th
Alief ISD
5 Grade ELAR
Pacing Guide
Resources &
Question Stems
Resources by Genre
Genre
Expository
Texas Treasures
•
•
•
•
•
Resources
*See LA Specialist for campus specific resources*
Maya Lin, Architect of Memory
The Story of Radio
Hidden Worlds
Rattlers!
These Robots are Wild!
• Up in the Air: The Story of Balloon Flight
•
•
•
•
•
•
•
•
•
•
•
•
•
Hurricanes
Going the Distance
A Tale Told Around the World
Tricky Tales
Thomas Alva Edison, Inventor
Spirit of Endurance
Ultimate Field Trip 5: Blasting Off to Space Academy
Heroes in Time of Need
National Parks: Our National Treasure
A Historic Journey
The Work of Giants
The National Spelling Bee
A Dream Comes True
Persuasive
Texas Treasures
Fiction
Texas Treasures
•
Excerpt from Paul Revere’s Ride
Read Aloud Anthology
•
Dear World: How Children Around the World Feel
About Our Environment
•
The Gettysburg
•
•
•
•
•
•
•
•
•
•
•
•
Goin’ Someplace Special
Shiloh
The Night of San Juan
Sleds on Boston Common
A Voice in the Dark
The Hungriest Dog
The Unbreakable Code
Ben’s Bugs Slugs
The Flight of Icarus
Zathura
Skunk Scou
Valley of the Moon: The Diary of
Maria Rosalia de Milagros
• A Twist in the Trail
• Miss Alaineus
• Bravo, Tavo!
• The Gri Gri Tree
• A Welcome Gift
Read Aloud Anthology
• La Bamba
Other Resources
•
•
•
•
•
•
•
•
•
Comprehension Toolkit (multiple short expository
text pieces)
Newspapers
Time For Kids (Various texts)
Story Works (Various Texts)
Scope (Various Texts)
Junior Scholastic (Various Texts)
Action (Various Texts)
National Geographic (Various Texts)
Scholastic News (Various Texts)
Other Resources
•
•
•
•
•
•
•
•
•
•
•
Comprehension Toolkit (multiple short expository
text pieces)
Newspapers
Letters to the Editor
Political Ads
Time For Kids (Various texts)
Story Works (Various Texts)
Scope (Various Texts)
Junior Scholastic (Various Texts)
Action (Various Texts)
National Geographic (Various Texts)
Scholastic News (Various Texts)
Other Resources
•
•
•
•
Various Novel Sets (see LA Specialist for titles
available at each campus)
Read Aloud Novels
Story Works (Various Texts)
Scope (Various Texts)
Poetry
Texas Treasures
Myths, Folktales,
Legends
Texas Treasures
• Excerpt from Paul Revere’s Ride
• The Termites
• Hot –Air Balloon Haiku
• Suspense
• Navajo Code Talkers: Five Cinquians
• Home on the Range
• A Symphony of Trees
• Tradition
Read Aloud Anthology
• Tradition
• Mojave
• The Mother of The Movement
• The Circle and the Poles
• All But the Blind
• The Microscope
•
•
•
•
•
•
•
•
•
Sally Ann Thunder Ann Whirlwind
How the Whale Got His Throat
Yeh – hsien
A Seeing Stick
The Golden Mare, the Firebird, and the Magic Ring
Blancaflor
Davy Crockett Saves the World
The Fox and the Crow
Tell it Like It Was
Drama
Texas Treasures
Literary Nonfiction
Texas Treasures
•
Catch of the Day, A Trickster Play
Reading Genres Study Guide & Read Aloud Anthology
•
It Couldn’t Be Done
•
A Boy Named Abe
•
A Thousand Miles to Freedom
•
The Golden Door
•
Jane Addams and Hull House
•
Round the World with Nelly Bly
Biographies
•
Love at First Sight
•
Black Cowboy, Wild Horses
Reading Genre Study Guide
•
Sharing Science with the World
Read Aloud Anthology
•
Born in the Saddle
•
John Muir: Man of the Mountains
•
The Montgolfier Brothers
Autobiographies
•
Through My Eyes
Reading Genre Study Guide
•
Excerpt: Theodore Roosevelt – An Autobiography
Read Aloud Anthology
•
Snakebite
Procedural
Texas Treasures
•
•
•
•
•
Going the Distance
Kitchen Alchemy
Water a Portable Potable
Everybody Can Serve
Time for Kids
Other Resources
•
•
•
•
•
Various Novel Sets (see LA Specialist for titles
available at each campus)
Read Alouds
Story Works (Various Texts)
Scope (Various Texts)
Comprehension Toolkit (Moon & Secrets)
Other Resources
•
•
•
•
Various Novel Sets (see LA Specialist for titles
available at each campus)
Read Alouds
Story Works (Various Texts)
Scope (Various Texts)
Other Resources
•
•
•
•
Various Novel Sets (see LA Specialist for titles
available at each campus)
Read Alouds
Story Works (Various Texts)
Scope (Various Texts)
Other Resources
•
•
•
•
•
•
•
•
•
•
•
Comprehension Toolkit (multiple short expository
text pieces)
Various Novel Sets (see LA Specialist for titles
available at each campus)
Read Alouds
Newspapers
Time For Kids (Various texts)
Story Works (Various Texts)
Scope (Various Texts)
Junior Scholastic (Various Texts)
Action (Various Texts)
National Geographic (Various Texts)
Scholastic News (Various Texts)
Other Resources
•
•
•
•
•
•
•
•
•
Comprehension Toolkit (multiple short expository
text pieces)
Newspapers
Time For Kids (Various texts)
Story Works (Various Texts)
Scope (Various Texts)
Junior Scholastic (Various Texts)
Action (Various Texts)
National Geographic (Various Texts)
Scholastic News (Various Texts)
Genre
Expository
Question Stems by Genre
Question Stems
5.11 (A) Readiness
This article is mostly about—
What is the main idea of this information?
