5th Grade English
Pacing Guide
2016-2017
The 5thGrade English Pacing Guide indicates the SOLs that will be tested each nine week period. The SOLs that are not listed should be incorporated and taught throughout the year.
See the VDOE Curriculum Framework. To access the pacing guide and online resources go to http://staff.spsk12.net/pacing-scope-and-sequence/.
SOL Description
Higher Level Questioning
(Cognitive Level)
Resources
First Nine Weeks
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
Big Idea:

Apply knowledge of word structure and context clues to determine the meanings of unfamiliar words.
5.4a) Use context to clarify meaning of
(Apply)
Literature Reference-5.4
unfamiliar words and phrases.
What does the word devised mean in paragraph 2?
TE:5.3.1: 327a, 357a, 391a, 5.3.2:
(Insert text with word underlined)
427a, 51a

Use context as a clue to infer the correct
5.5.1: 171a, 201a, 231a
meanings of unfamiliar words and phrases.
The word revive means toIn paragraph 7, what does the word rifling mean?
Literature Reference-5.4a

Study cross-curricular vocabulary.
TE: 5.1.1: 54e, 62−63, 66c, 71a, 5.1.2:
144e
(Remember) Read these lines from the poetry selection.
5.2.1: 180e, 180−181, 190−191
What does the word lean mean in line 2?
Read the sentences from the nonfiction article.
As it is used in this selection, the word classified most likely
means toIn paragraph ____, what does the word ____ mean?
The word _____ most likely means-
Context Clues
Context Clues (open ended)
Context Clues Jeopardy
Context Clues Millionaire
Context clues in nonfiction
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
5.4b) Use context and sentence structure to
determine meanings and differentiate among
multiple meanings of words.

(Apply)
Use context and sentence structure to
determine meanings and differentiate among
multiple meanings of words.
Resources
Literature Reference-5.4b
TE: 5.1.1: 24e, 33a, 49a, 49h 5.2.2:
292e, 302c, 302−303, 308−309
Multiple Meaning Words PPT
Multiple Meaning Words 1
Multiple Meaning Activities
Words with Multiple Meanings
5.4e) Use dictionary, glossary, thesaurus,
and other word-reference materials.

Use word references and context clues to
determine which meaning is appropriate in a
given situation.

Identify the word-reference materials, such
as a dictionary, glossary, or thesaurus that is
most likely to contain the information needed.
(Understand)
(Apply)
Read this dictionary entry.
Literature Reference-5.4e
TE:5.1.1: 86e, 92−93, 96c 5.5.1: 202e,
211a, 212c, 213a, 227a
Word reference materials
Vocabulary Foldable
Which sentence is an example of definition 2?
Which word from the glossary entry best describes
Jefferson's plants in these sentences?
Dictionary Guide Words
Quia Guide Words
Guide Words
Reference Materials
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May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Which words would appear on the same dictionary page with
these guide words?
Match each sentence to its correct dictionary definition.
Page 3 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
Big Idea:

Choose from a variety of comprehension strategies.

Read a variety of fictional texts, narrative nonfiction texts, and poetry.
 Describe character and plot development.
5.5g) Identify main idea
(Remember - Understand)
Literature Reference 5.5

Identify main idea of theme
TE:5.2.1: 188−189a, 199a, 201l−201m,
Read the second stanza from the poem.
232−233, 238−239a5.2.2: 290−291,
305a, 306−307a
What is the main idea of this stanza?
Literature Reference 5.5g
TE: 5.2.1: 298-299
5.3.1: 355c–355d, 368–369
5.3.2: 426c, 426–427, 436-–437
5.6.1: 345c, 346–347
5.6.2: 420–421
Identifying the Main Idea
Main Idea/Supporting Details
What's the Main Idea?
Quia Main Idea
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5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
5.5h) Summarize supporting details from
text.
(Understand)
Which of these is the best summary of the poem?

Complete the web.
Summarize supporting details from text.
Resources
Literature Reference 5.5h
TE: 5.3.1: 345a, 379a
5.5.1: 170−171, 179a, 184−185a,
185−187a, 189a, 197l−197m
Summarizing fiction (Story Pyramid)
Summarizing fiction
Identify supporting details in literary
texts
Identify supporting details in
informational texts
What is the best summary of this paragraph?
Which is the least important information to include in a
summary of this paragraph?
Which idea from paragraph ____ should be added to a
summary of the story?
Select the sentence that is the best summary of paragraphs
____-____.
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Grade English Pacing Guide
SOL Description
5.5i) Draw conclusions and make inferences
from text.

