Groton Public Schools Curriculum Map · Groton Public Schools Curriculum Map INTRODUCTION ... and...
Transcript of Groton Public Schools Curriculum Map · Groton Public Schools Curriculum Map INTRODUCTION ... and...
Groton Public Schools
Curriculum Map
INTRODUCTION
Course Title: Grade 5 Language Arts
Curriculum Area and Grade: Language Arts: Grade 5
Course Purpose:
To meet the demands of the 21st century, Groton Schools’ Grade 5 students will be able to read, write, speak, view and listen at grade level and meet
district and state standards for Language Arts. Our goal is to instill a love of learning by providing students a world class education which develops
life-long readers and writers.
Major Learning Goals and Understandings:
Students will:
Read, write, speak, listen, and view to build an understanding of written, visual, and oral text.
Experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.
Apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of
purposes and audiences.
Create works using visual, written, oral, performance, and technological formats.
Employ the language arts for life-long learning, work, and enjoyment.
21st Century Learning Expectation(s): www.P21.org
All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem
solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication,
including; the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation
of embedded literacy across the content areas, and the strengthening of personal responsibility.
Mappers/Authors: Linda Powaleny, Erica Johnson, Beth Reinhold
Date Approved: 6/12/2012
Units/Theme/Chapter/Concept and # of Weeks
Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks
1. Friendship & Diversity ( Placement week + 5 weeks of instruction)
2. Exploration & Discovery (5 weeks of instruction)
3. Life in Early America (5 weeks of instruction)
4. Our Changing Earth (5 weeks of instruction)
Test Prep Strategies (2 weeks of instruction)
5. The Growth of America (5 weeks of instruction)
6. A Look at Plants (5 weeks of instruction)
7. American Democracy (5 weeks of instruction)
8. Making the World a Better Place (5 weeks of instruction)
( Benchmark week)
Theme 1: Friendship & Diversity
Part 1 –Theme 1: Friendship & Diversity
Grade: 5
Subject:
Language Arts Course:
Grade 5 Language Arts Length of Unit:
4 weeks
Common Core State Standards
RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 4-5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end
of the grades 4-5 text complexity band independently and proficiently.
SL1. 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.
SL 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. SL1b. Follow agreed-upon rules for discussions and carry out assigned roles. SL1c.Pose and
respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL1d. Review the key
ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
L4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
RL1, RI 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI2. Determine two or more main ideas of a text and explain how they are supported by key details.
Supporting Standards
RL1, 2,3,4,5,6,7,9,10
RI 1,2,4,5,7,8;
RF3,3a,4,4a,4c;
W3,3a,3d,3e,4,5,6,7,8,9a,10
SL1,1a,1b,1c,1d,2,3,5,6
L1,1a,2,2e,3,3a,3b,4,4a,4b,,4c,5,5a,5b,5c,6,
LP3.1.f, 3.3.a, 4.1.f, 4.3.a, 4.3.b
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Reading Behaviors:
Purposes for reading
Self-monitoring strategies
Various genres of text
Strategies for reading
various genres of text
The students will be able to:
Reading Behaviors:
Preview text and questions, read directions, make predictions, etc.
Read independently for a sustained period of time.
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 4-5 text
complexity band independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and
proficiently. (RI10.)
Reading Behaviors:
Understand, analyze, evaluate
Understand, apply
Understand
Understand
Speaking/Listening/Viewing:
Rules and expectations for
discussions
Preparation for discussion
Key ideas of material
being discussed
Roles of discussion
Phonics/Spelling:
Prefixes meaning “not” or
“opposite of”
Noun suffixes
Short and long vowel
spelling patterns
Vocabulary:
Synonyms
Context clues
Descriptive language
Unit vocabulary
Speaking and Listening:
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. (SL 1)
o 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. (SL1a)
o Follow agreed-upon rules for discussions and carry out assigned roles. (SL1b)
o Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others. (SL1c)
o Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (SL1d)
Phonics/Spelling:
Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., photograph, photosynthesis). (L
4b)
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of
context. (RF 3a)
Vocabulary:
Use the relationship between particular words to better understand
each of the words. (L 5c)
Use context (e.g., cause/effect relationships and comparisons in text)
as a clue to the meaning of a word or phrase. (L 5a)
Determine or clarify the meaning of unknown and multiple-meaning
Speaking and Listening:
Understand, apply
Apply, Analyze, evaluate
Apply
Understand, apply
Evaluate
Understand, apply
Phonics/Spelling:
Remember. Apply
Remember. Apply
Vocabulary:
Understand, Evaluate
Understand, Apply
Remember, apply
Understand, apply
Comprehension:
Main idea, key details,
important information in
text
Author’s purpose
Strategies for making
inferences
Plot, problem and solution
Language:
Declarative, interrogative,
exclamatory, and
imperative sentences
Simple and compound
subjects and predicates
Compound sentences
Coordinating conjunctions
in compound sentences
Fluency:
phrasing, pacing, and
expression
Writing:
Paraphrasing
Writing traits: ideas,
words and phrases based on grade 5 reading and content, choosing
flexibly from a range of strategies. (L 4)
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases (L6)
Comprehension:
Determine two or more main ideas of a text and explain how they are
supported by key details (RI 2)
Determine author’s purpose
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. (RL 1, RI 1)
Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
(RL 5)
Language:
Use knowledge of language and its conventions when writing,
speaking, reading, or listening. (L 3) Expand, combine, and reduce
sentences for meaning, reader/listener interest, and style. (L 3a)
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal
contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L 6)
Fluency:
Read grade-level prose and poetry orally with accuracy, appropriate
rate, and expression. (RF 4b)
Writing:
Recall relevant information from experiences or gather relevant
Comprehension:
Understand, analyze, evaluate
Analyze
Analyze
Analyze
Language:
Understand, apply
Understand, apply
Fluency:
Remember, apply
Writing:
Understand, apply, analyze,
evaluate
organization, word choice,
voice, sentence fluency,
conventions, presentation
Writing process; prewrite,
draft, revise, edit, publish
& present
Organization and structure
of personal
narrative/memoir
Use of transitional words
and phrases
Use of sensory details for
precise elaboration
information from print and digital sources; paraphrase information
in notes and finished work, and provide a list of sources. (W 8)
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (W 4)
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W 5)
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences. (W 3)
o Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds naturally.
o Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the responses of characters to situations.
o Use a variety of transitional words, phrases, and clauses to
manage the sequence of events.
o Use concrete words and phrases and sensory details to convey
experiences and events precisely.
o Provide a conclusion that follows from the narrated experiences or events.
Understand, apply, create
Understand, analyze, apply,
create, evaluate
Understand, apply, analyze,
create
Apply, create
Apply, create
Apply
Apply, create
Apply, create
Big Idea and Essential Questions
Theme
Big Idea
Friendships are built on achieving common ground with others.
Essential Questions
What are friendships built on?
How can I form friendships with people who are different from me?
Language Arts
Big Idea
Authors write for a variety of purposes.
