LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 5
Topic: Reading Informational Text
Key Learning: Students read, understand and respond to informational text - with emphasis on
comprehension, making connections among ideas and between texts, and textual evidence.
Unit Essential Questions:
1. How do I read, understand and respond to informational text?
2. How do I make connections among ideas and between texts?
3. How do I use textual evidence effectively?
1 Informational
Concept:
Concept:
Preview, Predict and Set Purpose
Key Ideas and Details
CC 1.2.5.E, CC 1.2.5.L
CC1.2.5.A, CC 1.2.5.B, CC 1.2.5.C
Lesson Essential Questions:
Main Idea
Lesson Essential Questions:
What is an effective text preview in informational text?

How can I use text features (title, table of
contents, headings, subheadings, graphs,
charts, tables, glossary, illustrations,
photographs) to help me gather key details?

How does determining the text structure help me
gather key details?

How do I use a preview to determine my
purpose for reading?
How do I monitor and modify my predictions as I read?
2 Informational
How do I determine two or more main ideas in a text and
explain how they are supported by key details?
How do I summarize a nonfiction text?
Text Analysis
Lesson Essential Questions:
How do I cite evidence from the text and accurately
quote the text to explain what the text says explicitly?
How do I cite evidence from the text and accurately
quote the text to support inferences I make?
How do I cite evidence from the text and accurately
quote the text to support generalizations I make?
How do I explain the relationships and interactions
between two or more individuals, events, ideas, steps
and concepts based on specific information in the text?
Vocabulary:
Vocabulary:
subheadings
Cite evidence, accurate quote, interaction,
relationships, interactions, types of texts – historical,
scientific or technical
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 5
Concept:
3 Informational
4 Informational
Concept:
CC 1.2.5.D, CC 1.2.5.E, CC 1.2.5.F
Integration of Knowledge and Ideas
CC 1.2.5.G, CC 1.2.5.H, CC 1.2.5.I
Point of View:
Lesson Essential Question:
Diverse Media
Lesson Essential Question:
How do I analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of view
they represent?
How do I pull information from multiple print or digital
sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem
efficiently?
Craft and Structure
Text Structure
Lesson Essential Question:
How do I use text structure, in and among texts, to interpret
information?
Vocabulary
Lesson Essential Questions:
How do I determine and clarify the meaning of words and and
phrases, including interpretation of figurative language, as they
are used in text?
How do I use context as a clue to understand the meaning of a
word or a phrase, including content-specific words and
phrases?
Evaluating Arguments
Lesson Essential Questions:
How do I determine the ways which an author
supports particular points in a text through reasons
and evidence?
How do I identify the reasons that support each of
the points the author makes?
Analysis Across Texts
Lesson Essential Questions:
How do the text features support the content of the
text?
How do I demonstrate understanding of words by relating
them to their antonyms, synonyms and homonyms?
How do I integrate information from several texts on
the same topic to demonstrate knowledge of that
topic?
Vocabulary:
Vocabulary:
homonyms (Ex - plain, plane)
Interpret information using events, ideas, concepts, text features
Types of context clues – comparisons, cause/effect relationships (Ex:
Due to lack of proof, the governor was exonerated of all wrongdoing.)
Text structures - chronology, comparison, cause/effect,
problem/solution
Figurative language – simile and metaphor

idiom - an expression whose meaning can't be derived simply by
hearing it (Ex- kick the bucket)

adage - short, popular saying that expresses a truth or insight
(Ex - a word to the wise is sufficient)

proverb - piece of practical wisdom expressed in homely,
concrete terms (Ex - a closed mouth catches no flies)
Integrate information; interpret presentations, digital
sources
Concept:
5 Informational
Vocabulary Acquisition and Use
CC 1.2.5.J, CC 1.2.5.K
Lesson Essential Questions:



How do I acquire new vocabulary (grade appropriate academic, conversational and general academic, domain specific,
including those that signal contrast, addition, and other logical relationships)?
How do I accurately use new vocabulary grade appropriate academic, conversational and general academic, domain specific,
including those that signal contrast, addition, and other logical relationships)?
What tools and strategies can I use to determine or clarify the meaning of a word I don’t know?
Vocabulary:
Academic vocabulary, domain specific vocabulary, additional vocabulary – furthermore, again, another, in addition
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 5
Topic: Reading Literature
Key Learning: Students read and respond to works of literature – with emphasis on comprehension,
making connections among ideas and between texts, and textual evidence.
Unit Essential Questions:
1. How do I read, understand and respond to literature?
2. How do I make connections among ideas and between texts?
3. How do I use textual evidence effectively?
Concept:
1 Literature
Concept:
2
Literature
Preview, Predict and Set Purpose
Key Ideas and Details
CC 1.3.5.D, CC 1.3.5.K
CC 1.3.5.A, CC 1.3.5.B, CC 1.3.5.C
Lesson Essential Questions:
What is an effective text preview in literature?
Theme
Lesson Essential Questions:

How can I determine the theme of a story, drama or
poem using key details?
How can I use text features (title, author, illustrator,
cover, illustrations/photographs, captions, table of
contents, chapter titles) to make predictions about
literary elements?
How can I determine the theme of a story, drama or
poem based on how characters respond to challenges?

How does identifying the genre of the story help me
understand what I read?
How can I determine the theme of a poem by using the
speaker’s reflection on a topic?

