Download Grade 5 ELA - Quincy Catholic Academy

COMMON CORE STANDARDS-BASED CURRICULUM
Grade: 5
Content Area: English Language Arts
Teachers: Mrs. Regan and Miss Bush
Objectives
Terms/ Key Concepts
ntrast
acters,
ts in a
Summative
Assessments
End of story questions
Open respons
prompts to RS
stories/Trade b
Discussion questions
Sleuth work
Reading: Literature
Know the, who, what, when, where, why and how of a
story to be able to use quotes to summarize the text.
from a
ning
s
en
es from
me of a
poem
e text,
aracters
ma
enges or
in a
on a
the
Formative Assessments/
Classroom Activities
Identify the theme of a fictional text using details from the
text to summarize.
Determine the traits of the character based on how they
responded to challenges in the text.
Determine the Author’s purpose for writing the text.
Compare and contrast story elements using specific
details from a fictional text.
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text
inferences
captions
conflict
resolutions
text structure
supporting ideas
drawing conclusions
analyze
author’s purpose
paraphrase
Journal entries
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Journal entries
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theme
story
drama
poem
details
text
character
challenges
speaker
topic
supporting details
resolution
conflict
character
development
poetic styles
minor character
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characters
setting
event
story
drama
Close Reads
Morning work
End of story questions
Open respons
prompts to RS
stories/Trade b
Discussion questions
Sleuth work
Close Reads
Weekly RS tes
Morning work
Unit RS tests
RWNB work
RWNB work
Comparing and contrasting RS
weekly story with smaller
content-related readings
Open respons
prompts to RS
stories/trade b
Journal entries
Sleuth work
rawing
s in the
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details
text
comparative
adjectives/adverbs
character
development
conflict
generalizations
minor character
supporting ideas
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meaning
text
figurative language
sensory language
similes
metaphor
word origins
superlative
adjectives/ adverbs
ct).
eaning
ases as
a text,
ve
s
imiles.
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Use knowledge of phrases and words to understand the
text.
Understand the differences between figurative and literal
language.
Weekly RS tes
Discussion questions
Unit RS tests
Close Reads
RWNB work
Morning work
RWNB work
Vocabulary learning/review
activities
Weekly RS tes
Unit RS tests
Spelling word learning/review
activities
RWNB work
Morning Work
Close Reads
Class discussion
RWNB work
Explain how the parts of a piece of written work contribute
to its meaning as a whole.
ries of
, or
her to
all
ticular
poem.
aker’s
uences
End of story questions
Identify from which point of view a piece is written from.
Explain why it’s necessary to know the
narrator’s/speaker/s point of view.
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chapter
stanza
scence
structure
point of view
first person
second person
third person
Class discussion
End of story discussion
Open respons
answers to RS
Stories/Trade
Journal entries
Unit RS tests
Analyze poems
Oral readings
End of story discussion
Class discussion
Open respons
answers to RS
Stories/Trade
Open response work
Unit RS tests
Journal entries
Comparing and contrasting
weekly story with previous read
stories
Describe how a text is enhanced by the use of visual and
multimedia elements.
ual and
ents
r
e.g.,
entation
, myth,
Compare and contrast stories in the same genre, focusing
on their themes and topics.
ntrast
me
eries
ories)
hes to
nd
Read and comprehend complex grade-level literature
independently and proficiently.
year,
hend
ng
and
h end
text
nd
from a
ning
s
en
es from
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Class discussion
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visual
multimedia
tone
beauty
graphic novel
multimedia
presentation
folktale
fiction
myth
poem
Open response questions
Open respons
prompts to RS
stories/Trade B
Journal entries
Unit RS tests
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compare
similarities
contrast
Differences
genre
theme
topic
Class discussion
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text
inferences
conflict
resolutions
text structure
supporting ideas
drawing conclusions
analyze
author’s purpose
paraphrase
Chrome books
Open response questions
Open respons
prompts to RS
stories/Trade b
Journal entries
Unit RS tests
RWNB work
RWNB work
Small guided reading groups
Class discussions
Open respons
prompts to RS
stories/Trade b
Close Reads
Unit RS tests
Small group guided reading
Class discussion
Open respons
prompts to RS
stories/trade b
RWNB work
RS Unit tests
Reading: Informational
Quote from a text to explain what the text says and to
draw inferences from the text.
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quote
direct quote
explicit
inference
Think Critically questions
Journal entries
r more
ext and
are
y
ze the
Determine the main idea(s) of a text and locate
supporting details that support the main idea(s).
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main idea
supporting details
summarize
RWNB work
RS Unit tests
Journal entries
Small group guided reading
Explain the relationships between individuals, events, and
ideas in an informational text.
torical,
nical
ecific
e text.