What are the four most important facts in this information? (sorting important facts from unimportant facts leads
to an accurate summary)
Which of these is the most complete summary of this information?
Which of these is the most complete summary with the accurate order of the information in the article?
5.11 (B) Supporting
Which of the following is a fact in this selection and how are you certain it is a fact?
How do you know that ___ is a fact in this article?
What information in this selection is presented as a fact?
What could cause you to change your mind about a fact you identified not being a fact?
5.11 (C) Readiness
How did the author show that ___ and ___ have many features in common? (classification schemes)
From information in this selection, how are ___ and ___ alike (or different) (compare & contrast)
Why was the order of the events in this newspaper so important? (sequence)
The reader can conclude ___about the effect of ___ because– (cause-and-effect)
5.11 (D) Readiness
How would you find ___ in this information?
Which of the following would be helpful in finding information about ___?
5.11 (E) Readiness
One similarity between both selections in that both show—
One idea presented in both of these selections is—
Which detail in ___’s letter shows he felt the same way about ___as the ___ in the newspaper article?
Why was the ___ mentioned in both articles?
What do ___and___ have in common?
Use Venn diagrams to compare and contrast ideas across two or three texts.
Dual Code: 5.11/Fig. 19D
The reader can tell from this information that ___.
Which sentence from the selection tells you that___?
What can the reader conclude about ___?
What can the reader conclude from sentence ___ in paragraph ___?
Cite the text evidence that tells the reader that ___.
The fact that ____ is important because ___.
Which sentence supports the idea that ___?
Locate the sentence in the selection that tells the reader that ___?
Dual Code 5.11/Fig. 19E
The four most important events in this selection are___.
Which four events are important in this selection?
Which is the best summary of this selection?
Persuasive
Dual Code 5.11/Fig. 19F
What is a major idea found in both selections?
An idea presented in both the article and the biography is ___.
The story and the article both present ideas about ___.
Why was ___ mentioned in both the newspaper article and the story with the journal?
What is the theme in both selections?
Persuasive
5.12 (A) Supporting
How did the author of this selection reveal his viewpoint in the argument? (Reader has to identify a comparison,
cause-and-effect statements, or parallel statements.)
The author’s position on ___ is ____.
The author compared ___ to ____ to support his position in the argument.
What phrase did the author use to reinforce his position in the argument?
5.12 (B) Supporting
Which statement by the author seems to be an exaggeration of the facts in this selection?
What text evidence proves that the author contradicted his earlier statements in this selection?
How did the author try to mislead the reader?
Dual Code 5.12/Fig. 19D
What is the author trying to persuade the reader to do?
Cite the facts that specifically support the author’s argument.
What evidence does the author provide to prove his argument?
Fiction
Dual Code 5.12/Fig. 19E
The four most important events in the selection are ___.
Which four events are important in this selection?
5.6 (A) Readiness
Why are paragraphs ___ through ___ important in this story?
Why is paragraph ___ important in this story?
What event helps the reader predict what will happen next?
The reader can tell that ___ will ___ because ____.
What happened when ____?
5.6 (B) Readiness
What can you tell about ___ and ____?
At the beginning of the story how does ___ feel about ____?
How did __’s feelings about __ change by the end of the story?
How does ___ most likely feel at the end of the story?
__ is irritated with ____ in paragraph ___ because ____
What was ___’s role in the argument?
How did ___ help to solve the conflict?
What was an important role for ___ in this story?
5.6 (C) Supporting
In this story, how did the author learn about what happened to ___?
The author tells this story from whose viewpoint?
This story is told from the viewpoint of ___?
Dual Code 5.6/Fig. 19D
The reader can tell from the story that ___?
Which sentence in the story tells you that ___?
What can you conclude about ___?
Once conclusion that can be made about ___ is ___.
Dual Code 5.6/Fig. 19E
What is the story mostly about?
Which of these is the best summary of this story?
What are paragraphs ___ through ___ mostly about?
