PLAINFIELD PUBLIC SCHOOLS ENGLISH LANGUAGE ARTS CURRICULUM GUIDE. Grade 5. Adopted by the Plainfield Board of Education on August 20, 2013
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1 PLAINFIELD PUBLIC SCHOOLS ENGLISH LANGUAGE ARTS CURRICULUM GUIDE Grade 5 Adopted by the Plainfield Board of Education on August 20, 2013 Revised Summer 2016
2 2 TABLE OF CONTENTS Plainfield Public Schools Administration and Board of Education Page 3 PPS Elementary ELA Curriculum Design Team Page 4 PPS ELA Curriculum and the New Jersey Student Learning Standards Pages 5 & 6 Grade Five Pacing Guide Page 7 & 8 Grade Five Unit Standards Chart Page 9 & 10 Glossary of Important Terms Page 11 14
3 3 PLAINFIELD PUBLIC SCHOOLS ADMINISTRATION Mrs. Anna Belin-Pyles, Superintendent Dr. Debra J. Sheard, Assistant Superintendent BOARD OF EDUCATION Mrs. Emily E. Morgan, President Mr. Dorien Hurtt, Vice President Ms. Lynn B. Anderson Mr. Terrence S. Bellamy, Sr. Mr. John C. Campbell Mrs. Carletta D. Jeffers Ms. Carmencita T. Pile Mr. David M. Rutherford
4 4 Mr. Richard Wyatt PLAINFIELD PUBLIC SCHOOLS ELEMENTARY ELA CURRICULUM DESIGN TEAM Laura Davis Isabella DeSantis Fatima Embden Karen Gee Kristina Jerome Patricia Mendola Alicia Migliore Pepper Stackhouse CURRICULUM SUPERVISOR Donna Mullaney
5 5 PPS ENGLISH LANGUAGE ARTS CURRICULUM NEW JERSEY STUDENT LEARNING STANDARDS (NJSLS) The Plainfield Public Schools English Language Arts curriculum is based on the New Jersey Student Learning Standards. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity the following capacities of the literate individual. 1. They demonstrate independence. 2. They build strong content knowledge. 3. They respond to the varying demands of audience, task, purpose, and discipline. 4. They comprehend as well as critique. 5. They value evidence. 6. They use technology and digital media strategically and capably. 7. They come to understand other perspectives and cultures. Key Features of the Standards: Reading: Text complexity and the growth of comprehension * Writing: Text types, responding to reading, and research ** Speaking and Listening: Flexible communication and collaboration Language: Conventions, effective use, and vocabulary Adapted from The Common Core State Standards Initiative
6 6 * Text Complexity (Reading Standard 10) is measured by three factors: 1. Qualitative evaluation of the text 2. Quantitative evaluation of the text 3. Matching reader to text and task. For details about text complexity and how it is measured, see Appendix A of the Common Core State Standards for English Language Arts. Students in grades K through 5 apply the Reading standard to the following range of text types, with texts selected from a broad range of cultures and periods. Literature Informational Text Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes children s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics For details, excerpts, and specific titles that are representative of a range of topics and genres, see Appendix B of the Common Core State Standards for English Language Arts.