Draw conclusions/make inferences from text.
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
(Analyze, Evaluate)
At the beginning of the story, what does Charlie think about
the morning news program?
Based on the ending of the story, what will Charlie most
likely do during the next school news program?
Resources
Literature Reference 5.5i
TE: 5.1.1: 84−85, 93a, 96c, 96−97
5.4.1: 47c, 54−55a, 59a
5.5.1: 182c
Drawing Conclusions & Making
As Rachel approaches the camp activity areas, she discovers
that all of them –
Inferences (Quia)
Nellie Bly's boss most likely believes that women –
Drawing Conclusions and Simple
Why does Captain Crewe make "his voice seem as cheerful
as possible"?
Inferences (Fiction)
What words or phrases help the reader infer that the setting
is not a place for children?
Inferences (Nonfiction)
Drawing Conclusions
Drawing Conclusions & Making
Making Inferences
What can the reader infer about Miss Minchin from the
description of the setting?
What words best describe how Sara feels about Minchin?
Based on this information, what can the reader conclude
about _____?
After reading paragraph ____, the reader can best infer thatWhat does the author suggest by including this paragraph?
The author includes these sentences mainly to help the
reader understand thatBased on the poem, what is the most likely reason that the
speaker counts to thirty?
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5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
5.6 The student will read and demonstrate comprehension of nonfiction texts.
c) Skim materials to develop a general overview of content and to locate specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
g) Locate information to support opinions, predictions, and conclusions.
Big Idea:

Preview, pose questions, and make predictions before reading.

Understand how the organizational patterns make the information easier to comprehend.

Make connections between what they read in their selection and their prior knowledge.
5.6c) Skim materials to develop a general
(Understand)
overview of content and to locate specific
If a person adds extra flavor in the syrup, at which step in
information.
the recipe would lemon juice be added?

Skim material from print and digital texts to
develop a general overview or to locate
specific information.
Resources
Literature Reference-5.6
TE: 5.1.2: 111c, 120−121,
121a,
126c, 131a,5.2.1: 204−205, 210−211,
229l−229m
Literature Reference-5.6c
TE: 5.1.2: 111c, 120−121, 121a, 126c,
131a,5.2.1: 204−205, 210−211,
229l−229m
Skimming Text
Skimming and Scanning Video
According to the article, how many guests will the first
space hotel hold at one time?
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May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
5.6d) Identify the main idea of nonfiction
texts.
(Remember-Apply)
Which would be the best heading for paragraph 2?

Based on the recipe, a reader should consider cooking syrup
in order to –
Determine the main idea of a text and
summarize supporting key details.
Literature Reference-5.6d
TE: 5.3.1: 355c, 362−363a, 368−369a,
372−373a, 385a, 387h, 387l−387m, 5.3.2:
450−451
Main Idea of Nonfiction Texts
Main Idea
Complete the web.
Who, what, when, where, why, and
how
Which is the best title for these notes?
The main idea of the article is that space travel –
Which is the best title for these notes?
Page 8 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
Match the heading to each section of the article.
The main idea of the article is that the one-horned deer-
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May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
5.6e) Summarize supporting details in
nonfiction texts.
(Understand-Apply)
Paragraphs 6 and 7 mainly provide details about the –

What sentence would best belong in a summary of the
article?
Determine the main idea of a text and
summarize supporting key details.
Complete these notes.
Literature Reference-5.6e
TE:5.3.1: 325c, 326-327,5.3.2: 425c,
426−427, 434c, 436−437, 437a,5.4.2:
159a
Summarizing Points in Nonfiction
Summarizing Supporting Details in
Nonfiction
Which sentence is the best summary of paragraph ___?
Which sentence best summarizes the information in
paragraphs ____ and ____?
Select the details that are most important to include in a
summary/
What is the best summary of the bulleted list?
Paragraph ____ is important to the essay becauseWhich two notes do NOT belong?
Which detail would best belong in a summary of the article?
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5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
What is the best summary of this paragraph?
Which is the least important information to include
in a summary of this paragraph?
Which idea from paragraph ____ should be added to
a summary of the story?
Select the sentence that is the best summary of
paragraphs ____-___.
Select the details that are most important to include
in a summary.
What is the best summary of the bulleted list?
Paragraph ____ is important to the story because Complete this web.
Select two details that are least important to include in a
summary of paragraphs 1 and 2 of the instructions.
Page 11 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
SOL Description
5.6g) Locate information to support opinion,
predictions, and conclusions.

