2016-2017 Curriculum Blueprint
Grade: 5
District Unit 5
Lexile Band 740L-1010L
Course: ELA
Flexible Time:
15 days
Unit Overview
By the end of the unit, students will be able to determine the theme of a drama or poem using details in the text. They will be able to explain how main ideas
of informational text are supported by key details. When analyzing poetry or dramas, students will be able to explain how a series of scenes or stanzas fit
together to provide structure, and they will be able to compare and contrast the structure of text.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Students will be able to determine two or more main ideas of a text and
explain how key details support them. Students will also be able to determine  How does the speaker's voice help to determine theme in poetry?
the theme of a story and identify how characters respond to challenges.
 How does the structure of a text impact a reader's experience and
RI.1.2/RL.1.2 Scale
understanding of a text?
Students will explain how a series of chapters, scenes, or stanzas fit together  How do supporting details help a reader determine the main idea of a text?
to provide the overall structure of a particular story, drama, or poem, and
 How can a reader determine the main ideas of a text?
compare/contrast text structure in two or more texts.
 How can a character’s response to challenges in the story help you to
RI.2.5/RL.2.5 Scale
understand the theme of the story?
Students will write an informative/explanatory text using effective techniques

How can comparing and contrasting stories of similar genres enhance a
to convey ideas and information clearly.
reader’s understanding of a story and its theme?
W.1.2 Scale
 Why should authors use more than one text (source) when gathering
information on a single topic?
 How can multiple text sources impact an oral presentation or piece of writing
about a single topic?
Published Product
Writing Standard
5.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic and convey
*The purpose of the Published Product is to allow for students to go
through the writing process aligned to the standards. Use Literary Tasks to ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
scaffold learning that will prepare students for the Published Product.
After reading a teacher selected text, students will write an explanatory
piece in which they identify the theme and explain how the author uses
structure to convey the message to the reader. Students will need to use
key ideas and details from the text to support their explanation.
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.
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e. Provide a concluding statement or section related to the information or explanation
presented.
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive
standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT:
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
5.W.2.4 (DOK 3) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose , and audience. (Grade-specific expectations for writing types are defined in
standards 1–3)
5.W.2.5 (DOK 3) 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)
5.W.2.6 (DOK 2) With some guidance and support from adults, use technology, including the Internet, to produce and publish wr iting as well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two pages in a single sitting.
5.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and r esearch.
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]”).
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 which point[s]”).
5.W.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline -specific tasks, purposes,
and audiences.
LANGUAGE:
5.L.3.4 (DOK 2) 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 and roots 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 find the pronunciati on and determine or clarify the precise meaning of key words and phrases.
5.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SPEAKING AND LISTENING:
5.SL.1.1 (DOK 3) 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.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other info rmation known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks o f others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
5.SL.1.2 (DOK 2) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL.2.6 (DOK 2) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3)
READING:
5.RL/RI.1.1 (DOK 2) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
•Recognize examples of figurative language.
•Recognize similes and metaphors.
•Determine the meaning of words in texts.
•Determine the figurative meaning of words and phrases.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significan t characters found in mythology (e.g., Herculean)
6th: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; a nalyze the impact of a specific word choice on meaning and tone.
5.RI.2.4 (DOK 2) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Revised 12/15/14
5.RL.3.7 (DOK 3) Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (e.g. gr aphic novel, multimedia presentation of fiction, folktale, myth, poem)
• Define analyze
• Identify multimedia and visual elements
• Recognize meaning, tone and beauty
• Analyze how visual elements contribute to meaning, tone, and beauty
• Analyze how multimedia contributes to meaning, tone, and beauty
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
5.RI.3.7 (DOK 2) 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.
•Obtain information from sources.
•Recognize digital sources.
•Identify problem solving steps.
•Collect information/data.
•Locate an answer or solve problem efficiently from various print and digital sources.
•Organize information to answer efficiently.
4th: Interpret information presented visually, orally, or quantitatively (e.g., in chars graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contrib utes to an
understanding of the text in which it appears.
6th: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
5.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas, poetry, and informational texts, including history/social studies, science, and technical texts at the high end
of the grades 4–5 text complexity band independently and proficiently.
5.RF.3.3 (DOK 1) 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 multisy llabic words in context and out of context.
5.RF.4.4 (DOK 2) 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.
Reading Standards
5.RL.1.2 (DOK 3) 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.
• Determine the theme of a story, drama, or poem
• Summarize text
• Explain how characters respond to challenges
• Explain how the speaker reflects upon a topic
• Summarize key ideas and details
• Summarize how characters respond to challenges
• Summarize how the speaker reflects upon a topic
4th: Determine a theme of a story, drama, or poem from details in the text; Summarize the text
6th: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or
judgments
5.RI.1.2 (DOK 3) Determine two or more main ideas of a text and explain how they are supported by key details; Summarize the text
• Explain how supporting details determine the main idea
• Determine two or more ideas
• Explain how multiple ideas are supported by key ideas
 Summarize the multiple ideas using key details
4th: Determine the main idea of a text and explain how it is supported by key details; Summarize the text
6th: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
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5.RL.2.5 (DOK 3) Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem
• Explain how a series of chapters, scenes, and stanzas fit together
• Explain how chapters, scenes, and stanzas provide overall structure
4th: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g. casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text
6th: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or
plot.