Some information in a text is more important than other information in that text.
Good readers put clues together to make inferences.
Every fiction story has a plot that includes a problem and a resolution to that problem.
Writers follow steps to compose a piece of writing.
Effective writing has identifiable traits.
A personal narrative is a sequenced story that tells something real that happened to the writer.
Essential Questions
Why do authors write?
Which information in a text is the most important?
How can readers make inferences?
What is the structure of a fiction story?
How do authors effectively write a personal narrative?
Part 3 – Common Unit Assessments
Differentiated unit assessments
Spelling assessments
Published student narrative/rubric
Part 4 – Common/Assured Learning Experiences
Small group differentiated reading instruction
Writing workshop
Self-selected independent reading
A minimum of 3 technology/multimedia experiences related to the theme, concept, or genre which may include, but are not limited to:
LEAD 21 e-books and vocabulary activities
Promethean flipcharts
BookFlix
Discovery Education video
BrainPop
Mr. Morton Schoolhouse Rock video (subjects & predicates):
http://www.schooltube.com/video/ddb9fa8ba3e54ddf1608/Schoolhouse-Rock-Mr-Morton
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Resources:
Please refer to the Appendix
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme 2: Exploration & Discovery
Part 1 –Theme 2: Exploration & Discovery
Grade: 5
Subject:
Language Arts Course:
Grade 5 Language Arts Length of Unit:
4 weeks
Common Core State Standards
By the end of the year, read and comprehend literature, including stories and poetry, in the grade text complexity band proficiently, with scaffolding
as needed at the high end of the range. (.RL10)(RI10)
Supporting Standards
RL 2,3,6,7,9,10
RI 1,2,3,5,6,7,8,9,10
RF3,3a,4,4b,4c;
W 1,1a,1b,1d,2a,3,3a,3b,3d,3e,4,5,6,7,8,9,9a,9b,10
SL1,1a,1b,1c,1d,2,3,4,5,6
L1,1a,2,3,3a,3b,4,4b,5a,5b,5c,6,
LP 3.1.f, 3.3.a, 4.1.f, 4.3.a, 4.3.b
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Reading Behaviors:
Various genres of text
Strategies for reading various
genres of text
Speaking and Listening:
Rules and expectations for
discussions
Preparation for discussion
Key ideas of material being
discussed
Formal English
Roles of discussion
Organization of ideas for
presenting information or
opinion
Behaviors needed for clear
and understandable public
speaking
Multimedia skills
The students will be able to:
Reading Behaviors:
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity
band independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and
proficiently. (RI10.)
Speaking and Listening:
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 (SL 1)
o 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.
o Follow agreed-upon rules for discussions and carry out assigned
roles.
o Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of
others.
o Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
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.
(SL 4)
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development
Reading Behaviors:
Understand
Understand
Speaking and Listening:
Understand, analyze,
evaluate
Understand, evaluate
Understand, apply
Understand, analyze
Evaluate
Phonics/Spelling:
Greek and Latin Roots
Inflected endings (–s, -es),
vowel sounds (ōō, y ōō, ou, aw,
oi) , vowel + r sounds
Vocabulary:
Metaphors
Idioms
Antonyms
Unit vocabulary
Comprehension:
Main idea, key details,
important information
Summarizing
Predictions
Fact and Opinion
Mood and Tone
of main ideas or themes. (SL 5)
Adapt speech to a variety of contexts and tasks, using formal English
when appropriate to task and situation. (SL 6)
Phonics/Spelling:
Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (L 4b)
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read accurately unfamiliar
multisyllabic words in context and out of context (RF 3a)
Vocabulary:
Interpret figurative language, including similes and metaphors, in
context (L 5a)
Recognize and explain the meaning of common idioms, adages, and
proverbs (L 5b)
Use the relationship between particular words to better understand each
of the words (L 5c)
Comprehension:
Determine two or more main ideas of a text and explain how they are
supported by key details (RI 2)
Summarize the text (RL 2)
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text. (RL 1)
Distinguish fact and opinion
Describe how a narrator’s or speaker’s point of view influences how
events are described (RL 6)
Phonics/Spelling:
Understand, apply
Remember, understand
Vocabulary:
Understand, apply
Remember, apply
Remember, apply
Comprehension:
Remember, apply,
understand
Understand, apply, create
Understand, analyze,
apply, create
Understand, analyze,
apply, create
Understand, analyze,
apply, create
Fluency:
Phrasing, pacing, expression,
comprehension
Language:
Compound sentences
Singular and plural nouns,
common and proper nouns,
possessive nouns, proper nouns
Writing:
Writing traits: ideas,
organization, word choice,
voice, sentence fluency,
conventions, presentation
Organization and structure of
persuasive writing
Writing process: prewrite,
draft, revise, edit, publish &
present
Strategies for expressing and
supporting point of view
Use of transitional words and
phrases
Inquiry Project:
Fluency:
Read with sufficient accuracy and fluency to support comprehension
(RF 4)
Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive readings (RF 4b)
Language:
Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style (L 3a)
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking (L 1)
Writing:
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience (W 4)
Write opinion pieces on topics or texts, supporting point of view with
reasons and information (W 1)
o Introduce a topic or text clearly, state an opinion, and create an
opinion, and create an organizational structure in which ideas are
logically grouped to support the writer’s purpose
o Provide logically ordered reasons that are supported by facts and
details.
o Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically)
o Provide a concluding statement or section related to the opinion
presented.
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (W
5)
Inquiry Project:
Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details
Fluency:
Understand, apply
Understand, apply
Language:
Understand, apply
Understand, apply, create
Writing:
Understand, apply, create
Understand, apply
Inquiry Project:
Creating, Evaluating,
Analyzing, Applying,
to support main ideas or themes; speak clearly at an understandable
pace. (SL 4)
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the
development of main ideas or themes. (SL 5)
Adapt speech to a variety of contexts and tasks, using formal English
when appropriate to task and situation. (SL 6)
Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic. (W
7)
Recall relevant information from experiences or gather relevant
information form print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
(W 8)
Draw evidence from literary or informational texts to support
analysis, reflection, and research (W 9) Apply grade 5 Reading
standards to informational texts. (W 9b)
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 (RI 7)
Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which points. (RI 8)
Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably. (RI 9)
Understanding and
Remembering
Big Idea and Essential Questions
Theme
Big Idea
People are motivated to explore and discover for different reasons.
Scientific discoveries help us live in our world in a variety of ways.
Essential Questions
What motivates people to explore and discover?
How do scientific discoveries help us live in our world?
Language Arts
Big Idea
A non-fiction summary should include key ideas and important details.
Distinguishing facts from opinions is necessary for comprehension.
Sometimes readers have to use clues the author has given to make predictions about the text.
Determining the main ideas and details of a text is essential for comprehension.
Persuasive essays are effective when opinions are supported by reasons and factual information.
Essential Questions
How can I know what to include in a summary?
Why is it important to tell the difference between facts and opinions?
How can I make predictions about a text?
How and why would I determine main ideas?
