWL, pre‐test, do now,
picture prompts, etc.) to assess student prior knowledge and make connections to
upcoming materials and lessons.
 Learning assignments that measure individual student progress on a learning goal are
to be used throughout a unit when appropriate (i.e. individual classwork assignments,
homework, etc.) to extend and assess student learning.
 A variety of formative, summative, and performance-based (or alternative) assessments
55


are to be used throughout each unit to assess student knowledge and student growth
as well as increase and student achievement.
Treasures: Multiple Choice or Performance Assessments
Benchmark Performance Based Assessment:
Reminder: Summative Assessment questions should be open‐ended and should follow
the general format illustrated in the Essential Questions/Sample Conceptual
Understanding section. (Synthesis, Analysis, Evaluation)
Assessment Modules
NOTE: The assessment models provided in this document, unless otherwise indicated,
are from the NJ DOE Model Curriculum.
NJ Model Curriculum Assessment
Unit 2 Model Curriculum Assessment
Unit 3 Model Curriculum Assessment
56
Suggested Resources
• Writing Rubric
• Leveled Books
• Big Books
• Reading Strategies posters/chart
• Word Wall
• Reference Social Studies, Science, Math and Health curricula for other literary connections
Leveling Resources
http://www.readinga-z.com
http://www.readinga-z.com/basalsearch/
http://www.scholastic.com/bookwizard/
http://lexile.com/fab/
Matching Books to Readers by Fountas and Pinnell
Literacy
 Suggested Literature, Exemplars and Performance Tasks: Please refer to the Common Core Standards Appendix B which contains text
exemplars and sample performance tasks as your suggested literature and informational text. (See the table of contents for genre
choice). http://www.corestandards.org/assets/Appendix_B.pdf

Appendix C contains samples of student writing. http://www.corestandards.org/assets/Appendix_C.pdf \

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Esperanza Rising by Pam Munoz Ryan
Anastasia Krupnick by Lois Lowry
Loser by Jerry Spinelli
Beatles, Lightly Toasted by Phyllis Reynolds Naylor
Waiting for the Rain by Sheila Gordon
Maniac Magee by Jerry Spinelli
Links:
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www.brainpop.com
www.study island.com
www.learn360.com
www.rubistar.4teachers.org
http://www.gamequarium.com
http://www.readwritethink.org
57
Trimester III
E/LA:
ESTABLISHED GOALS:
Common Core English Language Arts
Standards
Desired Results
Students will be able to independently use their learning to…
Analyze informational/historical text to communicate clearly through persuasive writing in a
variety of formats and forms for different audiences and purposes.
Reading Literature: RL.5.1, RL.5.3, RL.5.4,
RL.5.7, RL.5.10
ENDURING UNDERSTANDINGS

Reading Informational: RI.5.6, RI.5.7, RI.5.9,
RI.5.10

Language: L.5.1.a, c, L.5.3.a, L.5.4.b, c, L.5.5.b,
L.5.6

Writing: W.5.1.c, W.5.2.a, b, c, d, e, W.5.4,
W.5.5, W.5.6, W.5.8, W.5.9

Foundational: RF.5.4.a, c

Speaking and Listening: SL.5.1.a, SL.5.3,
Good readers compare, infer,
synthesize and make connections so
they can make text relevant and
useful. (text-to-text, text-to-self, -toworld)
Informational texts are written
differently than other types of
literature and makes different
demands on the reader.
Opinions and arguments should be
validated by informational text and
therefore more sound in judgment.
Persuasive writing can be a powerful
tool for communication.
Knowing the main idea and meaning
of the overall literary
passage/selection
58
ESSENTIAL QUESTIONS






How can understanding the
relationship between events in a
story help readers comprehend text?
How can understanding figurative
language and visual
representations help
readers understand meaning, tone and
beauty of text?
How does point of view impact the
account of a text?
How can relationships of words and
word parts help readers
comprehend text?
What strategies do writers use
to introduce and develop an
informational/explanatory essay?
What strategies enhance collaborative

