ROCKWOOD CURRICULUM WRITING PROCESS OVERVIEW
Course
Last Update for this Course
Elementary English Language Arts
2008
Results of Program Evaluation
Program Evaluation Recommendations
Address the Shifts in the Missouri Learning Standards:
• Building knowledge through content-rich nonfiction
• Reading, writing and speaking grounded in evidence from text, both literary and informational
• Regular practice with complex text and its academic language
Develop a Language Arts scope and sequence that is aligned to the Missouri Learning Standards (k-12)
Clearly outline spelling and grammar grade level expectations (k-12)
Maintain consistent language throughout
Provide ongoing professional learning opportunities for teachers
Implement Literacy Coaches (Build classroom teacher capacity to provide differentiated instruction including classroom
interventions and acceleration)
Implement a stronger writing program
Provide more leveled literature sets for classroom use (to match students to text at their instructional levels and meet
the needs of all learners)
Summary of Changes to Curriculum and Instruction
2008
Core Conceptual Objectives (CCO)
CCO’s listed separately
Grade Level Expectations (GLE)
Speaking and listening CCOs are listed separately
Vocabulary addressed through the basal program
Facilitating activities
Basal program (Storytown)
Assessments were from the resources (basal)
3rd-5th letter grades
Reading and writing objectives were isolated
Spelling and grammar were embedded in writing
2015
Missouri Learning Standards
Standards grouped into instructional units
• The new reading units are based on metacognitive
strategies
• The writing units are based on informative, narrative
and opinion writing
Essential Course Outcomes (ECO)
Speaking and listening standards are integrated in the reading
and writing units
Rockwood academic vocabulary scope and sequence K-5
Model lessons
Balanced Literacy instructional approach
District Common Summative Assessments written to measure
student progress toward mastery of essential course
outcomes
Standards based grading and reporting
Emphasis on content area reading and writing (Science and
Social Studies are incorporated into the model lessons and
resources)
Spelling and grammar are explicitly taught and applied
through writing
Elementary English Language Arts Preamble
The elementary administrators, classroom teachers and reading specialists of Rockwood School
District believe all children:
• Can and want to learn to read and write.
• Will engage daily in reading, writing and conversing about text in all content areas.
• Deserve precise instruction designed to guarantee growth.
• Achieve the most growth through a systematic approach to literacy learning. (Follow the
Continuum of Literacy Learning)
• Will have access to quality literary and informational text at a variety of guided reading
and interest levels.
• Will be actively engaged in literacy learning in whole-group, small-group and individual
settings.
• Have an active role in the continually evolving learning process.
We believe all educators…
• Should have a love for reading and want to share that love with children.
• Want to learn and grow as teachers of reading and writing.
• Deserve ongoing, meaningful and differentiated professional learning opportunities that
are job-embedded and designed to support instruction.
• Use assessments to guide instruction for each learner.
• Understand reading builds writing and writing builds reading.
• Integrate word study, grammar, handwriting, speaking and listening to enhance and
reinforce language and literacy learning.
• Identify and implement high quality interventions for all learners based on student data.
• Collaborate to align and maintain the integrity of interventions.
• Teach, prompt and reinforce reading and writing strategies in all content areas.
COURSE OVERVIEW
CURRICULUM WRITTEN: 2015
COURSE:
Fifth Grade Elementary English Language Arts
APPROVED BY THE BOARD OF EDUCATION:
REVISED:
COURSE DESCRIPTION:
CURRICULUM WRITING COMMITTEE:
Fifth grade instruction includes reading, writing, speaking and listening. Fifth
graders will become more fluent readers while using word analysis skills. They
will apply comprehension strategies to develop a deeper understanding of
fiction and informational text. Students will write opinion, narrative, and
informative pieces using appropriate grammar and spelling skills. Instruction
may be in small groups, whole group, and/or individually, depending on the
needs of the students.