How do I use a preview to determine my purpose
for reading?
How do I summarize a story or drama? (including
fables, folktales, myths)
How do I monitor and modify my predictions as I read?
Text Analysis
Lesson Essential Questions:
How do I quote accurately from the text when
explaining what the text says explicitly?
How do I quote accurately from the text when making
an inference or supporting a generalization?
Literary Elements
Lesson Essential Question:
How do I use specific details to compare and contrast
two or more characters, settings or events in a story,
drama or poem?
Vocabulary:
Vocabulary:
Modify
Key details (character’s thoughts, words or actions),
dramas, “story” refers to stories, drama and poems,
generalization, explicit, interaction between characters
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 5
Concept:
3 Literature
4 Literature
Concept:
Craft and Structure
Integration of Knowledge and Ideas
CC 1.3.5.D, CC 1.3.5.E, CC 1.3.5.F
CC 1.3.5.G, CC 1.3.5.H
Point of View
Lesson Essential Questions:
How do I analyze multiple accounts of the same event by noting the
important differences in the point of view?
Sources of Information
Lesson Essential Question:
How does the narrator’s or speaker’s point of view influence how events are
described?
Text Structure
Lesson Essential Question:
How do I explain how a series of chapters, scenes, or stanzas fit together to
provide the structure of a story, drama, or poem?
How do the visual elements of a text contribute to its
meaning, tone or beauty?
Text Analysis
Lesson Essential Question:
How can I compare and contrast the way two texts in
the same genre approach similar themes and topics?
Vocabulary
Lesson Essential Questions:
How does the author’s word choice support the theme in stories, poems and
drama?
How do I determine and clarify the meaning of words and and phrases,
including interpretation of figurative language, as they are used in grade level
text?
How do I use context as a clue to understand the meaning of a word or a
phrase, including content-specific words and phrases?
How do I demonstrate understanding of words by relating them to their
antonyms, synonyms and homonyms?
Vocabulary:
Multiple accounts, point of view, stanza, scene, integrate, homonym
To interpret information use events, ideas, concepts and text features
Interpret information using events, ideas, concepts, text features
Types of context clues – comparisons, cause/effect relationships (Ex: Due to
lack of proof, the governor was exonerated of all wrongdoing.)
Text structures - chronology, comparison, cause/effect, problem/solution
Figurative language – simile and metaphor

idiom - an expression whose meaning can't be derived simply by
hearing it (Ex- kick the bucket)

adage - short, popular saying that expresses a truth or insight (Ex - a
word to the wise is sufficient)

proverb - piece of practical wisdom expressed in homely, concrete
terms (Ex - a closed mouth catches no flies)
Concept:
Vocabulary Acquisition and Use
CC 1.3.5.I, CC 1.3.5.J
Vocabulary:
Tone, beauty, visual elements
5 Literature
Lesson Essential Questions:
How do I build new vocabulary including content-specific words and phrases?
How do I use new vocabulary in daily conversation and writing?
How do I acquire and use words and phrases that signal contrast, addition, and other logical relationships?
How do I determine the meaning of a word or phrase using context clues?
What tools and strategies can I use to determine or clarify the meaning of a word I don’t know?
Vocabulary:
Content-specific, contrast, additional vocabulary - furthermore, again, another, in addition; logical relationships
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 5
Topic: Foundational Skills
Key Learning: Students gain a working knowledge of phonics and word analysis (morphology) that
forms the foundation of reading and writing.
Unit Essential Question: How does knowledge of word structures, root
words, and syllabication to help me be a proficient reader and writer?
Concept:
1 Foundational Skills
Concept:
2
Foundational Skills
Phonics and Word Recognition
Fluency
CC.1.1.5.D
CC.1.1.5.E
Lesson Essential Questions:
Lesson Essential Questions:
How do I use letter sounds to read accurately unfamiliar
multisyllabic words in and out of context?
How do I read on-level text with purpose and
understanding?
How do I use knowledge of syllabication to accurately read
unfamiliar multisyllabic words in and out of context?
How do I adjust my reading rate to adapt to the purpose
and content of the text I’m reading?
How do I use my knowledge of closed syllables to
accurately read words?
How do I read on-level text orally with accuracy, appropriate
rate, and expression on successive readings?
How do I use my knowledge of open syllables to accurately
read words?
How do I use context to confirm pronunciation and
meaning, rereading as necessary?
How do I use my knowledge of vowel consonant –e
syllables to accurately read words?
How do I use my knowledge of consonant –le syllables to
accurately read words?
How do I use my knowledge of r-controlled (or vowel –r)
syllables to accurately read words?
How do I use my knowledge of double vowel syllables to
accurately read words?
How do I use my knowledge of accented and unaccented
syllables to accurately read words?
How do I use knowledge of root words and affixes to
understand the meaning of unfamiliar multisyllabic words in
and out of context?
How do I use knowledge of root words and affixes to
accurately read unfamiliar multisyllabic words in and out of
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LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Grade 5
context?
Vocabulary:
Multisyllabic words
Vocabulary:
accuracy, rate, expression
schwa, open syllable, closed syllable, consonant –le syllable, rcontrolled syllable, double vowel syllable, consonant –e syllable
Understanding root words:
Understanding root words: e.g. tract: pull; rupt: break: act: do
Common roots (astro:star: aud: hear; dict: say, tell
See attached charts:Common Latin Roots, Common Greek Roots, Common
Prefixes and Common Suffixes
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