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quote
direct quote
explicit
inference
supporting details
main idea
summarize
Class discussion
Teacher made
assessments
Journal entries
Timeline
Small group guided reading
Biography repo
Group projects
Oral presentat
Use context clues to determine the meaning of key
vocabulary words in a text
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key words
context clues
eaning
mic and
words
text
de 5
rea.
) of
ncepts,
two or
Class discussion
Open respons
prompts to RS
stories/Trade b
Summarize a text.
onships
etween
viduals,
ntrast
ure
Think Critically questions
Whole class discussion
Weekly RS Te
Glossary Work
RWNB work
Dictionary Work
Teacher made
assessments
RWNB work
Compare and contrast the order of events,
problem/solution, and cause/effect in two or more texts.
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chronological order
cause and effect
relationship
problem
solution
Texts
Open respons
questions
Fresh Reads
Whole class readings
Small guided group reading
Class discussion
Think Critical
questions
Oral discussio
whole class an
guided reading
Explain how point of view influences the way an event or
story is told or described by comparing/contrasting
multiple accounts of the same event.
ame
oting
e point
esent.
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Point of view
First person
Second person
Third person
Compare
Contrast
Similarities
Differences
Open respons
questions
Leveled Readers
Think Critical
questions
Trade Books
Class discussion
Leveled Reade
worksheets
Oral discussio
whole class an
guided reading
Quickly locate an answer from multiple sources.
tion
nt or
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Skim
Main idea
Key words
e ability
wer to a
or to
Texts
Open respons
questions
Leveled Readers
Trade Books
Think Critical
questions
Class discussion
LR worksheets
Oral discussio
whole class an
guided reading
Identify the reasons/evidence an author uses to support
his points.
author
d
ort
na
which
dence
ints.
tion
s on the
der to
bout the
gably.
Texts
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Main idea
Supporting details
Evidence
Reason
Support
Texts
Open respons
questions
Trade Books
Leveled Readers
Think Critical
questions
Class discussion
LR worksheets
Oral discussio
whole class an
guided reading
Synthesize information on the same topic from multiple
texts to provide a clear written or oral explanation of the
topic.
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Synthesize
Main idea
Supporting details
Texts
Open respons
questions
Trade Books
Class discussion
Think Critical
questions
Oral class disc
whole class or
guided group
Read and comprehend complex grade-level informational
texts independently and proficiently.
year,
hend
ts,
social
and
t the
rades
ty band
nd
graded word
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text
inferences
text structure
main idea
supporting ideas
drawing conclusions
analyze
author’s purpose
paraphrase
summarize
Texts
Weekly RS tes
Trade Books
Open Respons
questions
Leveled Readers
Class discussion
Think Critically
Questions
Texts
Weekly RS tes
Leveled Readers
Open Respons
questions
Reading: Foundational Skills
Decode words in and out of context using word analysis
skills like letter-sound correspondences, syllabication
patterns, and morphology.
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Roots
Affixes
Prefixes
Suffixes
Attach
mbined
dge of
-sound
ondenc
Trade Books
Class discussion
Think Critically
questions
Reader Writer Notebooks
RWNB work
Fresh Reads
Leveled Reade
worksheets
Texts
Small group gu
reading
ation
s, and
logy
ots and
to read
ely
ar
abic
n
and out
xt.
ent
ency to
ension.
ade-
Read grade-level texts fluently and accurately.
Use context clues while reading to self-correct.
Read with expression.
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Fluency
Rate
Pace
Expression
Character
Context clues
Leveled Readers
Whole class re
Trade Books
Reader Writer Notebook
xt with
e and
anding
adeose and
orally
curacy,
iate
d
ion on
sive
s
ntext to
or selfword
ion and
anding,
ng as
ary
Class discussion
Writing
Come up with their opinion on a topic and several
reasons to support their opinion
ces on
nt of
s and
Present the reasons for their opinion in a logical order,
using details and facts to support each reason
Use linking words and phrases to connect their opinions
and reasons
ce a
text
state an
and
an
ational
e in
deas are
d to
the
purpose
that
Sum up their opinion and reasons in a concluding
paragraph
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Opinion
Facts
Supporting details
Supporting reasons
Topic sentence
Linking words and
phrases (additionally,
therefore,
consequently, first,
second, third, next,
finally, in addition to,
furthermore,
besides…)
Differentiating between opinion,
expository and other types of
writings
Rough draft fo
Witch Trials op
paragraph
Writing web
Salem Witch T
opinion paragr
Peer editing
Rough draft fo
Persuasive Es
Persuasive Es
ported
and
nion
sons
ords,
, and
(e.g.
