ELA Revised 2014/15 5 th Grade TT1 1 Grade 5 English/Language Arts Trimester 1 Text Resources (Core) StoryTown Grade 5 • Teacher’s Edition: Themes 1 & 2: Finding a Way & Common Goals StoryTown – Teacher Support Book Step Up to Writing: Gr. 5, Units 14 High Frequency Word List Fry Word List • Mastery of lists #112 Spelling Word List StoryTown Grade 5 WrittenLanguage Production Handwriting: ZanerBloser (supplemental) • Gr. 5Manuscript Maintenance and Cursive Mastery Keyboarding: Typing Agent Alaska English/Language Arts Standards Reading Standards for Literature RL 1. Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL2. Determine a theme or author’s message or purpose of a story, drama, or poem using details and evidence from the text as support, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize main ideas or events, in correct sequence. RL4. Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, analogies, hyperbole). RL5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL6. Describe how a narrator’s or speaker’s point of view (e.g., first person, third person) influences how events are described or how characters are developed and portrayed. RL9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and plot development. RL10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range.
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ELA Revised 2014/15 5th Grade TT1 1
Grade 5 English/Language Arts
Trimester 1 Text Resources (Core) StoryTown -‐ Grade 5 • Teacher’s Edition: Themes 1 & 2: Finding a Way & Common Goals
StoryTown – Teacher Support Book Step Up to Writing: Gr. 5, Units 1-‐4
High Frequency Word List Fry Word List • Mastery of lists #1-‐12
Spelling Word List StoryTown -‐ Grade 5
Written-‐Language Production Handwriting: Zaner-‐Bloser (supplemental) • Gr. 5-‐Manuscript Maintenance and Cursive Mastery
Keyboarding: Typing Agent
Alaska English/Language Arts Standards Reading Standards for Literature RL-‐ 1. Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL-‐2. Determine a theme or author’s message or purpose of a story, drama, or poem using details and evidence from the text as support, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize main ideas or events, in correct sequence.
RL-‐4. Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, analogies, hyperbole).
RL-‐5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL-‐6. Describe how a narrator’s or speaker’s point of view (e.g., first person, third person) influences how events are described or how characters are developed and portrayed.
RL-‐9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and plot development.
RL-‐10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range.
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Reading Standards for Informational Text RI-‐ 1. Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text.
RI-‐2. Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.
RI-‐3. Explain the relationships (e.g., cause-‐effect) or interactions among two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI-‐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.
RI-‐5. Compare and contrast the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI-‐6. Determine author’s purpose; analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. (e.g., social studies topics, media messages about current events.
RI-‐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.
RI-‐9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI-‐10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range.
Reading Standards for Foundational Skills RF-‐3. Know and apply grade-‐level phonics and word analysis skills in decoding words.
3a. 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-‐4.Read with sufficient accuracy and fluency to support comprehension. 4a. Read on-‐level text with purpose and understanding. Students read on–level text throughout the StoryTown program. Houghton Mifflin Harcourt StoryTown correlated to the Alaska English Language Arts Standards (Draft), Grade 5 Standard Descriptor Citations.
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4b. Read on-‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 4c. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.
Writing Standards W-‐1. Write opinion pieces on topics or texts, supporting a point of view with fact-‐ or text-‐based reasons and information (e.g., The character ___ was brave because she ____). 1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
1b. Provide reasons that are supported by facts and details. 1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 1d. Provide a concluding statement or section that reinforces or restates the opinion presented.
W-‐2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 2b. Develop the topic with facts, definitions, concrete details, quotations, or other information/explanations and examples that support the focus.
2c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). W-‐3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-‐solution, figurative language) and clear event sequences (chronology). 3c. Use a variety of transitional words and phrases to develop the sequence of events.
W-‐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.)
W-‐5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)
W-‐8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources
W-‐9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 9b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text.”).
W-‐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.
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Speaking and Listening Standards SL-‐1. Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 1b. Follow agreed-‐upon rules for discussions and carry out assigned roles. 1c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
1d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL-‐2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL-‐3. Identify the reasons and evidence a speaker provides to support particular points (e.g., using a graphic organizer to show connections between reasons given and support provided).
SL-‐5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully.
SL-‐6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-‐group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)
Language Standards L-‐1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns, relative adverbs, conjunctions, prepositions, and interjections appropriate to function and purpose in order to apply the conventions of English.
1b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. 1c. Use verb tense to convey various times, sequences, states, and conditions. 1d. Recognize and correct inappropriate shifts in verb tense.* 1e. Use correlative conjunctions (e.g., either/or, neither/nor).
L-‐2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.2a. Use correct capitalization. 2b. Use a comma to separate an introductory element from the rest of the sentence.
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2c. 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?).
2d. Use underlining, quotation marks, or italics to indicate titles of works. 2e. Spell grade-‐appropriate words correctly, consulting references as needed.
L-‐3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L-‐6. Acquire and accurately use 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).