Linda Adams, Dawn Bearden, Christy Beeman, Michelle Bolton,
Kelly Brown, Sarah Bugbee, Robin Chamberlain, Laurie Cohen,
Mitzy M. Cruzen, April Dalrymple, Eileen Delia, Stacy Evans,
Jeanne Gilbert, Suzy Guccione, Julie Hume, Lisa Jarvis,
Rebecca Knight, Lori Mathys, Katie McClain, Theresa Meyer,
Amy Orr, Kim Powell, Christy Rhodes, Erin A. Rillema, Maureen
Smith, Shannon Smith, Stefanie Steffan, Stacey Taylor, Shelly
Woodworth
UNITS IN THIS COURSE
UNIT TITLE
UNIT NUMBER
5.R.01
5.R.02
5.R.03
5.R.04
5.R.05
5.R.06
5.R.07
5.R.08
5.R.09
5.W.01
5.W.02
5.W.03
5.W.04
The Reading Community
Questioning
Determining Importance
Visualizing
Monitoring and Correcting
Connecting
Inferring
Synthesizing
Critiquing and Analyzing
The Writing Community
Informative/ Explanatory Writing
Narrative Writing
Opinion Writing
ROCKWOOD SCHOOL DISTRICT
UNIT TIMEFRAME
2-4 Weeks
2-4 Weeks (repeated as needed)
2-4 Weeks (repeated as needed)
2-4 Weeks (repeated as needed)
2-4 Weeks (repeated as needed)
2-4 Weeks (repeated as needed)
2-4 Weeks (repeated as needed)
2-4 Weeks (repeated as needed)
2-4 Weeks (repeated as needed)
2- 4 Weeks
4-6 Weeks (2 times a year)
4-6 Weeks (2 times a year)
4-6 Weeks (2 times a year)
CURRICULUM & INSTRUCTION MAY 2015
Essential Course Outcomes
Fifth Grade
Reading
Instructional Reading level
RL.5.10, RI.5.10
Applies word analysis skills when solving words
RL.5.4, RI.5.4,
RF.5.3, L.5.4, L.5.5
RF.5.4
Reads level V text fluently
Comprehends level V fiction text
Comprehends level V informational text
Reads for a minimum of 30 minutes independently
Applies grammar skills in writing
Writing and Language
RL.5.1, RL.5.2,
RL.5.3, RL.5.5,
RL.5.6, RL.5.7,
RL.5.9
RI.5.1, RI.5.2, RI.5.3,
RI.5.5, RI.5.6, RI.5.7,
RI.5.8, RI.5.9
RL.5.10, RI.5.10
L.5.1, L.5.2, L.5.3
Spells high frequency words and patterns correctly in writing
L.5.2
Produces an opinion piece
W.5.1, W.5.4,
W.5.5, W.5.6,
W.5.7, W.5.8,
W.5.9, W.5.10, L.5.6
W.5.2, W.5.4,
W.5.5, W.5.6,
W.5.7, W.5.8,
W.5.9, W.5.10, L.5.6
W.5.3, W.5.4,
W.5.5, W.5.6,
W.5.8, W. 5.10,
L.5.6
Produces an informative piece
Produces a narrative piece
Speaking and Listening
Participates in collaborative conversations
Reports on a topic or tells a story
SL.5.1, SL.5.2, SL.5.3
SL.5.4, SL.5.5, SL.5.6
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Literacy block routines are established to allow students to listen,
speak and develop as readers. Readers learn effective ways to
collaboratively engage in conversations.
UNIT TITLE: The Reading Community
UNIT TIMELINE: 2 – 4 Weeks
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
How do established routines facilitate learning during the balanced
literacy block?
How do readers actively engage in various group reading activities?
How do readers actively engage in collaborative discussions?
How do listeners make meaning from the spoken word?
How do speakers share information for specific purposes?
