ELA Curriculum Map Grade 5
Reading Focus: Literature
Unifying Concept: Everyone Has a Story to Tell
Writing Focus: Opinion
Target Standards are emphasized during the quarter and used in a formal assessment to evaluate student mastery.
Highly-Leveraged1 are the most essential for students to learn because they
have endurance (knowledge and skills are relevant throughout a student's
lifetime); leverage (knowledge and skills are used across multiple content
areas); and essentiality (knowledge and skills are necessary for success in future
courses or grade levels).
5.RL.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).
5.RL.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
5.W.1a-d Write opinion pieces on topics or texts, supporting a point of view
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.
b. 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.
ELA Office of Curriculum Development, edition 3.0 ©
Quarter 1
Supporting are related standards that support the highly leverage standards in
and across grade levels.
5.RL.6 Describe how a narrator’s or speaker’s point of view influences how
events are described.
5.RL.7 Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., poem, folktale, myth, graphic novel, multimedia
presentation of fiction)
5.RI.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).
5.W.9a 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]").
5.L.1a-f Demonstrate command of the conventions of standard English and
usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in
general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have
walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
f. Construct one or more paragraphs that contain a topics sentence,
supporting details, relevant information, and concluding sentences.
5.L.2a-e Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the
sentence.
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?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
Page 1 of 15
ELA Curriculum Map Grade 5
AZCCRS
Constant Standards
are addressed
routinely every
quarter.
5.RL.1,2,5,10
5.RI.1,2,4,6,9,10,10a
5.RF.3a,4a-c
5.W.2a-e,3a-e, 4,4a,
5,6,7,8,10
5.SL.1a-d,4,5,6
5.L.3a-b,4a-c,5a-c,6
Student Standards
Identity 1 - Students will develop positive
social identities based on their membership
in multiple groups in society.
Identity 2 – Students will develop language
and historical and cultural knowledge that
affirm and accurately describe their
membership in multiple identity groups.
Diversity 6 – Students will express comfort
with people who are both similar to and
different from themselves and engage
respectfully with all people.
Justice 11 – Students will recognize
stereotypes and relate to people as
individuals rather than representatives of
groups.
Action 16 – Students will express empathy
when people are excluded or mistreated
because of their identities and concern when
they themselves experience bias.
Anti-Bias Framework
http://perspectives.tolerance.org/?qnode/494
Recommended Short Texts: Choose 3-5
Aesop’s Fables, pp.106-107
Ant and the Dove, The, TE p. 162G
Amazing Mallika, Jami Parkison
Brave Irene, William Steig
Bundle of Sticks, The, TE p. 162G
Casey At Bat, TE p. 138G
Goin’ Some Place Special, Patricia McKissack
Grandfather’s Journey, Allen Say
“I Have a Dream,” TE p.90G
Jackson’s Plan, Linda Talley
John Henry, Julius Lester
Man Who Walked Between the Towers, The, Mordicai Gerstein
ELA Office of Curriculum Development, edition 3.0 ©
Selected Readings of Complex Text
Adopted Anthology: Harcourt Trophies
Recommended Extended Texts: Choose 1-2
Bud, Not Buddy, Christopher Paul Curtis
Dear Mr. Henshaw, Beverly Cleary
Dear Mrs. Parks, Rosa Parks
Elena, Diane Stanley
Folktales From Asia, various authors
Hatchet, Gary Paulsen
Iditarod Dream, Ted Wood
Island of the Blue Dolphins, Scott O’Dell
Maniac Magee, Jerry Spinelli
Sees Behind Trees, Michael Dorris
Hot and Cold Summer, The, Johanna Hurtz
Walk Two Moons, Sharon Creech
We’ll Never Forget You, Roberto Clemente, Trudie Engel
Woodsong, Gary Paulsen
Yang the Third and Her Impossible Family, Lensey Namioka
Big Ideas
Enduring
Understandings:
The more we learn about
ourselves the better we can
understand and appreciate
differences in others
Essential Questions:
1. How does knowing more
about ones self help me
appreciate diversity in
others?
2. How does the author
show how characters
develop throughout a story?
3. What tools does the
author use to show the
development of a
character?
4. How does cultural
knowledge, historical
knowledge, and events
impact our social identity?
