Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Unit 2: Wild Encounters
Stage 1 – Desired Results
Transfer
Students will be able to independently identify central ideas, key events, procedures or topics of informational text and use details to support inferences or conclusions.
Students will be able to write an informational essay using relevant facts and evidence from provided resources.
Meaning
Understandings
Students will understand that …
(L abbreviation indicates Journeys’ lesson. Example: L1=Lesson 1)
Comprehension:
• Authors intentionally craft their writing to influence readers’
understanding and perception. (L6, L7, L8, L9, L10)
• Insightful reading requires analysis and synthesis to draw
conclusions and make generalizations. (L6, L7, L8, L9, L10)
• Readers use a variety of strategies to make sense of what they
read. (L6, L7, L8, L9, L10)
Vocabulary:
• A thesaurus is a useful tool for finding antonyms. (L6)
• Substituting antonyms can improve vocabulary comprehension
(L6)
• Expanding our vocabulary enriches comprehension. (L7, L10)
• Effective readers use context to infer meaning of unknown words
(L8)
• Effective readers use word origins to infer meaning of unknown
words (L9)
Phonics:
• Using word analysis skills and grade-level phonics makes
decoding/reading easier.(L6, L7, L8, L9, L10)
Fluency:
• Fluent reading sounds like natural speech. (L6)
• Fluent readers are able to read a text with appropriate pacing,
accuracy, and expression (L7, L8, L9, L10)
Writing
• Strong writers use a variety to techniques to get their message
across.
• Writing in response to reading helps a reader comprehend better.
Grammar
• Effective writers use words and punctuation to maximize interest.
Spelling
• Spelling rules and patterns can be learned and mastered.
Recommended Essential Questions
Students will keep considering …
Lesson 6:
• What effect can one person have on a stranded sea turtle? (Journeys’ EQ)
• What is the best way to organize ideas to show cause and effect relationships?
• What are the best questions to ask to help you better understand the text?
Lesson 7:
• Can nature bring out the best in a character? (Journeys’ EQ)
• How do a character’s motives and feelings influence the development of a story?
• How can visualization help you better understand the story?
Lesson 8:
• What persuades us to protect the environment? (Journeys’ EQ)
• How does the author convey purpose through details ?
• What elements are necessary to help a reader understand persuasive writing?
Lesson 9:
• What conclusion can we draw about the sea? (Journeys’ EQ)
• How can text details help you draw conclusions and make generalizations?
• How do characters’ actions and details help you make predictions and
inferences?
Lesson 10:
• What are the most important ideas about cougars? (Journeys’ EQ)
• How does identify the main ideas and details help you comprehend the story?
• How does organizing the main ideas and details help you clarify your
understanding?
Magazine: No Longer Lost!:
• How do my purpose and strategies change when reading non-fiction texts?
• How can the structure of a non-fiction text enhance my comprehension?
Writing:
• How do writers choose the right mode of writing to get their message across?
Grammar:
• What is the purpose of applying grammar and mechanics skills?
Spelling:
• What would happen if there were no spelling rules?
Page 1 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 6: Interrupted Journey: Saving Endangered Sea Turtles; 1010L (Informational Expository) & Skywoman and Turtle; 680L (Literature Myth)
Acquisition of Knowledge and Skill
Common Core State Standards
(Primary focus—CCSS written out; Secondary focus—CCSS numbers only)
READING LITERATURE: Skywoman and Turtle
RL 5.6 Describe how a narrator’s or speaker’s point of view influences how events are
described.
READING INFORMATIONAL: Interrupted Journey: Saving Endangered Sea Turtles
RI 5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RI 5.3 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.
RI 5.5 Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI 5.4, RI 5.10
LANGUAGE
L 5.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast, addition,
and other logical relationships. (e.g., however, although, nevertheless, similarly,
moreover, in addition).
L 5.1c Use verb tense to convey various times, sequences, states, and
conditions.
L5.5c Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
L 5.2e Spell grade-appropriate words correctly, consulting references as needed.
WRITING
W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W 5.2c Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
W 5.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic.
SPEAKING AND LISTENING
SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
SL 5.1d Decode words with common prefixes and suffixes.
READING FOUNDATIONS
RF 5.4b Read grade level prose and poetry orally with accuracy, appropriate rate,
and expression.
RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF 5.3a, RF 5.4, RF 5.4a
Teachers may choose learning targets from the bulleted list below.
Students should know and be able to….