Benchmark Literacy: The First 30 Days of School Routines & Rituals
Benchmark Assessment System
Words Their Way
BrainPOP
BrainPOPJr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.5
RI.5.5
SL.5.1
SL.5.3
SL.5.6
L.5.6
STANDARDS: Content specific standards that will be addressed in this unit.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
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.
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
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 on pages 28 and 29 for specific
expectations.)
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).
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Readers ask questions before, during and after reading to
establish a purpose for reading, determine the meaning of
unfamiliar words, clarify confusing information, validate inferences
and extend learning.
UNIT TITLE: Questioning
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
How do readers wonder about the text to help them understand it?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 1: Ask Questions
Words Their Way
BrainPOP
BrainPOP Jr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.1
RL.5.4
RI.5.10
RI.5.1
RI.5.4
RI.5.7
RL.5.10
RF.5.3
RF.5.4
SL.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
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.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
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.
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.
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.2
SL.5.3
SL.5.4
SL.5.5
SL.5.6
L.5.4
L.5.6
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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 on pages 28 and 29 for specific
expectations.)
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.
Acquire and use accurately grade appropriate general academic and domain specific words
and phrases, including those that signal contrast, addition, and other logical relationships.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
UNIT DESCRIPTION:
COURSE:
Readers determine important ideas that support understanding
and use key details to state big ideas in their own words.
Readers use text features to determine the author’s perspective,
point of view and/or opinion and how it relates to their own.
Fifth Grade Elementary English Language Arts
UNIT TITLE: Determining Importance
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
How do readers remember important information and transfer it?
How do readers identify and evaluate information in the text?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 5: Determine Text Importance
Brain Pop
Brain Pop Jr.
Continuum of Literacy Learning
Discovery Education
Leveled Text
Reading A-Z
ROCKWOOD SCHOOL DISTRICT
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
ReadWorks.org
readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.1
RL.5.2
RL.5.6
RL.5.9
RL.5.10
RI.5.1
RI.5.2
RI.5.6
RI.5.8
RI.5.9
RI.5.10
RF.5.3
RF.5.4
SL.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
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.
Describe how a narrator’s or speaker’s point of view influences how events are described.
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on
their approaches to similar themes and topics.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
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.
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.
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
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.2
SL.5.3
SL.5.4
SL.5.5
L.5.4
their own clearly.
a. 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.
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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Readers use text evidence to form mental images of how
something looks, feels, sounds, smells or tastes while reading.
UNIT TITLE: Visualizing
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
How do readers form pictures in their minds to imagine what the author
has written?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 3: Visualize
Words Their Way
BrainPOP
BrainPOP Jr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.1
RL.5.3
RL.5.4
RL.5.7
RL.5.10
RI.5.1
RI.5.10
RF.5.3
RF.5.4
SL.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
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).
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
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).
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
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.
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.
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.2
SL.5.3
SL.5.4
SL.5.5
L.5.4
L.5.5
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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.
Demonstrate understanding of figurative language, word relationships, and nuisances in word
meanings.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Readers monitor their reading for understanding and use
corrective actions when text does not make sense. These may
include but are not limited to: searching for and using information
and adjusting.
UNIT TITLE: Monitoring and Correcting
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
How do readers monitor their understanding and make self-corrections?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 4: Fix-Up Monitoring
Words Their Way
Brain Pop
Brain Pop Jr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
ROCKWOOD SCHOOL DISTRICT
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.1
RL.5.4
RL.5.10
RI.5.1
RI.5.4
RI.5.10
RF.5.3
RF.5.4
SL.5.1
SL.5.2
STANDARDS: Content specific standards that will be addressed in this unit.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
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.
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.
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.3
SL.5.4
SL.5.5
L.5.4
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Readers make connections to text in three ways: text-to-self, textto-text and text-to-world.
UNIT TITLE: Connecting
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
How do readers link what they read to something they already know?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 6: Make Connections
Words Their Way
BrainPOP
BrainPOP Jr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.3
RL.5.5
RL.5.9
RL.5.10
RI.5.3
RI.5.5
RI.5.9
RI.5.10
RF.5.3
RF.5.4
SL.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
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).