Skim material from print and digital texts to
develop a general overview or to locate specific
information.
(Understand)



Identify specific information in text that
supports predictions.
(Remember – Understand - Evaluate)
Resources
Literature Reference-5.6g
TE: 5.4.2: 138−139, 145a, 146−147,
149a, 153a, 161l−161m
5.5.1: 200−201, 208−209
Making, Confirming, or Revising
Prediction
(Remember)
Form opinions and draw conclusions from
the selection.
(Understand/Remember)
Locate details to support opinions, predictions,
and conclusions.
(Evaluate)
Page 12 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
SOL Description
Resources
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
Big Ideas:

Plan and organize information as they write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.

Use precise, descriptive vocabulary and vary sentence structure as they revise for clarity.
5.7 a) Identify intended audience.
(Apply - Create)
Literature Reference-5.7:
TE: 5.1.1: 23f, 33d
 Apply knowledge of the writing domains of
5.2.1: 179d, 189c, 195e, 253b, 5.2.2:
composing, written expression, and
301d−301e
usage/mechanics.
5.3.1: 327d−327e
(Apply)
Literature Reference-5.7a:
 Produce a clear and coherent written piece in
TE: 5.1.1: 85e-85f
5.4.1: 49e-49f, 61d-61e, 71b, 79e-79f,
which the development and organization are
appropriate to purpose and audience.
89d-89e
(Create)
5.7 b) Use a variety of prewriting strategies.

Create a plan, and organize thoughts before
writing.
(Create)

Use a variety of prewriting strategies (e.g.,
brainstorming, listing, free-writing, and using
graphic organizers.
(Understand/Apply)

Develop and strengthen writing as needed, in
consultation with peers or adults, by
prewriting, drafting, revising, editing, or
rewriting.
(Apply)

Use available technology to gather information
and to aid in writing.
(Apply)
5.5.2: 259e-259f, 283d-283f
(Apply)
Literature Reference-5.7b:
TE: 5.1.1: 33d-33e, 65d-65e, 95d-95e
,5.2.1: 153d−153e, 5.2.2:271d−271e,
301d−301e
5.3.2: 433d-433e, 459d-459e
Prewriting Strategies
The Writing Process-Prewriting Using
Collaboration
Page 13 of 35
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5th
Grade English Pacing Guide
SOL Description
5.7 c) Organize information to convey a
central idea.

Produce a clear and coherent written piece in
which the development and organization are
appropriate to purpose and audience.
(Create)

recognize different modes of writing have
different patterns of organization
(Apply)
●
Informative/explanatory
o clearly introduce a topic and group related
information in paragraphs
o use facts, definitions, opinions, quotations,
details, or other examples and information
to develop the topic
o use specific vocabulary to inform and
explain the topic; and
o provide a concluding statement or section
related to the topic
(Apply)
●
Narrative
o organize an event sequence that unfolds
naturally
(Create)
o use transition words and phrases for
sentence variety and to manage the
sequence of events
(Apply)
o Use specific vocabulary, words, and
phrases to convey experiences and events
(Apply)
o Use narrative techniques, such as
dialogue, description, and pacing to
develop experiences or characters
(Apply)
o Provide a conclusion
(Apply)
●
Persuasive
o Introduce the position
(Apply)
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
(Understand - Apply – Evaluate - Create )
Resources
Literature Reference-5.7c
TE: 5.1.1: 44−45, 45a, 49b, 49p, 5.1.2:
153d−153e, 163b−163c 5.3.2: 433d-433e,
440-441
Organize writing to convey a central
idea
Informative:
Informative/expository writing
Narrative:
Narrative writing vs. explanatory
writing
Narrative writing
Persuasive:
Persuasive writing
Strategies for organization and
elaboration of personal narratives
Page 14 of 35
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5th
Grade English Pacing Guide
SOL Description
o
o
o



Higher Level Questioning
(Cognitive Level)
Resources
Provide evidence to support the
position
(Evaluate)
Provide points for the opposite side and
argue against them.
(Evaluate)
Provide a conclusion.
(Apply)
Focus, organize, and elaborate to construct an
effective message for the reader.
(Create)
Develop and strength writing as needed, in
consultation with peers or adjusts, by
prewriting, drafting, revising, editing, or
rewriting.
(Create)
Use available technology to gather information
and to aid in writing.
(Understand, Apply)
5.7 d) Write a clear topic sentence focusing on
the main idea.

Suffolk Public Schools
(Create)
Write a clear topic sentence focusing on the
main idea.
Literature Reference-5.7d:
TE:5.1.1: 23e-23f
5.3.1: 371d−371e, 387d−387e, 380−381c,
387d−387e
5.3.2: 433d-433e, 459d-459e 5.6.1: CW5
Writing a topic sentence
Find the topic sentence
5.7 e) Write multiparagraph compositions.