Meet the Author, pp. 41, 63, 85
New Kid,The, TE p. 20G
Poems: Sounds of Nature, pp.64-65
Sebastian’s Violin, TE p.70G
Suling Wang p. 179
Ted Wood p. 197
Thank you Mr. Falkner by P. Polacco
Travelers and the Bear, The, p.108
Wall, The, Eve Bunting
Wolf and the Do, The, TE p. 184G
Yellow Star: The Legend of King Christian X of Denmark, The, Carmen Agra Deedy
Page 2 of 15
ELA Curriculum Map Grade 5
Multicultural Adoptions:
Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy US
Marshall, Vaunda Micheaux Nelson
Boy Named Beckoning: The True Story of Dr. Carlos Montezuema, Native
American, The
El Deafo, Cece Bell
Hero, Gina Capaldi
Higher Power of Lucy, The, Susan Patron
Planting the Trees of Kenya: The Story of Wangari Maathae, Claire Nivola
Quiet Hero: The Ira Hayes Story, SD Nelson
Weedflower, Cynthia Kadohata
When My Name was Keoko, Linda Sue Park
Wonder, RJ Palacio
Research Component
Teacher directed research essay on the woman of San Nicolas Island. Research
skills will be taught whole group and the teacher and the students will write an
essay detailing the life of the woman on San Nicolas Island.
Instructional and Assessment Guides
Writing Sample
http://www.azed.gov/assessment/files/2016/02/writingsamplesg4rg02012016.pdf
Writing Guide
http://www.azed.gov/assessment/files/2014/05/3-5-opinion-writing-guide.pdf
Writing Rubric
http://www.azed.gov/assessment/files/2014/05/grade-3-5-opinion-writing-rubricazmeritupdated3a.pdf
DOK Levels
http://www.azed.gov/assessment/files/2014/11/dok-levels.pdf
DOK Stems
http://www.azed.gov/assessment/files/2014/11/dok-question-stems.pdf
Hess’s Matrix
http://www.azed.gov/assessment/files/2014/11/hess-matrix.pdf
Performance Level Descriptors
http://www.azed.gov/assessment/files/2014/05/ela-pld-grade-5.pdf
Scholastic Leveled Bookroom Adoptions:
Level Q:
Just Juice, Karen Hesse
Level S:
Bluish, Virginia Hamilton
Shade of the Nispero Tree, In The, Carmen T. Bernier-Grand
Level U:
Knots in My Yo-Yo String, Jerry Spinelli
Level W:
Drawing from Memory, Allen Say
Narrative Component
Students will write an essay about an event in his/her life that had a profound
effect and changed them as a person.
What goals do you have for the coming school year? Student will write an essay
explaining their goals and a plan on how they will accomplish each one of them.
How will accomplishing these goals help them grow as a person?
Additional Instructional Resources
Electronic Resources and Alternative Media:
Sesame Street: Bruno Mars: “Don't Give Up”,
https://www.youtube.com/watch?v=pWp6kkz-pnQ
Scott O’Dell, http://www.scottodell.com/Pages/Biography.aspx
California Missions Resource Center,
http://www.missionscalifornia.com/stories/lone-woman-san-nicolas-island.html
Monterey Bay Aquarium, http://www.montereybayaquarium.org/
NEWSELA, www.newsela.com
Amazing Kids of Character: Perseverance,
https://www.youtube.com/watch?v=S7vouKO84oI
1
This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in Massachusetts, USA.
http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
ELA Office of Curriculum Development, edition 3.0 ©
Page 3 of 15
ELA Curriculum Map Grade 5
Reading Focus: Informational
Unifying Concept: How the World Works
Writing Focus: Informative/Explanatory
Target Standards are emphasized during the quarter and used in a formal assessment to evaluate student mastery.
Highly-Leveraged1are the most essential for students to learn because they
have endurance (knowledge and skills are relevant throughout a student's
lifetime); leverage (knowledge and skills are used across multiple content
areas); and essentiality (knowledge and skills are necessary for success in
future courses or grade levels).
5.RI.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
5.RI.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
5.RI.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.
5.W.2a-e Write informative/explanatory texts to examine a topic and convey
ideas and information 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.
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.
ELA Office of Curriculum Development, edition 3.0 ©
Quarter 2
Supporting are related standards that support the highly leverage standards in and
across grade levels.
5.RF.3a 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.
5.RF.4a-c Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
5.W.9b Draw evidence from literary or informational texts to support analysis,
reflection, and research.
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an
author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support with point[s]”).
5.SL.2 Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
5.SL.3 Summarize the points a speaker makes and explain how each claim is supported
by reasons and evidence.
5.L.3a-b 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.
5.L.4a-c 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.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue
to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes as clues to the
meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to determine or clarify the precise meaning of key words and
phrases.