READING COMPREHENSION:
Focus Skill: Cause and Effect
Focus Strategy: Question
• I can describe how the Haudenosaunee believe the world began.
• I can use text details to infer cause and effect relationships.
• I can ask and answer questions to clarify cause and effect.
LANGUAGE:
Academic/Tier II and Tier III Vocabulary:
• Cause, effect(T18); infer(T38); antonyms(T42); main verb, helping verb, linking verb(T49);
transition words (T52)
Grammar Skill: Verbs
• I can correctly identify/use main/helping/linking verbs in writing and speaking.
Vocabulary Focus: Antonyms
• I can use antonyms in vocabulary.
Spelling Focus: Vowel + /r/ sounds
• I can spell words with vowel-controlled r sounds.
Writing Type: Explanatory/Informational Structure: Cause & Effect Trait: Organization
• I can identify the parts of a cause-and-effect paragraph.
• I can use effective signals words to show clear relationships between causes & effects.
• I can write a cause-and-effect paragraph.
Common Core Writing Handbook Lesson 6
• I can write a procedural composition.
SPEAKING/LISTENING/VIEWING:
• I can use the “Turn and Talk” strategy to clarify and to improve my
comprehension. (T19, T33)
• I can discuss literature effectively with my classmates. (T45)
READING FOUNDATIONS:
Fluency Focus: Expression
•I can read grade level text with expression so that it sounds like natural speech.
Phonics/Decoding Focus: Common Beginning Syllables
•I can recognize/decode words with common beginning syllables.
Page 2 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 6 Stage 2 – Evidence
Evaluative Criteria
Students will show their learning by ….
Classroom Teachers may choose among other items as relevant to their teaching context. Use stem questions to create/enhance
assessment tasks aligned to CCSS. Assessments may be modified to meet the needs of learners.
PERFORMANCE TASK(S):
READING COMPREHENSION
• SBAC Short Text, constructed
response (ST) Rubric
End-of-Lesson Constructed Responses:
Cause and Effect: Why might the heartbeat of a turtle naturally slow down at times? Include two details from the text to support your answer.
According to the text, why does Richie Moretti run Hidden Harbor? Include information from the text in your answer.
RI5.2 Summarize the author's message/point about [text detail]. Use details from the text to support your summary?
 Read this paragraph. [Text excerpt] What is the author's main idea in this paragraph/section? Use details to support your answer.
 After reading the text, which details support the main ideas?
 Which sentence best summarizes what happens when/after/during [text event or procedure]?
• DIBELS Next DORF Goals (Former)
Fall
Winter
Spring
BM
111
120
130
S
96-110
101-119
105-129
I
0-95
1-100
1-104
• End of lesson assessment answer
key.
• District-provided answer key for
Reading CAs
RI5.3 Explain the relationship between ________ and __________.
 What information from the text did you use to determine the relationship between these two scientific concepts/historical events?
 What does the information in paragraph # show about the author's point of view?
 How do [events/people/ideas/topics/author's point of view] develop from the beginning of the text to the end?
RI5.5 How is this chapter/text organized?
 What effect does [description of text structure/format/feature] have on the meaning of the text OR reader's understanding of [element
affected by structure]?
 Why is using [description of text structure] important to understanding [the author's point of view/specific information/events] in the text?
READING FOUNDATIONS
R.F 5.4: Progress Monitoring Assessment for fluency (BM=1xmo; S=2xmo; I=weekly)
WRITING (Choose the most appropriate from the list below for your teaching context.)
Journeys
• W.5.2: What actions by people can have a positive effect on sea turtles? (T 52-55)
• W 5.10: On Demand: Choose a prompt from Daily Writing Prompts several times a week (T 6-7)
• W 5.10: On Demand: Making Connections Text-to-Text (T 37)
Common Core Writing Handbook
• W 5.2: Procedural Composition (T 24-25)
OTHER EVIDENCE
• End of selection assessments from Journeys for Vocabulary, Comprehension, & Phonics, Grammar
• District Reading Common Assessment #2 Targets 11 & 12 Pre-Assessment
• District Writing Performance Task Informational Pre-Assessment
• District-provided Grade-level
Writing Performance Task Rubric
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 3 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 7: Old Yeller; 930L (Historical Fiction) and What Makes It Good?; NPL(Readers’ Theater)
Acquisition of Knowledge and Skill
Common Core State Standards
(Primary focus—CCSS written out; Secondary focus—CCSS numbers only)
READING LITERATURE:
Old Yeller (Historical Fiction) What Makes It Good? (Readers’ Theater)
RL 5.2 Determine a theme of a story, drama, or poem from the details in the
text, including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
RL 5.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL 5.6 Describe how a narrator’s or speaker’s point of view influences how
events are described.