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on
their approaches to similar themes and topics.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
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.
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.
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
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.
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.
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 information 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
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
X
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.2
SL.5.3
SL.5.4
SL.5.5
SL.5.6
L.5.4
discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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 on pages 28 and 29 for specific
expectations.)
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.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Readers monitor their reading for understanding and use
corrective actions when text does not make sense. These may
include but are not limited to: searching for and using information
and adjusting.
UNIT TITLE: Inferring
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
How do readers monitor their understanding and make self-corrections?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 7: Make Inferences
Words Their Way
Brain Pop
Brain Pop Jr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.1
RL.5.2
RL.5.4
RL.5.10
RI.5.1
RI.5.2
RI.5.4
RI.5.7
RI.5.10
RF.5.3
RF.5.4
SL.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
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 meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
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.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
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.
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.
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 information known about the topic to explore ideas under
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
X
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.2
SL.5.3
SL.5.4
SL.5.5
L.5.4
L.5.5
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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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.
Demonstrate understanding of figurative language, word relationships, and nuisances in word
meanings.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Readers adjust present understandings to accommodate new
knowledge. Readers form generalizations, judgments or opinions
of text as new knowledge is gained and apply the information
across content areas.
UNIT TITLE: Synthesizing
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
How do readers form new ideas or perspectives?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 8: Summarize and Synthesize
Words Their Way
BrainPOP
BrainPOP Jr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.2
RL.5.3
RL.5.7
RL.5.9
RL.5.10
RI.5.2
RI.5.3
RI.5.7
RI.5.9
RI.5.10
RF.5.3
RF.5.4
SL.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
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.
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).
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).
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on
their approaches to similar themes and topics.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
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.
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.
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
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.
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.
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.
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
X
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.2
SL.5.3
SL.5.4
SL.5.5
L.5.4
a. 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.
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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
UNIT DESCRIPTION:
COURSE:
Readers evaluate text based on personal experiences or text
knowledge. Readers examine the elements of a text to know
more about how it is constructed and to notice aspects of the
writer’s craft.
Fifth Grade Elementary English Language Arts
UNIT TITLE: Critiquing and Analyzing
UNIT TIMELINE: 2 – 4 Weeks (repeated as needed)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Readers make meaning from text.
Readers understand that authors use literary elements and techniques
to convey meaning.
Readers evaluate and analyze text structures to make meaning.
Readers make meaning from appropriately leveled text.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes
How do readers think critically, examine text structure and analyze the
author’s craft?
How do readers use phonics and word recognition knowledge to solve
words?
How do readers maintain fluency?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Unit 8: Summarize & Synthesize/Evaluate Author’s
Purpose
Benchmark Literacy Unit 9: Make Connections/Distinguish & Evaluate
Fact & Opinion
Benchmark Literacy Unit 10: Ask Questions/Make Judgments
Words Their Way
BrainPOP
BrainPOPJr.
Discovery Education
Leveled Text
Reading A-Z
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Comprehension Toolkit
Making Meaning
Lucy Calkins Units of Study for Teaching Reading: A Curriculum for the
Reading Workshop, Grades 3-5
Mentor Text
www.readworks.org
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
RL.5.2
RL.5.5
RL.5.6
RL.5.7
RL.5.9
RL.5.10
RI.5.2
RI.5.5
RI.5.6
RI.5.8
RI.5.10
RF.5.3
RF.5.4
STANDARDS: Content specific standards that will be addressed in this unit.
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.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
Describe how a narrator’s or speaker’s point of view influences how events are described.
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).
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on
their approaches to similar themes and topics.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at an instructional level V.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
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.
Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at an instructional level V.
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.
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.
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
SL.5.1
SL.5.2
SL.5.3
SL.5.4
SL.5.5
SL.5.6
L.5.4
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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 on pages 28 and 29 for specific
expectations.)
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.