SL.5.5, SL.5.6,
Locating the theme and providing
textual support develops more
thoughtful readers.




discussions?
How does analyzing multiple accounts
of an event or topic strengthen a
reader's knowledge of the subject?
How do readers locate answers
efficiently?
What skills and strategies are
necessary for developing and
producing a formal multimedia
presentation?
What strategies do writers use to
develop an informational/
explanatory essay?
Learning Goals & Objectives



Student will understand…
How to use common textual features
to understand informational text
Using comprehension skills and
supporting details (fact/opinion,
sequencing etc.) helps readers to
better understand a written
document.
Persuasive writing is used to give an
opinion that influences the reader’s
thinking
*List is not all inclusive
59


Students will be able to…
Distinguish between the different
genres of literature and compositions
to make informed judgments.
Incorporate textual support and
literacy devices in to an effective
persuasive piece of writing
*List is not all inclusive
Pacing Guide
Standards
Unit 4
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).
Learning Goals
SLO 1:
RL.5.3
Students will be able to compare and contrast
characters in a text and provide details from
the text.
Learning Objectives
Students will know or be able to…
RL.5.3
Select two or more characters, setting or
events in a story or drama and compare and
contrast using specific details from the text.
Students will be able to compare and contrast
settings in a text and provide details form the
text.
Students will be able to compare and contrast
events in a text and provide details from the
text.
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.
SLO 2:
RL.5.4
Students will be able to determine the
meanings of words and phrases as they are
used in a text.
Students will be able to define simile and
metaphor.
Students will be able to determine what
similes and metaphors mean as they are used
in a text.
60
RL.5.4
Determine the meaning of words and phrases,
including figurative language, such as
metaphors and similes that are used in a text.
RI.5.6
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
SLO 3:
RI.5.6
Students will be able to define point of view.
RI.5.9
Integrate information from several texts on
the same topic in order to write or speak
about the subject knowledgeably.
SLO 4:
RI.5.9
Students will be able to compare and contrast
stories in the same genre in terms of how they
treat a similar theme or topic.
RI.5.9
Integrate 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 the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the
high end of the grades 4–5 text complexity
band independently and proficiently.
SLO 5:
RI.5.10
Students will be able to explain which portions
of a text they understand and which portions
they don’t.
RI.5.10
Read increasingly complex text at the grades 45 text complexity band independently and
proficiently.
Students will be able to analyze multiple
versions of the same event or topic and locate
important similarities and differences in the
point of view they represent.
Students will be able to list questions they
have about a text and ask for help in order to
understand portions of a text that are too
difficult for them
Students will be able to use various reading
and note-taking strategies that will help them
locate portions of a text that are difficult for
them.
61
RI.5.6
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
o
a. Read grade-level text with purpose and
understanding.
o
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
W.5.1
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
SLO 6, 7:
RF.5.4.a, c
RF.5.4a
Read grade-level text with purpose and
understanding
Students will be able to read stories and
poems aloud clearly and at a steady pace.
Students will be able to correct mistakes they
make or reread for clarification when they
read.
RF.5.4c
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
Students will be able to use context to confirm
or self-correct word recognition and
understanding, rereading as necessary.
SLO 8:
W.5.1.c
Students will be able to write arguments to
support claims with reasons and information.
W.5.1.c
Link opinion and reasons using clauses when
writing.
Students will be able to link their opinion and
reasons using words, phrases, and clauses that
show how they are related.
W.5.2
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
SLO 9, 10, 11, 12, 13:
W.5.2.a, b, c, d, e
Students will be able to write
informational/explanatory texts that examine
and convey information clearly.
62
W.5.2a
Introduce a topic clearly, provide a general
observation and focus, and group related
information logically. When writing, include
formatting (e.g., headings, illustrations, and
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
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 and across categories 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 concluding statement or section
