• Fifth Grade Language Arts (Reading)

    This year we will be in our third year of this series, "Main Street"!

    To access our online version of this series please go to www.pearsonrealize.com or PEARSON REALIZE
     
    Many of our assignments will be listed via Schoology. Use the following link to go there or go through the District Web Site - Students - Schoology.
    To log into Schoology go to this link: https://lcwm.schoology.com/home

     
    Essential Learner Outcomes 
    Student:        
    READING ELO Lesson Tri 1 Tri 2 Tri 3
    S1: 5.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. U1W3 U2W2 U5W2      
    S2: 5.1.2.2 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. U1W1 U1W3 U5W1      
    S3: 5.1.3.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). U1W3 U2W1 U2W3      
    S4: 5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. U1W1 U1W3 U5W1      
    S5: 5.1.5.5 Explain how a series of chapters, scenes, or structure of a particular story, drama, or poem. U1W1 U2W4 U2W6 U4W1 U1W3 U3W1      
    S6: 5.1.6.6 Describe how a narrator’s or speaker’s point of view influenced how events are described. U3W1 U6W3 U4W1 U1W1 U3W2 U4W2      
    S7: 5.1.7.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). U3W5 U4W5 U5W2      
    S8: 5.1.9.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories on their approaches to similar themes and topics. U2W1 U2W3 U6W3      
    S9: 5.1.10.10 By the end of the year, read and comprehend literature adn other texts including stories, dramas, ad poetry at the high end of the grades 4-5 text complexity band proficiently and independently. a) Self-select texts for personal enjoyment, interest and academic tasks. U1-U6 AR Newsella Tween Tribune Readwks      
    S10: 5.2.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences form the text. U1W4 U2W1 U2W4 U2W5 U3W2 U3W3 U3W5 U4W3 U4W5 U5W2 U5W3 U5W4 U5W5      
    S11: 5.2.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. U1W1 U2W1 U3W1 U3W2 U3W4 U4W3 U5W4 U5W5 U6W1 U6W2 U6W4      
    5.2.3.3 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. U1W5 U3W4 U5W4 U4 U6      
    5.2.4.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. U1W4 U2W1 U2W4 U2W5 U3W2 U3W3 U3W5 U4W3 U4W5 U5W2 U5W3 U5W4 U5W5      
    5.2.5.5 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. U1W4 U2 U3 U4 U5 U6      
    5.2.6.6 Analyze multiple accounts by various cultures of the same event or topic, noting important similarities and differences in the point of view they represent. U1-U6      
    5.2.7.7 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.
    U2 U3 U4 U5W2 U6      
    5.2.8.8 Explain how an author uses reasons and evidence
    to support particular points in a text, identifying
    which reasons and evidence support which
    point(s).
    U3 U4 U5W3 U5W5 U6      
    5.2.9.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. U1-U6      
    5.2.10.10 By the end of the year, read and comprehend informational texts, incuding history/social studies, science, and technical texts, at the high end of the grades 4-5 text coplexity band independently and proficiently. a. Self-select texts for personal enjoyment, interest, and academic tasks. U1-U6      
    5.3.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all leter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic sords in context and out of context. U2W5 U4W1 U5 U6W2      
    5.3.1.4 Read sufficient accuracy/fluency comprehension a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. U1-U6      
    5.6.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. U3W2 U3W3 U5W4 U6W4      
    5.6.2.2 Write informative/explanatory texts to examine a
    topic and convey ideas and information clearly.
    a. Introduce a topic clearly, provide a general
    observation and focus, and group related
    information logically; include formatting (e.g.,
    headings), illustrations, and multimedia when
    useful to aiding comprehension.
    b. Develop the topic with facts, definitions, concrete
    details, quotations, or other information and
    examples related to the topic.
    c. Link ideas within and across categories of
    information using words, phrases, and clauses
    (e.g., in contrast, especially).
    d. Use precise language and domain-specific
    vocabulary to inform about or explain the topic.
    e. Provide a concluding statement or section
    related to the information or the explanation presented.
    U1W3 U1W4 U1W5 U3W4 U3W5 U4W3 U5W2 U5W3 U5W5      
    5.6.3.3 Write narratives and other creative texts to
    develop real or imagined experiences or events
    using effective technique, descriptive details, and
    clear event sequences.
    a. Orient the reader by establishing a situation and
    introducing a narrator and/or characters;
    organize an event sequence that unfolds
    naturally.
    b. Use literary and narrative techniques, such as
    dialogue, description, and pacing, to develop
    experiences and events or show the responses
    of characters to situations.
    c. Use a variety of transitional words, phrases,
    and clauses to manage the sequence of events.
    d. Use concrete words and phrases and sensory
    details to convey experiences and events
    precisely.
    e. Provide a conclusion (when appropriate
    to the genre) that follows from the narrated
    experiences or events.
    U1W2
    U1W3
    U2W1
    U2W2
    U2W3
    U2W4
    U2W5
    U3W1
    U3W3
    U4W1
    U4W4
    U4W5
    U5W1
    U5W4
    U5W5
    U6W1
    U6W2
    U6W3
    U6W5
         