5.RI.2.5 (DOK 4) 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
• Determine the overall text structure
• Describe the overall text structure
• Compare/ contrast the overall structure of events, ideas, concepts or information
4th:Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text
6th: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas
Speaking and Listening Standards
5.SL.1.3 (DOK 2) Summarize the points a speaker makes and explain how
each claim is supported by reasons and evidence.
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized
(refer to Higher Order Questions to ensure deeper comprehension). These are
suggested texts. Other stories at the same lexile level may be used.
Week 1:
 How Do I Hold the Summer? (NP)
Wonders: Unit 4, Week 5 Reading/Writing Workshop pgs. 294-295
 The Story of Snow (890L) Expository Text
Wonders: Unit 3, Week 3 Literature Anthology pgs. 216-231
Language Standards
5.L.3.5 (DOK 3) Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
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.
5.L.2.3 (DOK 3) 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.
Literary Tasks
LDC 4-5 Template Tasks
*The tasks provided are a sampling, therefore additional tasks would be required to
ensure adequate practice and deepening of knowledge to ensure mastery of the focus
standards. Some literary tasks may only address part of a standard. The purpose
behind this is to help students engage in scaffolded tasks, helping them to practice the
skills required to master the full intent of each standard.
5.RL.1.2 Summarize the poem, How Do I Hold The Summer? Include how the
author feels towards winter.
Revised 12/15/14

Words Free as Confetti and Dreams (NP)
Wonders: Unit 4, Week 5 Literature Anthology pgs. 340-343
Week 2:
 Fibonacci’s Amazing Find (890L) Expository Text
Wonders: Unit 3, Week 3 Literature Anthology pgs. 232-235
 When I Dance (NP) Poetry
Wonders: Unit 4, Week 5 Reading/Writing Workshop pg. 297
Week 3:
Published Product
(This time can also be used for remediation of skills and completion of
extended resources and optional texts)
Audio/Multimedia Presentations to Address RI.3.7 and SL.1.2
All video clips are located on Safari Montage. Your login is the same as
your district login.
Bill Nye: Patterns Safari Montage Video
All Chapters are acceptable (22 min., 54 sec.)
Snow and Ice--What's More Fun? Safari Montage Video
Chapter 1: Studying Snowflakes (4 min., 23 sec.)
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Common Core Exemplar Poetry List
Access Common Core exemplar poetry by grade level
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with
nonfiction that's always relevant: daily news.
ebscohost
under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading
5.RI.1.2 After reading The Story of Snow and Fibonacci’s Amazing Find, create a
tree map/graphic organizer showing the main idea with key details of each
passage. Then, use the tree map/graphic organizer to write a summary of the
text.
5.RL.2.5 Choose a poem and write about how the stanzas fit together in order to
provide the overall structure.
5.RI.2.5 Determine the overall text structure of both The Story of Snow and
Fibonacci’s Amazing Find. Compare and contrast the structure of the concepts
presented in both texts in a written response.
5.SL.1.3 After watching the video Studying Snowflakes, discuss with a partner
the main point(s) the speakers in the video make. Give examples of how the
speaker uses reasons and evidence throughout the video.
Revised 12/15/14
sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple
times to master the three focus reading standards within this unit. PLC’s
should collaborate to determine the order of instruction and strategies
that support the learning goal.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
5.R.1.2
5.R.2.5
 Which dialogue/quotes/sections help in determining the author’s
 How do the chapters/scenes, stanzas fit together?
message to the readers?
 Explain how chapters, scenes, stanzas contribute to the overall structure of
 How might you summarize this text?
the text.
 What key ideas/details would be included in a summarization?
 Why are chapters (chapter #’s) important? How do these chapters contribute
to the story?
 How did the character respond to __?
 Why is scene (scene #) important to the drama? How does it provide a
 How does the speaker reflect on __?
connection between the other scenes?
 How is the theme of the story, drama, poem shaped by specific details
 How do the stanzas in (text title) fit together so the poem flows from the
from the text?
beginning to end?
 How does your analysis of __ (character) contribute to the theme of
 What text structure does the author employ?
the text?
 How did the author explain/describe __?
 Which sections help in determining the author’s main ideas?
 How does the structure of the text compare to __?
 What multiple ideas are conveyed in the text?
 What are the differences in how the author structured the events, ideas,
 How might you summarize this text?
concepts, or information? What examples from the text support your
 What key ideas/details would be included in a summarization and
comparison?
how does it work to support the main idea?
 Which text was more effective in explaining
 How do these key details work together to support __?
events/ideas/concepts/information?
 Did text structure impact the effectiveness of the text? What examples from
the texts to support your opinion?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level
FSA Test Item Specifications:
3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 12/15/14