Page 4 of 15
ELA Curriculum Map Grade 5
AZCCRS
Constant Standards
are addressed routinely
every quarter.
5.RL1,2,3,4,5,6,10
5.RI.3,4,6,8,9,10,10a
5.W.1a-d,3a-e,4,4a,5,
6,7,8,10
5.SL.1a-d,4,5,6
5.L.1a-f;2a-e,3a-b,
4a-c,5a-c,6
Student Standards
Identity 1 - Students will develop positive
social identities based on their membership
in multiple groups in society.
Identity 2 – Students will develop language
and historical and cultural knowledge that
affirm and accurately describe their
membership in multiple identity groups.
Diversity 7 – Students will develop
language and knowledge to accurately and
respectfully describe how people (including
themselves) are both similar to and different
from each other and others in their identity
group.
Justice 11 – Students will recognize
stereotypes and relate to people as
individuals rather than representatives of
groups.
Justice 12 – Students will recognize
unfairness on the individual level (e.g.,
biased speech) and injustice at the
institutional or systematic level (e.g.,
discrimination).
Selected Readings of Complex Text
Adopted Anthology: Harcourt Trophies
Recommended Extended Texts: Choose 1-2
Armenian Earthquake The, Christopher
Engholm
Everglades, Jean Craighead George
Hurricanes: Earth’s Mightiest Storms, Patricia
Lauber
Japanese Tsunami, 2011, The, Lauren Tarshis
Journal of C.J. Jackson: A Dust Migrant, The,
William Durbin
Oceans, Seymour Simon
Pakistan Earthquake, The, Colleen Adams
Seeing Earth From Space, Patricia Lauber
Series: Rescuing Animals from Disasters
Summer of Fire, Patricia Lauber
Survival in the Storm: the Dust Bowl Diary of
Grace Edwards, Katelan Janke
Tsunamis and other natural disasters: a
nonfiction companion to High Tide in Hawaii,
Mary Pope Osborne
Twisters and Other Terrible Storms: A
Nonfiction Companion to Twister on Tuesday,
Mary Pope Osborne
Volcanoes! Mountains of Fire, Eric Arnold
Big Ideas
Enduring Understandings:
Forces of nature shape and
reshape our planet impacting
our Earth and its inhabitants.
Essential Questions:
1. How do forces of nature
differ from one another?
2. How do changes in one
part of the Earth system
affect other parts of the
system?
3. How can our
understanding of the impact
changes on the earth help us
with our decision for our
planet?
4. How are humans and
wildlife affected by forces of
nature?
Action 16 – Students will express empathy
when people are excluded or mistreated
because of their identities and concern when
they themselves experience bias.
Anti-Bias Framework
http://perspectives.tolerance.org/?qnode/494
ELA Office of Curriculum Development, edition 3.0 ©
Page 5 of 15
ELA Curriculum Map Grade 5
Recommended Short Texts: Choose 3-5
Climate and Seasons p.312
Drop in My Drink, The, TE p. 296G
Dust Bowl, The, David Booth
Earth Shook: A Persian Tale, The, Donna Napoli
Earth Songs p. 340
Earthquakes, Seymour Simon
Giant Leap for Mankind, A, TE p. 348G
River Ran Wild, The, Lynn Cherry
Should We Put Out Fires?, TE p. 274G
Tsunamis, Thomas Adamson
Where the Forest Meets the Sea, Jeanie Baker
Wildfires, Seymour Simon
Harcourt Books For All Learners:
-Exploring the Everglades (Below)
-Alligators and the Everglades (On)
-Marjorie Stoneman Douglas Champion of the Everglades (Advanced)
-Yellowstone: Geology at Work (Advanced)
-Ring of Fire (ELL)
-Living With Hurricanes (Advanced)
-Volcanoes Destroyers & Creators (Advanced)
Multicultural Adoptions:
Eight Days: A Story of Haiti, Danticat Edwing
Grand Mosque of Paris: A Story of How Muslims save Jews During the
Holocaust, The, Karen Gray Ruelle
If the World were a Village: A Book about the World’s People, David
Smith
Kids on Strike, Susan Campbell Bartoletti
Mosque, David Macaulay
Out of the Dust, Karen Hesse
Place Where Hurricanes Happen, A, Renee Watson
Salsa Stories, Lulu Declare
Storm Called Katrina, A, Myron Uhlberg
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
Scholastic Leveled Bookroom Adoption:
Level R:
Great Fire, The, Jim Murphy
Level T:
Black Holes and Other Space Phenomena, Philip Steele
Lightning, Seymour Simon
Volcanoes and Earthquakes, Patricia Lauber
Volcanoes, Trudi Strain Trueit
Level Y:
Children of the Dust Bowl, Jerry Stanley
Research Component
From the text read in the unit, students will write an informational
essay on how a force of nature has impacted nature and its inhabitants.