uently,
ally)
a
ing
nt or
related
pinion
ed
natory
a topic
s and
ly
ce a
early,
a
tion
us, and
elated
tion
;
ng (e.g.
s),
ons,
timedia
seful to
hension
p the
th facts,
ns,
e
Write an engaging introduction that grabs the reader’s
attention and clearly states the topic they will discuss
Use facts, details, and other information to develop the
topic
Use linking words and phrases to make their paragraphs
and essay flow
Use domain-specific vocabulary to discuss the topic
Creatively restate the information they presented in a
concluding paragraph
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Fact vs. Opinion
Expository
Informative
Explanatory
Expository pillar
Topic sentence
Thesis statement
Hook/lead
Introduction
Descriptive segment
Quotation
Statistic
Anecdote
Body paragraphs
Overlapping main
ideas
Detail-generating
questions
Irrelevant details
Word referents
Conclusion
Differentiating between
expository pieces and opinion
pieces activity
Rough draft fo
Witch Trials th
essay
Reading model expository
pieces: circle the introduction,
box the conclusion, circle the
title, identify the topic, underline
the lead in red, underline the
thesis statement in blue,
underline each topic sentence,
identify the main idea of each
body paragraph
Salem Witch T
theories essay
Identifying irrelevant details in
expository text
Overlapping main ideas activity
Revising boring topic sentences
Revising boring detail
sentences using detailgenerating questions
Rough draft fo
persuasive ess
Persuasive es
ns, or
tion and
es
to the
as
nd
es of
tion
ords,
, and
(e.g. in
,
lly)
cise
e and
-specific
ary to
tion
r
the
a
ing
nt or
related
tion or
tion
ed
o
magined
vents
ptive
event
he
by
hing a
n and
ing a
Write an attention-grabbing beginning that uses dialogue,
action, thoughts/questions, and/or sound
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Use elaborative detail and detail-generating questions to
describe story critical characters, settings, and objects
Incorporate both dialogue and narration into narrative
pieces
Use transitional words and phrases throughout their
narrative piece
Build suspense to lead up to the main event
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Attention-grabbing
beginnings (action,
dialogue,
thought/question,
sound)
Main event
Narration
Narrator
Dialogue
Main character
Supporting character
Main event
Irrelevant details
Detail generating
Writing attention-grabbing
beginnings
Show vs. tell rewrites
Using detail-generating
questions to write about story
critical characters, settings, and
objects using elaborative detail
Finding irrelevant details activity
Flip the sentence activity
and/or
ers;
e an
Write a fully developed main event that includes action,
description, thoughts and feelings, dialogue, and narration
ce that
Show how a character feels using elaborative detail to
describe the emotion
y
rative
ues,
Write a satisfying ending that shows what the character
learned or how the character has changed as a result of
the main event
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questions
Story critical
character
Story critical setting
Story critical object
Show vs. tell
Suspense
Word referents
Satisfying ending
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Clear
Coherent
Organized
Purpose
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e,
ion,
ing, to
nces
nts or
e
es of
ers to
n
ariety of
nal
, and
to
e the
ce of
ncrete
nd
and
details
ey
nces
nts
y
a
ion that
from the
d
nces or
d
n which
Write a variety of pieces for a variety of audiences and
purposes
Showing feelings/emotions
activity
Using word referents activity
Find the suspense paragraphs
Building suspense paragraphs
and
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Audience
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Conference
Peer conference
Peer edit
Constructive criticism
Edit
Revise
Rewrite
Rough draft
Type final drafts on the computer
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Keyboarding
Indent
Tab
Space bar
Font
Font size
Margins
Spell check
Fragments
Differentiate between credible and incredible sources
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Credible
Source
Search engine
Skim
Bibliography
Plagiarism
Research
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Print
Digital
Source
Summarize
Paraphrase
Plagiarism
Bibliography
sk,
dience
nd
rs and
nd
g as
ing,
Work with a partner to strengthen their writing
Revise and rewrite written pieces after conferencing
Proofread their written work and edit it accordingly
g a new
nce and
lts, use
ding the
uce and
s well as
others;
icient
s to
of two
sitting
search
several
Use several credible sources to locate information on a
single topic
gh
different
c
Keep track of the sources they use to write a bibliography
ather
ion
gital
Gather information from both print and digital sources
Keep track of the sources they use to write a bibliography
Summarize and paragraph information from written notes
rize or
mation
hed
e a list
om
ational
analysis,
search
rade 5
g
ds to
e
rade 5
g
ds to
tional
