Grade 5 English
Annual Curriculum Map
Overview: The 5th grade English program is an integrated, literature driven curriculum. Beginning with a piece of literature of various genres and themes, instruction
incorporates all of the other language arts skills within its framework: reading, writing, grammar, usage, mechanics, spelling, vocabulary, critical thinking, problem
solving, decision making, speaking, listening, viewing, and presenting. Emphasis is placed upon comprehension, analysis, application and development of the student’s
ability to communicate more effectively in oral and written expression.
Major
Skills/
Standards
September-November
(Term 1)
November-January
(Term 2)
January-March
(Term 3)
March-June
(Term 4)
July-August
(Term 5)
- 4.17 Determine the
meaning of unfamiliar words
using contextual clues
-8.22 Identify and analyze
main ideas, supporting ideas,
and supporting details
-19.14 Write stories or
scripts containing the basic
elements of fiction
-16.7 Compare traditional
literature from different
cultures.
-19.16 Write brief research
reports with clear focus and
supporting detail.
-23.7 Group related ideas and
place them in logical order
when writing summaries or
reports.
-4.19 Determine
pronunciations, meanings,
alternative word choices, and
parts of speech of words using
dictionaries and thesauruses
-8.19 Identify and analyze
sensory details and figurative
language
-14.4 Respond to and analyze
the effects of sound, form,
figurative language, and
graphics in order to uncover
meaning in poetry.
-19.20 Write poems using
poetic techniques (alliteration,
onomatopoeia, rhyme
scheme), figurative language
(simile, metaphor,
personification), and graphic
elements (capital letters, line
length, word position).
-24.3 Obtain information
from a variety of sources,
organizing information,
documenting sources
-27.3 Create a media
presentation using effective
images, text, music, sound
effects, or graphics.
-4.19 Determine
pronunciations, meanings,
alternative word choices, and
parts of speech of words using
dictionaries and thesauruses
3.12 Give oral presentations
to different audiences for
various purposes, showing
appropriate changes in
delivery (gestures,
vocabulary, pace, visuals) and
using language for dramatic
effect.
-8.21Recognize organizational
structures (chronological
order, logical order, cause
and effect, classification
schemes).
-9.4 Relate a literary work to
information about its setting.
-19.18 Write formal letters to
correspondents
-4.18 Determine the meaning
of unfamiliar words using
knowledge of common Greek
and Latin roots, suffixes, and
prefixes
-8.20 Identify and analyze
author’s use of dialogue and
description
-17.3Identify and analyze
structural elements particular
to dramatic literature (scenes,
acts, cast of characters,
stage directions) in the
plays they read, view, write,
and perform.
-17.4 Identify and analyze the
similarities and differences
between text and its film or
play version.
-18.3 Develop characters
through the use of basic
acting skills
-19.23 Write multi-paragraph
compositions that have clear
topic development, logical
organization, effective use of
detail, and variety in sentence
structure.
-23.11Organize ideas for
writing compare-and-contrast
essays.
-4.19 Determine
pronunciations, meanings,
alternative word choices, and
parts of speech of words using
dictionaries and thesauruses
-8.20 Identify and analyze
author’s use of dialogue and
description
-9.4 Relate a literary work to
information about its setting.
-12.3 Identify and analyze
structural elements of setting,
characterization, and plot
(including conflict)
-19.17 Write a short
explanation of a process that
includes a topic statement,
supporting details, and a
conclusion
-21.4 Revise writing to
improve level of detail and
precision of language after
determining where to add
images and sensory detail,
combine sentences, vary
sentences, and rearrange text.
Fiction
Tall Tales
Poetry
Short Story
Historical Fiction
Non-Fiction
Drama/Plays
Imaginative Drama
“Person to Person”
“Give It All You’ve Got”
“Nature’s Fury”
“Voices of the Revolution”
“One Land Many Trails”
“Animal Encounters/
Survival”
Genre
Theme
Grade 5 English
Annual Curriculum Map
September-November
(Term 1)
Major
Projects
Materials
November-January
(Term 2)
-Research Project
-Personal Narrative
-Imaginative Writing
-Descriptive Writing
-Media Presentation
-Poetry Writing
Houghton Mifflin Reading
Grade 5 Expeditions
Houghton Mifflin Reading
Expeditions
Theme 4
Selection 1
Mariah Keeps Cool
Selection 2 Mom’s Best
Friend
Selection 3 Yang the Second
and Her Secret Admirers
Selection 3 Dear Mr.
Henshaw
Theme 1 (p.102-129)
Focus on Genre:
all Tales
Theme 1
Selection 1 Earthquake Terror
Selection 2 Eye of the Storm
Selection 3 Volcanoes
Trade Book: Dear Mr.
