Number, Operation, Quantitative Reasoning
5.RL.2: Determine a theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker in a poem reflects upon a topic, and a summary of the text. |I can use specific details to determine the theme of a text. |U3:T351
U4:T240-241, T244, ?248, T333-335 |3 |theme
details
elements of drama characterization
summary of the text
|Weekly Tests, Benchmark & Unit Tests. Monitor fluency reading |Theme, details, characters, challenges, summary | |5.RL.3: 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). |I can use specific details from a text to compare and contrast characters, settings, or events. |U1:T99, T106-107, T181, TT188-189, T338-339
U2:T107, T110-111 |2 |compare/contrast infer/predict
understanding characters |Fluency reading, Weekly Tests, Benchmark & Unit Tests |Compare, contrast,
Events, details, characters, settings | |5.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |I can determine the meaning of figurative language. |U3:T20, T24
U4:T20, T324
|3 |Phrases us in a text
Figurative language
similes | Fluency reading, Weekly Tests, Benchmark & Unit Tests |Idiomatic language
Figurative language
Phrases
Metaphors
similes | |5.RL.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem
|I can explain the importance of chapters, scenes, and stanzas in a text. |U3:T351
U4:T108-109,
T112,T316-317, T323, T334-335, T338 |2 |Series of chapters
stanzas
Summarize
|Fluency reading, Weekly Tests, Benchmark & Unit Tests |Dialogue, quotations, clues, chapters, scenes, and stanzas | |5.RL.6: Describe how a narrator’s or speaker’s point of view influences how events are described. |I can describe how the point of view affects a story. |U3:T351
U4:T101,
T108-109 |3 | Narrator’s Point of view
Events describe |Fluency reading, Weekly Tests, Benchmark & Unit Tests |Narrator’s Point of view
Events describe | |5.RI.3: 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. |I can explain how people, events, ideas, or concepts are connected in a historical scientific or technical text |U2:T23,T34-35,T176,T180,T183,
T186-187 |2 |Author’s purpose
Analyze/evaluate
Explain scientific ideas
Cause and effect |Fluency reading, Weekly Tests, Benchmark & Unit Tests |Analyze
Cause and effect
Descriptions
Domain-specific words | |5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |I can determine the meaning of words and phrases in informational text. |U2:T27, 28, 34-35, 177, 186-187
U3:T183,184, 188-189, 330 |3 |Meaning of words
Meaning of phrases
Informational text |Weekly Tests, Benchmark & Unit Tests |Meaning of words
Meaning of phrases
Informational text | |5.RI.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. |I can compare and contrast the organizational structures in different texts. |U3:T271,
T347 |3 |Compare and contrast
Infer/predict |Fluency reading, Weekly Tests, Benchmark & Unit Tests |compare/contrast
details
ideas | |5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |I can identify and compare and contrast different accounts of the same event or topic |U3:T114, 118, 122, 123
U5:T267 |3 |Analyze
Compare and contrast
Similarities and differences
Point of view |Weekly Tests, Benchmark & Unit Tests |Analyze
Compare and contrast
Similarities and differences
Point of view | |5.RF.3: Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context. a. Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multisyllabic words. |I can use word study and phonics skills to decode words.
3a. I can use my knowledge of letter sounds, syllables, and word parts to read unfamiliar words
|U3:T277,
T353
U4:T45,
T123 |3 |Syllabication pattern
Read accurately words |Weekly Tests, Benchmark & Unit Tests |Syllable pattern
Digraphs in multi-syllable words | |5.W.2:
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.
|I can write an informational text.
a. I can organize my writing and use text features to help readers better understand a topic
b. I can use specific information such as facts, definitions, and details to support a topic
c. I can use words, phrases, and clauses to connect ideas throughout my writing
d. I can use specific words related to the topic to support my writing
e. I can write a conclusion related to the topic |U2:T58-60, 132-
134,208-210
347-356, 358, |3 |informative/explanatory
Introduce a topic clearly, formatting (e.g., headings), illustrations
multimedia
concrete details
quotations
Link ideas
phrases |Writing traits scoring rubric: focus/support, organization, word choice/voice, conventions/sentence fluency |informative/explanatory
topic
formatting (e.g., headings), illustrations
multimedia
concrete
details
quotations
Link ideas
phrases | |5.W.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.) |I can consider the purpose and audience when writing. |U3:T56-58
U4:T52-54,
T204,
T358
|3 |Ideas
Voice
Organization
Word choice
|Writing traits scoring rubric: focus/support, organization, word choice/voice, conventions/sentence fluency |Sensory details
Voice
Dialogue
Point of view brainstorming
| |5.W.5: 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.) |I can plan, revise, and edit my writing.
I can rewrite or try a different approach if needed. |U3:T284-286,
T362
U4:T279-280,T358
|3 |Ideas
Voice
Organization
Word choice
|Writing traits scoring rubric: focus/support, organization, word choice/voice, conventions/sentence fluency | body
Dialogue
Point of view
brainstorming | |5.W.6: 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 in order to complete a writing task. |I can use technology to create, publish, and show my writing.