Students will use their notes from the close readings text and
discussions in class to support their information.
Narrative Component
A-Mountain is located on Tucson’s southwest side. If it became an active
volcano, what would you do to survive the eruption? Students will write an
essay detailing what they and their family would do to survive this disaster.
ELA Office of Curriculum Development, edition 3.0 ©
Page 6 of 15
ELA Curriculum Map Grade 5
Instructional and Assessment Guides
Additional Instructional Resources
Writing Sample
Electronic Resources and Alternative Media:
http://www.azed.gov/assessment/files/2016/02/writingsamplesg4rg020 Michigan Technological University, Volcanoes
12016.pdf
National Geographic Kids, Earthquakes
National Geographic Kids, Hurricanes
Writing Guide
http://www.azed.gov/assessment/files/2014/05/3-5-informativeHow Stuff Works, Tsunamis
writing-guide.pdf
How Stuff Works, Causes of the Dust Bowl
History, 10 Things You Might Not Know About the Dust Bowl
Writing Rubric
http://www.azed.gov/assessment/files/2014/05/grade-3-5-informative- Read articles about natural disasters, https://newsela.com/
writing-rubric-azmeritupdated3a.pdf
Note Taking Sheet, Natural Disasters Note-Taking Sheet
National Geographic Kids, Freaky Forces of Nature
DOK Levels
http://www.azed.gov/assessment/files/2014/11/dok-levels.pdf
Search engines for students:
DOK Stems
http://www.azed.gov/assessment/files/2014/11/dok-question-stems.pdf Kidtopia, www.kidtopia.info
Kids Click, www.kidsclick.org
Hess’s Matrix
http://www.azed.gov/assessment/files/2014/11/hess-matrix.pdf
Go Gooligans, www.gogooligans.com
Kids Search, www.kidzsearch.com
Performance Level Descriptors
http://www.azed.gov/assessment/files/2014/05/ela-pld-grade-5.pdf
1
This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in
Massachusetts, USA. http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
ELA Office of Curriculum Development, edition 3.0 ©
Page 7 of 15
ELA Curriculum Map Grade 5
Reading Focus: Literature
Unifying Concept:
Quarter 3
Writing Focus: Informative/Explanatory
Building Communities
Target Standards are emphasized during the quarter and used in a formal assessment to evaluate student mastery.
Highly-Leveraged1 are the most essential for students to learn because
Supporting are related standards that support the highly leverage
they have endurance (knowledge and skills are relevant throughout a
standards in and across grade levels.
student's lifetime); leverage (knowledge and skills are used across
5.RL.3 Compare and contrast two or more characters, settings, or events
multiple content areas); and essentiality (knowledge and skills are
in a story or drama, drawing on specific details in the text (e.g., how
necessary for success in future courses or grade levels).
characters interact).
5.RL.1 Quote accurately from a text when explaining what the text says
5.RL.4 Determine the meaning of words and phrases as they are used in a
explicitly and when drawing inferences from the text.
text, including figurative language such as metaphors and similes.
5.RL.2 Determine a theme of a story, drama, or poem from details in the
5.RI.9 Integrate information from several texts on the same topic in order
text, including how characters in a story or drama respond to challenges or to write or speak about the subject knowledgeably.
how the speaker in a poem reflects upon a topic; summarize the text.
5.W.9a Draw evidence from literary or informational texts to support
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together
analysis, reflection, and research.
to provide the overall structure of a particular story, drama, or poem.
a. Apply grade 5 Reading standards to literature (e.g., "Compare and
5.RL.7 Analyze how visual and multimedia elements contribute to the
contrast two or more characters, settings, or events in a story or a
meaning, tone, or beauty of a text (e.g., poem, folktale, myth, graphic
drama, drawing on specific details in the text [e.g., how characters
novel, multimedia presentation of fiction)
interact]").