7 7 ** Details about text types and examples of student writing can be found in Appendix C of the Common Core State Standards for English Language Arts. Please note that the timeline provides suggested dates. Some activities may overlap or may require shorter or more extensive time. Teachers are to use the suggested timeline as a guide. Information on specific New Jersey Student Learning Standards can be found on the NJDOE website: READING FOUNDATIONS WRITING STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
8 READING LITERATURE READING INFORMATIONAL TEXT STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 RL 1 POWER RI 1 RL 2 POWER RI 2 RL 3 POWER POWER GRADE 5 PACING GUIDE RI RL 4 POWER POWER RI 4 Assessment/ Reading Writing SUGGESTED TIMELINE FOR RL 5 RI 5 RL 6 Instruction Enrichment Focus RI 6 Focus PERFORMANCE TASKS POWER RL 7 RI 7 POWER RL 8 RI 8 Task #1 RL 9 RI 9 RL 10 RI 10 Task #2 3-5 days Unit One 9/8 10/14 10/21 10/24 Literature and Informational Text Narrative Task #3 Task # days 5-10 days 5-7 days 8 Unit Two 10/27 12/12 12/15 12/23 Literature and Informational Text Informative/ Explanatory and Narrative Task #1 Task #2 Task #3 Task # days 5-10 days 5-7 days 5-10 days Unit Three 1/5 2/17 2/18 2/27 Literature and Informational Text Narrative Task #1 Task #2 Task #3 Task # days 3-5 days 3 days 5-10 days RF 1 W 1
9 9 Unit Four 3/2 4/17 4/20 4/24 Informational Text Informative Task #1 Task #2 Task #3 5-7 days 2-4 days 5-7 days Task #4 3-5 days Unit Five 4/27 6/12 6/15 6/19 Literature and Informational Text Narrative Task #1 Task #2 Task #3 Task #4 3-5 days 3-5 days 5-10 days 5-10 days RF 2 W 2 POWER POWER RF 3 W 3 POWER POWER POWER RF 4 W 4 POWER POWER W 5 W 6 W 7 W 8 W 9 W 10 SPEAKING AND LISTENING LANGUAGE STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 SL 1 L 1
10 10 SL 2 L 2 SL 3 L 3 SL 4 L 4 SL 5 L 5 SL 6 L 6 GLOSSARY Big Ideas Bloom s Taxonomy Depth of Knowledge (DOK)
11 11 Engaging Learning Scenario Essential Questions Performance Task Power Standards Priority Standards Rigorous Curriculum Design Supporting Standards GLOSSARY Big Ideas: The foundational understandings main ideas, conclusions, or generalizations relative to the unit s unwrapped concepts that educators want their students to discover and state in their own
12 12 words by the end of the unit of study. Big Ideas convey to students the benefit or value of learning the standards in focus that they are to remember long after instruction ends. Depth of Knowledge (DOK): A four-level framework used to analyze the cognitive demand of a standard, assessment, or task. Level One recall Level Two skill/concept Level Three strategic thinking Level Four extended thinking Engaging Learning Scenario: A purpose-setting context designed to motivate and engage students in the lessons and tasks in a unit. The scenario hooks student interest by presenting a current situation (either real or imaginary) and a corresponding challenge that students must work collaboratively to accomplish through the creation of a product or performance. Scenarios include a situation, challenge, role, audience and product or performance that provide context for the performance tasks. Essential Questions: Engaging, open-ended questions that educators use to spark student interest in learning the content of the unit about to commend. Even though plainly worded, they carry with them an underlying rigor. Responding to them in a way that demonstrates genuine understanding requires more than superficial thought. Along with the unwrapped concepts and skills from the Priority Standards, educators use the Essential Questions throughout the unit to sharply focus instruction and assessment.
13 13 Performance Task: A student experience that aligns with selected standards of the unit and its Engaging Learning Scenario. Performance tasks provide educators with a window into student understanding, giving them formative diagnostic data needed to monitor and adjust instruction. Performance tasks allow students to construct their own understanding of the standards through active participation. Power Standards: A subset of the total list of Priority Standards for a unit. These standards are selected for and guide the creation of the Performance Tasks for a unit. Priority Standards: A set of standards listed in a unit that are tested in an end-of-unit assessment. Rigorous Curriculum: An inclusive set of intentionally aligned components clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies organized into sequenced units of study that serve as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area. Supporting Standards: Those standards that support, connect to, and enhance the Priority Standards. They are taught within the context of the Priority Standards but do not receive the same degree of instruction and assessment emphasis. Unwrapping the standards: Analyzing and deconstructing grade-level and course-specific standards for a unit of study to determine exactly what students need to know (concepts) and be able to do (skills).
14 Adapted from: Rigorous Curriculum Design by Larry Ainsworth,
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