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7 weeks
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7 weeks
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7 weeks
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Unit 1
“Eureka! I’ve Got It!”
Question: Where can an idea begin?
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Unit 2
“Taking the Next Step”
Question: What does it take to put a plan into action?
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Unit 3
“Getting From Here to There”
Question: What kinds of experiences can lead to new discoveries?
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Reading Priority Reading Standards
ELAGSE5RL1, ELAGSE5RL3, ELAGSE5RI3, ELAGSE5RI5, ELAGSE5RI6, ELAGSE5RI7, ELAGSE5RI8, ELAGSE5RI9
- ELAGSE5RL1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELAGSE5RL3 – 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).
- ELAGSE5RI3 – 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.
- ELAGSE5RI5 – Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
- ELAGSE5RI6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
- ELAGSE5RI7 – 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.
- ELAGSE5RI8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
- ELAGSE5RI9 – Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
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Reading Priority Standards
ELAGSE5RL1, ELAGSE5RL2, ELAGSE5RL7, ELAGSE5RL3, ELAGSE5RI3, ELAGSE5RI4, ELAGSE5RI5
- ELAGSE5RL1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELAGSE5RL2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
- ELAGSE5RL3 – 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).
- ELAGSE5RL7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
- ELAGSE5RI3 – 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.
ELAGSE5RI4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- ELAGSE5RI5 – Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
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Reading Priority Standards
ELAGSE5RL1, ELAGSE5RL2, ELAGSE5RL4, ELAGSE5RI1, ELAGSE5RI2, ELAGSE5RI6, ELAGSE5RI8, ELAGSE5RI9
- ELAGSE5RL1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELAGSE5RL2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
- ELAGSE5RL4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
- ELAGSE5RI1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- ELAGSE5RI2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- ELAGSE5RI6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
- ELAGSE5RI8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
- ELAGSE5RI9 – Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
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Writing Focus: Narrative
ELAGSE5W3 (a-e), ELAGSE5W4, ELAGSE5W5
- ELAGSE5W3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (b) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (d) Use concrete words and phrases and sensory details to convey experiences and events precisely. (e) Provide a conclusion that follows from the narrated experiences or events.
- ELAGSE5W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- ELAGSE5W5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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Writing Focus: Informative and Research Process
ELAGSE5W2 (a-e), ELAGSE5W4, ELAGSE5W5, ELAGSE5W7, ELAGSE5W8
- ELAGSE5W2 – 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.
- ELAGSE5W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- ELAGSE5W5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- ELAGSE5W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- ELAGSE5W8 – 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.
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Writing Focus: Opinion and Research Process
ELAGSE5W1 (a-d), ELAGSE5W4, ELAGSE5W5, ELAGSE5W7, ELAGSE5W8
- ELAGSE5W1 – Write opinion pieces on topics or texts, supporting a point of view with reasons. (a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. (b) Provide logically ordered reasons that are supported by facts and details. (c) Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (d) Provide a concluding statement or section related to the opinion presented.
- ELAGSE5W4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- ELAGSE5W5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- ELAGSE5W7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- ELAGSE5W8 – 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.
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Language Priority Standards
ELAGSE5L1, ELAGSE5L1a, ELAGSE5L1c, ELAGSE5L1e, ELAGSE5L2a, ELAGSE5L2b, ELAGSE5L4a, ELAGSE5L4b, ELAGSE5L5b, ELAGSE5L5c)
- ELAGSE5L1 – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- ELAGSE5L1a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
- ELAGSE5L1c – Use verb tense and aspect to convey various times, sequences, states, and conditions.
- ELAGSE5L1e – Use correlative conjunctions (e.g., either/or, neither/nor).
- ELAGSE5L2a – Use punctuation to separate items in a series.
- ELAGSE5L2b – Use a comma to separate an introductory element from the rest of the sentence.
- ELAGSE5L4a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- ELAGSE5L4b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
- ELAGSE5L5b – Recognize and explain the meaning of common idioms, adages, and proverbs.
- ELAGSE5L5c – Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
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Language Priority Standards
ELAGSE5L1, ELAGSE5L1a, ELAGSE5L2, ELAGSE5L3a, ELAGSE5L4a, ELAGSE5L4b, ELAGSE5L4c, ELAGSE5L5a, ELAGSE5L5c, ELAGSE5L6
- ELAGSE5L1 – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- ELAGSE5L1a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
- ELAGSE5L2 – Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
- ELAGSE5L3a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- ELAGSE5L4a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- ELAGSE5L4b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
- ELAGSE5L4c – Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
- ELAGSE5L5a – Interpret figurative language, including similes and metaphors, in context.
- ELAGSE5L5c – Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
- ELAGSE5L6 – Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
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Language Priority Standards
ELAGSE5L1, ELAGSE5L1b, ELAGSE5L1c, ELAGSE5L1d, ELAGSE5L1e, ELAGSE5L3a, ELAGSE5L4a, ELAGSE5L4b, ELAGSE5L4c, ELAGSE5L5a
- ELAGSE5L1 – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- ELAGSE5L1b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects.
- ELAGSE5L1c – Use verb tense and aspect to convey various times, sequences, states, and conditions.
- ELAGSE5L1d – Recognize and correct inappropriate shifts in verb tense and aspect.
- ELAGSE5L1e – Use correlative conjunctions (e.g., either/or, neither/nor).\
- ELAGSE5L3a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- ELAGSE5L4a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- ELAGSE5L4b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
- ELAGSE5L4c – Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
- ELAGSE5L5a – Interpret figurative language, including similes and metaphors, in context.
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End of Unit 1 Performance Task
Your history club is researching ancient Egypt and how the pyramids were built. You have decided to write a multi-paragraph narrative that describes daily life for an Egyptian pyramid builder. In your narrative, you will write about a day in ancient Egypt from the point of view of a worker who is building the Great Pyramid of Giza. Your narrative will be read by members of your history club. In your narrative, include strategies such as dialogues, descriptions, characters, plot, setting, and closure.
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End of Unit 2 Performance Task
Your class is studying westward expansion. Your teacher has asked you to write a multi-paragraph article explaining the purpose of the Transcontinental Railroad, the challenges the workers faced, and the results of the completed railroad. Your article will be read by the students in your class and your teacher. In your article, clearly state the main idea and support your main idea with details using information from what you have read.
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End of Unit 3 Performance Task
Your school is considering adding a community service requirement in order for students to graduate. As your class president, you would like to write a multi-paragraph article giving your opinion about this decision. In your article, clearly state your opinion and support your opinion with reasons that are thoroughly developed using information form what you have read.
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Integration of Research and Speaking & Listening
The Research, and Speaking & Listening standards are integrated within each unit of study. They are taught within the context of reading and writing. Additionally, the standards are recursive in nature; therefore, many of the standards are revisited in different units throughout the year.
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