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Troup County School System

ELA Curriculum Map

Fifth Grade – Third Quarter

Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards

GSE Standards / Essential Questions / System Resources
Reading: Literary (RL): Whole Group
ELAGSE.5.RL.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (asking and answering questions, inferring) Quoting accurately from a text is new learning.
ELAGSE.5.RL.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. (Summarizing) Introduced in fourth grade.
ELAGSE.5.RL.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). In fourth grade, students had to describe characters, settings, or events. Comparing/contrasting them is new.
ELAGSE.5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (Self-Monitoring, Inferring) Introduced in fourth grade.
Key Vocabulary
quote, explicit, inferences, textual evidence, theme, story, drama, poem, reflect, summarize, compare, contrast, characters, settings, events, drama, specific, interact, figurative language, metaphors, similes / How do I support myself when explaining a text? How do I make good inferences while I read? How do I support my inferences about a text? How does asking questions help me stay engaged in reading a literary text?
How do I determine the theme of a story, drama, or prose? How do I analyze how characters in prose or drama respond to challenges? Why would it be important to do so? How do I analyze how a speaker in a poem reflects on a topic? What does a good summary include?
What story elements or details are important to think about when I am comparing/contrasting two stories?
What are some strategies for determining the meaning of an unknown word or phrase? How does understanding figurative language (similes, metaphors) help me better understand what I read? / Whole Group
Whole group units provide instruction in RL, RI, W, SL, and L standards
ELA Pacing Guides: includes individual lessons
Jan Feb Mar
Unit 1 Unit 2 Unit 3
Constructed Response
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RL Standards
RL 1
Quote Accurately From a Text (McGraw Hill)
RL 2
Story Pieces
Retell Review
Summary Step-Up
Sum-Thing Special
Finding Theme
RL 3
Finding Theme through Comparing and Contrasting Character Actions
RL 4
Determining Meanings
Determining Meaning of Words
Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards
GSE Standards / Essential Questions / System Resources
ELAGSE.5.RL.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. New learning.
ELAGSE.5.RL.6: Describe how a narrator’s or speaker’s point of view influences how events are described. (making connections) This is new learning.
ELAGSE.5.RL.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). This is new learning.
ELAGSE.5.RL.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. This is new learning. In fourth grade, students compared/contrasted treatment of themes and topic.
ELAGSE.5.RL.10 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. This standard addresses genres of reading, as well as readability of text. Students are expected to read within the Lexile levels of 740-1010 by the end of fifth grade. 850L is the target goal for GMAS
Key Vocabulary
acts, cast of characters, stage directions, narrator, speaker, point of view, influence, events, analyze, visual, multimedia elements, meaning, tone, beauty, text, graphic novel, multimedia presentation, fiction, folktale, myth, poem, chapters, scenes, stanzas, compare, contrast, genre, theme, topic, mysteries, adventure, literature, stories, dramas, poetry. / How do chapters, scenes, and stanzas fit together to create an overall structure for stories, dramas, and poems?
How does a narrator’s or speaker’s point of view influence how events are described in a literary text? Why is it important to pay attention to this?
What are some visual and multimedia elements that authors use to create a meaningful experience for the reader? What effect can visual and multimedia elements have on a reader?
What are some strategies for comparing and contrasting stories in the same genre? How can I compare topics and theme?
Why do good readers compare/contrast stories in the same genre regarding their approaches to similar themes or topics? What story elements do I analyze when I compare/contrast this way?
To be a well-rounded reader, what genres of books should I read? What can I do to increase my reading stamina? / Whole group units provide instruction in RL, RI, W, SL, and L standards. See previous page for pacing guides and units of study.
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RL Standards
RL 5
Arts Edge Lesson using Folktales
Structure with Poetry
RL 6
What is Point of View?
Point of View mini unit
RL 7
-Ideas for teaching RL7
RL9
Comparing and Contrasting Characters Part 1
Comparing and Contrasting Characters Part 2
Comparing Themes (McGraw Hill)
A Collection of Resources from The Curriculum Corner
A Close Reading Collection of Mini Lessons
Reading Response Mini Unit
Advanced Literary Terms
Getting Started with Literature Circles
Graphic Organizers for all RL Standards
Use the following link to help prepare your students for selected response type questions. These should not be printed as assessments but more for instructional test taking strategies.
Help Teacher – use the menu on the left for other strategy practice
Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards
GSE Standards / Essential Questions / System Resources
Reading: Informational (RI): Whole Group
ELAGSE.5.R.I.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Asking and Answering Questions, Inferring, Making Connections) Quoting accurately from a text is new learning
ELAGSE.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (Determining Importance, Summarizing) In fourth grade, students were taught to find one main idea of a text and to summarize.
ELAGSE.5.RI.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. New learning
ELAGSE.5.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. Taught in fourth grade. Difficulty of text increases with grade level
ELAGSE.5.RI.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.
