3rd Grade - DePaul University



5th Grade

FOURTH QUARTER LEARNING PRIORITIES

Common Core Literacy Standards Emphasized are Underlined.

Other listed standards are reinforced—have been developed in quarters 1-3.

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences |1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the|

|from the text. |text. |

|2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a |2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the |

|story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the |text. |

|text. | |

|3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on |3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a |

|specific details in the text (e.g., how characters interact). |historical, scientific, or technical text based on specific information in the text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative language |4. Determine the meaning of general academic and domain-specific and phrases in a text relevant to a grade 5 topic|

|such as metaphors and similes. |or subject area. |

|5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of |5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of |

|a particular story, drama, or poem. |events, ideas, concepts, or information in two or more texts. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their |9. Integrate information from several texts on the same topic in order to write or speak about the subject |

|approaches to similar themes and topics. |knowledgeably. |

Writing: CCSSW5.8 (CPS Framework Assessment Specification)

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.

NEXT GRADE PREP PRIORITIES

These lists include essentials for preparation for the next grade. Identify content and skills to emphasize from this chart and your assessments. For complete listing of grade level competencies go to .

| |Identify ways writer organizes text | |Scientific method |

|READING |Compare/contrast; |SCIENCE |Data interpretation |

|Answer questions with evidence |Infer relationships; |Explain concepts with examples |Core science knowledge |

|(CCSSR1) |Analyze relationships; | | |

|Summarize and Synthesize (CCSSR2) |Explain how to answer questions: analytic, inferential, | | |

|Analyze craft and structure |evaluative | | |

|(CCSSR5, 6) |Paraphrase | | |

| |Summarize and identify main idea | | |

| |Synthesize | | |

| |Analyze how a writer communicates. | | |

| |Interpret tone, mood, imagery | | |

| |Extended response | | |

| |Fiction: stories, fairy tales, fantasies | |Principles of US economy, government |

|GENRES |Poems, songs, paintings, drama |SOCIAL STUDIES |US history—challenges and changes |

| |Non-Fiction: science, social studies |Explain ideas with examples |Map interpretation: relationships |

|WORD KNOWLEDGE |Root word |MATH |Single step and multi-step addition, subtraction, multiplication,|

|Use/Expand content vocabulary in |Prefix and Suffix |CCSS Practice Standards: |division |

|reading and writing: math, science,|Compound word |Analyze problem and solve with persistence |Simple measurement conversions |

|social studies |Dictionary, thesaurus |Think quantitatively and abstractly |Multi-step problems using fractions, decimals, measurement, and |

| |Homonym | |conversion |

| |Multiple meaning words | |Algebra concepts and equations |

| |Synonym; Antonym | |Probability |

| |Parts of speech | | |

| |narrative and expository essays (outline and write) |LEARNING SKILLS |Listen |

|WRITING |biography | |Work with others |

| |poem | |Follow directions |

| | | |Use graphic organizers |

| | | |Make exhibits |

| | | |Take notes |

Fifth Grade: Fourth Quarter Learning Priorities Weeks 29-30

| |Week 29 |Week 30 |

|Reading Literature |Interpret a poem— |Identify, explain and illustrate the central message of a story or history. Analyze |

|CCSSRL.5.1 |2. Determine a theme of a poem from details in the text, including how the |how the writer develops that theme with characters and plot. CCSSRL5.3 |

|Infer with evidence |speaker in a poem reflects upon a topic; summarize the text. | |

|Analyze author’s craft | | |

|Science |TOPIC: |TOPIC: |

|CCSSRI.5.5 Compare and contrast the overall |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|structure (e.g., chronology, comparison, | | |

|cause/effect, problem/solution) of events, ideas, | | |

|concepts, or information in two or more texts. |Make picture glossary. |Make picture glossary. |

| | | |

| |Identify important details that support the main idea of a paragraph or |Identify important details that support the main idea of a paragraph or passage. |

| |passage. | |

|Social Science |TOPIC: |TOPIC: |

|CCSSRI.5.5 Compare and contrast the overall |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|structure (e.g., chronology, comparison, |Make picture glossary. |Make picture glossary. |

|cause/effect, problem/solution) of events, ideas, | | |

|concepts, or information in two or more texts. |Identify important details that support the main idea of a paragraph or |Identify important details that support the main idea of a paragraph or passage. |