related to the information or explanation
presented.
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.)
Students will be able to introduce a topic
clearly, provide a general observation and
focus, and group related information logically.
Students will be able to incorporate
formatting, graphics, and multimedia into
their written pieces if necessary.
Students will be able to develop the topic with
facts, definitions, concrete details, quotations,
or other information and examples related to
the topic.
Students will be able to use precise language
and specific vocabulary to inform about or
explain the topic.
Students will be able to provide a concluding
statement or section that follows the
information or explanation presented.
SLO 14:
W.5.4
Students will be able to understand their task,
purpose and audience when they write.
Students will be able to match the
development, organization, and style of their
writing to their task, audience, and purpose.
63
multimedia) when useful to aiding
comprehension.
W.5.2b
Use facts, definitions, concrete details,
quotations, or other information and examples
related to a topic when writing.
W.5.2c
Link ideas within and across categories of
information using phrases.
W.5.2d
Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
W.5.2e
Provide a concluding statement or section
related to the information or explanation
presented.
W.5.4
Produce clear and coherent writing,
appropriate to task, purpose, and audience.
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.
SLO 15:
W.5.8
Students will be able to gather relevant
information from print and digital sources.
Students will be able to understand their task,
purpose and audience when they write.
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.
Students will be able to match the
development, organization, and style of their
writing to their task, audience, and purpose.
Summarize or paraphrase information in
notes and in finished drafts, providing a list of
sources used.
Students will be able to understand their task,
purpose and audience when they write.
Students will be able to recall relevant
information from experiences.
W.5.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
SLO 16:
W.5.9
Students will be able to draw evidence from
literary texts to support their analysis,
reflection, and research.
Students will be able to draw evidence from
informational texts to support their analysis,
reflection, and research.
64
W.5.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
Students will be able to apply the analytical
and reflective skills they use when they read
to their writing.
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. Come to discussions prepared having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.
SLO 17:
SL.5.1.a
Students will be able to write arguments to
support claims with reasons and information.
Students will be able to introduce a topic or
text clearly, state an opinion, and organize the
reasons and ideas clearly that support their
purpose.
SL.5.1a
Come to discussions prepared having read or
studied required material; explicitly draw on
that preparation and other information known
about the topic to explore ideas under
discussion.
Students will be able to provide logically
ordered reasons that are supported by facts
and details.
Students will be able to link their opinion and
reasons using words, phrases, and clauses that
show how they are related.
Students will be able to provide a concluding
statement or section related to the opinion
presented.
SL 5.3
Summarize the points a speaker makes and
explain how each claim is supported by
reasons and evidence.
SLO 18:
SL.5.3
Students will be able to describe a speaker’s
argument and list specific claims he or she
makes.
65
SL 5.3
Summarize the points a speaker makes and
explain how each claim is supported by
reasons and evidence.
Students will be able to explain how each
claim a speaker makes is supported by
reasons and evidence.
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.
SLO 19:
SL.5.5
Students will be able to include multimedia
and visual components with their
presentations.
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.
Students will be able to enhance
presentations by incorporating multimedia
and visual components.
L.5.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
SLO 20:
L.5.1.a
Students will be able to explain the function of
conjunctions, prepositions, and interjections
in general and their function in particular
sentences.
L.5.1.a
Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
SLO 21:
L.5.3.a
Students will be able to expand, combine, and
reduce sentences to change their meaning.
L.5.3.a
Expand, combine, and reduce sentences for
style.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
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
Students will be able to expand, combine, and
reduce sentences to interest their reader or
listener.
66
style.