5.W.2a-e Write informative/explanatory texts to examine a topic and
5.L.4a-c Determine or clarify the meaning of unknown and multipleconvey ideas and information clearly.
meaning words and phrases based on grade 5 reading and content,
a. Introduce a topic clearly, provide a general observation and focus, choosing flexibly from a range of strategies.
and group related information logically; include formatting (e.g.,
a. Use context (e.g., cause/effect relationships and comparison in
headings), illustrations, and multimedia when useful to aiding
text) as a clue to the meaning of a word or phrase.
comprehension.
b. Use common, grade-appropriate Greek and Latin affixes and
b. Develop the topic with facts, definitions, concrete details,
roots as clues to the meaning of a word (e.g., photograph,
quotations, or other information and examples related to the topic.
photosynthesis).
c. Link ideas within and across categories of information using
c. Consult reference materials (e.g., dictionaries, glossaries,
words, phrases, and clauses (e.g., in contrast, especially).
thesauruses), both print and digital, to find the pronunciation and
d. Use precise language and domain-specific vocabulary to inform
determine or clarify the precise meaning of key words and phrases.
about or explain the topic.
5.L.5a-c Demonstrate understanding of figurative language, word
e. Provide a concluding statement or section related to the
relationships, and nuances in word meanings.
information or explanation presented.
a. Interpret figurative language, including similes and metaphors
in context.
b. Recognize and explain the meaning of common idioms, adages,
and proverbs.
c. Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
ELA Office of Curriculum Development, edition 3.0 ©
Page 8 of 15
ELA Curriculum Map Grade 5
AZCCRS
Constant Standards are
addressed routinely every
quarter.
5.RL.6,10
5.RI.1,2,3,4,6,8,10,10a
5.RF.3a,4a-c
5.W.1a-d,3a-e,4,4a, 5, 6,
7, 8,10
5.SL.1a-d,4,5,6
5.L.1a-f,2a-e,3a-b,6
Student Standards
Identity 1 - Students will develop positive
social identities based on their membership in
multiple groups in society.
Identity 2 – Students will develop language and
historical and cultural knowledge that affirm
and accurately describe their membership in
multiple identity groups.
Diversity 7 – Students will develop language
and knowledge to accurately and respectfully
describe how people (including themselves) are
both similar to and different from each other
and others in their identity group.
Diversity 8 – Students will effectively express
curiosity about the history and lived experiences
of others and will exchange ideas and beliefs in
an open-minded way.
Justice 11 – Students will recognize stereotypes
and relate to people as individuals rather than
representatives of groups.
Selected Readings of Complex Text
Adopted Anthology: Harcourt Trophies
Recommended Extended Texts: Choose 1-2
Adam Canfield of the Slash, Michael Winerip
Dear Mr. Henshaw, Beverly Cleary
Evelyn Cisneros Prima Ballerina, Charnan Simon
Frindle, Andrew Clements
Grow, Juanita Havill
Hattie’s Birthday Box, Pam Conrad
It’s Our World Too!: Young People Who Are Making a
Difference, Phillip Hoose
Landry News, The, Andrew Clements
Project Mulberry, Linda Sue Park
Satchmo’s Blues, Alan Schroeder
Seedfolks, Sid Fleischman
William Shakespeare and the Globe, Aliki
World of William Joyce Scrapbook, The, William Joyce
Big Ideas
Enduring
Understandings:
Communities are shaped
by time, place, culture,
events, and
circumstances.
Essential Questions:
1. How are communities
today similar to and
different from those in
the past?
2. Why is it important to
belong to a community?
3. Why do people form
communities?
4. What makes a
sustainable community?
Justice 12 – Students will recognize unfairness
on the individual level (e.g., biased speech) and
injustice at the institutional or systematic level
(e.g., discrimination).
Action 16 – Students will express empathy
when people are excluded or mistreated because
of their identities and concern when they
themselves experience bias.
Action 17 – Students will recognize their own
responsibility to stand up to exclusion,
prejudice, and in justice.