RL 5.3
LANGUAGE
L 5.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships. (e.g., however, although, nevertheless,
similarly, moreover, in addition).
L 5.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L 5.5b Recognize and explain the meaning of common idioms, adages,
and proverbs.
L 5.2e Spell grade-appropriate words correctly, consulting references as
needed.
L 5.2, L 5.3, L 5.3a, L 5.3b, L 5.4, L 5.4a
WRITING
W 5. 3. Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
W 5.2a Introduce a topic clearly, provide a general observation and focus,
and group related information logically; include formatting (e.g., heading),
illustrations, and multimedia when useful to aiding comprehension.
W 5.4, W 5.5, W 5.7
SPEAKING AND LISTENING
SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 5 topics and texts, building
on others’ ideas and expressing their own clearly.
SL 5.1a, SL 5.1c, SL 5.4, SL 5.6
READING FOUNDATIONS
RF 5.4b Read grade level prose and poetry orally with accuracy, appropriate rate,
and expression.
RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
RF 5.3a, RF 5.4, RF 5.4c
Teachers may choose learning targets from the bulleted list below.
Students should know and be able to….
READING COMPREHENSION:
Focus Skill: Understanding Characters
Focus Strategy: Visualize
•I can identify/analyze actions/words/thoughts to understand character traits
(character development).
•I can analyze how character traits impact the plot development of a story.
•I can use text details to form mental images of what I am reading.
LANGUAGE:
Academic/Tier II and Tier III Vocabulary
• Motive, motivation, traits, visualize(T92); analyze behavior(T110); compound direct
object(T121); figurative language(T124)
Grammar Skill: Direct and Indirect Objects
•I can identify direct and indirect objects.
•I can combine sentences to create compound direct objects.
Vocabulary Focus: Idioms
•I can recognize and determine the meaning of idioms.
Spelling Focus: Vowel + /r/ sounds
•I can spell words with vowel-controlled r sounds.
WRITING: Type: Narrative/Informative
Structure: Poem/Essay Trait: Word Choice
•I can identify elements of a response poem.
•I can write a response poem. (Academic vocab: Haiku, symbolism, format)
Common Core Writing Handbook Lesson 7
• I can write a compare and contrast essay.
SPEAKING/LISTENING/VIEWING:
• I can use the “Turn and Talk” strategy to clarify and to improve my
comprehension. (T105)
• I can turn a story into a play and act it out with classmates. (T189)
READING FOUNDATIONS:
Fluency Focus: Intonation
•I can orally read grade level text with expression in a manner that sounds like natural
speech.
Phonics/Decoding Focus: Focus: Vowel +/r/ Sounds
•I can recognize/use vowel + /r/ sounds to decode longer words.
Page 4 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 7 Stage 2 – Evidence
Evaluative Criteria
• SBAC Short Text, constructed
response (ST) Rubric
• DIBELS Next DORF Goals (Former)
Fall
Winter
Spring
BM
111
120
130
S
96-110
101-119
105-129
I
0-95
1-100
1-104
Students will show their learning by ….
Classroom Teachers may choose among other items as relevant to their teaching context. Use stem questions to create/enhance assessment
tasks aligned to CCSS. Assessments may be modified to meet the needs of learners.
PERFORMANCE TASK(S):
READING COMPREHENSION
End-of-Lesson Constructed Responses:
Understanding Characters: Summarize what Travis is doing before he hears Arliss scream? What does this tell you about him?
What does the use of [dialogue/conflict/setting/character''s actions/characters' interactions] show about the relationship between Travis and
Arliss? Use details from the text to support your answer.
RL5.2 Write a summary of “Old Yeller.” Use details from the text to explain how Travis changed his mind about Old Yeller.
 What is the theme of the story? Use details from the text to support your summary.
 Part A: Which of the following statements best reflects the theme of the story? Part B: Which details from the text supports your answer for Part
A?
 Read this paragraph/section from paragraph #. [text excerpt] What is the author's main idea in this paragraph/section? Include details....
RL5.4 “I…was covering ground like a scared wolf.” What is the author comparing in this simile?