How can I effectively write a persuasive essay?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this unit.
Differentiated unit assessments
Spelling assessments
Published student persuasive essay/ rubric
Presentation/rubric (Resource Master 38)
Part 4 – Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or
experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences.
The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured
learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.
A minimum of 3 technology/multimedia experiences related to the theme, concept, or genre which may include, but are not limited to:
LEAD 21 e-books and vocabulary activities
Promethean flipcharts
BookFlix
Discovery Education video
BrainPop
Inquiry process leading to presentation
Inquiry Project:
In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.
Keep in mind:
• These are heterogeneous group projects.
• Student groups are responsible for generating their own research question related to the theme with teacher guidance.
• Each student group will be responsible for presenting their results both orally and with a project.
• Projects may include:
*A visual representation
*A performance representation
*A written representation
*A speaking representation
(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion) • Teacher’s may choose 1 of these
presentation formats for each group to work on in order to explore that genre in depth or the teacher may provide these choices to the
individual groups.
Small-group differentiated reading instruction
Writing workshop
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Resources:
Please see the appendix.
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme 3: Life in Early America
Part 1 –Theme 3: Life in Early America
Grade: 5
Subject:
Language Arts Course:
Grade 5 Language Arts Length of Unit:
4 weeks
Common Core State Standards
RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
RI 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and proficiently.
SL1. 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.
L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
RL1, RI 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
RL9. Compare and contrast stories in the same genre on their approaches to similar themes and topics.
Ask and answer questions.
Supporting Standards
RL 2,4,4c,5,7,10
RI 3,4,5,8,10
RF 3,3a,4,4a,4c;
W 2,2a,2c,2e,3,3a,3b,3d,4,5,6,7,8,9,9a,10
SL 1a,1b,1c,1d,3
L 1,1b,1c,1d,2,2e,3,3a,3b,4,4a,4b,4c,5,5a
LP 3.1.f, 3.3.a,4.3.a
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Reading Behaviors:
Various genres of text
Strategies for reading
various genres of text
Speaking/Listening/Viewing:
Rules and
expectations for
discussions
Key ideas of material
being discussed
Roles of discussion
Active listening
Phonics/Spelling:
Prefixes
The students will be able to:
Reading Behaviors:
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and
proficiently. (RI10.)
Speaking/Listening/Viewing:
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 (SL 1)
Summarize the points a speaker makes (SL 3)
Phonics/Spelling:
Use common, grade-appropriate Greek and Latin affixes and roots as
Reading Behaviors:
Understand, apply, create
Understand, apply, create
Speaking/Listening/Viewing:
Understand, apply
Understand, apply
Remember, apply
Analyze, evaluate
Evaluating
Understand, apply
Phonics/Spelling:
Analyze, evaluate
Contractions with is,
am, are, will
Homophones
Compound words and
final schwa + r sound
Vocabulary:
Connotations and
denotations
Context clues
Similes
Unit vocabulary
Comprehension:
Questions and
answers
Comparisons of:
people, places, things,
events or ideas
Comprehension and
fix-up strategies
Drawing of
conclusions
Symbolism
Language:
Possessive nouns and
proper nouns
Main helping verbs
and action and linking
verbs, present-tense
verbs, subject-verb
clues to the meaning of a word (L 4b)
Spell grade-appropriate words correctly, consulting references as needed
(L 2e)
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to accurately read unfamiliar multisyllabic words in context and out of context (RF 3a)
Vocabulary:
Demonstrate understanding of figurative language, word relationships,
and nuances and word meanings (L 5)
Use context as a clue to the meaning of a word or phrase (L 4a)
Interpret figurative language, including similes and metaphors, in context
(L 5a)
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases. (L6)
Comprehension:
Ask and answer questions to support comprehension
Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (RL 3), Compare
and contrast stories in the same genre on their approaches to similar
themes and topics (RL 9)
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary (RL 4c)
Quote accurately from a text when explaining what the texts says
explicitly and when drawing inferences from the text (RL 1, RI 1)
Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes. (RL 4)
Language:
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking (L 1)
o Form and use the perfect (e.g. I had walked; I have
walked, I will have walked) verb tenses. (L1b)
o Use verb tense to convey various times, sequences,
Understand, apply
Understand, analyze
Analyze
Vocabulary:
Understand, apply
Remember, apply
Remember, apply
Comprehension:
Remember, apply
Remember, apply
Understand, apply, create
Understand, analyze,
apply, create
Understand, analyze,
apply, create
Language:
Understand, analyze,
apply, create
agreement, and
irregular past-tense
verbs
Fluency:
Phrasing, pacing,
expression,
comprehension
Writing:
Writing traits: ideas,
organization, word
choice, voice,
sentence fluency,
conventions,
presentation
Organization and
structure of
compare/contrast
essays
Writing process:
prewrite, draft, revise,
edit, publish &
present
states, and conditions. (L1c)
o Recognize and correct inappropriate shifts in verb tense.
(L1d)
Fluency:
Read with sufficient accuracy and fluency to support comprehension (RF
4)
Writing:
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience (W 4)
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly (W 2)
o 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.
o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
o Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
o Use precise language and domain-specific vocabulary to inform
about or explain the topic.
o Provide a concluding statement or section related to the information or explanation presented.
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.(W 5)
Fluency:
Understand, apply
Writing:
Understand, apply
Understand, apply
Understand, analyze,
apply
Big Idea and Essential Questions
Theme
Big Idea
Life changed for the Native Americans in many ways after new settlers arrived.
European settlers in early America faced many challenges.
Essential Questions
How did life change for the Native Americans after new settlers arrived?
What was life like for European settlers in early America?
LA
Big Ideas for LA
Asking and answering questions before, during, and after reading aids in comprehension.
Comparing and contrasting people, places, things, events, or ideas helps readers to clarify, analyze and understand the text.
Comparing elements of fiction within and between texts adds to our understanding and enjoyment of a text.
Good readers monitor their comprehension to make sure they understand what they are reading.
Sometimes readers have to use information in the text and prior knowledge to draw conclusions about a passage.
Essential Questions for LA
Why is it important to ask and answer questions before, during, and after reading?
Why is it important to compare and contrast?
How and why should I compare elements of fictional text?
How can I monitor my comprehension?
How can I draw conclusions about a text?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this unit.
End of unit assessment
Spelling tests
Compare/Contrast essay/rubric
Part 4 – Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or
experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences. The effective
teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured learning
experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.
A minimum of 3 technology/multimedia experiences related to the theme, concept, or genre which may include, but are not limited to:
Small group differentiated reading instruction
Writing workshop
Self-selected independent reading
A minimum of 3 technology/multimedia experiences related to the theme, concept, or genre which may include, but are not limited to:
LEAD 21 e-books and vocabulary activities
Promethean flipcharts
BookFlix
Discovery Education video
BrainPop
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
A minimum of 3 technology/multimedia experiences related to the theme, concept, or genre which may include, but are not limited to:
When selecting resources, teachers should consider:
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme4: Our Changing Earth
Part 1 –Theme 4: Our Changing Earth
Grade: 5
Subject:
Language Arts
Course: Grade 5 Language Arts
Length of Unit: 4 weeks
Common Core State Standards
RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end
of the grades 4-5 text complexity band independently and proficiently.