    5.6.4.4 Produce clear and coherent writing in which the
    development and organization are appropriate to
    task, purpose, and audience. (Grade-specific
    expectations for writing types are defined in
    standards 1–3 above.)
    U1W1
    U1W5
    U2W3
    U3W5
    U4W1
    U4W2
    U4W3
    U5W2
    U5W3
    U5W5
    U6W2
         
    5.6.5.5 With guidance and support from peers and adults,
    use a writing process to develop and
    strengthen writing as needed by planning,
    drafting, revising, editing, rewriting, or trying a
    new approach. (Editing for conventions should
    demonstrate command of Language standards 1–3
    up to and including grade 5 on page 41-42.)
           
    5.6.6.6 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 keyboarding skills to type a minimum
    of two pages in a single sitting.
    Social Project - Genius Hour      
    5.6.7.7 Conduct short research projects that use several
    sources to build knowledge through investigation of
    different aspects of a topic.
    Social Project - Genius Hour      
    5.6.8.8 Recall relevant information from experiences or
    gather relevant information from print and digital
    sources; summarize or paraphrase information in
    notes and finished work, and provide a list of
    sources.
    U5W2      
    5.6.9.9 Draw evidence from literary or informational texts
    to support analysis, reflection, and research.
    a. Apply grade 5 Reading standards to literature
    (e.g., “Compare and contrast two or more
    characters, settings, or events in a story or a
    drama, drawing on specific details in the text
    [e.g., how characters interact]”).
    b. Apply grade 5 Reading standards to informational
    texts (e.g., “Explain how an author uses reasons
    and evidence to support particular points in a
    text, identifying which reasons and evidence
    support which point[s]”).
    U4W2
    U6W4
         
    5.6.10.10 Write routinely over extended time frames (time
    for research, reflection, and revision) and shorter
    time frames (a single sitting or a day or two) for a
    range of discipline-specific tasks, purposes, and
    audiences.
    a. Independently select writing topics and
    formats for personal enjoyment, interest,
    and academic tasks.
    Daily Writing Prompt / Journaling      
    5.8.1.1 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.
    a. 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.
    b. Follow agreed-upon rules for discussions and
    carry out assigned roles.
    c. Pose and respond to specific questions by making
    comments that contribute to the discussion and
    elaborate on the remarks of others.
    d. Review the key ideas expressed and draw
    conclusions in light of information and
    knowledge gained from the discussions.
    e. Cooperate and problem solve to make
    decisions as appropriate for productive
    group discussion.
    U1W1
    U2W4
    U4W5
    U5W1
    U5W4
    U5W5
    U6W1
    U6W2
         
    5.8.2.2 Summarize a written text read aloud or information
    presented in diverse media and formats, including
    visually, quantitatively, and orally.
    U6W5      
    5.8.3.3 Summarize the points a speaker makes and explain
    how each claim is supported by reasons and
    evidence distinguishing between a speaker's
    opinions and verifiable facts
    U1-U6      
    5.8.4.4 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 or themes; avoid plagiarism by identifying
    sources; speak clearly at an understandable pace.
    U1W2
    U1W3
    U1W4
    U1W5
    U2W5
    U3W1
    U3W2
    U3W3
    U3W4
    U3W5
    U4W2
    U4W4
    U5W2
    U6W3
    U6W4
         
    5.8.5.5 Include multimedia components (e.g., graphics,
    sound) and visual displays in presentations when
    appropriate to enhance the development of main
    ideas or themes.
    U2
    U3
    U4W1
    U5
    U6
         