Students will be able to expand, combine, and
reduce sentences to change their style.
L.5.4
Determine or clarify the meaning of unknown
and multiple meaning words and phrases
based on grade 5 reading and content,
choosing flexibility from a range of strategies.
b. Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning
of a word (e.g., photograph, photosynthesis).
L.5.5
Demonstrate understanding of figurative
language, word relations, and nuances in
word meanings.
SLO 22:
L.5.4.b
Students will be able to provide definition or
common Greek or Latin roots and affixes.
L.5.4b
Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning
of a word (e.g., photograph, photosynthesis).
Students will be able to apply their knowledge
of Greek or Latin affixes and roots to
determine the meaning of unfamiliar words.
SLO 23:
L.5.5.b
Students will be able to explain the meanings
of common idioms, adages, and proverbs.
L.5.5.b
Recognize and explain the meaning of common
idioms, adages, and proverbs.
SLO 24:
L.5.6
Students will be able to learn and use
vocabulary words that signal contrast.
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).
b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
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).
Students will be able to learn and use
vocabulary words that signal addition.
Students will be able to learn and use
vocabulary words that signal logical
67
relationships.
Students will be able to learn and use
transitional language to signal contrast,
addition, and logical relationships.
Unit 5
RL.5.1
Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
SLO 1:
RL.5.1
Students will be able to quote accurately from
the text to explain what the text says.
RL.5.1
Refer to a text using direct quotes to explain
what the text says explicitly and when drawing
inferences from the text.
Students will be able to explain what the text
explicitly states and what the text implies or
hints at.
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, and
poem).
SLO 2:
RL.5.7
Students will be able to describe the visual
and/or multimedia elements of a text.
RL.5.7
Analyze how the graphics or the media in a
multimedia presentation help the reader to
understand the meaning, tone, or beauty of a
text.
Students will be able to explain how a text
would be different without its visual and/or
multimedia elements.
Students will be able to describe how the
visual and/or multimedia elements of a text
add to the meaning, tone, or beauty of it.
RL.5.10
By the end of the year, read and comprehend
literature, including stories, dramas, and
SLO 3:
RL.5.10
RL.5.10
By the end of the year, read and comprehend
Students will be able to explain which portions literature, including stories, dramas, and
68
poetry, at the high end of the grades 4–5 text
complexity band independently and
proficiently.
of a text they understand and which portions
they don’t.
poetry, at the high end of the grades 4–5 text
complexity band independently and
proficiently.
Students will be able to list questions they
have about a text and ask for help in order to
understand portions of a text that are too
difficult for them
Students will be able to use various reading
and note-taking strategies that will help them
locate portions of a text that are difficult for
them.
RI.5.6
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
SLO 4:
RI.5.6
Students will be able to define point of view.
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.
SLO 5:
RI.5.7
Students will be able to access information
from multiple print or digital sources to find
an answer to a question.
Students will be able to analyze multiple
versions of the same event or topic and locate
important similarities and differences in the
point of view they represent.
Students will be able to define point of view.
Students will be able to access information
from multiple print or digital sources to solve
69
RI.5.6
Analyze multiple accounts of the same event
or topic, noting important similarities and
differences in the point of view they
represent.
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.
a problem.
RI.5.9
Integrate information from several texts on
the same topic in order to write or speak
about the subject.
SLO 6:
RI.5.9
Students will be able to compare and contrast
stories in the same genre in terms of how they
treat a similar theme or topic.
RI.5.9
Integrate 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 the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the
high end of the grades 4–5 text complexity
band independently and proficiently.
SLO 7:
RI.5.10
Students will be able to explain which portions
of a text they understand and which portions
they don’t.
RI.5.10
By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the
high end of the grades 4–5 text complexity
band independently and proficiently.
Students will be able to list questions they
have about a text and ask for help in order to
understand portions of a text that are too
difficult for them
