FSSD ELA Fifth Grade First Quarter Pacing Guide
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1 Big Idea/Key Concept: Unit One: Eureka! I ve Got It! Essential Question: Unit One: Where can an idea begin? ONGOING STANDARDS FOR THE YEAR : 5.FL.PWR.3.a 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. 5.FL.WC.4.a Spell grade-appropriate words correctly, consulting references as needed. 5.FL.WC.4.b Write legibly in manuscript and cursive. 5.FL.F.5.a Read grade-level text with purpose and understanding. 5.FL.F.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 5.FL.F.5.c Use context to confirm or self-correct word recognition and understanding, reread as necessary. 5.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. 5.FL.VA.7.a 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. 5.FL.VA.7.a.ii Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 5.FL.VA.7.a.i Use context as a clue to the meaning of a word or phrase. 5.FL.VA.7.a.iii Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5.FL.VA.7.c Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. Reading Literature : 5.RL.RRTC.10 Read and comprehend stories and poems at the high end of the grades 4-5 text complexity band independently and proficiently. : 5.RI.CS.4 Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area, including figurative, connotative, and technical meanings. 5.RI.RRTC.10 Read and comprehend stories and informational texts at the high end of the grades 4-5 text complexity band independently and proficiently. Speaking and Listening: 5.SL.CC.1 Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others ideas and expressing their own ideas clearly. 5.SL.CC.2 Summarize a text presented in diverse media such as visual, quantitative, and oral formats. 5.SL.CC.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 5.SL.PKI.4 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. 5.SL.PKI.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 5.SL.PKI.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Writing: 4.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.W.PDW.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 5.W.PDW.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of technology skills to type a complete product in a single sitting as defined in W W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.
2 QUARTER ONE WRITING Key Writing and Grammar Skills: Parts of Speech, Writing Sentences, Constructed Response, Comma Usage, Writing Process, Paragraph Writing, Expanded Paragraphs, Personal and Fictional Narrative Writing (Dialogue, Description, Sensory Details, Transitions, Sequencing) 3.FL.SC.6.i Produce simple, compound and complex sentences. (REVIEW) I can create simple, compound, and complex sentences in writing. (REVIEW) 5.FL.SC.6.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. 3.FL.SC.6.l Use commas and quotation marks in dialogue. (REVIEW) 5.FL.SC.6.g Use a comma to separate an introductory element from the rest of the sentence. 4.FL.SC.6.h Use a comma before a coordinating conjunction in a compound sentence. (REVIEW) 5.FL.SC.6.h Use a comma to set off the words yes and no, to set off a tag questions from the rest of the sentence (e.g., It s true, isn t it?), and to indicate direct address. Writing 5.W.TTP.3.a Orient the reader by establishing a situation, using a narrator and/or introducing characters. 5.W.TTP.3.b Organize an event sequence that unfolds naturally and logically. 5.W.TTP.3.c Use narrative techniques, such as dialogue, pacing, and description to develop experiences and events or show the responses of characters to situations. 5.W.TTP.3.d Use a variety of transitional words, phrases, and clauses to manage the sequence of events. 5.W.TTP.3.f Use precise words and phrases and use sensory details to convey experiences and events. 5.W.TTP.3.e Provide a conclusion that follows from the narrated experiences or events. 5.W.TTP.3.g Apply language standards addressed in the standards. 5.W.PDW.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. I can explain why conjunctions are used in a sentence. I can explain why prepositions are used in sentences. I can use commas and quotation marks in dialogue. (REVIEW) I can use a comma to separate an introductory element from the rest of the sentence. I can use a comma before a coordinating conjunction in a compound sentence. (REVIEW) I can use a comma to set off yes and no. I can use a comma to set off a tag question. I can use a comma to indicate direct address. I can introduce a narrative by establishing a situation, using a narrator, or introducing characters. I can write an organized narrative using sequence of events. I can use dialogue and description in a narrative. I can use good pacing in a narrative to develop the story. I can use transition words, phrases, and clauses to show a clear sequence of events. I can use precise words and sensory details to convey experiences and events. I can write a conclusion after narrated experiences and events. I can apply language standards to my writing. I can plan and organize my thoughts by creating and categorizing lists. I can use the writing process to strengthen my writing.
