Standards Based Map

Standards Based Map

Fifth Grade Language Arts

Literary and Narrative Text

Timeline / NxG Standard(s) / Student I Can Statement(s) / Learning Target(s) / Essential Questions / Academic Vocabulary / Strategies / Activities / Resources / Materials / Assessments / Notes / Self - Reflection
Monthly
Suggested: Teach this band as your first unit (first month/six weeks of school) / ELA.5.R.C1.2 - determine a theme of a story, drama or poem from details in a literary 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.
ELA.5.R.C1.3 -compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the literary text
(e.g., how characters interact).
ELA.5.R.C2.1 -determine the meaning of words and phrases as they are used in a literary text, including figurative language such as metaphors and
similes
ELA.5.R.C2.2 -explain how a series of chapters, scenes or stanzas fits together in a literary text to provide the overall structure of a particular story,
drama or poem.
ELA.5.R.C2.3 -describe how a narrator’s or speaker’s point of view influences how events are described in a literary text.
ELA.5.R.C3.1 -analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a literary text (e.g., graphic novel,
multimedia presentation of fiction, folktale, myth, poem).
ELA.5.R.C3.2 -compare and contrast stories in literary texts in the same genre (e.g., mysteries and adventure stories) on their approaches to similar
themes and topics.
ELA.5.R.C4.1 -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
ELA.5.R.C4.2 - 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.
ELA.5.R.C7.1 know and apply grade-level phonics and word analysis skills in decoding words.
• 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.
ELA.5.R.C8.1-read with sufficient accuracy and fluency to support comprehension.
• read on-level text with purpose and understanding.
• read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.
• use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA.5.W.C9.3 - write a narrative to develop real or imagined experiences or events using effective technique, descriptive details and clear event
sequences.
• orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
• use narrative techniques, such as dialogue, description and pacing, to develop experiences and events or show the
responses of characters to situations.
• use a variety of transitional words, phrases and clauses to manage the sequence of events.
• use concrete words and phrases and sensory details to convey experiences and events precisely.
• provide a conclusion that follows from the narrated experiences or events.
ELA.5.W.C10.1 -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 objectives in text types and purposes.)
ELA.5.W.C10.2 -with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting
or trying a new approach. (editing for conventions should demonstrate command of language objectives up to and including grade 5.)
ELA.5.W.C10.3 -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.
ELA.5.W.C11.3 -draw evidence from literary or informational texts to support analysis, reflection and research.
ELA.5.L.C15.1 -demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• explain the function of conjunctions, prepositions and interjections in general and their function in particular sentences.
• form and use the perfect (e.g., i had walked; i have walked; i will have walked) verb tenses.
• use verb tense to convey various times, sequences, states and conditions.
• recognize and correct inappropriate shifts in verb tense.
• use correlative conjunctions (e.g., either/or, neither/nor).
ELA.5.L.C15.2 -demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
• use punctuation to separate items in a series.
• use a comma to separate an introductory element from the rest of the sentence.
ELA.5.L.C16.1 - use knowledge of language and its conventions when writing, speaking, reading or listening.
• expand, combine and reduce sentences for meaning, reader/listener interest and style.
• compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas or poems.
ELA.5.L.C17.1 -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.
• use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
• use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
• 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.
ELA.5.L.C17.2 -demonstrate understanding of figurative language, word relationships and nuances in word meanings.
• interpret figurative language, including similes and metaphors, in context.
• recognize and explain the meaning of common idioms, adages and proverbs.
• use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the
words.
ELA.5.L.C17.3 -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).
ELA.5.SL.C14.3 -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
objectives for specific expectations.)
ELA.5.SL.C13.1 -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.
• 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.
• follow agreed-upon rules for discussions and carry out assigned roles.
• 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.
• review the key ideas expressed and explain their own ideas and understanding in light of the discussion. / I can read and understand the structures of stories, plays and poems.
I can follow the writing process to write a narrative.
I can use proper English when I write.
I can understand and talk about what I hear. / What are the elements of literary text?
What are the components needed to create a narrative text?
What are the grammar rules needed for writing a distinguished 5th Grade paper? / Quote, compare/contrast, theme, analyze, text, literary (fiction/non-fiction), inferences, details, determine, genre, scenes, stanzas, comprehend, multi-media
narrative, dialogue, transitional words, sensory details,
conjunction, preposition, interjection, verb tense, correlative conjunctions, root words, affixes, figurative language / Literature Circles
Graphic Organizers
*story maps
*plot diagram
*Venn Diagram
*Frayer Model
Four Square
Comic strip
Peer Editing
Cross Curricular Connections:
Social Studies
*Mock Trials/Interview/ Biography
SS.5.C.1 - illustrate the rights, responsibilities, duties and privileges of a patriotic citizen within authentic situations (e.g., election, food drive, jury duty, etc.) and defend these actions as examples or non-examples of good citizenship.
SS.5.C.2 - assume a role (e.g., judge, juror, prosecutor, etc.) in a mock proceeding (John Brown, Dred Scott, etc.) to acquire the understanding of the trial by jury process and justify its effectiveness in solving conflicts in society both past and present.
SS.5.C.4 - compare the functions of each level of the government (local, state, and national) and apply that knowledge to a function set aside for citizens of the United States (e.g., Town Hall Meeting, Project Citizen, debate, etc.).
SS.5.H.CL.1.4 - compare the roles and accomplishments of historic figures of the Civil War (e.g., Abraham Lincoln, Emancipation Proclamation, Gettysburg Address, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Clara Barton and Frederick Douglass, etc.).
SS.5.H.CL.2.1 - explain the effects of Abraham Lincoln’s assassination and the goals of Reconstruction.
SS.5.H.CL.5.2 - identify prominent inventors and scientists of the period and summarize their inventions or discoveries (e.g., Thomas Edison, Alexander Graham Bell, the Wright Brothers, Henry Ford and Albert Einstein, etc.).
Science
*Biographies
SC.0.5.1.03 - examine the careers and contributions of men and women of diverse cultures to the development of science
SC.0.5.1.04 - compare and contrast the historical significance of scientific discoveries. / Student work
Visual Representation
Journaling
Story maps
Weekly quizzes
Venn diagrams
Teacher designed assessment
Oral questioning
KWL charts
Problem Solving activities
Compass Learning
Mountain Language
Accelerated Reader
Novels
4 Square Writing
*Additional resources listed below. / *AR Tests
*Teacher Created Assessments
*Checklists
*Oral Q & A

