English Language Arts Curriculum Map

Fifth Grade

English Language Arts Curriculum Map

Waterloo School District

Striving toward greater focus and coherence through

Content Standards and Practice Standards

K-5 ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across grades. Although the standards describe increasingly sophisticated skills as children progress through the school years, the primary topic of each standard is the same in each grade. The following charts outline the focus for each standard in the area of Reading, Writing, Speaking/Listening, and Language.

Reading Standards
Literature / Informational Text / Foundational Skills
Key Ideas and Details / RL.1 / Ask and Answer Questions / RI.1 / Ask and Answer Questions / Print Concepts Recognition / RF.1 / Concepts about Print (K-1)
RL.2 / Retell Stories / RI.2 / Main Topic/Idea and Key Details / Phonological Awareness / RF.2 / Spoken words, syllables, and sounds (K-1)
RL.3 / Story Elements / RI.3 / Connections and Relationships in Information Text / Phonics and Word Recognition / RF.3 / Decoding Words/Phonics
(K-5)
Craft and Structure / RL.4 / Word Meaning within Text / RI.4 / Word Meaning within Text / Fluency / RF.4 / Accuracy and fluency to support comprehension
RL.5 / Text Structure / RI.5 / Text Features and Structures
RL.6 / Point of View / RI.6 / Author/Illustrator Purpose and Point of View
Integration of Knowledge and Ideas / RL.7 / Visuals and Text / RI.7 / Visuals Support Comprehension
RL.8 / N/A / RI.8 / Author’s Supporting Points
RL.9 / Compare and Contrast / RI.9 / Compare and Contrast
Range and Reading and Level of Text Complexity / RL.10 / Text Complexity / RI.10 / Text Complexity
Writing Standards
Text Types and Purposes / W.1 / Opinion/Argument
W.2 / Informative/Explanatory
W.3 / Narrative
Production and Distribution of Writing / W.4 / Production (Begins in Grade 3)
W.5 / Plan/Revise/Edit
W.6 / Technology Integration
Research to Build and Present Knowledge / W.7 / Research
W.8 / Determine Importance and Organize Information
W.9 / Draw Evidence from Literary or Informational Text (Begins in Grade 4)
Range of Writing / W.10 / Write Routinely over Varied Time Frames (Begins in Grade 3)
Speaking and Listening Standards
Comprehension and Collaboration / SL.1 / Conversation
SL.2 / Listening Comprehension
SL.3 / Listen and Respond
Production and Distribution of Writing / SL.4 / Oral Expression
SL.5 / Multimedia Presentation
SL.6 / Adapting Oral Communication
Language Standards
Conventions of Standard English / L.1 / Grammar Usage
L.2 / Capitalization, Punctuation, and Spelling
L.3 / Conventions of Language
Knowledge of Language / L.4 / Word Meanings
Vocabulary Acquisition and Use / L.5 / Word Relationships and Nuances
L.6 / Vocabulary Development

Fifth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of Study / Literacy by Design Alignment / Standards
1 / RL: RL5.2, RL5.5, RL5.6,
RI: RI5.4
RF:
W:
SL:
L:
2 / RL:RL5.1, RL5.4, RL5.7
RI:
RF:
W:
SL:
L:

Fifth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview (continued)

3 / RL:
RI: RI5.1, RI5.3, RI5.5, RI5.6, RI5.7, RI5.8, RI5.9
RF:
W:
SL:
L:
4 / RL:
RI: RI5.1, RI5.3, RI5.4, RI5.6, RI5.8, RI5.9
RF:
W:
SL:
L:
5 / RL: RL5.2
RI: RI5.1, RI5.2
RF:
W:
SL:
L:

Fifth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview (continued)

6 / RL: RL5.1, RL5.2, RL5.3, RL5.4
RI: RI5.10
RF:
W:
SL:
L:
7 / RL: RL5.4, RL5.9
RI: RI5.2, RI5.3, RI5.7
RF:
W:
SL:
L:
8 / RL: RL5.7, RL5.10
RI: RI5.10
RF:
W:
SL:
L:
9 / RL: RL5.1, RL5.2
RI: RI5.1, RI5.4
RF:
W:
SL:
L:
10 / RL:
RI:
RF:
W:
SL:
L:
11 / RL:
RI:
RF:
W:
SL:
L:
12 / RL: RL5.1, RL5.2
RI: RI5.1, RI5.4
RF:
W:
SL:
L:

Fifth Grade

Instruction and Assessment Schedule

2014-2015

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of Days of Instruction / Benchmark 1 / 15 / 8 / Common Assessment A / 15 / 15 / Common Assessment B / Benchmark 2 / 13 / 15 / Common Assessment C / 11 / 5 / Common Assessment D / Benchmark 3 / Endof
Year
Instructional
Content / Unit of
Study
1 / Unit of
Study
2 / Unit of
Study
3 / Unit of
Study
4 / Unit of
Study
5 / Unit of
Study
6 / Unit of
Study
7 / Unit of
Study
8 / Getting Ready forGr.
1 Unit
Assessment
Approx. Number of Days of Instruction / Benchmark 1 / 10 / 19 / Common Assessment A / 14 / Common Assessment B / Benchmark 2 / Common Assessment C / Endof
Year
Instructional
Content / Unit of
Study
9 / Unit of
Study
10 / Unit of
Study
11 / Getting Ready forGr.
1 Unit
Assessment

Fifth Grade Language Arts

Curriculum Map - Overview

Unit of Study / The literacycontent is sequenced in Units of Study that will take approximately 4-5weeks each to teach.
The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.
Literacy by Design / The primary textbook adopted in Waterloo School District for Grades K-5
Teacher’s
Resources and Notes / Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit of
Study.
Additional
Resources
Assessment / There are many formative and summative assessment options:
Unit of Study 1 / Fifth Grade / Quarter 1 / Approx. 15 days
Introductory Unit
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RL5.2
RL5.5
RL5.6
I can:

Determine a theme of 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.
Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a story, drama, or poem.
Describe how a narrator’s or speaker’s point of view influences how events are described.

/ Academic Vocabulary:

Text Structure
Non-fiction
Fiction
Genre
Stanza
Caption
Index
Glossary
Flow chart
Table of contents
Personification
Author’s purpose
Persuade
Inform
Entertain
Point of view
Theme
Setting

/ LBD Poem Structure / Introductory Unit
Storylineonline.net
Common Core Lesson Book
SMART Lessons
A Bad Case of Stripes
Evan-Moor Read and Understand Poetry
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RI.5.4
I Can:

Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.

/ Introductory Unit
Non-fiction Reading Powers
Evan-Moor Daily Reading Comprehension
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
I Can:

Apply grade-level phonics and word analysis skills in decoding words.

Prefixes
Suffixes

/ Scholastic Word Study
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I can: / Academic Vocabulary:
Unit of Study 2 / Fifth Grade / Quarter 1 / Approx. 8days
Creating Images
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources

RL 5.1
RL 5.4
RL 5.7

I Can:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

Visualizing
Tone
Mood
Prefix
Base word
Creating images

/ Big Blue story – p. 208-211
Emilia and the Birthday Party story – p. 436-440 / Creating Images Unit Plan
Power Point
Owl Moon
Reading Powers
Finding Nemo movie clip
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Evan-Moor Daily Reading Comprehension
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I
Standards:
RF5.3
I Can:

Apply grade-level phonics and word analysis skills in decoding words.

Prefixes
Suffixes

/ Scholastic Word Study
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 3 / Fifth Grade / Quarter 1 / Approx. 15days
Frozen Man
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RI 5.1
RI 5.3
RI 5.4
RI 5.6
RI 5.7
RI 5.8
RI 5.9
I Can:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

/ Academic Vocabulary:

Cloak
Superiors
Crude
Mutilated
Treacherous
Morgue
Autopsy
Dehydration
Alloying
Metallurgist
Contemporaries
Composition
Mummified
Bog
Gauze
Decompose
Sterilized
Preserved
Prominent
Disintegrate
Microscopic organisms
Repellent
Canisters
Shepherd
Frantic
Innumerable

Relentlessly / Frozen Man text and packet
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
I Can:
Apply grade-level phonics and word analysis skills in decoding words. /

Prefixes
Suffixes

/ Scholastic Word Study
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 4 / Fifth Grade / Quarter 2 / Approx. 15 days
Lost Star
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RI 5.1
RI 5.3
RI 5.4
RI 5.6
RI 5.8
RI 5.9
I Can:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. /

Hurtled
Yearned
Cruel
Reliable
Intentions
Brisk
Wry
Volunteered
Various
Impression
Attractive
Contemplating
Splendidly
Seized
Fond
Loan
Rotates
Forbidden
Rumors
Evidence
Pursued

/ Lost Star text and packet
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
RF5.3a
I Can:

Apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately.