Draw evidence from a literary text to support their claims
and reasoning
Draw evidence from an informational text to support their
claims and reasoning
Write over short and long periods of time for various
purposes and audiences
ver
ames
h,
vision)
frames
r a day
ge of
c tasks,
ly in a
ative
-onnd
diverse
e5
building
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Evidence
Direct quotes
Cite
Support
Proof
Literature
Informational
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Revision
Purpose
Audience
Speaking and Listening
Contribute to partner, group, and whole-class discussions
by raising their own ideas and elaborating on the ideas
presented by others
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Turn and talk
and
own
o
ons
d,
ead or
d
;
y draw
tion and
tion
about
c to
ideas
on
agreedles for
ons
ry out
d roles
nd
d to
ns by
nts that
te to
ussion
borate
emarks
s
the key
ed and
ions in
tion and
dge
rom the
ons
Summarize a written text read aloud
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Summarize
Summarize the points a speaker makes and the evidence
the speaker uses to support their claims
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Summarize
Claim
Evidence
Support
Reasons
Give a logically ordered oral report on a topic or opinion
that includes appropriate facts and details
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Oral report
Sequence
Relevant details
Relevant facts
Organization
Logical
Main idea
Give a presentation that includes graphics, visual
components, and/or sound to enhance the presentation
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Multimedia
Graphics
Visuals
Enhance
Speak appropriately according to the context and task
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Adapt
Speech
Formal
Informal
tten text
ented in
nd
g
tively,
oints a
and
h claim
easons
c or text
nion,
s
ng
and
tive
t main
speak
pace
ia
.
) and
en
hance
of main
a
s and
al
sk and
mmand
ns of
age
peaking
the
of
tions,
ions,
ions in
and
nction in
ar
es
nd use
ect (e.g.
alked; I
alked; I
e
verb
b tense
ey
times,
ces,
and
ns
ize and
priate
verb
relative
tions
her/or,
nor)
Language
Identify and explain the function of conjunctions in
sentences
Identify and explain the function of prepositions and
prepositional phrases in sentences
Identify and explain the function of interjections in
sentences
Identify and use the present perfect, past perfect, and
future perfect tenses
Identify and use the past, present, and future tenses
Identify and use correlative conjunctions
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Conjunction
Preposition
Prepositional phrase
Object of the
preposition
Interjection
Tense
Present tense
Past tense
Future tense
Present perfect
Past perfect
Future perfect
mmand
ns of
iting
tion to
e items
es
omma
rate an
tory
from
of a
e
omma
f the
es and
et off a
stion
e rest of
ence,
ndicate
ddress
Use punctuation to separate a list of items
Use a comma to separate introductory elements from the
rest of the sentence
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Punctuation
Comma
Period
Set off
Title
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Expand
Combine
Reduce
Use a comma to set of the words “yes” and “no”, to set off
a direct address, and to set off a tag question from the
rest of the sentence
Underline or italicize book titles
Use quotation marks around article titles
Spell-grade appropriate words correctly
Use a dictionary to look up words
ing,
n
or italics
ate titles
s
adeiate
orrectly,
ng
ces as
of
n
,
ing
Expand, combine, and reduce sentences to make
speaking and writing to make the meaning clearer or
more interesting
,
e, and
es for
g,
istener
and
e and
the
s of
(e.g.
,
s) used
s,
, or
rify the
own
aning
es
5
ent,
from a
es
ntext as
o the
g of a
phrase
mmon,
iate
nd
ixes
ts as
the
g of a
ce
s, both
d
o find
Use context clues to determine the meaning of unknown
words
Use knowledge of Greek and Latin prefixes, suffixes, and
roots to determine the meaning of unknown words
Use print and digital dictionaries and thesauruses to find
and clarify the meaning of words
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Context
Context clues
Definition
Antonym
Synonym
Inference
Examples
Greek
Latin
Affixes
Prefixes
Suffixes
Roots
Dictionary
Thesaurus
ciation
ermine
y the
g of key
nd
ge,
s, and
t
e
e,
g
and
ors, in
Explain the purpose of similes and metaphor and interpret
their meaning in context
Explain the meaning of common idioms, adages, and
proverbs
Identify synonyms and antonyms of words to better
understand the words
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Figurative language
Simile
Metaphor
Idiom
Adage
Proverb
Synonym
Antonym
Homograph
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Domain-specific
Phrases
Contrast
Addition
Logical relationship
Identify homographs and their multiple meanings
ize and
the
g of
n
adages,
verbs
ship
n
ar
e.g.
ms,
ms,
aphs) to
and
the
ral
Use general academic and domain-specific words and
phrases
omainnd
g those
ast,
er
ips (e.g.
gh,
milarly,
ition)