Write multiparagraph compositions focused on a
topic, grouping related information in
paragraphs and sections.
(Create)
Literature Reference-5.7e:
TE: 5.3.2: 451e−451f, 459d−459e,
466−467, 467a−467c, 473d−473e,
5.3.1: 347e-347d, 362-363
5.3.2: 451e-451f
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Grade English Pacing Guide
SOL Description
5.7 f) Use precise and descriptive vocabulary
to create tone and voice.

Purposefully shape and control language to
demonstrate an awareness of the intended
audience.

Choose precise descriptive vocabulary and
information to create tone and voice

Use precise language and content-specific
vocabulary to inform about or explain a topic, to
persuade, describe or entertain.
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
(Apply)
Resources
Literature Reference-5.7f:
TE:5.1.1: 53e, 65d, 77a, 103a−103c,
5.1.2: 133a−133c
5.2.1: 189f, 5.2.2: 310−311c
5.3.1: 337d
Tone & Voice
Writing choice and sentence variety

Use precise language and phrases to develop
writing (e.g., consequently, specifically,
especially).
5.7 g) Vary sentence structure by using
transition words.


Include sentences of various lengths and
beginnings to create a pleasant, informal
rhythm.

Develop and strengthen writing as needed, in
consultation with peers or adults, by prewriting,
drafting, revising, editing, or rewriting.
(Evaluate/Create)
Use precise language and content-specific
vocabulary to inform about or explain a topic, to
persuade, describe or entertain.
(Apply)
Literature Reference-5.7g:
TE: 5.1.1: 23e-23f
5.3.2: CW11, CW16, CW18 5.4.1:
61d−61e, 70−71c, 75d−75e, 75p−75q
Transition words in writing
Transition Words
Vary sentence structure by using transition
words and phrases.
5.7 h) Revise for clarity of content using
specific vocabulary and information.

(Apply)
Building Bridges with Transitions
(Evaluate - Create)
Literature Reference-5.7h:
TE:5.1.1: 109d−109e, 5.1.2: 139d−139e
5.2.2: 287d−287e, 317d−317e 5.4.1:
75d−75e, 5.4.2: 135d−135e 5.5.1:
197d−197e, 227d−227e
Revise for Clarity (video)
The writing process-revision with
collaboration
Page 16 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
SOL Description

Resources
Clarify writing when revising.
(Evaluate)
5.7 i) Include supporting details that
elaborate the main idea.

Include supporting details that elaborate the
main idea.

Select specific information to guide readers
more purposefully through the piece.
(Understand-Create)
Literature Reference-5.7i:
TE:5.1.1: 23e-23f, 45b-45c 5.2.1:
197b−197c, 5.2.2: 287d−287e 5.3.1:
387d−387e, 5.3.2:441b−441c
5.4.1: 45d−45e, 75d−75e
Elaborate (PPT)
Elaborating the main idea, using
supporting details
5.7a-i
1A Persuasive
1B Persuasive Prompt*
Use the writing process to complete one informal and one district writing prompt. (see the curriculum guide for rubrics and further information on formal and
informal writings)
Page 17 of 35
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5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
d) Use apostrophes in contractions and possessives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
Big Idea:

Understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the
reader.

Revise and edit drafts for improvement, using teacher assistance and peer collaboration.
5.8a) Use plural possessives.
(Apply)
Literature Reference-5.8:

Use plural possessives (e.g., “The books’ covers
TE:5.1.2: 139p, 169p−169q 5.2.1:
are torn.”).
257p−257q, 5.2.2: 287p−287q 5.3.1:
387p−387q, 5.3.2: 473p−473q 5.4.1:
45p−45q, 75p−75q
Literature Reference-5.8a:
TE:5.4.1: 79d, 89c, 95e, 96−97, 103c,
103o, 103p
Plural Possessives
5.8d) Use apostrophes in contractions and
possessives.

Punctuate correctly

Apostrophes in contractions (e.g., isn’t), and
possessives (e.g., Jan’s)
(Apply)
5.8j) Use correct spelling of commonly used
words.

Use correct spelling of commonly used words.
(Apply)
5.8k) Identify and use conjunctions.

Identify and use conjunctions.
Literature Reference-5.8d:
TE:5.5.1: 171d, 181c, 189e, 190−191,
197o, 197p
Apostrophes
(Remember-Apply)
Literature Reference-5.8j:
TE: 5.1.1: 23c, 33c
5.2.1: 179c, 189c
5.3.1: 327c, 337c
5.4.1: 23c, 33c
Literature Reference-5.8k:
TE:5.6.1: 347d, 355c, 361e, 362−363,
369c, 369o, 369p
Page 18 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.9 The student will find, evaluate, and select appropriate resources for a research product.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
Big Idea:

Formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of information

Recognize, organize, and record information pertinent to the topic and blend ideas accurately.