 What does the word ____mean in this sentence/ on page_____?
 Are there any clues around the word that can help you determine its meaning?
 Look at this group of words. “I was worn down to the nub.” What is the meaning of the phrase?
RL5.6 Who is telling these events?
 From what point-of-view is this story being told? Include evidence to support your answer.
 What inference/conclusion can be made about [character/plot point] in paragraph #?
 How would the story be different if another character was telling the story?
READING FOUNDATIONS: RF 5.4: Progress Monitoring Assessment for fluency (BM=1xmo;S-2xmo;I=weekly)
• District-provided Grade-level
Writing Performance Task
Rubric
WRITING (Choose the most appropriate from the list below for your teaching context.)
Journeys
• W.5.3: Write a poem describing Old Yeller. (T 124-127)
• W 5.10: On Demand: Choose a prompt from Daily Writing Prompts several times a week (T 80-81)
• W 5.10: On Demand: Making Connections Text-to-Text (T 109)
Common Core Writing Handbook
• W 5.2: Compare Contrast Essay(T 26-27
• End of lesson assessment
answer key.
OTHER EVIDENCE (Available online at thinkcentral.com or in your Grab-and-Go)
• End of selection assessments for Vocabulary, Comprehension, Decoding & Language Arts
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 5 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 8: Everglades Forever: Restoring America’s Great Wetland; 1190L(Narrative Nonfiction) and National Parks of the West; 820L (Informational Expository)
Acquisition of Knowledge and Skill
Common Core State Standards
(Primary focus—CCSS written out; Secondary focus—CCSS numbers only)
READING INFORMATIONAL: Everglades Forever: Restoring America’s Great
Wetland and National Parks of the West
RI 5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
RI 5.8 Explain how an author uses reasons and evidence to support particular points in
a text, identifying which reasons and evidence support which point(s).
LANGUAGE
L 5.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast, addition,
and other logical relationships. (e.g., however, although, nevertheless, similarly,
moreover, in addition).
L 5.1a Explain the function of conjunctions, prepositions, and interjections in general
and their function in particular sentences.
L 5.3a Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style.
L 5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word (e.g., photograph, photosynthesis).
L 5.2e Spell grade-appropriate words correctly, consulting references as needed.
WRITING
W 5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
W 5.1a 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.
W 5.1b Provide logically ordered reasons that are supported by facts and details.
W 5.1d Provide a concluding statement or section related to the opinion presented
W. 5.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
SPEAKING AND LISTENING
SL 5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL 5.1c Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
SL 5.3 Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
READING FOUNDATIONS
RF 5.4b Read grade level prose and poetry orally with accuracy, appropriate rate,
and expression.
RF 5.4a Read on-level text with purpose and understanding.
RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Teachers may choose learning targets from the bulleted list below.
Students should know and be able to…
READING COMPREHENSION:
Focus Skill: Persuasion
Focus Strategy: Analyze/Evaluate
•I can recognize persuasive text and identify author’s viewpoint (perspective).
•I can analyze and evaluate the author’s viewpoint and reasons that support it
•I can analyze/evaluate the way the author attempts to persuade.
LANGUAGE:
Academic/Tier II and Tier III Vocabulary:
• Author’s viewpoint (perspective), persuade(T164); evaluate(T184); conjunctions(T195); goal,
opinion, reason(T198)
Grammar Skill: Conjunction
•I can use coordinating and subordinating conjunctions to combine sentences.
Vocabulary Focus: Prefixes en-, re-, pre-, pro•I can use prefixes to determine word meaning.
Spelling Focus: Homophones
•I can spell words that sound alike but have different meanings and spellings.
WRITING: Type: Opinion/Information Structure: Paragraph/Essay Trait: Ideas
•I can identify the parts of a persuasive paragraph—reasons, facts, and examples.
•I can write a persuasive paragraph. (Academic vocab: position, claim, stereotype, source)
Common Core Writing Handbook Lesson 8
• I can draft a cause and effect essay.
SPEAKING/LISTENING/VIEWING:
• I can use the “Turn and Talk” strategy to clarify and to improve my comprehension.
(T165, T179)
• I can prepare and present a persuasive speech. (T191)
• I can identify/record important ideas of others’ persuasive speeches.
READING FOUNDATIONS:
Fluency Focus: Adjust Rate to Purpose
•I can adjust reading rate to match difficulty and purpose of text
Phonics/Decoding Focus: Homophones
• I can recognize spelling changes and decode words that sound the same.