Henshaw
Trade book: The Big Wave
by Pearl Buck
Houghton Mifflin English
Grade 5
Part 1 Unit 2 Nouns
Part 1 Unit 3 Verbs
Part 1 Unit 5 Capitalization
and Punctuation
Part 2 Section 1 Unit 8
Personal Narrative
Part 2 Section 2 Unit 11
Research Report
Houghton Mifflin English
Grade 5
Part 1 Unit 1 The Sentence
Part 1 Unit 7 Adverbs and
Prepositions
Part 2 Section 3 Unit 13
Persuasive
Houghton Mifflin Spelling
Grade 5
Cycle 3 Unit 15
Cycle 3 Unit 16
Cycle 4 Unit 22
Theme 2
Selection 1 Michelle Kwan:
Heart of a Champion
Selection 2 La Bamba
Selection 3 The Fear Place
Selection 4 Mae Jemison
Theme 2 (p. 232-253)
Focus on Genre: Poetry
Houghton Mifflin Spelling
Grade 5
Cycle 1 Unit 1
Cycle 1 Unit 2
Cycle 1 Unit 3
Cycle 1 Unit 4
Cycle 1 U nit 5
Cycle 2 Unit 7
Cycle 2 Unit 8
Cycle 2 Unit 9
Cycle 2 Unit 10
January-March
(Term 3)
March-June
(Term 4)
July-August
(Term 5)
-Personal Response/Formal
Letter
-Autobiographical Report
-Oral Presentation
Houghton Mifflin Reading
Expeditions
-Compare/Contrast Essay
-Dramatization and Staging
-Book Report
-Journal Writing
-Short Story
-Field Experience
Houghton Mifflin Reading
Expeditions
Houghton Mifflin Reading
Expeditions
Theme 3 p.254-335
Selection 1 And Then
What Happened, Paul Revere?
Selection 2 Katie’s Trunk
Selection 3 James Forten
Theme 5 (p. 572-593)
Focus on Genre:
Autobiography
Theme 5
Selection 1 A Boy Called
Slow
Selection 2 Pioneer Girl
Selection 3 Black Cowboy,
Wild Horses
Selection 4 Elena
Theme 4 (p.440-460)
Focus on Genres: Plays
Theme 6 p.594-673
Selection 1 The Grizzly Bear
Family Book
Selection 2 The Golden Lion
Tamarin Comes Home
Selection 3 My Side of the
Mountain
Trade Book: The Fighting
Ground
Trade Book: Free Choice
Houghton Mifflin English
Grade 5
Part1 Unit 4 Adjectives
Part 2 Section 3 Unit 12
Express Opinion
Houghton Mifflin English
Grade 5
Part 1 Unit 6 Pronouns
Part 2 Section 2 Unit 10
Compare and Contrast
Houghton Mifflin Spelling
Grade 5
Cycle 2 Unit 11
Cycle 3 Unit 13
Cycle 3 Unit 14
Cycle 5 Unit 25
Cycle 5 Unit 27
Houghton Mifflin Spelling
Grade 5
Cycle 3 Unit 17
Cycle 4 Unit 19
Cycle 4 Unit 20
Cycle 4 Unit 21
Cycle 4 Unit 23
Cycle 5 Unit 26
Cycle 5 Unit 28
Cycle 5 Unit 29
Cycle 6 Unit 31
Trade Book: Hatchet
Houghton Mifflin English
Grade 5
Part Unit
Part 2 Section 1 Unit 9 Story
Writing
Houghton Mifflin Spelling
Grade 5
Cycle 6 Unit 32
Cycle 6 Unit 33
Cycle 6 Unit 34
Cycle 6 Unit 35
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Grade 5 English
Annual Curriculum Map
Assessment
Grammar
Usage/Mechanics/
Spelling
September-November
(Term 1)
November-January
(Term 2)
January-March
(Term 3)
March-June
(Term 4)
July-August
(Term 5)
-Writing Rubric
-Performance Assessment
Project
-Teacher/Student Conference
-Writing Portfolio
-Writing Rubric
-Performance Assessment
Project
-Teacher/Student Conference
-Writing Portfolio
-Writing Rubric
-Performance Assessment
Project
-Teacher/Student Conference
-Writing Portfolio
-Writing Rubric
-Performance Assessment
Project
-Teacher/Student Conference
-Writing Portfolio
Information/ Study
Skills/Writing Skills:
Note Taking
A Memo
Paraphrasing and
Synthesizing
Evaluating Information for
Accuracy and Bias
Interviewing
Information/Study
Skills/Writing Skills:
Using Print and Electronic
Reference Sources
Using Print and Electronic
Card Catalogs
Graphic Aids
Using the Internet
Selecting the Appropriate
Reference Source
Using Parts of a Book and an
Index
Summarizing Text
Graphically: Schedule, Time
Line, Venn Diagram
Information/Study
Skills/Writing Skills:
Using Multiple Sources to
Locate Information
Comparing Information in
Different Forms
Adjusting Reading
Rate/Method of Reading
Information/Study
Skills/Writing Skills:
Using a Word Processor to
Write a Report
Comparing Information from
More Than One Source
Using Multiple Sources of
Information to Present
Information About a Topic
Creating and Organizing Disk
Files
-Writing Rubric
-Performance Assessment