Give credit to sources used in research.
5.9 c) Use technology as a tool to research,
organize, evaluate, and communicate
Research-Organizing information into
information.
short reports

Use available technology to gather information
and to aid in writing.
Plagiarism and crediting sources

Use available technology and media to organize,
evaluate, and communicate information (e.g.,
presentation software, digital media).
(Scavenger Hunt)
Research-Reference Materials
Research using technology
Table of contents, indices, charts,
maps, graphs
Locating information quickly in a
variety of resources
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Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Second Nine Weeks
Ongoing SOLs:
5.4 a, b, e 5.5 g-i 5.6 c-e, g 5.7 a-i 5.8 a, d, j, k
The nine weeks test is cumulative and will include ongoing SOLs. Refer to the 1st nine weeks.
5.4 The student will expand vocabulary when reading.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
g) Study word meanings across content areas.
Big Idea:

Apply knowledge of word structure and context clues to determine the meanings of unfamiliar words.
5.4c) Use knowledge of roots, affixes,
(Understand-Apply)
synonyms, antonyms, and homophones.
Read this sentence from paragraph 3.




Apply knowledge of roots, affixes (prefixes and
suffixes), synonyms, antonyms, and
homophones.
(Apply)
Begin to learn about Greek and Latin affixes.
(Remember)
Understand that often a word can be divided
into root word, prefix, and suffix in order to
determine its pronunciation.
(Understand)
Understand how a prefix changes the meaning
of a root word.
(Understand)
Which word would be the best synonym for the word
chatter as it is used in this sentence?
Which words from this history textbook are synonyms?
Literature Reference-5.4:
TE: 5.3.1: 327a, 357a, 391a, 5.3.2: 427a,
451a 5.5.1: 171a, 201a, 231a
Affix board game
Synonym, Antonym and Homophone
Activities
Vocabulary-Synonyms
Homophones
Roots & affixes
FCRR Word Analysis
Read this sentence from paragraph 6.
Page 20 of 35
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5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Which word is a homophone for main?
What is the root word in "weightlessness"?
Which root word has a prefix and a suffix?
Select the word with a root that mean "____".
Which two words are antonyms for ____?
What does the suffix (-x) mean in the word ____?
In which word does the prefix (x-) hae the same meaning
as it does in the word ____?
Complete the chart.
Which word from the article is correctly divided into its
prefix, root word, and suffix?
Which words from the instructions have the suffix -er
meaning "more"?
Select word(s) with a (prefix/suffix) that means "_____".
Page 21 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
SOL Description
Resources
What does the suffix (-x) mean in the word _____?
5.4d) Identify an author’s use of figurative
language.
(Remember)
Which sentence contains an example of figurative language?

Which sentences use figurative language?
Identify when an author uses language
figuratively.
Which phrase in this sentence is an example of figurative
language?
Which three sentences are examples of figurative language?
Literature Reference-5.4d:
TE: 5.1.1: 29a, 59a, 5.1.2: 119a 5.4.1:
24d, 29a, 42c, 42−43, 45i
Figurative language-onomatopoeia
Figurative Language Activities
Teaching Figurative Language
Figurative Language Poem
Figurative Language Strips - Final
Deployment
5.4g) Study word meanings across content
areas.
 Develop vocabulary by listening to and reading
a variety of texts.
(Create)

(Create/ Remember)
Literature Reference-5.4g:
TE: 5.1.1: 23a, 53a
5.2.1: 179a, 205a
5.3.1: 327a, 357a
5.4.1: 23a, 49a
Study cross-curricular vocabulary.
(Remember)
Page 22 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
e) Describe how an author’s choice of vocabulary contributes to the author’s style.
Big Ideas:

Choose from a variety of comprehension strategies.

Read a variety of fictional texts, narrative nonfiction texts, and poetry.

Describe character and plot development.
5.5b) Describe character development.
(Understand)
Literature Reference-5.5:
Leroy first begins to understand the value of hard work
TE: 5.2.1: 188−189a, 199a, 201l−201m,

Understand that characters are developed by:
when he232−233, 238−239a
o what is directly stated in the text;
5.2.2: 290−291, 305a, 306−307a
o their speech and actions; and
Read these lines from the poem.
o what other characters in the story say or
Literature Reference-5.5b:
think about them.
TE: 5.1.1: 21c, 22−23, 28−29, 29a, 31a,
34c, 43a, 49l−49m

Understand that some characters change during
the story or poem and some characters stay the
Character Development
same
The poet includes these lines to showWhy does the author include paragraph_____?
How does the character most likely feel at the beginning of
the story?
Page 23 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
5.5c) Describe the development of plot and
explain the resolution of conflict(s).
(Remember-Apply)
What happens as Charlie walks to his classroom?