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Writing block routines are established to allow students to listen,
speak, and develop as writers. Writers follow the writing process
to compose and publish a coherent piece of writing.
UNIT TITLE: The Writing Community
UNIT TIMELINE: 2 – 4 Weeks
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Writers compose for a variety of audiences and purposes.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers strengthen their craft through practice.
Listeners make meaning from the spoken word.
Speakers share information to a variety of audiences for specific
purposes.
Writers and speakers use appropriate English.
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning.
How do established routines facilitate learning during the writing block?
How do students actively engage in collaborative conversations about
writing?
How do listeners make meaning from the spoken word?
How do speakers share information for specific purposes?
MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
Benchmark Literacy: Making Sense of the Writer’s Workshop
Benchmark Literacy Writer’s Workshop
Words Their Way
BrainPOP
BrainPOPJr.
Grammar & Punctuation – SMART Notebook resources on Insider
The Continuum of Literacy Learning
Being a Writer
Grolier Online
Lucy Calkins Unit of Study for Teaching Writing, Grades 3-5
Mentor Texts
www.NoodleTools.com
www.readwritethink.org
ROCKWOOD SCHOOL DISTRICT
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
W.5.4
W.5.5
W.5.8
SL.5.1
SL.5.3
SL.5.6
L.5.6
STANDARDS: Content specific standards that will be addressed in this unit.
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 above.)
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.)
Recall relevant information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished work, and provide
a list of sources.
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.
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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
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 on pages 28 and 29 for specific
expectations.)
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).
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
X
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Writers compose an informative/explanatory piece of writing with
an awareness of audience, task, and purpose, and an
understanding of the subject, by gathering information from a
variety of sources and use the writing process to produce and
publish a coherent piece of writing with the use of technology.
UNIT TITLE: Informative and Explanatory Writing
UNIT TIMELINE: 4-6 Weeks (2 times a year)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Writers compose for a variety of audiences and purposes.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers strengthen their craft through practice.
Writers and speakers use appropriate English.
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning.
Listeners make meaning from the spoken word
How do writers inform their audience?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Writer’s Workshop Unit 3: Informational Reports
Benchmark Literacy Writer’s Workshop Unit 5: Biography
BrainPOP
BrainPOPJr.
Grammar & Punctuation – SMART Notebook resources on Insider
The Continuum of Literacy Learning
Words Their Way
ROCKWOOD SCHOOL DISTRICT
Being a Writer
Grolier Online
Lucy Calkins Unit of Study for Teaching Writing, Grades 3-5
Mentor Texts
www.NoodleTools.com
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
W.5.2
W.5.4
W.5.5
W.5.6
W.5.7
W.5.8
W.5.9
W.5.10
L.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
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.
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 above.)
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.)
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing 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.
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Recall relevant information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished work, and provide
a list of sources.
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]”). 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]”).
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.
Demonstrate command of the conventions of standard English grammar and usage when
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
X
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
L.5.2
L.5.3
L.5.5
L.5.6
SL.5.1
SL.5.2
SL.5.3
SL.5.4
SL.5.5
SL.5.6
writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
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).
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons
and evidence.
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations
when appropriate to enhance the development of main ideas or themes.
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 on pages 28 and 29 for specific
expectations.)
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Writers compose a narrative piece of writing with an awareness of
audience, task, and purpose, with an understanding and use of
the narrative elements and use the writing process to produce
and publish a coherent piece of writing with the use of technology.
UNIT TITLE: Narrative Writing
UNIT TIMELINE: 4-6 Weeks (2 times a year)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Writers compose for a variety of audiences and purposes.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers and speakers use appropriate English.
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning.
Writers strengthen their craft through practice.
Speakers share information to a variety of audiences for specific
purposes.
Listeners make meaning from the spoken word.
How do writers tell a narrative story?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT:
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Writer’s Workshop Unit 1: Memoirs
Benchmark Literacy Writer’s Workshop Unit 2: Historical Fiction
Words Their Way
BrainPOP
BrainPOPJr.