SL1. 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.
L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
RL1, RI 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
SL4. 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.
SL5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
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.
RL2. 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.
Supporting Standards
RL 1,2,3,4,5,7,9,10
RI 3,4,5,8,10
RF 3,3a,4,4a,4c;
W 2,2a,2c,2e,3,3a,3b,3d,4,5,6,7,8,9,9a,10
SL 1,1a,1b,1c,1d,2,4,5,6
L 1,1c,2,2e,3,3a,3b,4,4a,4c,5,5a,6
LP 3.1.f, 3.3.a,4.3.a
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Reading Behaviors:
Various genres of text
Strategies for reading
various genres of text
Speaking/Listening/Viewing:
Rules and expectations
for discussions
Key ideas of material
being discussed
The students will be able to:
Reading Behaviors:
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and
proficiently. (RI 10.)
Speaking and Listening:
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 (SL 1)
Report on a topic or text or present an opinion, sequencing ideas logically
Reading Behaviors:
Understand, apply, analyze
Analyze
Speaking and Listening:
Apply
Remember, understand
Understand, analyze,
evaluate
Roles of discussion
Organization of ideas
for presenting
information or opinion
Behaviors needed for
clear and
understandable public
speaking
Multimedia skills
Phonics/Spelling:
Greek and Latin roots,
noun suffixes
Comparatives,
superlatives
VCCV, VCV, VCCCV,
VV spelling patterns
Vocabulary
Synonyms
Analogies
Multiple-meaning
words
Theme vocabulary
and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace. (SL 4)
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development of
main ideas or themes. (SL 5)
Adapt speech to a variety of contexts and tasks, using formal English
when appropriate to task and situation. (SL 6)
Phonics/Spelling:
Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
(RF 3a)
Vocabulary
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L5)
Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words. (L5a)
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. (L 4)
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition). (L 6)
Remember, apply
Apply, analyze, evaluate
Phonics/Spelling:
Remember, apply
Understand, apply,
Understand, apply,
Vocabulary
Understand, apply
Understand, apply
Understand, apply
Understand, apply,
evaluate, create
Comprehension:
Locating important
information in text to
answer question and
support their answer
Connections: text-to-
self, text-to-text, and
text-to-world.
Cause and effect
Visualization
Recalling, retelling,
summary
Theme
Language
Verbs, present-tense
verbs, subject-verb
agreement, past-tense
verbs; Direct objects;
Pronoun and antecedent
agreement;
Adjectives, proper
adjectives, adjectives
that compare,
articles
Fluency
phrasing, pacing, and
expression
Comprehension
Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text. ( RL1, RI 1)
Make connections including text-to-self, text-to-text, and text-to-world.
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. (RI 3)
Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.(RL 4)
Recall and retell from summaries of informational text.
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. (RL2)
Language
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)
Use knowledge of language and its conventions when writing, speaking,
reading, or listening. (L3)
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking. ( L1) Form and use the perfect
(e.g., I had walked; I have walked; I will have walked) verb tenses. (L1b)
Use verb tense to convey various times, sequences, states, and conditions. (L1c) Recognize and correct inappropriate shifts in verb tense.* (L1d)
Fluency
Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression. (RF 4b)
Comprehension
Understand, apply,
evaluate,
Understand, apply,
evaluate, create
Understand, apply,
evaluate, create
Understand, apply
Understand, apply,
Understand, apply, create
Language
Understand, apply, create
Understand, apply
Understand, apply, analyze,
evaluate
Fluency
Understand, apply
Writing
Writing traits: ideas,
organization, word
choice, voice, sentence
fluency, conventions,
presentation
Writing process;
prewrite, draft, revise,
edit, publish & present
Organization and
structure of descriptive
essay
Engaging introduction
paragraphs
Transition words
Effective conclusion
paragraphs
Sensory details
Figurative language
Inquiry Project
Writing
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (W 4)
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (W 5)
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly. (W 2)
o 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.
o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
o Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
o Use precise language and domain-specific vocabulary to inform
about or explain the topic.
o Provide a concluding statement or section related to the information or explanation presented.
Inquiry Project
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. (SL 4)
Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development of
main ideas or themes. (SL 5)
Adapt speech to a variety of contexts and tasks, using formal English
when appropriate to task and situation. (SL 6)
Conduct short research projects that use several sources to build
Writing
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Creating, Evaluating,
Analyzing, Applying,
Understanding
Creating, Evaluating,
Analyzing, Applying,
Understanding
Inquiry Project
Creating, Evaluating,
Analyzing, Applying,
Understanding
knowledge through investigation of different aspects of a topic. (W 7)
Recall relevant information from experiences or gather relevant
information form print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources. (W
8)
Draw evidence from literary or informational texts to support analysis,
reflection, and research (W 9) Apply grade 5 Reading standards to
informational texts. (W 9b)
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 (RI 7)
Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
points. (RI 8)
Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably. (RI 9)
Big Idea and Essential Questions
Theme
Big Idea
Destructive forces can lead to a variety of changes on Earth.
Climate change affects the earth in a variety of ways.
Earth’s changes affect living things in a variety of ways.
Essential Questions
How do destructive forces change Earth’s surface?
How does climate change affect Earth?
How do Earth’s changes affect living things?
Language Arts
Big Idea
Making connections to a text, between texts, and between a text and the world add to our understanding and enjoyment of a text.
Making a picture in our mind of a text supports comprehension.
The theme of a text is the message the author is trying to convey, and is common to many texts.
Determining the theme of a text supports comprehension and enjoyment.
Informative text should be organized and written to convey ideas and information clearly.
Informational text should include craft strategies including sensory details and figurative language to make the writing interesting to the reader.
Recognizing and understanding text structure, such as cause and effect, supports comprehension of non-fiction text.
I can make a conjecture, gather and organize information, and present the results.
Essential Questions
Why should I make text connections?
Why is it important to visualize what I read?
What is the theme of a text? Why should I understand the theme of a text?
How do I write informational text?
How do I make informative text interesting to read?
How does identifying text structure, such as cause and effect, help us as readers?
How do I make a conjecture, gather and organize information, and present the results?
Part 3 – Common Unit Assessments
End of unit assessment
Spelling tests
News report/rubric
Descriptive essay/rubric
Presentation/rubric
Formative assessments (e.g., student work, quiz)
Part 4 – Common/Assured Learning Experiences
Small group differentiated reading instruction
Writing workshop
Inquiry Project:
In this unit students will complete an inquiry project. Use the Lead 21online resources (inquiry groups tab) to guide you through the process.
Keep in mind:
• These are heterogeneous group projects.
• Student groups are responsible for generating their own research question related to the theme with teacher guidance.
• Each student group will be responsible for presenting their results both orally and with a project.