Rachel's main conflict in the story is with –
Literature Reference-5.5c:
TE: 5.2.1: 231c, 243d, 242−243, 243a,
244c
5.4.2: 112−113, 120−121, 125a
What changes Rachel's mind about the camp?
Elements of a Story
The poet includes lines 1 and 2 most likely to-
Plot development and conflict



Understand that the main character has a
conflict that usually gets resolved.
(Understand/Apply)
Identify the conflict or problem of the plot.
(Remember/Apply)
Understand that plot is developed through a
series of events.
(Understand/Apply)
Identify the events in sequence that lead to
resolution of the conflict.
(Remember/Understand)
Which question presents one problem Nellie faced during
her trip?
Framing questions about the text
What is the main conflict in these paragraphs?
(Insert paragraph)
The author includes this paragraph to establish theLeroy performed all these chores for Grandma Etta EXCEPTThe resolution of the story occurs when LeroyWhich lines from the poem give the most details about the
setting?
Which sentence from the poem best shows the speaker's
conflict?
Which detail about the setting is most important to the
story?
The main character's conflict is mostly with-
5.5e) Describe how an author’s choice of
vocabulary contributes to author’s choice.

Discuss why an author might have used
particular words and phrases.

Describe how an author’s choice of vocabulary
contributes to the author’s style.
Which paragraph best shows the main conflict of the story?
(Understand)
Literature Reference-5.5e:
TE: 5.1.1: 63a, 86d
5.2.2: 304–305
5.3.2 444–445, 445a, 443a, 422c, 475a
5.4.2: 163a
5.6.1: 348d, 369i, 358d
5.6.2: 468–469, 469a, 471a
Author's Choice- Analyzing Word
Choice
Page 24 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.
f) Identify structural patterns found in nonfiction.
Big Ideas:

Preview, pose questions, and make predictions before reading.

Understand how the organizational patterns make the information easier to read.

Make connections between what they read in the selection and their prior knowledge.
5.6a) Use text organizers, such as type,
(Apply)
headings, and graphics, to predict and
categorize information in both print and
digital texts.

Use text features, such as type styles (e.g.,
boldfaced, italics) and color, captions under
pictures and graphics, and headings of sections
and chapters, to predict and categorize
information in both print and digital texts.
Literature Reference-5.6:
TE: 5.1.2: 111c, 120−121, 121a, 126c,
131a 5.2.1: 204−205, 210−211,
229l−229m
Literature Reference-5.6a:
TE: 5.1.2: 164–165
5.2.1: 226–227
5.4.2: 156–157, 158–159, 159a
5.5.1: 250-–251, 251a, 252–253
5.6.2: 430–431
Text features
Nonfiction text features
Table of contents, indices, charts,
maps, graphs
5.6f) Identify structural patterns found in
nonfiction.

Identify structural and organizational patterns
such as cause and effect, comparison/contrast,
problem/solution, and chronological order.
(Remember)
How is the information in paragraphs 5 and 6 organized?
(Insert paragraph with highlighted sentence)
Literature Reference-5.6f:
TE: 5.1.2: 141c, 147a, 154c, 161a
5.3.2: 425c, 434c, 434−435a
5.6.1: 346−347
Which organizational pattern is used in the highlighted
sentence?
The author gains the reader's attention in the first
paragraph by-
Page 25 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
b) Use adjective and adverb comparisons.
e) Use quotation marks with dialogue.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
Big Ideas:

Understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the
reader.

Revise and edit drafts for improvement, using teacher assistance and peer collaboration.
5.8b) Use adjective and adverb comparisons.
(Apply)
Literature Reference-5.8

Use adverb comparisons (e.g., fast, faster,
TE:5.1.2: 139p, 169p−169q 5.2.1:
fastest).
257p−257q, 5.2.2: 287p−287q 5.3.1:
387p−387q, 5.3.2: 473p−473q 5.4.1:

Use adjective comparisons (e.g., big, bigger,
45p−45q, 75p−75q
Literature Reference-5.8b
biggest).
TE: 5.5.2: 259d, 269c, 275e, 276−277,
283c,

Use adverbs instead of adjectives where
appropriate, (e.g., “He played really well.”
instead of “He played real well.”).
5.8e) Use quotation marks with dialogue.
Punctuate correctly

Quotation marks with dialogue; and
(Apply)
5.8g) Use a hyphen to divide words at the end
of a line.

Punctuate correctly.

Hyphens to divide words at the end of a line.
5.8h) Edit for fragments and run-on
sentences.

Avoid fragments.