Latin Roots
Greek Roots

/ Scholastic Word Study
Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Unit of Study 5 / Fifth Grade / Quarter 2 / Approx. 13 days
Determining Importance
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RL 5.2
I Can:
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. /

Determining importance (non-fiction)
Determining importance (fiction)
Summary
Refuge
Plunge
Transformed

/ Determining importance packet
Evan Moor Daily Comprehension
Storylineonline.net
Evan Moor Skills Sharpener
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RI 5.1
RI 5.2
I Can:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

/ Story Works
Evan Moor Daily Comprehension
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
RF5.3a
I Can:

Apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately.

Latin Roots
Greek Roots

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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; summarize the text.
Compare and contrast two or more characters, settings, or events ina story or drama, drawing on specific details in the text.
Determine the meaning of words or phrases as they are used in a text, including figurative language such as metaphors and similes.

Inquisitive
Reigns
Hoax
Dominion
Courtiers
Faun
Mantle
Wardrobe
Eternal
Venture
Gloating
Lithe
Sorcerer
Stratagem
Treacherous
Prophecy
Grave
Fast
Standard
Minister
Drawn
Steep
Course
Craves
Scepter
Prey
Forfeit
Siege
Rabble
Appeased

/ The Lion, Witch, and the Wardrobe text and packet
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
I Can: / Academic Vocabulary:
Section Vocabulary:
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
RF5.3a
I Can:

Apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately.

Latin Roots
Greek Roots

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Compare and contrast stories in the same genre on their approaches to similar themes and topics.

/ Connect
Text-to-self
Text-to-text
Text-to-world
Compare
Contrast
Veterinarian /

Venn Diagram
Famous Firsts story – p. 362-366
Women of the Revolution – p. 28-32

/ Connections packet
There’s a Boy in the Girls’ Bathroom
Reading Powers
Mississippi Bridge
Evan-Moor Daily Reading Comprehension
Storylineonline.net
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RI 5.2
RI 5.3
RI 5.7
I Can:

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas or concepts in historical, scientific, or technical text based on specific information in the text.
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.

/ Academic Vocabulary:
Section Vocabulary: / LBD Venn Diagaram / Toolkit Texts
Storyworks
Evan-Moor Reading Daily Comprehension
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
I Can:

Apply grade-level phonics and word analysis skills in decoding words.

Plurals
Possessives

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.
Read and comprehend literature

Quick question
Deep thinking question
Drought
Prevention
Frantically

/ The Smell of Soup and the Sound of Money – p. 120-124 / Asking Questions packet
Storylineonline.net
Reading Power
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RI 5.10
I Can:
Read and comprehend informational texts. / Toolkit texts
Evan Moor Skill Sharpeners
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
I Can:

Apply grade-level phonics and word analysis skills in decoding words.

Plurals
Possessives

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, or drama from details in the details in the text; summarize the text.
Read and comprehend 5th grade stories, dramas, and poetry independently and proficiently.

/ Inference
Infer
Evidence
Flashback
Foreshadowing
Immigration
Discrimination / Infer packet
Reading Power
Mysteries of Harris Burdick
“Stand Back,” said the Elephant, “I’m going to sneeze.”
Flotsam
Running out of Time
Common Core Lesson Book
Story Works
Evan Moor Daily Reading Comprehension
Reading Informational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RI 5.1
RI 5.4
I Can:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.

/ Evan Moor Daily Reading Comprehension
Reading Foundational
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Standards:
RF5.3
I Can:

Apply grade-level phonics and word analysis skills in decoding words.

. /

Plurals
Possessives

Speaking and Listening
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
Unit of Study 10 / Fifth Grade / Quarter 4 / Approx. 19 days
Maniac Magee
Reading Literature
Content Objectives / Vocabulary / Literacy By Design
Alignment / Additional Resources
RL 5.1
RL 5.2
RL 5.3
RL 5.4
RL 5.10
I can:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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; summarize the text.
Compare and contrast two or more characters, settings, or events ina story or drama, drawing on specific details in the text.
Determine the meaning of words or phrases as they are used in a text, including figurative language such as metaphors and similes.
Read and comprehend 5th grade stories, dramas, and poetry independently and proficiently.

Lunging
Trolley
Musicale
Accurate
Scraggly
Cringed
Solitude
Blemish
Converged
Contortions
Eons
Escort
Grim
Spectators
Scrawny
Drenched
Recognition
Dumbfounded
Contrary
Languished
Throng
Preposterous
Ornery
Disbursed
Stoic
Forlorn
Marooned
Scowling
Exuberance
Astonished
Pried
Vast
Rasping
Cling

/ Maniac Magee text and packet