• Projects may include:
*A visual representation
*A performance representation
*A written representation
*A speaking representation
(See the Lead 21 presentation formats and technology suggestions on page 373 (Practice Companion) • Teacher’s may choose 1 of these
presentation formats for each group to work on in order to explore that genre in depth or the teacher may provide these choices to the individual
groups.)
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
When selecting resources, teachers should consider:
Check alignment to the unit
Vary selections according to age, skill level, readiness and learning styles of learners
Include varied readability levels
Include varied culturally relevant resources that have been reviewed for bias
Include appropriate technologies
Explain purposeful use of resources
Collaborate with the library/media specialist regarding Internet sources and information
Theme: Test Prep
Part 1 - Theme: Test Prep
Grade: 5
Subject:
Language Arts Course:
Length of Theme:
2 Weeks
Common Core State Standards
Read and comprehend complex literary and informational texts independently and proficiently (R.CCR.10)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience(W.CCR.4)
Supporting Standards
RL1, RL3, RL4, RL5, RL6,
RI2, RI4, RI5, RI7, RI9,
RF3, RF3a, RF4, RF4a, RF4c,
W2, W2a, W2b, W3d, W4, W5, W6, W7,W8,W9,
SL1, SL1b, SL3, SL4, SL6,
L1, L1f, L1g, L2, L2a, L2c, L2d, L3, L3b, L3c, L4a, L4b, L5c, LP3.3.a
Connecticut State Standards
Part 2 – Standards
Key (GLE) Content Knowledge and Concepts/Skills Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Narrative (Story) Structures:
The students will be able to:
Narrative Predictable Questions:
Narrative (Story) Structures
Good readers have multiple strategies to
read and understand
Realistic Fiction
Historical Fiction
Folktales
Book Excerpts/Literary Works
Narrative Nonfiction (biography
and autobiography)
Non-Narrative/Expository Structures:
Good readers have multiple strategies to
read and understand
Reports
Information Pieces
How-to Pieces
Interviews
Question and Answers
News Report
Poetry:
Good readers have multiple strategies to
read, understand and interpret
Free Verse
Limericks
What is the main problem or struggle in the story?
What character trait would you use to describe the character?
What was the cause of the event?
What is the same about these two characters? What is different?
Why do you think the character took the action that she did?
Why do you think the author puts this minor character in the story?
Which of the following is a detail from the story that explains how
the character solves the problem?
Which of the following details is not important to the plot?
What point of view is this story told in?
Briefly summarize this story
Predictable Questions on Non-Narrative Passages:
What is the main idea of this passage?
What is this article mostly about?
What is the purpose of this article?
Why is the author giving this information?
Which details supports the main idea that_______?
Which of the following is a fact from the article?
Which of the following is an opinion from the article?
Predict what we will learn from this article.
Predictable Questions on Poetry:
Read these lines from the poem_______. What do these lines most
likely mean?
Which line best describes how _________ expresses ________?
What point of view do____ and _____ share?
Give an example of alliteration from the poem.
What feeling is the speaker expressing in the poem?
What is the rhyme scheme in the first stanza of this poem?
How does the main character feel about_____?
Who is talking in this poem?
Give an example of personification in this poem.
Remembering
Understanding
Applying
Analyzing
Evaluating
Non-Narrative/Expository:
Remember
Understand
Applying
Analyzing
Evaluating
Poetry:
Remember
Understand
Applying
Analyzing
Evaluating
Forms of questions:
Good test-takers use multiple strategies
to answer test questions
Forms of questions:
Multiple-choice questions
Main Idea questions
Detail questions
Inference questions
Wrong Answer types
Whole text questions
Forms of questions:
Analyze
Evaluating
Big Idea and Essential Questions
Big Idea:
Good readers set a purpose for reading.
Good readers combine strategies to make meaning.
Good writers use the writing process and writing traits in all situations.
Essential Questions
How can good reading strategies help you in a testing situation?
Are the strategies you use in everyday reading different from the strategies you use when taking an assessment?
Why is it important to remember and apply good writing strategies while taking an assessment?
Part 3 – Common Theme Assessments
Includes description of what students must produce/perform as indicators of mastery of this Theme. Literacy (reading, writing, listening, speaking,
viewing and presenting). Students should apply age-appropriate content-specific technologies and technology applications. Assessments must be
common to teachers of this Theme.
Quarterly Benchmark 2 for instruction
Quarterly Benchmark 3 for assessment
Part 4 – Common/Assured Learning Experiences
Small group reading instruction at an appropriate reading level
Whole class instruction
Partner work
Independent practice
Collaborative discussion
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
There is no required inquiry project for this unit.
Additional Resources:
Rethinking Small-group Instruction in the Intermediate Grades, Nancy N. Boyles
That’s a Great Answer, Nancy N. Boyles
LEAD21
A Curricular Plan for the Reading Workshop Lucy Calkins
Rally CMT prep
Writing to the Prompt Janet Angelillo
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Theme5: The Growth of America
Part 1 –Theme 5: The Growth of America
Grade: 5
Subject:
Language Arts Course:
Grade 5 Language Arts Length of Unit:
4 weeks
Common Core State Standards
RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Supporting Standards
RL 1,2,3,4,5,7,9,10
RI 2,3,4,5,7,8,10
RF 3,3a,4,4a,
W 2,2a,2c,2d,2e,3,3a,3b,3d,3e,4,5,6,7,8,9a,10
SL 1,1a,1b,1c,1d,2,3,4,5,6
L 1,1c,2,2e,3,3a,3b,4,4b,4c,5,5c
LP 3.1.f, 4.1.g,4.3.a
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Reading Behaviors:
Various genres of text
Strategies for reading
various genres of text
Speaking/Listening/Viewing
Rules and expectations
for discussions
Preparation for
discussion
Key ideas of material
being discussed
Formal English
Roles of discussion
The students will be able to:
Reading Behaviors:
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and
proficiently. (RI10.)
Speaking/Listening/Viewing
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking. ( L1)
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 (SL 1)
o 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.
o Follow agreed-upon rules for discussions and carry out assigned roles.
o Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
o Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (SL 6)
Reading Behaviors:
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Speaking/Listening/Viewing
Understand, apply, create
Understand, apply
Understand, apply, create
Phonics/Spelling:
Common prefixes
Greek and Latin roots
Final schwa + l sound
Words with –ed or –ing
Meanings of words based
on words from other
languages
Vocabulary:
Antonyms
Thesaurus strategies
Homophones
Comprehension:
Summarizing
Sequence of events
Comprehension and fix-up
strategies
Predictions
Categorizing and classifying
Main idea, key details,
important information
Character interactions and
development
Phonics/Spelling:
Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word (L 4b)
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology to read accurately unfamiliar multisyllabic words in
context and out of context (RF 3a)
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking (L 1)
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. (RL 4)
Vocabulary:
Use the relationship between particular words to better understand each of the
words (L 5c)
Consult reference materials, both print and digital, to find the pronunciation
and determine or clarify the precise meaning of key words and phrases. (L 4c)
Determine the meaning of words and phrases as they are used in a text. (RL 4
Comprehension:
Summarize the text (RL 2)
Compare and contrast the overall structure of events, ideas, concepts, or
information in two or more texts (RI 5)
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary (RL 4c)
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text. (RL 1)
Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (RL 3)
Determine two or more main ideas of a text and explain how they are
supported by key details (RI 2)
Phonics/Spelling:
Remember, apply
Remember, apply
Rem ember, understand,
apply
Remember, understand,
apply
Vocabulary:
Understand, apply
Understand, apply
Understand
Comprehension:
Understand, evaluate
Understand, analyze,
evaluate
Understand, apply
Understand, apply
Understand, analyze,
evaluate
Understand, analyze,
evaluate
Language:
Subject and object
pronouns; pronoun and
antecedent agreement;
adjectives, proper
adjectives, adjectives that
compare, articles; predicate
adjectives and predicate
nominatives
Fluency:
Phrasing, pacing,
expression, comprehension
Writing:
Writing traits: ideas,
organization, word choice,
voice, sentence fluency,
conventions, presentation
Autobiographical writing
Writing process: prewrite,
draft, revise, edit, publish &
present
Language:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ( L1)
Fluency:
Read with sufficient accuracy and fluency to support comprehension (RF 4)
Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings (RF 4b)
Writing:
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking (L 1)
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience (W 4)
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly (W 2)
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.
Language:
Understand, apply
Understand, analyze, apply,
create
Fluency:
Understand, apply
Writing:
Remember, understand
apply
Understand, analyze, apply,
create
Understand, analyze, apply,
create
Understand, apply
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. (W 5)
Big Idea and Essential Questions
Theme
Big Idea
People move to new places for a variety of reasons.
There are many factors that go into shaping a nation.
Essential Questions
Why do people move to new places?
How do people shape a nation?
Language Arts
Big Idea
Recognizing and understanding text structure, such as sequence, supports comprehension of non-fiction text.
All fiction text is comprised of the same elements, including theme, characters, and plot.
Comparing and classifying elements of fiction within and between texts adds to our understanding and enjoyment of a text.
Biographies include the important information about a person’s life.
Essential Question
How does identifying text structure, such as sequence, help us as readers?
What are the elements of fiction?
Why should I compare and classify elements of fiction?
What information should be included in a biography?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this unit.
End of unit assessment
Spelling tests
Presentation/rubric
Formative assessments (e.g., student work, quiz)
Autobiographical writing/rubric
Part 4 – Common/Assured Learning Experiences
Small group differentiated reading instruction
Writing workshop
Self-selected independent reading
A minimum of 3 technology/multimedia experiences related to the theme, concept, or genre which may include, but are not limited to:
LEAD 21 e-books and vocabulary activities
Promethean flipcharts
BookFlix
Discovery Education video
BrainPop
*Any recommendations for other resources can be given to GPS Curriculum Office for review.
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
When selecting resources, teachers should consider:
Theme 6: A Look at Plants
Part 1 –Theme 6: A Look at Plants
Grade: 5
Subject:
Language Arts Course:
Grade 5 Language Arts Length of Unit:
4 weeks
Common Core State Standards
RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 4-5text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Supporting Standards
RL1, 2,3,4,5,6,10
RI 1,2,3,5,7,8; 10
RF3,3a,4,4a, 4b,
W 2,2a,2b,2c,2d,2e, 4,5,6,7,8,9b,10
SL1,1a,1b,1c,1d,2,3,4,5,6
L1,1a,2,2e,3,3a,3b,4,4c,5,5b,6,
LP3.1.f, 3.3.a, 4.3.a, 4.3.b
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Reading Behaviors
Various genres of text
Strategies for reading
various genres of text
Speaking/Listening/Viewing
Rules and expectations
for discussions
Preparation for
discussion
Key ideas of material
being discussed
Formal English
Roles of discussion
The students will be able to:
Reading Behaviors:
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and
proficiently. (RI10.)
Speaking/Listening/Viewing
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. (SL 1)
o 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.
o Follow agreed-upon rules for discussions and carry out assigned roles.
o Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
o Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Adapt speech to a variety of contexts and tasks, using formal English
Reading Behaviors:
Understand
Understand
Speaking/Listening/Viewing
Understand, apply
Apply, analyze, evaluate
Understand, Apply,
evaluate
Understand, apply
Understand, apply
Phonics/Spelling:
Greek and Latin roots,
prefixes, suffixes
Final en, cher, zher, ij, iv, is
sounds; words with
unstressed syllables
Vocabulary
Connotation, denotation
Idioms
Classification of words
Unit vocabulary
Comprehension:
Inferences, Generalizations
Summary
Text-to-self, text-to-text,
and text-to-world
connections
Questions, answers
Text structures
Imagery
when appropriate to task and situation. (SL 6)
Phonics/Spelling:
Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)
Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
(RF 3a)
Vocabulary
Demonstrate understanding of figurative language, word relationships, and nuances and word meanings (L 5)
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. (L5) Recognize and explain the meaning
of common idioms, adages, and proverbs. (L 5b)
Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. (L 5) Use the relationship between
particular words to better understand each of the words. (L 5c)
Comprehension
Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text. (RL 1, RI 1)
Summarize the text (RL 2)
Make connections including text-to-self, text-to-text, and text-to-world.
Ask and answer questions to support comprehension
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. (RI 5)
Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes. (L 4)
Phonics/Spelling:
Remember, apply
Remember, apply
Vocabulary
Understand, apply,
Understand, apply,
Understand, apply,
Comprehension
Analyze
Remember, apply, evaluate
Understand, apply, analyze
Understand, analyze,
evaluate
Understand, apply
Remember. apply
Language
Adjective suffixes
comparatives, superlatives
possessive pronouns,
pronoun and antecedent
agreement,
adverbs, adverbs that
compare
Prepositions, prepositional
phrases
Fluency
phrasing, pacing, and
expression
Writing
Writing traits: ideas,
organization, word choice,
voice, sentence fluency,
conventions, presentation
Writing process; prewrite,
draft, revise, edit, publish &
present
Friendly letter, informal
tone, greeting, closing,
signature
Persuasive letter, business
letter, formal tone, heading,
greeting, closing, signature
Language
Use knowledge of language and its conventions when writing, speaking,
reading, or listening. (L 3)
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking. (L1) Explain the function of
conjunctions, prepositions, and interjections in general and their function in particular sentences. (L 1a)
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L 6)
Fluency
Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression. (RF 4b)
Writing
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (W 4)
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach. (W 5)
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly. (W 2)
o 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.
o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
o Link ideas within and across categories of information using
Language
Understand, apply
Understand, apply
Understand, apply
Fluency
Remember, understand,
apply
Writing
Understand, apply, create
Understand, apply, create,
evaluate
Understand, apply, create
words, phrases, and clauses (e.g., in contrast, especially).
o Use precise language and domain-specific vocabulary to inform about or explain the topic.
o Provide a concluding statement or section related to the
information or explanation presented.