| |passage. | |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Comprehension rate expression | | |

|Word Knowledge |Infer from context |Infer from context |

|CCSSRI.5.4 | | |

|Writing |Organize and write a poem that communicates a theme—could be the same theme as|Organize and write a story with a central message—or add to the story you analyzed. |

|CCSSW5.4. Produce clear and coherent writing in |a poem interpreted. | |

|which the development and organization are | | |

|appropriate to task, purpose, and audience | | |

|MATH |Focus |Focus |

|Practice Standard 1: analyze problem, then solve it|Terms |Terms |

|6: Attend to precision | | |

| |Math Digest |Math Digest |

Fifth Grade: Fourth Quarter Learning Priorities Weeks 31-32

| |Week 31 |Week 32 |

|Reading Literature |Write with Focus |Write Clearly |

|CCSSRL5.9. Compare and contrast stories in the same |Write a comparison of one story to another—that also develops the same |Analyze how a writer communicates with different techniques—could be applied in any |

|genre (e.g., mysteries and adventure stories) on their |theme. Analyze how each writer uses details—character, setting, plot--to |genre. One way to do this: outline the passage, list what techniques the writer uses|

|approaches to similar themes and topics. |communicate. Also may be applied to compare a fiction and nonfiction work|in each section such as introduction, conclusion. CCSSRL5.5 |

| |on the same topic. CCSSRL5.5 | |

|Science |TOPIC: |TOPIC: |

|CCSSRI5.9 Integrate information from several texts on |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|the same topic in order to write or speak about the |Make picture glossary. | |

|subject knowledgeably. |Locate information about the topic in response to a BIG question. Write |Organize an outline to report on a topic.(connects to writing) |

| |constructed response. | |

|Social Science |TOPIC: Read experience write draw about BIG idea/BIG |TOPIC: Read experience write draw about BIG idea/BIG question |

|CCSSRI5.9 Integrate information from several texts on |question | |

|the same topic in order to write or speak about the |Make picture glossary. |Make picture glossary. |

|subject knowledgeably. | | |

| |Locate information about the topic in response to a BIG question. Write |Organize an outline to report on a topic.(connects to writing) |

| |constructed response. | |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Comprehension rate expression | | |

|Word Knowledge |Adjectives |Suffixes |

|CCSSRI.5.4 | | |

|Writing |Outline a report on a topic (relates to content focus) |Draft the report based on the outline. |

|CCSSW5.8 Recall relevant information from experiences |Recommended: Students work in pairs. | |

|or gather relevant information from print and digital | | |

|sources; summarize or paraphrase information in notes | | |

|and finished work, and provide a list of sources. | | |

|MATH |Focus |Focus |

|CCSS Math Practice Standards |Terms |Terms |

|1: analyze problem, then solve it | | |

|6: Attend to precision |Math Digest |Math Digest |

Fifth Grade: Fourth Quarter Learning Priorities Weeks 33-34

| |Week 33 |Week 34 |

|Reading Literature |Analyze a poem or story –explain how the writer communicates a theme. |Compare/contrast stories or histories that communicate the same theme. First, |

|CCSSRL5.9. Compare and contrast stories in the same genre (e.g., |List examples of how the writer supports that theme. Quote from the |identify the theme, then list what the writer includes to clarify the theme. |

|mysteries and adventure stories) on their approaches to similar |text to provide examples. Compare to another poem or story. |CCSSRL5.9 |

|themes and topics. |CCSSRL5.6 | |

|Science |TOPIC: |TOPIC: |

|CCSSRI5.9 Integrate information from several texts on the same |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|topic in order to write or speak about the subject knowledgeably.| | |

| |Make picture glossary. |Make picture glossary. |

| | | |

| |Locate and evaluate information for a report on a topic. (connects to |Use graphic organizers to support the report. |

| |writing) |(connects to writing) |

|Social Science |TOPIC: |TOPIC: |

|CCSSRI5.9 Integrate information from several texts on the same |Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|topic in order to write or speak about the subject knowledgeably.| | |

| |Make picture glossary. | |

| | |Make picture glossary. |

| |Locate and evaluate information for a report on a topic. (connects to | |

| |writing) |Use graphic organizers to support the report. (connects to writing) |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Comprehension rate expression | | |