Avoid run-ons, (e.g., “I opened the door, the
dog went out.”).
(Apply)
(Create)
283o, 283p
Literature Reference-5.8e
TE: 5.6.2: 405d, 417c, 425e, 426−427,
433c, 433o, 433p
Literature Reference-5.8g
TE: 5.6.2: 449c, 459e, 460−461, 467c,
467o, 467p See also: 5.2.2: 261c, 287c
Literature Reference-5.8h
TE: 5.1.1: 81p, 85d, 95c, 101e, 102−103,
109c, 109o
5.7 a-i (Ongoing)
2A Performance Based Assessment (PBA) Task #1
Page 26 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.9 The student will find, evaluate, and select appropriate resources for a research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
Big Idea:

Formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of information

Recognize, organize, and record information pertinent to the topic and blend ideas accurately.

Give credit to sources used in research.
5.9a) Construct questions about a topic.
Literature Reference-5.9-TE:5.1.1:
33b, 65b

Formulate research questions based on a topic.
5.2.1: 195d, 221d,251d
5.4.1: 33b, 61b, 89b
Literature Reference-5.9a-TE:5.1.1:
23b, 53b, 5.1.2: 113b, 143b
5.2.1: 179b, 233b, 5.2.2: 261b, 291b
5.9 b) Collect information from multiple
resources including online, print, and media.

Conduct short research projects that use
sources to build knowledge on a topic.

Select and use appropriate references (e.g.,
atlases, almanacs, and encyclopedias)
including online, print, and media resources.


Identify key terms to use in searching for
information.
Literature Reference-5.9b-TE:
5.1.1: 101d
5.5.2: 199c, 200−201, 209a, 212c,
213a, 227h, 227l−227m
Reference materials
Research using technology
Locating information quickly in a
variety of resources
Using online resources
Skim to find information related to a topic.
Page 27 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
5.9 d) Organize information presented on
charts, maps, and graphs.

Organize information presented on charts,
maps, and graphs.
5.9 e) Develop notes that include important
concepts, summaries, and identification of
information sources.

Select information that is related to the topic at
hand.

Evaluate and combine (synthesize) related
information from two or more sources.

Develop notes that include important concepts,
summaries, and identification of information
sources.

Summarize or paraphrase information in notes
and finished work.
5.9 f) Give credit to sources used in research.

Provide a list of sources including author, title,
and date.
5.9 g) Define the meaning and consequences
of plagiarism.

Prevent plagiarism and its consequences by
giving credit to authors when ideas and/or
words are used in research.
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Literature Reference-5.9d:
TE:5.1.1: 78−79, 5.1.2: 150−151,
226−227 5.3.1: 416−417, 420−421,
421a, 5.3.2: 456−457, 457a
Table of contents, indices, charts,
maps, graphs
Literature Reference-5.9e:
TE:5.2.1: 189b, 5.2.2: 271b, 301b
5.3.1: 337b, 5.3.2: 433b, 59b
5.4.1: 33b, 61b
Organizing information into short
reports
Literature Reference-5.9f:
TE:5.1.1: 49b, 5.1.2: 139b 5.3.1: 387b
5.4.1: 45b 5.5.1: 227b 5.6.1: 329b,
401b
Literature Reference-5.9g:
TE: 5.1.2: 169b
5.2.1: CW7 5.5.1: 217c
5.6.2: CW13
Plagiarism and crediting sources
Page 28 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Third Nine Weeks
Ongoing SOLs:
5.4 a-e, g 5.5 b, c, e, g-i 5.6 a, c-g 5.7 a-i 5.8 a, b, d, e, h, j, k
The nine weeks test is cumulative and will include ongoing SOLs. Refer to previous nine weeks.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
f) Identify and ask questions that clarify various points of view.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
Big Idea:

Choose from a variety of comprehension strategies.

Read a variety of fictional texts, narrative nonfiction texts, and poetry.

Describe character and plot development.
5.5f) Identify and ask questions that clarify
(Remember)
various points of view.
If the story were told from Grandma Etta’s point of view,

Identify and ask questions that clarify various
the reader would understand whypoints of view.
5.5j) Identify cause and effect relationships.

Identify cause and effect relationships.
(Remember-Analyze)
Charlie's mother calls him an “experimenter" because he –
Why does Charlie wait until after school to share his idea
with Mrs. Barnes?
Rachel wants to stay home for the summer because she –
Nellie Bly writes about her journey for New York World
because she wants to –
What caused ____ to ____?
Which event happened because ____?
Why did ____?
Complete this cause-and-effect chart.
Page 29 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
The character chooses to _____ because –
What is the reason that ______?
5.5k) Make, confirm, or revise predictions.