Students will be able to use various reading
and note-taking strategies that will help them
locate portions of a text that are difficult for
them.
RF.5.4
Read with sufficient accuracy and fluency to
support comprehension.
a. Read grade-level text with purpose and
understanding.
c. Use context to confirm or self-correct word
SLO 8:
RF.5.4.a, c
Students will be able to read stories and
poems aloud clearly and at a steady pace.
Students will be able to correct mistakes they
make or reread for clarification when they
read.
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RF.5.4.a
Read grade-level text with purpose and
understanding.
RF.5.4.c
Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
recognition and understanding, rereading as
necessary.
o
Students will be able to use context to confirm
or self-correct word recognition and
understanding, rereading as necessary.
W.5.2.c
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
SLO 10:
W.5.2.c
Students will be able to write
informational/explanatory texts that examine
and convey information clearly.
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.)
SLO 11:
W.5.4
Students will be able to understand their task,
purpose and audience when they write.
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.
SLO 12:
W.5.5
Students will understand writing as a process
of planning, revising, editing, and rewriting.
W.5.2.c
Link ideas within and across categories of
information using clauses (e.g., in contrast,
especially).
Students will be able to link ideas within and
across categories of information using words,
phrases, and clauses.
W.5.4
Produce clear and coherent writing,
appropriate to the task, purpose, and
audience.
Students will be able to match the
development, organization, and style of their
writing to their task, audience, and purpose.
Students will be able to develop and
strengthen their writing by planning, revising,
editing, rewriting, or trying a new approach
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W.5.5
With guidance and support from peers and
adults, develop and strengthen writing by
planning, revising, editing, rewriting, or trying
a new approach.
W.5.6
With some guidance and support from adults,
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.
SLO 13, 14:
W.5.6
Students will be to type a minimum of two
pages in a single sitting.
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.
SLO 15:
SL.5.5
Students will be able to include multimedia
and visual components with their
presentations.
Students will be to use technology, including
the internet, to interact and collaborate with
others on the writing process.
W.5.6
With some guidance and support from adults,
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.5.5
Include multimedia components (e.g.,
graphics, sound) and visual displays in
presentations when appropriate to enhance
the development of main ideas or themes.
Students will be able to enhance
presentations by incorporating multimedia
and visual components.
SL.5.6
Adapt speech to a variety of contexts and
tasks, using formal English when appropriate
to task and situation
SLO 16:
SL.5.6
Students will be able to adapt how they speak
according to what is best for their purpose
and audience
Students will be able to use formal English
when necessary.
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SL.5.6
Adapt speech to a variety of contexts and
tasks, using formal English when appropriate
to task and situation.
L.5.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
SLO 17:
L.5.1.c
Students will be able to use verb tenses to
show various times, sequence, states, and
conditions.
L.5.1.c
Use verb tense to convey various times,
sequences, states, and conditions.
SLO 18:
L.5.4.c
Students will be able to use reference
materials to find the pronunciation of a word
or determine or clarify its precise meaning or
its part of speech.
L.5.4.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.
c. Use verb tense to convey various times,
sequences, states, and conditions.
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.
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.5.6
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).
Students will be able to verify the definition of
a word or phrase they are unsure of by
studying the context or consulting a reference
material.
SLO 17:
L.5.6
Students will be able to learn and use
vocabulary words that signal contrast.
Students will be able to learn and use
vocabulary words that signal addition.
Students will be able to learn and use
vocabulary words that signal logical
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L.5.6
Obtain and use correctly 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).
relationships.
Students will be able to learn and use
transitional language to signal contrast,
addition, and logical relationships.
Resources
Treasures (2009) Macmillan/McGraw-Hill
Instructional Methods
Learning Activities
(Refer to Marzano Framework (DQ 2-4;
DQ5)