3 Week One: Start Smart (Optional) Reading Literature 5.RL.KID.2 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 5.RL.CS.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 5.RL.CS.6 Describe how a narrator s or speaker s point of view influences how events are described. 5.RI.KID.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 5.RI.CS.5 Compare and contrast the overall structure of events, ideas, and concepts of information in two or more texts. 5.RI.CS.6 Analyze the similarities and differences in points of view of multiple accounts of the same event or topic. 5.RI.IKI.8 Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which points. I can determine the theme in a story. I can explain how a series of chapters fit together to provide structure of a story. I can describe how a narrator s point of view influences how events are described. I can determine the main idea of the text and explain how it is supported by key details. I can compare and contrast the overall structure of events in two texts. I can analyze multiple accounts of the same topic. I can explain how the author uses evidence to support points in text. 5.RI.IKI.9 Integrate information from two or more texts on the same topic in order to build content I can integrate information from several texts on the same topic. knowledge. Week Two: Unit 1.1: One Hen Essential Question: How do we get the things we need? Key Reading Skills and Strategies: Reread, Story Elements, Realistic Fiction, Context Clues Reading Literature 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text, such as a character s thoughts, words, or actions. (REVIEW) I can identify the setting of a story. (REVIEW) I can identify the sequence of events in a story. (REVIEW) 5.RL.IKI.7 Explain how visual and multimedia elements contribute to the meaning, tone, or mood of a text, such as in a graphic novel, multimedia presentation, or fiction, folktale, myth, or poem. 5.RL.IKI.9 Compare and contrast stories in the same genre on their approaches to similar themes and topics. 5.FL.VA.7.a.i Use context as a clue to the meaning of a word or phrase. I can analyze how illustrations help give information about story characters and events. I can compare and contrast topics of stories through speaking and writing. I can use context clues to determine the meaning of a word.
4 Reading Literature FSSD ELA Fifth Grade First Quarter Pacing Guide Week Three: Unit 1.2 : Second Day, First Impressions Essential Question: What can lead us to rethink an idea? Key Reading Skills and Strategies: Reread, Problem and Solution, Realistic Fiction, Idioms 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text, such as a character s thoughts, words, or actions. (REVIEW) 5.RL.IKI.9 Compare and contrast stories in the same genre on their approaches to similar themes and topics. I can describe events in a story. (REVIEW) I can describe the problem and solution in a story. I can compare and contrast stories through speaking and writing. I can reread text to increase my understanding. 5.RI.IKI.7 Locate an answer to a question or solve a problem, drawing on information from multiple print or digital sources. 5.FL.VA.7.b.ii Recognize and explain the meaning of common idioms and proverbs. I can identify how illustrations help contribute to ideas in a text. I can recognize and explain the meaning of idioms. Weeks Four and Five: Unit 1.3 : Camping with the President Essential Question: How can experiencing nature change the way you think about it? Key Reading Skills and Strategies: Ask and Answer Questions, Cause and Effect, Narrative Nonfiction, Homograph 5.RI.KID.3 Explain the relationships and interactions among two or more individuals, events, and/or ideas in a text. I can identify a cause and effect text structure. I can use text structure to identify cause and effect relationships. 5.RI.IKI.9 Integrate information from two or more texts on the same topic in order to build content knowledge. 5.FL.VA.7.b.iii Use the relationship between particular words to better understand each of the words. I can integrate information from several texts in order to compare and contrast details through speaking and writing. I can use the relationship between homographs to better understand the words.
5 Week Six and Seven: Unit 1.4 : The Boy Who Invented TV Essential Question: How does technology lead to creative ideas? Key Reading Skills and Strategies: Ask and Answer Questions, Sequence (Text Structure), Greek Roots 5.RI.CS.5 Compare and contrast the overall structure of events, ideas, and concepts of information in two or more texts. 5.FL.VA.7.a.ii Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. I can identify a sequential text structure. I can use text structure to help understand the sequence of events in a text. I can use Greek roots to determine the meaning of a word. Week Eight: Unit 1.5 : The Future of Transportation Essential Question: What are the positive and negative effects of new technology? Key Reading Skills and Strategies: Reread, Author s Point of View, Persuasive Article, Greek and Latin Prefixes 6.RI.CS.6 Determine an author s point of view or purpose and explain how it is conveyed in a text. 5.RI.IKI.8 Explain how an author uses reasons and evidence to support points in a text, identifying which reasons and evidence support which points. I can find details in the text that support the author s viewpoint. I can identify reasons and relevant evidence in text. 5.FL.VA.7.a.ii Use common, grade-appropriate Greek and Latin affixes and roots as clues to the I can use Greek and Latin prefixes to determine the meaning of a word. meaning of a word. Week Nine: Writing and Assessment Week Common Assessment: Compose a well-organized narrative paragraph, demonstrate a command of comma usage in compound and complex sentences
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