What are the four most important events in this story and what do these events have in common?
Poetry
Dual Code 5.6/Fig. 19F
What is an idea found in both selections?
What is a similarity between both selections?
Identify one difference in the two selections?
How do the author’s opinions differ in the two selections?
The most significant difference between the two selections is ___.
5.4 (A) Supporting
How is the poet’s message in this poem enhanced by the repetition of a phrase over and over?
The rhyme in this poem improves understanding of the poem’s message by—
What sound effects does the poet use in this poem to focus on the poem’s message?
Dual Code 5.4/Fig. 19D
What conclusion can be made about the speaker in this poem from these lines?
How does the speaker feel in this poem?
Read line ____ from the poem. What can you tell about ___ from this line?
The dialogue in lines ___ and ___ tell the reader that___.
The poem’s title is ___ because___.
Why does the poet use an exclamation mark in line ___?
What change is the poet showing in line ___?
Which line in this poem told the reader that ___ was ___?
Dual Code 5.4/Fig. 19E
Which is the best summary of this poem?
Theme & Genre
(Myths, Folktales,
Legends)
What is this poem mostly about?
5.3 (A) Supporting
What do the lessons in ___ and ___ have in common?
What is a common theme in both of these stories?
In comparing ___ and ___, what was the difference in the moral/lessons in the two selections?
A theme found in both stories is ___.
What is a major idea found in both stories?
Which of these is an idea presented throughout both selections?
5.3 (B) Supporting
What did ___ sense that prevented a tragedy?
How did ___ know that he should go?
What happened that caused ___ to change his mind?
5.3 (C) Supporting
The historical context of this story is important because—
How does the author use an important historical event to guide events in this story?
How does an event that happened in American history affect the overall theme of this story?
Dual Code 5.3/Fig. 19D
What conclusion can be made about the hero in this legend from these lines?
What can you tell about ___?
What text evidence from the fable tells you that ___?
How do you know that ___ was ___?
Dual Code 5.3/Fig. 19E
What is this story mostly about?
Which of these is the best summary of this story?
What are paragraphs ___ through ___ mostly about?
What are the four most important events in this story and what do these events have in common?
Drama
Dual Code 5.3/Fig. 19F
What is an idea found in both selections?
What is a similarity between both selections?
Identify one difference in the two selections?
How do the authors’ opinions differ in the two selections?
The most significant difference between the two selections is ___.
5.5 Supporting
Describe why this play is an outstanding example of dramatic literature.
This play is an outstanding example of dramatic literature because—
Which element of dramatic literature is missing from this play?
5.5 (A) Supporting
How is the original story of ___ different from the dramatic adaptation ___?
Which of the following is a significant difference between the play ___ and the original story ___?
How are the original play ___ and the original story ___ alike (or different)?
Dual Code 5.5/Fig. 19D
This play is an outstanding example of dramatic literature because ___.
What can be inferred about ___ from this excerpt “_____”?
Which element of dramatic literature is missing from this play?
How is Scene 1 different from Scene 2?
How does the poet set the tone of the play in Scene 1?
The reader can tell from Act 1 of this play that ___.
What did ____ (character) mean when he/she said “___”?
Literary Nonfiction
Dual Code 5.5/Fig. 19E
Which is the best summary of Scene 2?
What is this play mostly about?
What are the three most important events in Scene 1?
What do the three most important events in Scene 1 have in common?
5.7 (A) Supporting
In paragraph ___, the ___ symbolizes ___.
In paragraph ___, the author states that “ “ to help the reader understand—
Why does the author describe ___ as “___”?
Read this sentence from paragraph __. What does the author mean by this line?
Dual Code 5.7/Fig. 19D
What evidence in this biography tells the reader that ___ was ___?
What was ___’s most important priority?
What significant character trait did ___ have that made him/her successful?
Dual Code 5.7/Fig. 19E
The four most important events in this selection are ___.
Which four events are important in this selection?
Which is the best summary of this selection?
Procedural
Dual Code 5.7/Fig. 19F
What is an idea found in both selections?
What is a similarity between both selections?
Identify one difference in the two selections.
How do the authors’ opinions differ in the two selections?
The most significant difference between the two selections is ___.
5.13 (A)
In conducting this science experiment, what do you do after ___?
In conducting this science experiment, what do you do before ___?
What equipment do we need for this science experiment?
When making ___, what is the last step to follow?
Complete this task by following these steps.
If ___ happens while making this ___, what should you do?
List the steps in a procedure you would follow to make ___?
5.13 (B)
What is a conclusion that can be made from the information in the graph?
What can you conclude about ___ from this chart?
How does the illustration included in this selection help the reader understand ___?
What information in the map is invaluable to the ___?
What conclusion can you draw from the map?
Dual Code 5.13/Fig. 19 D
In this recipe what word tells you that measuring ingredients correctly is important?
What can you tell will happen if Step #___ is not followed?
Why is Step #___ important?
What will happen if all the steps in this procedure are followed correctly?