Additional Resources:

Websites:

·  www.enchantedlearning.com

·  www.kidinfo.com

·  www.kidzone.ws

·  www.internet4classrooms.com

·  www.unitedstreaming.com

·  http://www.smarterbalanced.org sample items and performance tasks

·  http://www.wvinfodepot.org

electronic databases username-west password-virginia

·  http://www.corestandards.org/assets/Appendix_B.pdf lists of grade level stories, poetry, and informational texts

·  www.storybird.com Use an illustration to jump start the story writing process; accounts are free; great for “writer’s block”

·  www.tumblebooks.com Tons of online books; You can read along with many; also audio books; You can create a free 30 day trial, but many public libraries offer access through their websites. (Try: Portland, East Brunswick)

Grade-appropriate (high-quality) books that support narrative writing/literary text:

·  Armstrong, William Howard. Sounder

·  Cleary, Beverly. Dear Mr. Henshaw

·  Clements, Andrew. No Talking (Another great author for author study; great book about a very talkative group)

·  Clements, Andrew. The Landry News (Use for Mock Trial before finishing the book)

·  Creech, Sharon. Walk Two Moons

·  Curtis, Christopher Paul. Bud, Not Buddy

·  DiCamillo, Kate. Because of Winn Dixie.

·  Gutman, Dan. The Homework Machine

·  Konigsburg, E.L. From the Mixed-Up Files of Mrs. Basil E. Frankweiler

·  Lewis, C.S. The Lion, the Witch, and the Wardrobe

·  Lord, Bette. In the Year of the Boar and Jackie Robinson

·  Lord, Cynthia. Rules

·  Naylor, Phyllis Reynolds. Shiloh

·  North, Sterling. Rascal

·  Paulsen, Gary. Hatchet (anything by this author; great author for author study)

·  Polacco, Patricia. Pink and Say (Relates to the Civil War)

·  Rawls, Wilson. Summer of Monkeys

·  Sachar, Louis. Holes (also Small Steps, the sequel)

·  Snicket, Lemony. The Series of Unfortunate Events

·  Tarshis, Lauren. I Survived The Battle of Gettysburg (Anything in this series)

·  Yolen, Jane. Owl Moon (Great for personnel narrative/visualization)

·  Ehrlich, Amy. When I Was Your Age: Original Stories About Growing Up,

Vol. 1

·  Kalman, Bobbie. Who Settled the West?

·  Cisneros, Sandra. Eleven and Papa Who Makes Up Tired in the Dark