3rd Grade - DePaul University
5th Grade 4TH QUARTER LEARNING PRIORITIES
This quarter asks students to apply their complete “repertoire” of reading strategies. Craft and structure and integration of knowledge and ideas are emphasized.
|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 |1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences|
|inferences from the text. |from the text. |
|2. Determine a theme of a story, drama, or poem from details in the text, including how characters|2. Determine two or more main ideas of a text and explain how they are supported by key details; |
|in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; |summarize the text. |
|summarize 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 |4. Determine the meaning of general academic and domain-specific and phrases in a text relevant to a |
|language such as metaphors and similes. |grade 5 topic or subject area. |
|5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall |5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, |
|structure of a particular story, drama, or poem. |problem/solution) of events, ideas, concepts, or information in two or more texts. |
|6. Describe how a narrator’s or speaker’s point of view influences how events are described. |6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in|
| |the point of view they represent. |
|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |
|7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text|7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an |
| |answer to a question quickly or to solve a problem efficiently. |
|8. (Not applicable to literature) |8. Explain how an author uses reasons and evidence to support particular points in a text, identifying |
| |which reasons and evidence support which point(s). |
|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 |
|approaches to similar themes and topics. |subject knowledgeably. |
Writing: CPS Framework Assessment Specification
CCSSW5.8 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.
The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum
CCSS.ELA-Literacy.SL.5.1 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.
1. CCSS.ELA-Literacy.SL.5.1a 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.
2. CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
3. CCSS.ELA-Literacy.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
4. CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
• CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CCSS.ELA-Literacy.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
• CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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 here for specific expectations.)
Fifth Grade: FOURTH QUARTER Learning Priorities Weeks 30-31
| |Week 30 |Week 31 |
|Reading Literature |Interpret a poem— |Fiction genre: ____________________ |
|read closely (1) to figure out how the writer |Determine a theme of a poem from details in the text, including how the |Identify, explain and illustrate the central message of a story. Analyze how |
|develops a theme (2, 5), including choice of |speaker in a poem reflects upon a topic; summarize the text. |the writer develops that theme with characters and plot. Identify |
|words |Poem Reader's Questions |choices—including descriptive words—that help readers “see” the story. |
| | |Fiction Questions |
|Science Nonfiction |How do you learn when you read nonfiction? |How do you use text features to learn when you read nonfiction? |
|CCSSRI.5.2 |use information and ideas from a text to figure out main ideas— | |
|Answer BIG questions to develop BIG ideas. |Identify important details that support the main idea of a paragraph or |Use nonfiction reader’s questions to analyze text— |
|Use text features and author’s choice of |passage. |Nonfiction Passage Questions |
|examples to figure out nonfiction (CCSSR5) | | |
| |Use nonfiction reader’s questions to analyze text— | |
| |Nonfiction Passage Questions | |
|Social Science Nonfiction |How do you learn when you read nonfiction? |How do you use text features to learn when you read nonfiction? |
|CCSSRI.5.2 |use information and ideas from a text to figure out main ideas— | |
|Answer BIG questions to develop BIG ideas. |Identify important details that support the main idea of a paragraph or |Use nonfiction reader’s questions to analyze text— |
|Use text features and author’s choice of |passage. |Nonfiction Passage Questions |
|examples to figure out nonfiction (CCSSR5RI.5) | | |
| |Use nonfiction reader’s questions to analyze text— | |
| |Nonfiction Passage Questions | |
|Fluency |This week’s read aloud: |This week’s read aloud: |
|Comprehension rate expression | | |
|Word Knowledge |Infer from context |Infer from context |
|CCSSR.5.4 | | |
|Writing |Organize and write a poem that communicates a theme—could be the same |Plan a story with a central message—or add to the story you analyzed. |
|CCSSW5.4. Produce clear and coherent writing in|theme as a poem interpreted. |(Develops ability to analyze story structure and author’s techniques.) |
|which the development and organization are | |Use the Elements of Fiction to Plan or Interpret a Story |
|appropriate to task, purpose, and audience | | |
|MATH |Focus |Focus |
|Practice Standard 1: analyze problem, then |Terms |Terms |
|solve it | | |
|6: Attend to precision |Math Digest |Math Digest |
Fifth Grade: FOURTH QUARTER Learning Priorities Weeks 32-33
| |Week 32 |Week 33 |
|Reading Literature |Analyze writer’s techniques |Analyze writer’s techniques |
|CCSSRL5.9. Compare and contrast stories in the same|Compare two stories. Analyze how each writer uses |Compare two stories. Analyze how each writer uses details—character, setting,|
|genre on their approaches to similar themes and |details—character, setting, plot--to communicate. |plot--to communicate. |
|topics. |Interpreting Literature | |
| | |Interpreting Literature |
|Science |Using two texts, continue to analyze learning from nonfiction: What |Using two texts, continue to ask: What are the important ideas the writer is |
|CCSSRI5.9 Integrate information from several texts|are the important ideas the writer is teaching me—and how does the |teaching me—and how does the writer help me learn them? |
|on the same topic in order to write or speak about |writer help me learn them? | |
|the subject knowledgeably. | |Use nonfiction reader’s questions to analyze text— |
| |Use nonfiction reader’s questions to analyze text— |Nonfiction Passage Questions |
| |Nonfiction Passage Questions | |
|Social Science |Using two texts, continue to ask: What are the important ideas the |Using two texts, continue to ask: What are the important ideas the writer is |