I can type at least two pages. |U3:T362
U4:T358 |3 |Ideas
Voice
Organization
Word choice
|Writing traits scoring rubric: focus/support, organization, word choice/voice, conventions/sentence fluency |body
Dialogue
Point of view
brainstorming | |5.WF.1: Demonstrate and apply handwriting skills. a. Read and write cursive letters, upper and lower case. b. Transcribe ideas legibly and fluently with appropriate spacing and indentation.
|I can write legibly in print and cursive. |U3-4:
R22-27 |3 |Stroke and letter formation
Handwriting instruction
models |Handwriting instruction
models |Print, cursive | |5.SL.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. 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 based on information and knowledge gained from the discussions. |I can participate collaboratively in a variety of discussions.
1a. I can prepare for discussions and use the information to explore and discuss a topic.
1b. I can follow the rules and carry out my role in discussions.
1c. I can ask and answer questions, and make comments that support discussion.
1d. I can summarize a discussion and draw conclusions from key ideas, information and knowledge gained from it. |U1:T349
U2:T273 |3 |Explain the outcome of the story
Summarizing
Expressing an opinion and explaining why
Answering questions
|Teacher’s observation |Collaborative
Cultural identity
Language barrier
Perspective
Non-verbal communication
translation | |5.SL.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |I can summarize information presented in a variety of ways. |U3:T275
U4:T43 |3 |Summarize key events
Discuss the story
Analyze different outcomes
|Teacher’s observation |Summarize
Analyze
Conclusion
formal English
informal English
| |5.SL.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. |I can paraphrase key points and explain how the reasons and evidence supports each claim. |U1:T201 |3 |Expressing an opinion and explaining why
Explaining in their own words what they think will happen |Teacher’s observation |Collaborative
Cultural identity
Language barrier
Perspective
Non-verbal communication
Translation | |5.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor) |I can use grammar correctly in my writing and speaking.
a. I can understand when and where to use conjunctions, prepositions, and interjections.
b. I can form and use the perfect verb tenses
c. I can use verb tense to convey various conditions.
d. I can recognize and correct inappropriate shifts in verb tense and aspect.
e. I can use correlative conjunctions such as either/or and neither/nor. | U2:T205-206, T278-279,
T353-354
U3:T208
U4:T198-200, T354 |3 |function of conjunctions, prepositions, interjections function in particular sentences perfect verb tenses
verb tense correlative conjunctions |Weekly Tests, Benchmark & Unit Tests |function conjunctions
prepositions
interjections perfect verb tenses
verb tense correlative | |5.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed.
|I can use capitalization, punctuation, and spelling correctly when writing.
a. I can use punctuation to separate items in a series.
b. I can use commas correctly in the beginning of sentences.
c. I can use commas when setting off introductory words or phrases in a sentence.
d. I can use appropriate punctuation when writing titles of works.
e. I can spell words correctly. I can use reference materials when I need help spelling a word. |U3: T280-282
U4: T276, T352-354
U5: T130, T278 |3 |use capitalization, punctuation, and spelling correctly when writing.
|Weekly Tests, Benchmark & Unit Tests
Writing traits scoring rubric: focus/support, organization, word choice/voice, conventions/sentence fluency |capitalization punctuation
introductory words phrases | |5.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis) c. Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. |I use strategies to determine the meaning of unfamiliar words and phrases.
a. I can use context clues to understand an unfamiliar word or phrase.
b. I can use affixes and roots to understand unfamiliar words.
c. I can use reference materials to learn about unfamiliar words and phrases. |U1:
T40-41 T198-199
T122-123
U2: T120-121,
T270-271, T334-335
U3:
T44-45, 198-199,
T272-273
U4:
T118-119
T266-267
U5:
T46-47
T120-121
T194-195
T268-269
|3 |context clues
unfamiliar word or phrase.
use affixes and roots
use reference materials |Weekly Tests, Benchmark & Unit Tests
Writing traits scoring rubric: focus/support, organization, word choice/voice, conventions/sentence fluency |clarify of unknown multiple-meaning phrases
flexibly
context
cause/effect comparisons
Greek
Latin affixes and roots
reference
digital
pronunciation | |5.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. |I understand figurative language, word relationships, and nuances in word meanings.
a. I can interpret figurative language in a text.
b. I can recognize and explain idioms, adages, and proverbs.
c. I can use the relationship between words to better understand each of the words. |U1: T114, T28
U2:T254, T120-121
T46-47
U3:
T124-125
T104,
T124-125
U4:T190-191, T344-345
U5:T34-35, T251, T258-259 |3 |interpret figurative language
idioms
adages
proverbs
relationship between words |Weekly Tests, Benchmark & Unit Tests
Writing traits scoring rubric: focus/support, organization, word choice/voice, conventions/sentence fluency |interpret
figurative language
idioms
adages
proverbs
| |
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