Page 6 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 8 Stage 2 – Evidence
Evaluative Criteria
Students will show their learning by ….
Classroom Teachers may choose among other items as relevant to their teaching context. Use stem questions to create/enhance assessment
tasks aligned to CCSS. Assessments may be modified to meet the needs of learners.
PERFORMANCE TASK(S):
READING COMPREHENSION
• SBAC Short Text, constructed
response (ST) Rubric
End-of-Lesson Constructed Responses:
Main Idea: Summarize author's message on page 208. Use key details from the text to support your summary.
Persuasion : How does the tone of the last paragraph of the text (pg. 212) help the author achieve her purpose? Use details from the text to
support your answer.
RI5.1 The author suggests/concludes/infers that [inference/conclusion based on text]. Which detail from the text best supports this idea?
 Read this sentence/statement. [inference/conclusion based on text] Which details from the text best supports this inference/conclusion?
Use details from the text to support your answer.
 Which detail/sentence from the text best supports the idea/conclusion/inference that/bests shows that [inference or conclusion based on
text]?
RI5.2 In the text/[section of the text], the author states [text excerpt]. Explain how this statement supports the main idea of the text. Use details
from the text in your response.
 Which sentence/statement best summarizes the main idea/author's message/point of the text? [Optional: in [section of the text]?
 Summarize what happens when/after/during [text event or procedure].
• DIBELS Next DORF Goals (Former)
Fall
Winter
Spring
BM
111
120
130
S
96-110
101-119
105-129
I
0-95
1-100
1-104
• District-provided Grade-level
Writing Performance Task Rubric
• End of lesson assessment answer
key.
RI5.8 What inference/conclusion can be made about the author's opinion about [idea/concept in the text]? Support your answer with details
from the text.
 What is most likely the author's intent by mentioning [description of target detail] at the beginning/end of paragraph #?
 Read the [sentence/paragraph/section]. What can the reader conclude about [description of author's line of reasoning/point of
view/purpose/relevance of evidence/elaboration to support claims, concepts, and ideas] in the text?
READING FOUNDATIONSR.F 5.4: Progress Monitoring Assessment for fluency (BM=1xmo; S=2xmo; I=weekly)
WRITING (Choose the most appropriate from the list below for your teaching context.)
Journeys
• W.5.1: Should we protect the alligators of the Everglades? Why? (T 199)
• W 5.10: On Demand: Choose a prompt from Daily Writing Prompts several times a week (T 152-153)
• W 5.10: On Demand: Making Connections Text-to-Text (T183)
Common Core Writing Handbook
• W 5.2: Cause Effect Essay (T 28-29)
OTHER EVIDENCE (Available online at thinkcentral.com or in your Grab-and-Go)
• End of selection assessments for Vocabulary, Comprehension, Decoding & Language Arts
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 7 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 9: Storm Warriors; 800L (Historical Fiction) and Pea Island’s Forgotten Heroes; 790L(Informational Expository)
Acquisition of Knowledge and Skill
Common Core State Standards
(Primary focus—CCSS written out; Secondary focus—CCSS numbers only)
Teachers may choose learning targets from the bulleted list below.
Students should know and be able to…
READING LITERATURE: Storm Warriors
RL 5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL 5.6 Describe how a narrator’s or speaker’s point of view influences how events are
described.
RL 5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics.
READING COMPREHENSION:
READING INFORMATIONAL: Pea Island’s Forgotten Heroes
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RI 5.6 Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
• I can use several text to knowledgably speak/write about surf men.
LANGUAGE
L 5.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast, addition,
and other logical relationships. (e.g., however, although, nevertheless, similarly,
moreover, in addition).
L 5.1a Explain the function of conjunctions, prepositions, and interjections in general
and their function in particular sentences.
L 5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word (e.g., photograph, photosynthesis).
L 5.2e Spell grade-appropriate words correctly, consulting references as needed.
WRITING
W 5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
W 5.1a 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.
W 5.1b Provide logically ordered reasons that are supported by facts and details.
W 5.1d Provide a concluding statement or section related to the opinion presented
W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
LANGUAGE:
Academic/Tier II and Tier III Vocabulary
• Conclusion, predict, generalization(T238); root(T260); complex sentence, subordinating
conjunction(T267); topic sentence(T270
Grammar Skill: Complex Sentences
• I can identify and form complex sentences using subordinating conjunctions.
