Grade 5 – Reading Curriculum – Unit 6 - DRAFT
Unit 6 - Journey to
Discovery
In order to reach all the Common Core Standards, the Main Selection,
Paired Selection and Extending the Common Core –
Reading Adventures must be utilized.
Approximate Pacing –
4 - 5 Weeks
If other grades decide to collapse Unit 6 into the other Units, this unit should then be dedicated to Number the Stars/Holocaust Read Alouds since
that will the 3rd unit in the new 5th Grade SS Curriculum (which is mapped out for 30 days)
Unit Objectives/ Enduring Understandings
TLWUT to answer a question about the text with strong support, the reader needs to quote the text directly and infer from the text when needed. When looking
at multiple texts, students will also be able to determine which text would provide the strongest support when answering questions. Part of being able to read on
an instructional level, requires the reader to pay attention to the words authors use, understand the meaning of those words and allow the author's use of
figurative language to help paint the picture in the readers' mind. Students will understand that texts can have multiple themes or main ideas. Students will
understand that chapters in a novel, stanzas in a poem and scenes in a play all fit together to create an overall structure in a story, poem or drama. Poems,
while short in length, have a message the author is trying to get across to the reader. Similar to other pieces of text, poems convey a point of view specific to
that author and can be compared to gain a deeper understanding of a particular topic. Students will understand that reading several different texts about a
topic, especially with different points of view, will strengthen their ability to synthesize and speak more knowledgeable about a topic.
Priority Common Core State Standards
Speaking and Listening:
SL. 5.1a, 5.1c. 5.3, 5.4, 5.5, 5.6
Literary and Informational Text:
RL. 5.1, 5.4, 5.10 Quote accurately from text, determine meaning of words and read on instructional level
RI.5.1,5.4,5.10 Quote accurately from text, determine meaning of words and read on instructional level
Reading Foundations:
RF. 5.3a, 5.4a, 5.4b 5.4c
*** All standards should be reviewed during unit 6 with a novel tie
Unit Suggested Read Aloud/ Mentor Texts:
Fiction: Number the Stars (Historical Fiction)
Informational: War, Peace, And All That Jazz 1918-1945 by Joy Hakim
Grade 5 – Reading Curriculum – Unit 6 - DRAFT
Reading: Literature
Lesson 26
5.6 Describe how a
narrator's or speaker's
point of view influences
how events are
described.
Common Core State Standards
Reading: Informational
Reading: Foundation
5.2 Determine two or more
main ideas of a text and explain
how they are supported by key
details; summarize the text.
5.7 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.
5.3 Use combined knowledge
of all letter-sound
correspondences,
syllabication patterns, and
morphology (e.g., roots and
affixes) to read accurately
unfamiliar multi-syllabic words
in context and out of context.
Academic Vocabulary
Text features
Graphic features
Visualize
Prefixes
Word Roots
Multiple Meaning Words
Possessive Nouns
5.4a Read grade-level text
with purpose and
understanding
5.4b Read grade-level prose
and poetry orally with
accuracy, appropriate rate,
and expression
5.4c Use context to confirm or
self-correct word recognition
and understanding, rereading
as necessary
Lesson 27
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
5.3 Compare and
contrast two or more
characters, settings, or
events in a story or
drama, drawing on
Theme
Analyze
Evaluate
Suffixes
Titles
Abbreviations
Rate to Fluency
Grade 5 – Reading Curriculum – Unit 6 - DRAFT
specific details in the text
(e.g., how characters
interact)
Lessons
Reading: Literature
Lesson 28
Lesson 29
5.6 Describe how a
narrator's or speaker's
point of view influence
how events are
described.
Lesson 30
5.5 Explain how a series
of chapters, scenes, or
stanzas fits together to
provide the overall
structure of a particular
story, drama, or poem.
Common Core State Standards
Reading: Informational
Reading: Foundation
5.2 Determine two or more
main ideas of a text and explain
how they are supported by key
details; summarize the text.
5.3 Explain the relationship 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.
5.5 Compare and contrast the
organizational structure of
events, ideas, concepts or
information in two or more texts.
5.2 Determine two or more
main ideas of a text and explain
how they are supported by key
details; summarize the text.
5.9 Integrate information from
several texts on the same topic
in order to write or speak about
the subject knowledgeably.
5.2 Determine two or more
main ideas of a text and explain
how they are supported by key
details; summarize the text.
Academic Vocabulary
Fact and Opinion
Question
Idioms
Greek Word Roots
Expression for Fluency
Conclusions
Generalizations
Inferences
Predictions
Latin Root Words
Greek Root Words
Stress for Fluency
Main Idea
Details
Summarize
Word Origins
Syllable Patterns
Accuracy for Fluency
Grade 5 – Reading Curriculum – Unit 6 - DRAFT
5.3 Explain the relationship 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.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI #
Cumulative Process Indicator (CPI)
8.1.4.E2
Evaluate the accuracy, relevance, and appropriateness of print and non-print electronic information sources to complete a
variety of tasks.
9.1.4. A.4
Use data accessed on the Web to inform solutions to problems and the decision-making process.
9.1.4.D.1
Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.
Key Knowledge:
Students will know:
Unwrapping the Standards
Process/Skills/Procedures/Application of Key
Knowledge
Students will be able to:
Higher Level Thinking /Blooms
Information from different texts can
be synthesized to answer
questions
Quote directly from text to support answers
Collaborate with peers to present Reader's
Theatre
Topics can be presented differently
based on the author's point of view
Find the main idea(s) of an informational text and explain
how it is supported by details
Discuss the author's point of view
Literature can have several
Explain how visuals contribute to text and use the visuals to
Create poetry based on a specific topic to
Determine theme(s) in literature
Determine the theme in literature and poems
Grade 5 – Reading Curriculum – Unit 6 - DRAFT
themes and informational text can
have several main ideas; both are
supported with evidence in the text
Content specific areas contain
specific vocabulary
answer questions
counter an author's point of view
Form answers based on information from different texts in
various forms
Synthesize information between several texts
and create a presentation
Support or oppose arguments based on information
gathered from different sources
Summarize information from different text concisely
Use content rich vocabulary when speaking and writing
about specific topics
Rely on graphic organizers to organize thoughts before,
during and after reading
Evidence of Learning
Formative
Summative
Reading Journals
Graphic Organizers
Practice Book
Grab and Go Resources
Reading Conferences
Weekly Journeys Test (optional)
Unit 6 Benchmark Assessment (optional)
Running Record
STAR Assessment