(Making connections) In fourth grade, students had to describe the structure in a text or part of a text. Comparing/contrasting is new.
Key Vocabulary
quote, explicit, inference, key details, summarize, determining importance, historical, scientific, technical, specific, Chronological order, Logical order (steps),Cause and effect, Posing/answering questions, academic language, domain-specific words, relevant, compare/contrast, problem/solution / What does a good explanation of a text include? How do I quote accurately from what I read? How do I make good inferences when I read? How can I support or justify my explanations and inferences?
How can I determine the main ideas of a text, even if it is not explicitly stated? How are those main ideas supported? What does a good summary include? How can I tell the most important ideas in an informational piece?
How do we best explain relationships and interactions in informational text? How is informational text structured? How can we make sure our explanations are fully developed?
How do I determine the meaning of an unknown word or phrase in informational text?
How can knowledge of text structure help me understand informational text? / Whole group units provide instruction in RL, RI, W, SL, and L standards. See previous page for pacing guides and units of study.
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RI Standards
RI 1
Quote Accurately in Informational Text
RI 2
Use videos from Discovery Education to practice listening to texts read aloud. Use this fiction or nonfiction graphic organizer to take notes and to write summaries.
RI 3
Analyze Historical Text
Analyze Technical Text
Analyze Scientific Text
RI 4
Understand Precise Vocabulary
Understand Content Words
RI 5
Comparing Text Structure
The following sites are searchable lessons by skills, levels, or concepts:
Reading A to Z
Read Works – now in digital format
Utah Educational Network
Read Write Think
Learn NC
Plans from NYC
Read Theory
Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards
GSE Standards / Essential Questions / System Resources
ELAGSE5RI6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. New learning. In fourth grade, students were taught to compare first and second-hand accounts of the same event.
ELAGSE.5.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. (synthesizing) New learning.
ELAGSE5.RI.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). New Learning.
ELAGSE.5.RI.9: Integrate information from several texts on the same topic on order to write or speak about the subject knowledgeably. (synthesizing) Taught in fourth grade.
ELAGSE.5.RI.10 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. (Self- Monitoring) Students are expected to read within the Lexile levels of 740- 1010 by the end of fifth grade.
Key Vocabulary
multiple accounts, similarities, differences, point of view, multiple, print/digital sources, efficiently, charts, maps, diagrams, illustrations, bullets, headings, table of contents, appendix, glossary, evidence, reasons, particular points, support, integrate, information, several, topic, knowledgeable, comprehend, informational text, technical texts, text complexity / How do we analyze multiple accounts for the same event or topic? Why is it important to read several accounts about the same topic or event?
What is the best way to use information located from more than one resource to answer a question quickly?
How can I decide what evidence an author provides to support his/her points? What are some strategies I can use to explain how an author supports his main points?
What is the best way to find information, integrate it, and present it orally or in writing?
To be a well-rounded reader, what genres of books should I read? How can I improve my reading stamina? / Whole group units provide instruction in RL, RI, W, SL, and L standards. See previous page for pacing guides and units of study.
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RI Standards
RI 6
Investigating the Great Depression
RI 7
Skim, Scan, Scroll
Are Our Homes Built for Severe Weather – click on Severe Weather link
RI8
RI 9
The following sites are searchable lessons by skills, levels, or concepts:
Reading A to Z
Read Works – now in digital format
Utah Educational Network
Read Write Think
Learn NC
Plans from NYC
Read Theory
Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards
GSE Standards / Essential Questions / System Resources
Reading: Foundational (RF): Small Group
ELAGSE.5.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
a.  Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context. Taught in fourth grade.
ELAGSE.5.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on–level text with purpose and understanding.
Key Voabulary
morphology, word parts, roots, affixes, suffixes, prefixes, accuracy, fluency, comprehension, purpose, understanding
Speaking and Listening
ELAGSE.5.SL.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. In fourth grade, students had to paraphrase. Summarizing is new learning.
Key Vocabulary
summarize, diverse media, format, visual, quantitative, orally / What are some strategies for attacking unfamiliar words in and out of context? How can I use my knowledge of word parts (morphology) to help me figure out unknown words?
What does fluent fifth grade reading sound like? How does fluent reading help me better understand what I read?
What does a good summary include? / Whole group units provide instruction in RL, RI, W, SL, and L standards. See previous page for pacing guides and units of study.
Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
Additional Resources for RF Standards
RF 3
Make A Word Game – from ReadWriteThink
RF 4
Reading Idol!
Additional Pages on Website
Differentiated Page 3rd- 5th
Sample Small Group Plan
Note: Highlighted standards are explicitly taught in Module 3. You will need to spiral review other standards
GSE Standards / Essential Questions / System Resources
Language (L)
ELAGGSE5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
d. Recognize and correct inappropriate shifts in verb tense and aspect.*