In 5th grade, your child will read from a range of high-quality and challenging fiction and nonfiction from diverse cultures and time periods. Building knowledge about subjects through research projects and responding analytically to literary and informational sources will be key to your child’s continuing success.
■ Summarizing the key details of stories, dramas, poems, and nonfiction materials, including themes or main ideas
■ Identifying evidence that supports particular ideas in an author’s opinion to change a reader’s point of view
■ Integrating information from several print and digital sources to answer questions and solve problems
■ Coming to classroom discussions prepared, then engaging fully and thoughtfully with others
(e.g., contributing accurate, relevant information; ELABORATING on the remarks of others synthesizing ideas)
Quarterly REading Lessons
1st quarter
Big Ideas of Unit: · Readers will read multiple texts/excerpts and identify the characters, setting, and or events · Readers will infer characters thoughts and feelings. · Readers will support their inferences by quoting direct evidence from the text. · Readers will identify how the character responds to challenges within a text. Big Ideas of Unit:
· Readers will compare character interactions within a text. · Readers will analyze character relationships and what it reveals about the characters. · |
2nd quarterJust the Facts Man: Reading and Identifying Information Big Ideas of Unit: · Read a variety of information texts that have varying structures · Identify how the structure impacts the information · Use structure to give constructed response that directly quotes evidence from the text Compare structures among multiple texts He said, She said: Different Perspectives Big Ideas of Unit: · Read multiple texts centered around one or two events · Summarize the texts by determining the main idea · Compare and contrast the structure of the texts · Explain the varying points of view Students read novels that centered around the events of WWII. Students will publish a newspaper for a final project via Google Doc and Google Drive. |
3rd quarter
Exploring Fantasy
Big Ideas of Unit: · A study of the fantasy genre leads to a deeper understanding of the human condition · Uncovering the true character of fantasy characters · Uncovering and understanding structures and themes in fantasy Interpreting Multiple Texts and Interpreting Themes Big Ideas of Unit: · How do we decipher the implications of stories? · How are themes alike/ different across literary texts?· How are themes alike/ different across texts? · How do we analyze symbolism? . |
4th quarter
Gathering Facts: Multiple Accounts
Big Ideas of Unit: · Present multiple texts on the same topic with both varying points of view and similar points of view to be read · Allow students to analyze the texts points of view to determine similarities and difference. Extra! Extra Tell All About It! Big Ideas of Unit: · Use texts read previously to identify the relationship of different or similar points of view on a similar topic · Explain how the information is related and supported by the author |
Book Finders:
online REading REsources:
Games:
You will do the "Qs" on all of your work that is done on a handout, and all of your assessments
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Classroom Anchor charts: |
Additional Sites for Students
http://www.funbrain.com/detect/index.html
http://www.magictreehouse.com/#
Graphic Organizers:
http://www.pfsd.com/uploads/GraphicOrganizers.pdf
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
http://www.funbrain.com/detect/index.html
http://www.magictreehouse.com/#
Graphic Organizers:
http://www.pfsd.com/uploads/GraphicOrganizers.pdf
http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
5TH GRADE ELA COMMON CORE STANDARDS:
IN STUDENT FRIENDLY TERMS
LONG-TERM TARGET(S) "I CAN: STATEMENTS"
I CAN...
~EXPLAIN WHAT A TEXT SAYS USING QUOTES FROM THE TEXT.
~MAKE INFERENCES USING QUOTES FROM TEXT.
~DETERMINE A THEME BASED ON DETAILS IN A LITERARY TEXT.
~SUMMARIZE A LITERARY TEXT.
~COMPARE AND CONTRAST LITERARY ELEMENTS USING DETAILS FROM THE TEXT (TWO OR MORE CHARACTERS' POINTS OF VIEW, SETTINGS, EVENTS).
~DETERMINE THE MEANING OF LITERAL AND FIGURATIVE LANGUAGE (METAPHORS AND SIMILES) IN TEXT.
~EXPLAIN HOW A SERIES OF CHAPTERS, SCENES OF STANZAS FIT TOGETHER TO CREATE A LARGER LITERARY TEXT.
~DESCRIBE HOW A NARRATOR'S POINT OF VIEW INFLUENCES THE DESCRIPTION OF EVENTS.
~ANALYZE HOW VISUAL AND MULTIMEDIA ELEMENTS ADD TO THE MEANING, TONE OR BEAUTY OF LITERARY TEXT.
~COMPARE AND CONTRAST STORIES IN THE SAME GENRE FOR APPROACH TO THEME AND TOPIC.
~READ GRADE-LEVEL LITERARY TEXTS PROFICIENTLY AND INDEPENDENTLY.
~USE A VARIETY OF STRATEGIES TO READ WORDS
~ READ 5TH GRADE TEXTS WITH PURPOSE AND UNDERSTANDING, FLUENCY, USE CLUES IN THE TEXT TO CHECK MY ACCURACY, AND RE-READ TO CHECK MYSELF.
~ 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.
~ FOLLOW AGREED-UPON RULES FOR DISCUSSIONS AND CARRY OUT ASSIGNED ROLES.