Anti-Bias Framework
http://perspectives.tolerance.org/?qnode/494
ELA Office of Curriculum Development, edition 3.0 ©
Page 9 of 15
ELA Curriculum Map Grade 5
Recommended Short Texts: Choose 3-5
Christmas in the Big House, Christmas in the Quarters, Patricia
McKissack
Community Helpers from A to Z, Bobbi Kalman
Composition, The, Antonio Skarmeta
Elizabeth I, TE p.390G
Going to School in India, Lisa Heydlauff
Homestead Act, The, pp.368-369
Life on a Plantation, Bobbi Kalman
No More Homework, No More Tests, Bruce Lasky
One More Green Apple, Eve Bunting
Perils of the Plains, The, TE p.368G
Serving Your Community, Christin Ditchfield
Story of Ruby Bridges, The, Robert Cole
Tomas and the Library Lady, Pat Mora
Virgie Goes to School With Us Boys, Elizabeth Fitzgerald Howard
Harcourt Books for All Learners:
-Taming the Land (Below)
-At Play on the Plains and Prairies (On)
-City Builders (ELL)
-Want to Be Me (ELL)
-Money, Money, Money (ELL)
-Holidays, Family and Fun (ELL)
-The Potluck Picnic (ELL)
Multicultural Adoptions:
If the World Were a Village: A Book About the
Kids on Strike, Susan Campbell Bartoletti
Grand Mosque of Paris: A Story of How Muslims Save Jews During the
Holocaust, The, Karen Gray Ruelle
Mosque, David Macaulay
Salsa Stories, Lulu Delacre
Wall, The, Peter Sis
Words of Heart, Sebestyen Quida
World’s People, David Smith
Scholastic Leveled Bookroom Adoptions:
Level S:
When Women Played Baseball, Caryn Hart
Level T:
Colonial Times(1600-1700), Joy Masoff
Drita, My Homegirl, Jenny Lombard
Level U:
The Life of Rice, Richard Sobol
Level Y:
The Devil’s Arithmetic, Jane Yolen
Research Component
From the text read in the unit, students will research and write an
informational essay on a community of their choice comparing the 19th
century versus the 21st century. Students will use their notes from the
close reading texts and discussions in class to support their information
ELA Office of Curriculum Development, edition 3.0 ©
Narrative Component
In a five-paragraph essay, students will write about their school
community and describe in detail how they contribute to the community.
Included in the essay is the student’s role and responsibilities for their
school community?
Page 10 of 15
ELA Curriculum Map Grade 5
Instructional and Assessment Guides
Writing Sample
http://www.azed.gov/assessment/files/2016/02/writingsamplesg4rg020120
16.pdf
Writing Guide
http://www.azed.gov/assessment/files/2014/05/3-5-informative-writingguide.pdf
Writing Rubric
http://www.azed.gov/assessment/files/2014/05/grade-3-5-informativewriting-rubric-azmeritupdated3a.pdf
DOK Levels
http://www.azed.gov/assessment/files/2014/11/dok-levels.pdf
DOK Stems
http://www.azed.gov/assessment/files/2014/11/dok-question-stems.pdf
Hess’s Matrix
http://www.azed.gov/assessment/files/2014/11/hess-matrix.pdf
Performance Level Descriptors
http://www.azed.gov/assessment/files/2014/05/ela-pld-grade-5.pdf
Additional Instructional Resources
Electronic Resources and Alternative Media:
NEWSELA, More sea turtles are nesting in Florida; scientists would like
to know why
Community Gardens, www.Youtube.com
About Education,
http://k6educators.about.com/od/languageart1/a/pen_pals.htm
World Wide Classroom,
http://www.worldwide.edu/travel_planner/pen_pals.html
NEWSELA, www.newsela.com
1
This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in Massachusetts, USA.
http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
ELA Office of Curriculum Development, edition 3.0 ©
Page 11 of 15
ELA Curriculum Map Grade 5
Reading Focus: Informational
Unifying Concept:
Writing Focus: Opinion
Journeys and Explorations
Target Standards are emphasized during the quarter and used in a formal assessment to evaluate student mastery.
Highly-Leveraged1 are the most essential for students to learn because they
have endurance (knowledge and skills are relevant throughout a student's
lifetime); leverage (knowledge and skills are used across multiple content
areas); and essentiality (knowledge and skills are necessary for success in
future courses or grade levels).
5.RL.6 Describe how a narrator’s or speaker’s point of view influences how
events are described.
5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
5.RI.3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text.
5.RI.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.
5.W.1a-d Write opinion pieces on topics or texts, supporting a point of view
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.
b. 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.
ELA Office of Curriculum Development, edition 3.0 ©
Quarter 4
Supporting are related standards that support the highly leverage standards in and across
grade levels.
5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches in the point of view they represent.
5.RI.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
5.RI.2 Determine two or more main ideas of a text and explain how they are supported
by key details; summarize the text.
5.RI.4 Determine the meaning of general academic and domain specific words and
phrases in a text relevant to a grade 5 topic or subject area.
5.RF.3a 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.
5.RF.4a-c Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
5.W.9b Draw evidence from literary or informational texts to support analysis, reflection,
and research.