Write opinion pieces on topics or texts, supporting point of view with
reasons and information (W 1)
o Introduce a topic or text clearly, state an opinion, and create an
opinion, and create an organizational structure in which ideas are
logically grouped to support the writer’s purpose
o Provide logically ordered reasons that are supported by facts and
details.
o Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically)
o Provide a concluding statement or section related to the opinion
presented.
Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L 3)
Big Idea and Essential Questions
Theme
Big Idea
Plants are important to our world for many reasons.
All plants’ growth follows a cycle of predictable stages.
Essential Questions
Why are plants important? What can we learn by studying plants?
How do plants grow?
Language Arts
Big Idea
Sometimes readers have to use clues the author has given to understand the text.
All fiction text is comprised of the same elements, including theme, characters, and plot.
A summary of fiction text should include all the elements of fiction.
Making connections to a text, between texts, and between a text and the world add to our understanding and enjoyment of a text.
Asking and answering questions before, during, and after reading aids in comprehension.
Recognizing and understanding text structure, supports comprehension of non-fiction text.
Friendly letters and business letters differ in tone, form, and purpose.
Essential Questions for LA
What is important to include in a summary?
Why is it important to ask questions before, during, and after reading?
Why is it important to understand text structure?
How and why would I write a letter?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this unit.
End of unit assessment
Spelling tests
Personal narrative/rubric
Presentation/rubric
Formative assessments (e.g., student work, quiz)
Part 4 – Common/Assured Learning Experiences
Small group differentiated reading instruction
Writing workshop
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
When selecting resources, teachers should consider:
Check alignment to the unit
Vary selections according to age, skill level, readiness and learning styles of learners
Include varied readability levels
Include varied culturally relevant resources that have been reviewed for bias
Include appropriate technologies
Explain purposeful use of resources
Collaborate with the library/media specialist regarding Internet sources and information.
Theme 7: American Democracy
Part 1 –Theme 7: American Democracy
Grade: 5
Subject:
Language Arts Course:
Grade 5 Language Arts Length of Unit:
4 weeks
Common Core State Standards
RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
RI 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end
of the grades 4-5 text complexity band independently and proficiently.
SL1. 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.
L6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
RL1, RI 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
SL4. 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.
SL5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
RI 2. Determine two or more main ideas of a text and explain how they are supported by key details.
Supporting Standards
RL 1,2,3,4,4c,5,6,9
RI 3,4,5,8,9
RF 3,3a,4,4a,4c
W 3,3a,3b,3d,4,5,6,7,8,9,9a,9b,10
SL 1a,1b,1c,1d,2,3
L 1,1a,2,2a,2c,2e,3,3a,3b,4,4a,4b,4c,5,5a,5c,6
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
The students will know:
Reading Behaviors:
Various genres of text
Strategies for reading
various genres of text
The students will be able to:
Reading Behaviors:
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the
grades 4-5 text complexity band independently and proficiently. (RI10.)
Reading Behaviors:
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Speaking/Listening/Viewing:
Discussions, questions,
comments, key ideas,
conclusions
Topic, opinion, sequence,
facts, details, main ideas,
themes, speaking clearly,
appropriate pace
Multimedia, displays
Formal English
Phonics/Spelling:
Prefixes that tell amount;
prefixes in-, un-, dis-, mis-,
com-, con-, pre-, pro-;
suffixes –ent, -ant, -able, -
ible
Contractions with have,
had, would, not
Speaking/Listening/Viewing:
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 (SL 1)
o 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.
o Follow agreed-upon rules for discussions and carry out assigned roles.
o Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
o Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
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. (SL 4)
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes. (SL 5)
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (SL 6)
Phonics/Spelling:
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (L 4b)
Speaking/Listening/Viewing:
Understand, apply, create
Understand, apply, create
Understand, apply
Understand, apply
Phonics/Spelling:
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Remember, apply
Remember, apply
Vocabulary:
Synonyms
Context clues
Word relationships
Unit vocabulary
Comprehension:
Visualization
Facts and opinions
Comprehension and fix-up
strategies
Comparisons of: people,
places, things, events or
ideas
Main idea, key details,
important information
Author’s purpose
Questions and answers
Foreshadowing
Locating important
information in text to
answer question and support
their answer
Language:
Adverbs, adverbs that
compare, double negatives,
and interjections
Commas, quotations
Vocabulary:
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L5a)
Use context as a clue to the meaning of a word or phrase (L 4a)
Use the relationship between particular words to better understand each of
the words (L 5c)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases. (L6)
Comprehension:
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.(RL 4)
Distinguish fact and opinion
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary (RL 4c)
Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (RL 3), Compare and contrast
stories in the same genre on their approaches to similar themes and topics (RL
9)
Determine two or more main ideas of a text and explain how they are
supported by key details (RI 2)
Determine author’s purpose
Ask and answer questions to support comprehension
Understand how authors use foreshadowing.
Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text. (RL1, RI 1)
Language:
Use knowledge of language and its conventions when writing, speaking,
reading, or listening. (L 3)
Demonstrate command of the conventions of standard English capitalization,
Vocabulary:
Remember, apply
Analyze
Remember, understand,
apply
Comprehension:
Apply
Understand, analyze
Understand, apply
Evaluate
Understand, analyze,
evaluate
Analyze
Analyze, evaluate
Understand, analyze
Language:
Remember, understand,
apply
Remember, understand,
apply
Fluency:
Phrasing, pacing,
expression, comprehension
Writing:
Writing traits: ideas,
organization, word choice,
voice, conventions,
presentation
Quatrain and Haiku poems
Writing process: prewrite,
draft, revise, edit, publish &
present
Inquiry Project:
Conjectures, research,
determining important
information
punctuation, and spelling when writing. (L 2)
o Use punctuation to separate items in a series
o Use a comma to separate an introductory element from the rest of the
sentence
o 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
o Use underlining, quotation marks, or italics to indicate titles of works
Fluency:
Read with sufficient accuracy and fluency to support comprehension (RF 4)
Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings (RF 4b)
Writing:
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience (W 4)
Write in poetic form
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. (W 5)
Inquiry Project:
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. (SL 4)
Include multimedia components (e.g., graphics, sound) and visual displays
in presentations when appropriate to enhance the development of main ideas or themes. (SL 5)
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (SL 6)
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic. (W 7)
Fluency:
Remember, understand,
apply
Writing:
Understand, apply, create
Understand, apply, create
Understand, apply, create
Understand, analyze, apply,
create
Inquiry Project:
Creating, Evaluating,
Analyzing, Applying,
Understanding and
Remembering
Recall relevant information from experiences or gather relevant information
form print and digital sources; summarize or paraphrase information in
notes and finished work, and provide a list of sources. (W 8)
Draw evidence from literary or informational texts to support analysis,
reflection, and research (W 9) Apply grade 5 Reading standards to
informational texts. (W 9b)
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 (RI 7)
Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
points. (RI 8)
Integrate information from several texts on the same topic in order to write
or speak about the subject knowledgeably. (RI 9)
Big Ideas and Essential Questions
Theme
Big Idea
Democracy affects its citizens in a variety of ways.