~ POSE AND RESPOND TO SPECIFIC QUESTIONS BY MAKING COMMENTS THAT CONTRIBUTE TO THE DISCUSSION AND ELABORATE ON THE REMARKS OF OTHERS.
~REVIEW THE KEY IDEAS EXPRESSED AND DRAW CONCLUSIONS IN LIGHT OF INFORMATION AND KNOWLEDGE GAINED FROM THE DISCUSSIONS.
~EFFECTIVELY ENGAGE IN DISCUSSIONS WITH DIVERSE PARTNERS ABOUT 5TH GRADE TOPICS AND TEXTS.
~EXPRESS MY OWN IDEAS CLEARLY DURING DISCUSSIONS.
~BUILD ON OTHER’S IDEAS DURING DISCUSSIONS.
~ I CAN BE PREPARED TO PARTICIPATE IN DISCUSSIONS.
~ PULL FROM INFORMATION TO EXPLORE IDEAS IN THE DISCUSSION.
~FOLLOW OUR CLASS NORMS WHEN I PARTICIPATE IN A CONVERSATION.
~ ASK QUESTIONS THAT ARE ON THE TOPIC BEING DISCUSSED.
~ I CAN CONNECT MY QUESTIONS AND RESPONSES TO WHAT OTHERS SAY.
~ SUMMARIZE TEXT THAT IS READ ALOUD TO ME OR THAT IS PRESENTED IN VISUAL MEDIA AND/OR NUMBERS.
I CAN USE GRAMMAR CONVENTIONS TO SEND A CLEAR MESSAGE TO A READER OR LISTENER.
~EXPLAIN WHAT CONJUNCTIONS, PREPOSITIONS, AND INTERJECTIONS ARE AND HOW THEY’RE USED IN SENTENCE.
~USE THE PERFECT VERB TENSES. (E.G., I HAD WALKED; I HAVE WALKED; I WILL HAVE WALKED)
~ USE VERB TENSE TO CONVEY VARIOUS TIMES, SEQUENCES, STATES, AND CONDITIONS. IDENTIFY AN INAPPROPRIATE SHIFT IN VERB TENSE AND CORRECT AN INAPPROPRIATE SHIFT IN TENSE.
~ USE CORRELATIVE CONJUNCTIONS. (E.G., EITHER/OR, NEITHER/NOR)
~USE PUNCTUATION TO SEPARATE ITEMS IN A SERIES.
~ USE A COMMA TO SEPARATE AN INTRODUCTORY WORD OR PHRASE FROM THE REST OF THE SENTENCE, TO SET OFF THE WORDS YES AND NO. (E.G., YES, THANK YOU), TO SET OFF A TAG QUESTION FROM THE REST OF THE SENTENCE. (ISN’T IT?)
TO INDICATE DIRECT ADDRESS. (IS THAT YOU, STEVE?)
~TO UNDERLINING, QUOTATION MARKS, OR ITALICS TO INDICATE TITLES OF WORKS.
~SPELL GRADE-APPROPRIATE WORDS CORRECTLY.
~CONSULT REFERENCE MATERIALS AND CORRECT MY SPELLING.
~USE MY KNOWLEDGE OF LANGUAGE AND ITS CONVENTIONS WHEN WRITING, SPEAKING, READING, OR LISTENING.
~USE A VARIETY OF SENTENCE STRUCTURES IN MY WRITING.
~COMPARE AND CONTRAST THE VARIETIES OF ENGLISH (E.G., DIALECTS, REGISTERS) USED IN DIFFERENT KINDS OF TEXTS. (E.G., STORIES, DRAMAS, POEMS)
~USE A VARIETY OF STRATEGIES TO READ GRADE APPROPRIATE WORDS AND PHRASES I DON’T KNOW.
~ USE CONTEXT (E.G., CAUSE/EFFECT RELATIONSHIPS AND COMPARISONS IN TEXT) TO HELP ME UNDERSTAND THE MEANING OF A WORD OR PHRASE.
~COMMON GREEK AND LATIN AFFIXES (PREFIXES) AND ROOTS AS CLUES TO HELP ME KNOW WHAT A WORD MEANS. (E.G., PHOTOGRAPH, PHOTOSYNTHESIS)
~USE RESOURCE MATERIALS (GLOSSARIES, DICTIONARIES, THESAURUSES) TO HELP ME DETERMINE OR CLARIFY THE PRONUNCIATION AND MEANING OF KEY WORDS AND PHRASES.
~ANALYZE FIGURATIVE LANGUAGE, WORD RELATIONSHIPS, AND SLIGHT DIFFERENCES IN WORD MEANINGS.
~ INTERPRET THE MEANING OF SIMILES AND METAPHORS IN CONTEXT.
~ EXPLAIN THE MEANING OF COMMON IDIOMS, ADAGES,AND PROVERBS.
~ USE RELATIONSHIPS BETWEEN WORDS (SYNONYMS, ANTONYMS, AND HOMOGRAPHS).
~ACCURATELY USE 5TH GRADE ACADEMIC VOCABULARY TO EXPRESS MY IDEAS.