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Reciprocal Teaching
Anticipation Guide, Directed Thinking-Reading, Question My Textbook Think Sheet, Predicto-Gram, KWL Charts
Interactive Read-Alouds
Sustained Silent Reading
Literature Circles
Group and/or Individual Discussions; Conferencing
Modeling
Reader’s Theater; Puppet Theater
Journal Writing: Reading Response, Dialogue Journals, etc.
Note-Taking; Interviewing
The Writing Process
Oral Presentations and/or Demonstrations
Web Based Media, and short Film Clips Related To Learning
Think-Pair-Share/Turn and Talk
Stations; RAFT; Jigsaw; Graphic Organizers
Biography Reports and/or Walks; Role Playing
Sharing Showcase; Book Project Presentations; iMovie and Podcasts
Debate; Timelines
Commercials/Talk Show Response
Tiered Instruction of Open-Ended Responses
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•
Mini Lessons and Guided practice on asking questions, researching answers, evaluating the
validity of resources, paraphrasing and highlighting relevant information and on key writing
elements and skills.
• Academic games,
• Literacy Workstations,
• Interactive Writing, Shared Writing, Independent Writing
• Dramatize stories
• Word pattern spelling sorts
• Read Aloud
• Model think aloud comprehension strategies
• Modeling
• Choice Menus
• Reading logs/journals
Suggested Modifications & Accommodations:
21st Century Skills
Creativity and Innovation
Information Literacy
Life and Career Skills
Assessment Types
Critical Thinking and Problem Solving
Media Literacy
Technology Based Activities
Assessments
Communication and Collaboration
ICT Literacy
NOTE: If a teacher, or grade level team, chooses to develop his/her own assessments
using the model curriculum, it must be of equal or better quality and at the same or higher
cognitive levels as determined by the district.
 Depending upon individual student needs and/or the developmental level of the
grade/class, alternative assessments may be given to assess student growth. These
may include, but are not limited to items such as:
o one to one conferencing and anecdotal notes
o Whole class and small group discussions
o Rubrics
o Running Records
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o Pre/Post RTI benchmark assessments
o dioramas, essays, quizzes, oral questioning, PowerPoint, reports, booklets, etc.
Teachers are encouraged to use pre-assessment measures (i.e. KWL, pre‐test, do now,
picture prompts, etc.) to assess student prior knowledge and make connections to
upcoming materials and lessons.
Learning assignments that measure individual student progress on a learning goal are
to be used throughout a unit when appropriate (i.e. individual classwork assignments,
homework, etc.) to extend and assess student learning.
A variety of formative, summative, and performance-based (or alternative) assessments
are to be used throughout each unit to assess student knowledge and student growth as
well as increase and student achievement.
Treasures: Multiple Choice or Performance Assessments
Benchmark Performance Based Assessment:
Reminder: Summative Assessment questions should be open‐ended and should follow
the general format illustrated in the Essential Questions/Sample Conceptual
Understanding section. (Synthesis, Analysis, Evaluation)
Assessment Modules
NOTE: The assessment models provided in this document, unless otherwise indicated,
are from the NJ DOE Model Curriculum.
NJ Model Curriculum Assessment
Unit 4 Model Curriculum Assessment
Unit 5 Model Curriculum Assessment
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Suggested Resources
• Writing Rubric
• Leveled Books
• Big Books
• Reading Strategies posters/chart
• Word Wall
• Reference Social Studies, Science, Math and Health curricula for other literary connections
Leveling Resources
http://www.readinga-z.com
http://www.readinga-z.com/basalsearch/
http://www.scholastic.com/bookwizard/
http://lexile.com/fab/
Matching Books to Readers by Fountas and Pinnell
Literacy
 Suggested Literature, Exemplars and Performance Tasks: Please refer to the Common Core Standards Appendix B which contains text
exemplars and sample performance tasks as your suggested literature and informational text. (See the table of contents for genre
choice). http://www.corestandards.org/assets/Appendix_B.pdf
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Appendix C contains samples of student writing. http://www.corestandards.org/assets/Appendix_C.pdf
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Toliver’s Secret by Esther Wood Brady
George Washington’s Socks by Woodruff
Roll of Thunder, Hear My Cry by Mildred D. Taylor
City of Ember by Jeanne DuPrau
Knots in My Yo-yo String by Jerry Spinelli
Guts by Gary Paulsen
Links:
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www.brainpop.com
www.study island.com
www.learn360.com
www.rubistar.4teachers.org
http://www.gamequarium.com
http://www.readwritethink.org
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