|Word Knowledge |Compound words |Synonyms |

|CCSSRI.5.4 | | |

|Writing |Add details to the report. |Illustrate and edit the report—turn it into a booklet. |

|CCSSW5.8 Recall relevant information from experiences or gather |Include direct quotations. |Include graphic organizers |

|relevant information from print and digital sources; summarize or| |Include questions for the reader. |

|paraphrase information in notes and finished work, and provide a | | |

|list of sources. | | |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Terms |Terms |

|6: Attend to precision | | |

| |Math Digest |Math Digest |

Fifth Grade: Fourth Quarter Learning Priorities Weeks 35-36

| |Week 35 |Week 36 |

|Reading Literature |Extended response—if possible compare and contrast fiction and nonfiction to |Reading recommendation—write a synopsis of the book/story/poem and tell why you|

|CCSSRL5.9. Compare and contrast stories in the same genre |the same topic or two works of fiction with the same theme and decide what is|recommend it. Include information about the way the writer communicates ideas,|

|(e.g., mysteries and adventure stories) on their |important from each to understand the topic or theme. |why the topic or theme is relevant. |

|approaches to similar themes and topics. |CCSSRL5.9 | |

|Science |TOPIC: |TOPIC: |

|CCSSRI5.9 Integrate information from several texts on the|Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|same topic in order to write or speak about the subject | | |

|knowledgeably. |Identify an important idea stated in the text. |Draw a conclusion—your opinion about what you learned about a topic. |

| | | |

| |Make a graphic organizer (web or other diagram) showing how the information |Use information from your experience and what you learned to support your |

| |supports that idea. |opinion. |

|Social Science |TOPIC: |TOPIC: |

|CCSSRI5.9 Integrate information from several texts on the|Read experience write draw about BIG idea/BIG question |Read experience write draw about BIG idea/BIG question |

|same topic in order to write or speak about the subject | | |

|knowledgeably. |Identify an important idea stated in the text. |Draw a conclusion—your opinion about what you learned about a topic. |

| | | |

| |Make a graphic organizer (web or other diagram) showing how the information |Use information from your experience and what you learned to support your |

| |supports that idea. |opinion. |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Comprehension rate expression | | |

|Word Knowledge |Words about genres, writing, reading |Write guide to figuring out a word—structure, context. |

|CCSSRI.5.4 | | |

|Writing |Organize a __poem __story __history __fable that communicates a theme. |Write and edit what was planned week 35. Recommended: students draft the |

|CCSSW5.4. Produce clear and coherent writing in which the |Recommended: |writing, then meet to discuss ways to improve it, then write and illustrate, |

|development and organization are appropriate to task, |Teacher lists possible themes |including graphic organizers. |

|purpose, and audience |Students choose the genre to write. | |

| |Students work in pairs—reading and improving the plans each other makes. | |

|MATH |Focus |Focus |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Terms |Terms |

|6: Attend to precision | | |

| |Math Digest |Math Digest |

Fifth Grade: Fourth Quarter Learning Priorities Weeks 37-38

| |Week 37 |Week 38 |

|Reading Literature |Recognize Progress |Recognize Progress |

|Synthesis |My favorite story/poem—students select their favorite story/poem, write why |Book exchange—students choose a book/story they recommend, compare them, identifying |

| |they like it. |similarities and differences. |

| | | |

|Science |My career in ________________ |Knowledge bank: students “deposit” important science ideas and information they learned |

|synthesize |students write about a career they want to have based on science learning this|this year, sorted by topic. Can include illustrations. |

| |year. | |

| | | |

|Social Science |The future: Students write/draw/diagram/map a kind of progress they want for |Knowledge bank: students “deposit” important ideas and information they learned this |

|synthesize |the United States in the future. |year, sorted by topic. Can include illustrations. These can be presented to current |

| | |fourth graders. |

|Fluency |Read aloud: My favorite poem or story. |Read aloud: My favorite poem or story. |

|Comprehension rate expression |May include poems written by students. |Recommended: include poems written by students. |

| | | |

|Word Knowledge |Words about change. |Words about progress. |

| | | |

|Writing |My biography—progress I have made this year. |Write a poem or letter. |

|Apply writing skills to communicate ideas. | | |

| | | |

|MATH |Make a math display--important math we learned this year. |Make a math “yearbook”—each student contributes pages about what we learned. |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it | | |

|6: Attend to precision | | |

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