Make, confirm, or revise predictions.
Why does ______?
(Understand - Apply)
Making, confirming, or revising
prediction
Page 30 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.6 The student will read and demonstrate comprehension of nonfiction texts.
h) Identify cause and effect relationships following transition words signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
Big Idea:

Understand how the organizational patterns make the information easier to comprehend.
5.6h) Identify cause and effect relationships
following transition words signaling the
pattern.

Identify cause and effect relationships
following transition words signaling the
pattern.
(Remember-Analyze)
Complete this cause-and-effect chart.
Literature Reference-5.6:
TE:5.1.2: 111c, 120−121, 121a, 126c,
131a 5.2.1: 204−205, 210−211,
229l−229m
Literature Reference-5.6h:
TE: 5.1.1: 51c
5.5.2: 257c, 264−265, 265a, 270c,
270−271, 271a, 275a
What caused _____ to _____?
Which event happened because ______?
Why does ______?
The character chooses to _____ because –
What is the reason that ______?
Why did _____?
Page 31 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
Complete this cause-and-effect chart.
Based on the instructions, a blender or egg beater should be
used in order to-
Page 32 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
SOL Description
5.6i) Differentiate between fact and opinion.

Distinguish between fact and opinion.
Resources
(Analyze)
Which sentence from the article is an opinion?
Which sentence is a fact based on the recipe?
Identify each sentence as fact or opinion.
Based on this information, what can the reader conclude
about _____?
What can the reader assume about ____?
After reading paragraph ____, the reader can best infer
thatWhat does the author suggest by including this paragraph?
5.6j) Identify,
relationships.

compare,
and
contrast
Identify, compare, and contrast relationships
between characters, events, and facts.
The author includes these sentences mainly to help the
reader understand that(Remember-Analyze)
According to the article, how was Jefferson different from
most American farmers of his time?
What makes Unicorn different from most other one-horned
deer?
Literature Reference-5.6j:
TE: 5.1.2: 123a
5.2.1: 212−213, 213a,
5.3.1: 365a, 419a, 5.3.2: 433a, 435a
5.5.1: 207a
Comparing and contrasting
Page 33 of 35
May 2016
5th
Grade English Pacing Guide
SOL Description
Suffolk Public Schools
Higher Level Questioning
(Cognitive Level)
Resources
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
c) Identify and use interjections.
f) Use commas to indicate interrupters.
i) Eliminate double negatives.
Big Idea:

Understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the
reader.

Revise and edit drafts for improvement, using teacher assistance and peer collaboration.
5.8c) Identify and use interjections.
(Remember-Apply)
Literature Reference-5.8:

Identify and use interjections (e.g., “Yikes,
TE: 5.1.2: 139p, 169p−169q 5.2.1:
look at the size of that bug!”).
257p−257q, 5.2.2: 287p−287q 5.3.1:
387p−387q, 5.3.2: 473p−473q 5.4.1:
45p−45q, 75p−75q
Literature Reference-5.8c:
TE:5.1.1: 23d, 33c, 43e, 45c, 49c, 49o
5.8f) Use commas to indicate interrupters.

(Apply)
Literature Reference-5.8f:
TE:5.6.1: 373d, 383c, 395e, 396−397,
401c, 401o
(Analyze)
Literature Reference-5.8i:
TE:5.5.1: 171d, 181c, 189e, 190-191,
197c, 197o, 197p, 197q
Use a comma to separate an introductory
element from the rest of the sentence.
5.8i) Eliminate double negatives

Eliminate double negatives.
5.7 a-i (Ongoing)
3A PBA Task #2*
Page 34 of 35
May 2016
5th
Grade English Pacing Guide
Suffolk Public Schools
Fourth Nine Weeks
Review All SOLs/SOL Reading Test
5.9a-f
4A Narrative
Use the writing process to complete one informal. (see the curriculum guide for further information on formal and informal writings)
Additional English Resources as Hyperlinks (may fit with multiple standards)
Helpful Websites:
Comprehension Strategies:
www.helpteaching.com
TeachersPayTeachers.Com
Readworks.org
www.manythings.org
http://www.quia.com
Pbskids.org
Edhelper.com
ReadWriteThink
Read Theory
IXL
Newsela
eMediaVA
Wonderopolis
Anchor Charts to Support Comprehension
Prior knowledge
Making connections
Differentiate between fiction and nonfiction
Understanding what you read
Best Teaching Practices:
VDOE video: Model of Read-Aloud
VDOE video: Model of Reciprocal Teaching
Model-Survey, Question, Read, Recite, Review
Model of Think-Pair-Share
Model of Think-Alouds
Model of Question Answer Relationship (QAR)
Model of Anticipation Guide
Jan Richardson Guided Reading
Page 35 of 35
May 2016