    5.8.6.6 Adapt speech to a variety of contexts and tasks
    using formal English when appropriate to task and
    situation.
    (See grade 5 Language standards 1 and 3 on
    page 41-42 for specific expectations.)
    U2W1
    U2W2
    U2W3
    U4W3
    U5W3
    U6
         
    5.8.7.7 Distinguish among, understand, and use
    different types of print, digital, and
    multimodal media.
    a. Make informed judgments about
    messages promoted in the mass media
    (e.g., film, television, radio, magazines,
    advertisements, newspapers).
    b. Locate and use information in print,
    non-print, and digital resources using a
    variety of strategies.
    c. Evaluate the accuracy and credibility of
    information found in digital sources.
    d. Recognize ethical standards and safe
    practices in social and personal media
    communications.
    U1-U6      
    5.8.8.8 Create an individual or shared multimedia
    work or digital text for a specific purpose
    (e.g., to create or integrate knowledge, to
    share experiences or information, to
    persuade, to entertain, or as artistic
    expression.)
    a. Evaluate the Fair Use of each visual
    element or piece of music used in a
    media work and create a list
    documenting the source for each found
    image or piece of music.
    b. Publish the work and share it with an
    audience.
    U1-U6      
    5.10.1.1 Demonstrate command of the conventions of
    standard English grammar and usage when
    writing or speaking.
    a. Explain the function of conjunctions,
    prepositions, and interjections in general
    and their function in particular sentences.
    b. Form and use the perfect (e.g., I had walked;
    I have walked; I will have walked) verb tenses.
    c. Use verb tense to convey various times,
    sequences, states, and conditions.
    d. Recognize and correct inappropriate shifts
    in verb tense.*
    e. Use correlative conjunctions (e.g.,
    either/or, neither/nor).
    U1W1
    U1W2
    U1W4
    U1W5
    U2W1
    U2W2
    U2W3
    U2W4
    U2W5
    U3W1
    U3W3
    U3W4
    U3W5
    U4W1
    U4W2
    U4W4
    U4W5
    U5W1
    U5W2
    U5W4
    U5W5
    U6W1
    U6W2
         
    5.10.2.2 Demonstrate command of the conventions of
    standard English capitalization, punctuation,
    and spelling when writing.
    a. Use punctuation to separate items in a
    series.*
    b. Use a comma to separate an introductory
    element from the rest of the sentence.
    c. Use a comma to set off the words yes and
    no (e.g., Yes, thank you), to set off a tag
    question from the rest of the sentence
    (e.g., It’s true, isn’t it?), and to indicate
    direct address (e.g., Is that you, Steve?).
    d. Use underlining, quotation marks, or
    italics to indicate titles of works.
    e. Spell grade-appropriate words correctly,
    consulting references as needed.
    U1-U6      
    5.10.3.3 Use knowledge of language and its conventions
    when writing, speaking, reading, or listening.
    a. Expand, combine, and reduce sentences for
    meaning, reader/listener interest, and
    style.
    b. Compare and contrast the varieties of
    English (e.g., dialects, registers) used in
    stories, dramas, or poems.
    U1W4
    U2W1
    U3W3
    U4W2
    U5W1
    U6
         
    5.10.4.4 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.
    a. Use context (e.g., cause/effect relationships
    and comparisons in text) as a clue to the
    meaning of a word or phrase.
    b. Use common, grade-appropriate Greek and
    Latin affixes and roots as clues to the
    meaning of a word (e.g., photograph,
    photosynthesis).
    c. Consult reference materials (e.g.,
    dictionaries, glossaries, thesauruses), both
    print and digital, to find the pronunciation
    and determine or clarify the precise
    meaning of key words and phrases.
    U1-U6      
    5.10.5.5 Demonstrate understanding of figurative language,
    word relationships, and nuances in word meanings
    to develop word consciousness.
    a. Interpret figurative language, including similes
    and metaphors, in context.
    b. Recognize and explain the meaning of common
    idioms, adages, and proverbs.
    c. Use the relationship between particular words
    (e.g., synonyms, antonyms, homographs) to
    better understand each of the words.
    U1W1
    U1W2
    U1W4
    U3W4
    U4W3
    U5W1
    U6W5
         
    5.10.6.6 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).
    U1W1
    U1W2
    U1W4
    U3W4
    U4W3
    U5W1
    U6W5