Vocabulary Focus: Greek and Latin Roots tele, photo, scrib, rupt
• I can recognize/define Greek and Latin roots (bases) of words.
Spelling Focus: Compound Words
• I can spell compound words as one word, a hyphenated word, or separate words.
SPEAKING AND LISTENING
SL 5.1d Review the key ideas expressed and draw conclusions in light of information
and knowledge gained from the discussions
SL 5.2 Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
READING FOUNDATIONS
RF 5.4b Read grade level prose and poetry orally with accuracy, appropriate rate,
and expression.
RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding.
Focus Skill: Conclusions and Generalizations
Focus Strategy: Infer/Predict
•I can draw conclusions/make generalizations from text details.
•I can support conclusion/generalizations with text evidence.
•I can quote directly from the text to support a prediction or inference.
WRITING: Type: Opinion
Structure: Descriptive
Trait: Ideas
• I can gather evidence/details from a text to support an opinion. (Academic vocab: position,
claim, source, valid
• I can use the writing process to plan and organize evidence/ideas to write a personal
narrative. (Academic vocab: memoir)
Common Core Writing Handbook Lesson 9
• I can plan a research report. (Academic vocab: bibliography)
SPEAKING/LISTENING/VIEWING:
• I can use the “Turn and Talk” strategy to clarify and to improve my comprehension.
(T239, T 251)
•I can participate in a literature discussion. (T263)
•I can compare/contrast the messages in two texts. (T263)
•I can quote from the text to support conclusions. (T263)
READING FOUNDATIONS:
Fluency Focus: Phrasing- Punctuation
• I can use punctuation to guide my phrasing so it sounds like natural speech when I read.
Phonics/Decoding Focus: Compound Words
•I can recognize/decode the two words in compound words.
Page 8 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 9 Stage 2 – Evidence
Evaluative Criteria
• SBAC Short Text, constructed
response (ST) Rubric
• DIBELS Next DORF Goals (Former)
Fall
Winter
Spring
BM
111
120
130
S
96-110
101-119
105-129
I
0-95
1-100
1-104
• District-provided Grade-level
Writing Performance Task Rubric
• End of lesson assessment answer
key.
Students will show their learning by ….
Classroom Teachers may choose among other items as relevant to their teaching context. Use stem questions to create/enhance assessment
tasks aligned to CCSS. Assessments may be modified to meet the needs of learners.
PERFORMANCE TASK(S):
READING COMPREHENSION
End-of-Lesson Constructed Responses: Conclusions & Generalizations & Infer/Predict
What can you conclude the narrator is feeling when he says, “It
was unthinkable, what these men were doing. Violence swirled
How does Nathan most likely feel after the rescue?
around us—a deadly, churning mix of wind and sea. And these
two surfmen were walking into it.”?
A. Ashamed that he is not a surfman.
A. He feels excited to finally see surfmen in action.
B. Proud that he is learning important things.
B. He is doubtful that the surfmen can swim.
C. Hopeful that he will learn to become a sea captain.
C. He is in disbelief at the courage of the surfmen.
D. Scared that he will get stuck in a violent storm again.
D. He wishes the wind would stop blowing.
Cite evidence to support your answer.
Cite evidence to support your answer.
RL5.6 Who is telling these events?
 How does the narrator’s point of view influence how the events are described?
 Why do you think the narrator described the events the way he/she did?
 How would the story be different if another character was telling the story?
RI5.9 How does the author's use of paragraph # add to the text?
 What does paragraph # show about [the narrator/character name] in the text?
 How does the author develop the idea that [description of targeted idea]?
 What does the use of [dialogue/conflict/setting/character's actions] show about the relationship between [characters' names/the narrator
and character/the narrator and reader/events in the text]?
READING FOUNDATIONS
R.F 5.4: Progress Monitoring Assessment for fluency (BM=1xmo; S=2xmo; I=weekly)
WRITING (Choose the most appropriate from the list below for your teaching context.)
Journeys
• W.5.1: Plan a response to literature (T270-273
• W 5.10: On Demand: Choose a prompt from Daily Writing Prompts several times a week (T 226-227)
• W 5.10: On Demand: Making Connections Text-to-Text (T255)
Common Core Writing Handbook
• W 5.2 Pre-write for a non-fiction research report (T30-31)
OTHER EVIDENCE (Available online at thinkcentral.com or in your Grab-and-Go)
• End of selection assessments for Vocabulary, Comprehension, Decoding & Language Arts
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 9 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 10: Cougars; 960L (Informational Expository) and Purr-fection!; NPL(Poetry)
Acquisition of Knowledge and Skill
Common Core State Standards
(Primary focus—CCSS written out; Secondary focus—CCSS numbers only
READING LITERATURE: Purr-fection!