Project
-Teacher/Student Conference
-Writing Portfolio
-Journal
Information/Study
Skills/Writing Skills:
Preparing a Report Using
Text, Graphic Aids, and
Pictures
Evaluate the Effects of Media
on Daily Life
Completing Applications and
Forms
Structural Analysis:
Syllabication-VCCV Pattern
VV pattern
Words Ending in -ed or
-ing
Suffixes –ly,-ness,-ment,
-ful, -less
Compound Words
Phonics/Spelling:
Consonant Clusters
VCCV Pattern
Less Common Long e
Spellings
Double Consonants
/s/ and /z/ sounds
Vocabulary Skills:
Base Words and Inflected
Forms
Multiple Meaning Words
Prefixes
Connotation
Structural Analysis:
Base Words
Syllabication
Prefixes, re-, dis-, un-, and
Suffixes –ness, -ment, -ful, less, -ion
Root Words struct and rupt
Compound Words
Roots spec/t and opt
Word Roots graph, tract
Suffixes –ward and -ous
Suffixes –vie and -ic
Phonics/Spelling:
Short Vowels
Long Vowels /ā/, /ē/, /ī/
Long Vowel /ō/, /ōō/, and
/yōō/
Silent Consonants
/ou/, /ô/, /oi/
/ôr/, /âr/, /är/
/ûr/, and /îr/
Structural Analysis:
Possessives and Contractions
Syllabication VCCV and
VCV Patterns
Prefixes sub- and surBase Words and Root Words
struct, rupt, spec, spect, opt
Phonics/Spelling:
Final /әr/
Final Digraphs
Final /l/ and /әl/
Vocabulary Skills:
Synonyms
Spelling Table/Pronunciation
Key
Antonyms
Grammar Skills:
Subject Verb Agreement;
Regular and Irregular Verbs
Conjunction and Compound
Sentences
Phrases with have; teach,
learn; let, leave; sit, set; can,
may; lie, lay; raise, rise
Adjectives; Proper Adjectives
Structural Analysis:
Prefixes un-, dis-, in-, re-;
Suffix –ion
Syllabication VV, VCV,
VCCV, and VCCV Patterns
Stressed and Unstressed
Syllables
Suffixes –ward, -ous, -ive, -ic,
-ed, -ing, -ly, -ness,-ment, ful, -less
Review of Syllabication
Changing Final y to i
Prefixes sub-, surPhonics/Spelling:
Final /ĭj/, /ĭv/, /ĭs/
Words Beginning a-, beFinal /n/, /әn/, /chәr/, and
/zhәr/ sounds
Initial and Medial Digraphs
Structural Analysis:
Prefixes com-, con-, en-, ex-,
pre-, proThree Syllable Words
Suffixes -ent, -ant,-able,
-ible
Phonics/Spelling:
/k/ and /kw/ Sounds
Consonant Alterations
Vowel Alterations
Vocabulary Skills:
Using Context
Using a Thesaurus
Synonyms, Antonyms;
Analogies
Variations in Pronunciation
Idioms and Run-on Entries
Grammar Skills:
Contractions with not;
Negatives
Prepositions; Prepositional
Phrases
Commas in a Series;
Interjections
3
Grade 5 English
Annual Curriculum Map
September-November
(Term 1)
November-January
(Term 2)
Grammar Skills:
Comparing with Adjectives;
Comparing with good and
bad
Common Proper, Singular,
Singular Possessive, and
Plural Possessive Nouns
Commas
Main Verbs, Helping Verbs,
and combining Sentences
with Helping Verbs
Interjections; Quotations
Abbreviations; Titles
Linking Verbs, Verb Tenses,
and Subject Verb Agreement
Action Verbs and Direct
Objects
Vocabulary SkillsDictionary:
Using a Thesaurus
Alphabetical Order and Guide
Words
Definitions
Word Families
Multiple Meaning Words
Word Histories
Homophones
Syllables
Grammar Skills:
Kinds of Sentences: Subject
sand Predicates
Conjunctions; Compound
Sentences
Singular and Plural Nouns
Homophones and Analogies
Common and Proper Nouns;
Singular and Plural
Possessive Nouns
Adverbs and Comparing with
Adverbs
Action Verbs; Direct Objects
Main Verbs and Helping
Verbs; Linking Verbs
Verb Tenses
Prepositions and Prepositional
Phrases
Kinds of Sentences
January-March
(Term 3)
March-June
(Term 4)
July-August
(Term 5)
Vocabulary Skills:
Analogies
Suffixes
Parts of Speech
Connotations; Homophones
Word Histories
Grammar Skills:
Subject and Object Pronouns;
Using I and Me
Proper Adjectives,
Abbreviations, Titles, and
Quotations
Possessive Pronouns;
Contractions with Pronouns
Using we and us with Nouns
Comparing with Adverbs
Regular and Irregular Verbs;
Verb Phrases with have;
teach, learn; let, leave; sit, set;
can, may; lie, lay; rise, raise
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