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an
author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support with point[s]”).
5.SL.2 Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
5.SL.3 Summarize the points a speaker makes and explain how each claim is supported
by reasons and evidence.
5.L.3a-b 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.
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ELA Curriculum Map Grade 5
5.L.4a-c 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.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to
the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes as clues to the meaning
of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to determine or clarify the precise meaning of key words and phrases.
AZCCRS
Constant Standards are
addressed routinely every
quarter.
5.RL.1,2,3,4,5,10
5.RI.7,9,10,10a
5.W.2a-e,3a-e,4,4a,5,
6,7,8,10
5.SL.1a-d 4,5,6
5.L.1a-f,2a-e,3a-b,4a-c, 5ac,6
Student Standards
Identity 3 - Students will recognize that
peoples’ multiple identities interact and create
unique and complex individuals.
Identity 4 – Students will express pride,
confidence and healthy self-esteem without
denying the value and dignity of other people.
Diversity 8 – Students will effectively
express curiosity about the history and lived
experiences of others and will exchange ideas
and beliefs in an open-minded way.
Diversity 9 – Students will respond to
diversity by building empathy, respect,
understanding and connection.
Justice 11 – Students will recognize
stereotypes and relate to people as individuals
rather than representatives of groups.
Justice 12 – Students will recognize
unfairness on the individual level (e.g., biased
speech) and injustice at the institutional or
systematic level (e.g., discrimination).
Action 16 – Students will express empathy
when people are excluded or mistreated
because of their identities and concern when
they themselves experience bias.
ELA Office of Curriculum Development, edition 3.0 ©
Selected Readings of Complex Text
Adopted Anthology: Harcourt Trophies
Recommended Extended Texts: Choose 1-2
Across the Wide Dark Sea, JeanVan Leeuwen
Black Frontiers, Lillian Schlissel
Discovering the Americas, Betsy Maestro and Giulio
Maestros
Esperanza Rising, Pam Munoz Ryan
Going to School During the Civil Rights Movement,
Rachel A. Koestler
Going to School In History Series (Capstone Press)
Hatchet, Gary Paulsen
Hello, My Name is Scrambled Eggs, Jamie Gilson
Hey World Here I Am, Jean Little
Home of the Brave, Katherine Applegate
Journey Home, Yoshika Uchida
Journey of Dreams, Marge Pellegrino
Journey, Patricia MacLachlan
Lewis and Clark and Me: A Dog’s Tale, Laurie Myers
Lewis and Clark, R. Conrad Stein
Long Walk To Water, A, Linda Sue Park
Pedro’s Journal, Pam Conrad
Shooting Kabul, N. H. Senzai
Strider, Beverly Cleary
View from Saturday, The, E. L. Konigsberg
Watsons Go To Birmingham, The, Christopher Paul
Curtis
Three Cups of Tea, Sara L. Thomson
Woods Runner, Gary Paulsen
Big Ideas
Enduring Understandings:
The journey is not the
destination but the knowledge,
explorations and connections
you make along the way.
Essential Questions:
1. Why is it important to make
journeys and explorations?
2. How do journeys and
explorations change
individuals?
3. What challenges do people
encounter on their journeys
and explorations?
4. What is the purpose of
journeys and explorations?
Page 13 of 15
ELA Curriculum Map Grade 5
Action 17 – Students will recognize their own
responsibility to stand up to exclusion,
prejudice, and in justice.
Action 18 – Students will speak up with
courage and respect when they or someone
else has been hurt or wronged by bias.