RL 5.2 Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenges or
how the speaker in a poem reflects upon a topic; summarize the text.
RL 5.7 Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction,
folktale, myth, poem).
READING INFORMATIONAL: Cougars
RI 5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they
are supported by key details.
Teachers may choose learning targets from the bulleted list below.
Students should know and be able to…
READING COMPREHENSION:
Focus Skill: Main Ideas and Details
Focus Strategy: Monitor/Clarify
• I can determine the main idea/theme of a passage and quote text-based details for
support.
• I can monitor my comprehension when reading and reread to clarify when I don’t understand.
• I can determine the main idea/theme of a passage and quote text-based details for
support.
• I can monitor my comprehension when reading and reread to clarify when I don’t understand.
LANGUAGE
L 5.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships. (e.g., however, although,
nevertheless, similarly, moreover, in addition).
L 5.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L 5.5c Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
L 5.2e Spell grade-appropriate words correctly, consulting references as
needed.
LANGUAGE:
WRITING
W 5.1a 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.
W 5.1b Provide logically ordered reasons that are supported by facts and details.
W 5.1d Provide a concluding statement or section related to the opinion
presented
W 5.2b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
WRITING: Type: Opinion
Structure: Descriptive
Trait: Sentence Fluency
• I can gather evidence/details from a text to support an opinion.
(Academic Vocab: source, valid, plagiarism, position, claim, stereotype, style, bibliography)
SPEAKING AND LISTENING
SL 5.3 Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
READING FOUNDATIONS
RF 5.4b Read grade level prose and poetry orally with accuracy, appropriate rate,
and expression.
RF 5.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
SPEAKING/LISTENING/VIEWING:
• I can summarize the main ideas of a spoken message. (T335)
Academic/Tier II and Tier III Vocabulary
• main idea, supporting detail(T310); synonym, antonym, analogy(T332); quotations(T339);
opinion(T342)
Grammar Skill: Quotations
• I can recognize/use direct quotations from a text correctly.
Vocabulary Focus: Analogies
• I can produce analogies with known antonyms and synonyms. (Academic vocab: homonym)
Spelling Focus: Final Schwa + /r/Sounds
• I can spell words that have the final schwa + /r/ sounds.
• I can use the writing process to plan and organize evidence/ideas to write a personal
narrative. (Academic Vocab: memoir)
Common Core Writing Handbook Lesson 10
• I can write a research paper.
READING FOUNDATIONS:
Fluency Focus: Stress
• I can orally read grade level text with accuracy in a manner that sounds like natural
speech.
Phonics/Decoding Focus: Recognizing Schwa + /r/Sounds
• I can recognize stressed and unstressed syllables.
• I can apply the schwa + /r/r sound to unstressed r-controlled syllables.
Page 10 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Lesson 10 Stage 2 – Evidence
Evaluative Criteria
• SBAC Short Text, constructed
response (ST) Rubric
Students will show their learning by ….
Classroom Teachers may choose among other items as relevant to their teaching context. Use stem questions to create/enhance assessment
tasks aligned to CCSS. Assessments may be modified to meet the needs of learners.
PERFORMANCE TASK(S):
READING COMPREHENSION
End-of-Lesson Constructed Responses:
Main Ideas/Details : What is the main idea of the last paragraph on page 252? Use two details from the text to support your answer.
Theme: What is the theme of the poems on pages 262-264? What details support your thinking?
RI 5.1 Which detail/sentence from the text best supports the idea/conclusion/inference that/best shows that [inference of conclusion based on
the text]?
 The author suggests/concludes/infers that [inference/conclusion based on the text]. Which detail/sentence from the text best supports this
idea/conclusion/inference OR best shows that [idea in the inference]?
RI5.2 Summarize the main idea of the text/in [section of the text]. Use key details from the text to support your summary.
 What kind of details does the author use to support the main ideas?
 Summarize the author's message/point about [text detail]. Use details from the text to support your summary.
• DIBELS Next DORF Goals (Former)
Fall
Winter
Spring
BM
111
120
130
S
96-110
101-119
105-129
I
0-95
1-100
1-104
• End of lesson assessment answer
key.