|CCSSRI5.9 Integrate information from several texts|writer is teaching me—and how does the writer help me learn them? |teaching me—and how does the writer help me learn them? |
|on the same topic in order to write or speak about | | |
|the subject knowledgeably. |Use nonfiction reader’s questions to analyze text— |Use nonfiction reader’s questions to analyze text— |
| |Nonfiction Passage Questions |Nonfiction Passage Questions |
|Fluency |This week’s read aloud: |This week’s read aloud: |
|Comprehension rate expression | | |
|Word Knowledge |Adjectives |Infer from Context |
|CCSSR.5.4 |How does a writer use them to communicate clearly? |How do writers help you figure out the meaning of a word from the context they|
| | |provide? |
|Writing |analyze a nonfiction text—what do you think the writer did to |Outline the report you will write. |
|CCSSW5.8 Recall relevant information from |organize it? |List techniques you will use. For a list of the nonfiction writer’s |
|experiences or gather relevant information from |Then use the same process to start to organize |techniques, use the nonfiction reader’s questions—third column— |
|print and digital sources |your own nonfiction text. |Nonfiction Passage Questions |
| | | |
| |Writing guides | |
|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 34-35
| |Week 34 |Week 35 |
|Reading Literature |Analyze a poem or story –explain how the writer communicates a |Compare/contrast stories or histories that communicate the same theme. |
|CCSSRL5.9. Compare and contrast stories in the same genre |theme. List examples of how the writer supports that theme. |First, identify the theme, then list what the writer includes to clarify |
|(e.g., mysteries and adventure stories) on their approaches|Quote from the text to provide examples. Compare to another |the theme. List techniques the writer uses to communicate effectively. |
|to similar themes and topics. |poem or story. Compare techniques used. |CCSSRL5.9 |
|Science |Choose a big question to research. |Continue the research from week 34. |
|CCSSRI5.9 Integrate information from several texts on the |Use two or more sources to locate information to answer it. |This is a continuation of a four-week project that includes the writing |
|same topic in order to write or speak about the subject |Begin to organize information. |process listed for these weeks. |
|knowledgeably. |This begins a four-week project that correlates with writing | |
| |development. |Recommended: Make an exhibit for one subject, a booklet for the |
| | |other—science and social science. |
|Social Science |Choose a big question to research. |Continue the research from week 34. |
|CCSSRI5.9 Integrate information from several texts on the |Use two or more sources to locate information to answer it. |This is a continuation of a four-week project that includes the writing |
|same topic in order to write or speak about the subject |Begin to organize information. |process listed for these weeks. |
|knowledgeably. |This begins a four-week project that correlates with writing | |
| |development. |Recommended: Make an exhibit for one subject, a booklet for the |
| | |other—science and social science. |
|Fluency |This week’s read aloud: |This week’s read aloud: |
|Comprehension rate expression | | |
|Word Knowledge |Compound words |Synonyms |
|CCSSR.5.4 | | |
|Writing |Pre-Writing: |Outline the report or exhibit. |
|CCSSW5.8 Recall relevant information from experiences or |Collect information for a report or exhibit. |Book Writer or exhibit maker |
|gather relevant information from print and digital sources |Organize it based on main ideas. | |
| | |Collect more examples to support it. |
| | | |
|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 36-37
| |Week 36 |Week 37 |
|Reading Literature |Compare and contrast two stories or a story and a poem. Analyze how |Figure out what you think a writer thinks about before writing a story. |
|CCSSRL5.9. Compare and contrast stories in the same |each writer’s choices of content and strategies help the reader to | |
|genre on their approaches to similar themes and |figure out the theme. |Use the Elements of Fiction to Plan or Interpret a Story |
|topics. |CCSSRL5.9 | |
|Science |Synthesize the research—this is a continuation of previous week’s |Conclude—what is your “claim” about the topic? |
|CCSSRI5.9 Integrate information from several texts |research. |How will you support it in your booklet or exhibit? |
|on the same topic in order to write or speak about | | |
|the subject knowledgeably. |seek additional information if needed | |
|Social Science |Synthesize the research—this is a continuation of previous week’s |Conclude—what is your “claim” about the topic? |
|CCSSRI5.9 Integrate information from several texts |research. |How will you support it in your booklet or exhibit? |
|on the same topic in order to write or speak about | | |
|the subject knowledgeably. |seek additional information if needed | |
|Fluency |This week’s read aloud: |This week’s read aloud: |
|Comprehension rate expression | | |
|Word Knowledge |Make a glossary to accompany the booklet or exhibit. |Explain with examples words you have learned about learning. |
|CCSSR.5.4 | | |
|Writing |Write the booklet or construct the exhibit. |Improve the booklet or exhibit. |
|CCSSW5.4. Produce clear and coherent writing in which|Book Writer or exhibit maker | |
|the development and organization are appropriate to | | |
|task, purpose, and audience | | |
|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 38-39
| |Week 38 |Week 39 |
|Reading Literature |Reading recommendation—write a synopsis of the book/story/poem and tell |Recognize Progress |
|Synthesis |why you recommend it. Include information about the way the writer |Book exchange—students choose a book/story they recommend, compare them, |
|CCSSRL5.5 and 5.6 |communicates ideas, why the topic or theme is relevant. |identifying similarities and differences. |
| | | |
|Science |My career in ________________ |Knowledge bank: students “deposit” important science ideas and information they |
|Synthesize |students write about a career they want to have based on science |learned this year, sorted by topic. Can include illustrations. |
|CCSSRI5.7 |learning this year. | |
| | | |
|Social Science |The future: Students write/draw/diagram/map a kind of progress they want|Knowledge bank: students “deposit” important ideas and information they learned |
|Synthesize |for the United States in the future. |this year, sorted by topic. Can include illustrations. These can be presented |
|CCSSRI 5.7 | |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. |
|CCSSR.5.4 | | |
|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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