Anti-Bias Framework
http://perspectives.tolerance.org/?qnode/494
Recommended Short Texts: Choose 3-5
Are We There Yet? The Europeans Meet the Americans, Elizabeth Levy
Baseball Saved Us, Ken Mochizuki
Bug in the Teacher’s Coffee, A, Kalli Dakos (Poetry)
Dia’s Story Cloth: The Hmong People’s Journey of Freedom, Dia Cha and
Cha Chue
Explorers of the New World Series (Chelsea House Publishers)
Frontier Home, TE p. 698G
Multicultural Adoptions:
Arrival, The, Shaun Tan
Becoming Naomi Leon by Ryan Pam Munoz
Crossing Bok Chitto: A Choctaw Tale of Friendship and Freedom by Tim
Tingle
Diary of Ma Yan: The Struggles and Hopes of a Chinese School Girl, The,
Yan Ma
Encounter, Jane Yolen
Forced to Flee
Going Home, Eve Bunting
Hana’s Suitcase: A True Story, Levine Karen
Henry’s Freedom Box: A True Story of From the Underground Railroad,
Ellen Levine
Higher Power of Lucky, The, Susan Patron
Hold Fast, Blue Balliett
If the Bus Could Talk: The Story of Rosa Parks, Faith Ringgold
Indian Shoes, Cynthia Leitich Smith
Making it Home: Real Life Stories From Children
Rattlesnake Mesa: Stories from a Native America childhood, Weber Ednah
New Rider
River of Words: Story of William Carlos, Jen Bryant
Sacajawea: The Story of Bird Woman and the Lewis and Clark Expedition,
Joseph Bruchac
Shooting Kabul, N.H. Senzai
ELA Office of Curriculum Development, edition 3.0 ©
Journey to Ellis Island: How My Father Came to America, Carol Bierman
Rachel’s Journal: The Story of a Pioneer Girl, Marissa Moss
Harcourt Books for All Learners:
-My Surprising Vacation with Lewis and Clark (Below)
-Oregon Trail Days (On)
-Bison and the People of the Plains, The (Advanced)
-Mayflower Surprise (Advanced)
-Discovering History in a Suitcase (Advanced)
Scholastic Leveled Bookroom Adoptions:
Level S:
Out of Darkness : The Story of Louis Braille by Russell Freedman
Level T:
Navajo Long Walk by Nancy Armstrong
Orphan Train Rider: One Boy’s True Story, Andrea Warren
Smile, Raina Telgemeier
Sounder, William Armstrong
Level U:
Bud, Not Buddy, Christopher Paul Curtis
Level V:
Heat, Mike Lupica
Level W:
Home of the Brave, Katgherine Applegate
Level X:
Elijah of Buxton, Christopher Paul Curtis
Page 14 of 15
ELA Curriculum Map Grade 5
Stones for my Father, Trilby Kent
This Is the Rope: A Story from the Great Migration, Jaqueline Woodson
Three Wishes: Palestinian and Israeli Children Speak, Deborah Ellis
Underground Railroad, Ellen Levine
Voices from the Fields: Children of Migrant Farmworkers Tell Their Stories
Research Component
Students will use reference materials, the Internet, and library
resources to research an explorer (past or present). Students will write
an essay about the explorer and his or her journey. This could include
information about where the explorer was from, which regions were
explored, what encounters occurred and what discoveries were made.
Be sure to incorporate what challenges he or she faced and what the
impact was of this exploration.
Instructional and Assessment Guides
Writing Sample
http://www.azed.gov/assessment/files/2016/02/writingsamplesg4rg02
012016.pdf
Writing Guide
http://www.azed.gov/assessment/files/2014/05/3-5-opinion-writingguide.pdf
Writing Rubric
http://www.azed.gov/assessment/files/2014/05/grade-3-5-opinionwriting-rubric-azmeritupdated3a.pdf
DOK Levels
http://www.azed.gov/assessment/files/2014/11/dok-levels.pdf
DOK Stems
http://www.azed.gov/assessment/files/2014/11/dok-questionstems.pdf
Hess’s Matrix
http://www.azed.gov/assessment/files/2014/11/hess-matrix.pdf
Performance Level Descriptors
http://www.azed.gov/assessment/files/2014/05/ela-pld-grade-5.pdf
Narrative Component
Write a first person narrative about your hopes and aspirations as you journey
from fifth grade to middle school. Include goals, experiences, successes and
challenges you faced.
Create a personal narrative in the form of a diary that describes your journey. In
your diary, navigate your way through 5th grade year. Include successes and
challenges you faced.
Additional Instructional Resources
Electronic Resources and Alternative Media:
Scholastic, Immigration Stories from Yesterday and Today (online short reading
passages)
Think Port, Pathways to Freedom: Maryland and the Underground Railroad
(reading passages and interactive simulations)
Scholastic, Lewis and Clark (interactive unit)
K-12 California, European Explorer Webquest
Ocean Explorer, Ocean Exploration Simulation
NEWSELA, Israeli Children Easing Into Back-To- School Routine
Pete’s Power Point Station, Schools Around the World by Mr. Donn
NEWSELA, International Space Station to Remain in Space For Four More Years
Wart Games, Immigrants and Journeys – Mr. Donn’s PowerPoints and activities
for students
PBS Kids, Immigration Past and Present (Scholastic - article)
1
This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in Massachusetts, USA.
http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
ELA Office of Curriculum Development, edition 3.0 ©
Page 15 of 15