Grammar & Punctuation – SMART Notebook resources on Insider
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Being a Writer
Grolier Online
Lucy Calkins Unit of Study for Teaching Writing, Grades 3-5
Mentor Texts
www.NoodleTools.com
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
STANDARDS: Content specific standards that will be addressed in this unit.
W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. a. Orient the reader by establishing a situation
and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations. c. Use a variety of
transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete
words and phrases and sensory details to convey experiences and events precisely. e.
Provide a conclusion that follows from the narrated experiences or events.
W.5.4
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 above.)
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.)
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing 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.
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]”). 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]”).
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.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
W.5.5
W.5.6
W.5.9
W.5.10
L.5.1
L.5.2
L.5.3
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
SUPPORTING
STANDARD
FOR THIS
UNIT
CURRICULUM & INSTRUCTION MAY 2015
L.5.5.
L.5.6
SL.5.1
SL.5.2
SL.5.3
SL.5.4
SL.5.5
SL.5.6
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
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).
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6 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 on pages 28 and 29 for
specific expectations.)
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
COURSE:
UNIT DESCRIPTION:
Fifth Grade Elementary English Language Arts
Readers ask questions before, during and after reading to
establish a purpose for reading, determine the meaning of
unfamiliar words, clarify confusing information, validate inferences
and extend learning.
UNIT TITLE: Opinion Writing
UNIT TIMELINE: 4-6 Weeks (2 times a year)
ENDURING UNDERSTANDINGS:
ESSENTIAL UNIT QUESTIONS:
Writers compose for a variety of audiences and purposes.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers and speakers use appropriate English.
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning.
Writers strengthen their craft through practice.
Speakers share information to a variety of audiences for specific
purposes.
Listeners make meaning from the spoken word.
How do writers communicate an opinion?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific
purposes?
DISTRICT FUNDED MATERIALS/RESOURCES FOR THIS UNIT
OPTIONAL MATERIALS/RESOURCES FOR THIS UNIT:
(These resources are not funded by the district)
Benchmark Literacy Writer’s Workshop Unit 4: Persuasive Letters
Words Their Way
BrainPOP
BrainPOPJr.
Grammar & Punctuation – SMART Notebook resources on Insider
The Continuum of Literacy Learning
ROCKWOOD SCHOOL DISTRICT
Being a Writer
Grolier Online
Lucy Calkins Unit of Study for Teaching Writing, Grades 3-5
Mentor Texts
www.NoodleTools.com
www.readwritethink.org
1
CURRICULUM & INSTRUCTION MAY 2015
WHAT SHOULD STUDENTS KNOW, UNDERSTAND, AND BE ABLE TO DO AT THE END OF THIS UNIT?
(see unpacked standards documents for specific instructional details)
REFERENCE
/STANDARD
W.5.1
W.5.4
W.5.5
W.5.6
W.5.7
W.5.8
W.5.9
W.5.10
L.5.1
STANDARDS: Content specific standards that will be addressed in this unit.
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.
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 above.)
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.)
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing 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.
Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
Recall relevant information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished work, and provide
a list of sources.
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]”).
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]”).
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.
Demonstrate command of the conventions of standard English grammar and usage when
ROCKWOOD SCHOOL DISTRICT
2
MAJOR
STANDARD
FOR THIS
UNIT
X
SUPPORTING
STANDARD
FOR THIS
UNIT
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015
L.5.2
L.5.3
L.5.5
L.5.6
SL.5.1
SL.5.2
SL.5.3
SL.5.4
SL.5.5
SL.5.6
writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
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).
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 information 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 of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6 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 on pages 28 and 29 for
specific expectations.)
ROCKWOOD SCHOOL DISTRICT
3
X
X
X
X
X
X
X
X
X
X
CURRICULUM & INSTRUCTION MAY 2015