American government has gone through many changes over the course of history.
Essential Questions
How does democracy affect its citizens?
How has American government changed throughout history?
Language Arts
Big Idea
Determining an author’s purpose supports a reader’s understanding of the text.
Distinguishing facts from opinions is necessary for comprehension.
Determining the main ideas and details of a text is essential for comprehension.
Monitoring comprehension ensures understanding of the text.
Poetry has characteristics that differ from other types of writing.
Essential Questions Why should I understand an author’s purpose for writing a text?
Why is distinguishing facts from opinions necessary for comprehension?
Why is understanding main idea and details important?
How does monitoring comprehension help a reader?
How does poetry differ from other types of writing?
Part 3 – Common Unit Assessments
End of unit assessment
Spelling tests
Presentation/rubric
Formative assessments (e.g., student work, quiz)
Quatrain and Haiku poetry writing/rubric
Part 5-Teacher Notes
Each unit will include embedded technology and literacy.
This section provides recommendations for each unit with the understanding that content
resources and technology are dynamic in nature and their relevance is time sensitive. Teachers
are encouraged to use additional technologies and text to achieve the same objectives.
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.
Theme 8: Making the World a Better Place
Part 1 –Theme 8: Making the World a Better Place
Grade: 5
Subject:
Language Arts Course:
Grade 5 Language Arts Length of Unit:
4 weeks
Common Core State Standards
RL10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 4-5 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Supporting Standards
RL 1, 2, 5, 6, 9, 10
RI 1, 3, 5, 7, 8, 9, 10
RF 3,3a,4,4a, 4b;
W 2,2a, 2b, 2c, 3a, 3b, 3d, 4,5,6,7,8,10
SL1,1a,1b,1c,1d,2,3,4,5,6
L1,1a,2,3,3a,3b,4,4b,4c,5a,5c,6
LP 3.3.a, 4.3.b
Connecticut State Standards
Part 2 – Standards
Content Knowledge and Concepts/Skills
Bloom’s Taxonomy Levels
Creating, Evaluating, Analyzing,
Applying, Understanding and
Remembering
The students will know:
Reading Behaviors:
Various genres of text
Strategies for reading
various genres of text
Speaking/Listening/Viewing:
Rules and expectations for
discussions
Preparation for discussion
Key ideas of material
being discussed
Topic, opinion, sequence,
facts, details, main ideas,
themes, speaking clearly,
appropriate pace
Formal English
Roles of discussion
The students will be able to:
Reading Behaviors:
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (RL10.)
By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and proficiently.
(RI10.)
Speaking/Listening/Viewing:
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. (SL 1)
o 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.
o Follow agreed-upon rules for discussions and carry out assigned
roles.
o Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
o Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Reading Behaviors:
Understand, apply
Understand, apply
Speaking/Listening/Viewing:
Understand, apply, create
Understand, apply, create
Understand, apply, create
Understand, apply,
evaluate
Phonics/Spelling:
Compound words, Greek
and Latin word parts, words
from other languages,
confusing words
Greek and Latin roots, noun
suffixes
Vocabulary:
Antonyms
Analogies
Multiple-meaning words
Unit vocabulary
Comprehension:
Strategies for making
predictions, inferences,
generalizations, and
conclusions
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (SL 6)
Phonics/Spelling:
Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology to read accurately unfamiliar multisyllabic words in
context and out of context (RF 3a)
Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word (e.g., photograph, photosynthesis). (L 4b)
Vocabulary:
Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words. (L5a)
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. (L5) Use the relationship between particular
words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (L5c)
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. (L 4)
Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal contrast, addition, and
other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (L 6)
Comprehension:
Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text. (RL 1, RI 1)
Make connections including text-to-self, text-to-text, and text-to-world.
Phonics/Spelling:
Understand, apply
Understand, apply
Vocabulary:
Remember, apply
Analyze, evaluate
Understand, apply,
Understand, apply,
Comprehension:
Understand, apply, analyze
Understand, apply, analyze
Understand, apply, analyze,
evaluate
Connections: text-to-self,
text-to-text, and text-to-
world.
Paraphrase
Sequence of events
Point-of-view
Visualization
Language:
Interjections,
Quotations,
complex sentences,
subordinating conjunctions,
main and subordinate
clauses,
appositives
Fluency:
phrasing, pacing, and
expression
Writing:
Writing traits: ideas,
organization, word choice,
voice, sentence fluency,
Recall relevant information from experiences or gather relevant information
from print and digital sources; paraphrase information in notes and finished
work, and provide a list of sources. (W 8)
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. (RI 5)
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent. (RI 6)
Describe how a narrator’s or speaker’s point of view influences how events
are described. (RL 6)
Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.(RL 4)
Language:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ( L1)
Fluency:
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (RF 4b)
Writing:
Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (W 4)
With guidance and support from peers and adults, develop and strengthen
Remember, understand,
apply
Understand, analyze,
evaluate
Apply
Language:
Understand, apply
Fluency:
Remember, apply
Writing:
Understand, apply,
evaluate, create
conventions, presentation
Writing process; prewrite,
draft, revise, edit, publish &
present
Social studies report
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (W 2)
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.
Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about
or explain the topic.
Provide a concluding statement or section related to the information or
explanation presented.
Understand, apply,
evaluate, create
Understand, apply,
evaluate, create
Understand, apply,
evaluate, create
Big Idea and Essential Questions
Theme
Big Ideas
Standing up for what is right can make the world a better place.
Essential Questions:
How does standing up for what is right affect my world?
Language Arts
Big Idea
A story is told from the point of view of a narrator or one or more of its characters.
Sometimes readers have to use clues the author has given to understand the text.
Informative text should be organized and written to convey ideas and information clearly.
Essential Questions
From whose point of view is a story told?
How can I make inferences about a text?
How do I write informational text?
Part 3 – Common Unit Assessments
Includes description of what students must produce/perform as indicators of mastery of this unit. Either literacy (reading, writing, listening,
speaking, viewing and presenting) or numeracy skills should be required in the task. Students should apply age-appropriate content-specific
technologies and technology applications. Assessments must be common to teachers of this unit.
End of unit assessment
Spelling tests
News report/rubric
Descriptive essay/rubric
Presentation/rubric
Formative assessments (e.g., student work, quiz)
Part 4 – Common/Assured Learning Experiences
Includes a description of what all students will have experienced in this unit district-wide, such as critical projects, readings, field trips, or
experiments. Learning activities must: promote higher order thinking, use learning and technology, and respect learner differences.
The effective teaching strategies and 21st century learning skills listed below should be used as a reference when developing the common assured
learning experiences. After completing the descriptions of the learning experiences, please check the appropriate boxes.
Small group differentiated reading instruction
Writing workshop
Part 5-Teacher Notes
Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the
understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are
encouraged to use additional technologies and text to achieve the same objectives.
Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.