• District-provided Grade-level
Common Assessment Answer
Keys
RL5.2 What is the theme/main idea of the story? Use details from the text to support your answer.
 Which statement is the theme of this story? Add details from the text to support your answer.
 What main idea from [text #1] is made clear by the description of [idea/event/character] in [text #2]?
READING FOUNDATIONS
R.F 5.4: Progress Monitoring Assessment for fluency (BM=1xmo; S=2xmo; I=weekly)
WRITING (Choose the most appropriate from the list below for your teaching context.)
Journeys
• W.5.1: Write a response to literature. (T342-345)
• W 5.10: On Demand: Choose a prompt from Daily Writing Prompts several times a week (T 298-299)
• W 5.10: On Demand: Making Connections Text-to-Text (T327)
Common Core Writing Handbook
• W 5.2 Write a non-fiction research report. (T 32-33)
OTHER EVIDENCE
• End of selection assessments from Journeys for Vocabulary, Comprehension, & Phonics, Grammar
• District Reading Common Assessment #2 Targets 11 & 12 Post-Assessment
• District Writing Performance Task Informational Post-Assessment
• District-provided Grade-level
Writing Performance Task Rubric
Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans.
Page 11 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
After Unit 2 Magazine: No Longer Lost! (Informational/Technical Text) Extending the Common Core State Standards
Acquisition of Knowledge and Skill
Use this lesson after Unit 2 as needed to supplement CCSS standards.
Common Core State Standards
(Primary focus—CCSS written out; Secondary focus—CCSS numbers only)
Teachers may choose learning targets from the bulleted list below.
Students should know and be able to…
READING INFORMATIONAL: No Longer Lost!
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they
are supported by key details.
RI 5.3 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.
RI 5.5 Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or
more texts.
READING COMPREHENSION:
• I can read and comprehend technical text.
• I can quote accurately from a text when explaining what the text says explicitly and
when drawing inferences.
• I can explain relationships between ideas in technical text.
LANGUAGE
L 5.1e Use correlative conjunctions (e.g., either/or, neither/nor).
L 5.5c Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
LANGUAGE:
Grammar Skill: Correlative Conjunctions
• I can understand and use correlative conjunctions. (C8-9,13)
Vocabulary Focus: Homographs
• I can demonstrate the understanding of homographs. (C12)
• I can use context clues to determine the meaning of homographs.(C6)
WRITING
W 5.2b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
W 5.2d Use precise language and domain-specific vocabulary to inform about or
explain the topic.
W 5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1–3
up to and including grade 5 on pages 28 and 29.)
WRITING: Type: Informational Structure: Descriptive Trait: Ideas, Word Choice
• I can revise my writing to make it stronger. (C14)
• I can add facts/definitions/details/quotations to strengthen my writing.
• I can use precise language and domain-specific vocabulary to improve my writing.
(C10-11)
SPEAKING AND LISTENING
SL 5.2 Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
SPEAKING/LISTENING/VIEWING:
Speaking/Listening/Viewing
• I can orally summarize information presented in different formats, including graphs, charts,
and diagrams. (C7)
Page 12 of 13
Clover Park School District
5th Grade ELA Curriculum Guide 2013-2014 Revised June, 2014
Unit 2 Magazine: Stage 2 – Evidence
Evaluative Criteria
Students will show their learning by ….
Classroom Teachers may choose among other items as relevant to their teaching context. Use stem questions to create/enhance
assessment tasks aligned to CCSS. Assessments may be modified to meet the needs of learners.
PERFORMANCE TASK(S):
READING COMPREHENSION
• SBAC Short Text, constructed
response (ST) Rubric
Main Ideas/Details :
Complete the main idea organizer.
Main Idea:
• DIBELS Next DORF Goals (Former)
Detail 1:
Fall
Winter
Spring
BM
111
120
130
S
96-110
101-119
105-129
I
0-95
1-100
1-104
• End of lesson assessment
answer key.
• District-provided Grade-level
Writing Performance Task Rubric
Detail 2:
Detail 3:
READING FOUNDTATIONS
• R.F 5.4: Progress Monitoring Assessment for fluency (BM=1xmo; S=2xmo; I=weekly)
WRITING
Journey’s Writing
• W.5.2: Revise informational (RA 34-35)
Common Core Writing Handbook
• NA
Page 13 of 13