Cmap Grade 5 Cycle 1 Ela v2

Grade 5 ELA Curriculum Map
2014-15
Danielson Framework for Teaching
The J CPS Curriculum Maps support teachers in planning and preparation for instruction. Therefore, these documents
provide support for teachers in the following areas of the Framework for Teaching:
Domain 1 - Planning and Preparation Components A, C, D, E, F
Domain 3 - Instruction Components A i; C i, iii, iv, and D i , ii
Cycle 1
Cycle I contains all ELA standards that are introduced and taught during the first cycle. All ELA
standards are to be mastered by the end of the year.
The key focus standards that are assessed on the Reading Proficiency Assessment 1(RPA1) are:
RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
RL.5.2 - 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.
RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text.
RL.5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
RI.5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
5 topic or subject area.
L.5.4.c - 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. 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.
STANDARDS, Enduring Understandings and
Learning Targets
RESOURCES (Supplemental)
Reading Foundational Skills
Phonics and Word Recognition:
Enduring Understanding: Word analysis and decoding skills are foundational for success as a reader.
RF.5.3: 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
multisyllabic words in context and out of context.
Learning Targets:
I can use my knowledge of letter-sound
relationships, syllabication, and roots and affixes to
read words I don't know.
I can recognize that letters and combinations of
letters make different sounds.
I can use my knowledge of consonant blends, long
and short vowel patterns to decode words.
I can analyze the structure of words by finding
compound words, roots, prefixes, suffixes and
syllables.
I can use my analysis of word structure to help me
decode unfamiliar multi-syllabic words.
Readi ng Rockets Semanti c Feature Anal ysi s

Readi ng Rockets Foundati onal Ski l l s

Engage NY Readi ng Foundati onal Packs

6/6/2014 Jefferson County Public Schools Elementary English Language Arts Cycle 1
Pg. 1

2014-15
Fluency
Enduring Understanding: Fluent readers accurately process print with expression at an appropriate
rate.
RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
Learning Targets:
I can read 5th grade text with purpose and
understanding.
I can read grade-level text fluently and show
comprehension through voice, timing, and
expression.
http://www.readworks. org/user/al i gnment


Poem Hunter

Hi story Comes Al i ve Devel opi ng Fl uency usi ng
Soci al Studi es
b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive readings.
Learning Targets:
I can read 5th grade prose aloud with
accuracy, expression and appropriate rate.
I can read poetry aloud fluently, accurately,
and with expression.

http://www.fcrr.org/for-educators/sca_cc_rfs_3-
5.asp

Learn Zi l l i on Vi deo on Readi ng Poetry



Poetry Open Mi c Vi deo

Poem Hunter

c. Use context to confirm or self correct word recognition and
understanding, rereading as necessary.
Learning Targets:
I can use strategies to understand unknown
words.
I can recognize when a word I have read does
not make sense within the text.
I can self-correct misread or misunderstood
words using context clues.
I can reread with corrections when necessary.

http://www.fcrr.org/for-educators/sca_cc_rfs_3-
5.asp



Pg. 2

2014-15
Reading Literature
Key Ideas and Details
Enduring Understanding: Effective readers use a variety of strategies to make sense of key ideas
and details presented in text.
RL.5.1:
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(embedded throughout)
Learning Targets:
I can use specific quotes from a text when
drawing inferences and explaining what a text
says specifically.
I can define inference and explain how a
reader uses direct quotes to reach a logical
conclusion.
I can analyze an author's words and find
quotes needed to support explicit and
inferential questions.

Readi ng Workshop Vi deo

Georgi a Uni ts of study
RL.5.2:
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.
Learning Targets:
I can define theme.
I can analyze details n a text to determine a theme.
I can determine the theme of a text using
details, characters' actions, or the speaker's
reflection.
I can summarize a story, drama, or poem.
I can define summary.
I can compose a summary stating the key
points in the text.
JCPS Online: Lesson Seed Wk 1-6 Lesson 8

JCPS Online: Lesson Seed Wk 7-12 Lesson 2-3




http://www.fcrr.org/studentacti vi ti es/l i terature_4
5.htm

Learn Zi l l i on Poetry Vi deos

Poem Hunter


Determi ni ng Theme Websi te

Pg. 3

2014-15
Craft and Structure
Enduring Understanding: Analyzing texts for structure, purpose, and viewpoint allows an effective
reader to gain insight and strengthen understanding.
RL.5.4:
Determine the meaning of words and phrases as they are
used in a text, including figurative language such as
metaphors and similes.
Learning Targets:
I can use various strategies to determine the
meaning of words and phrases.
I can define and identify various forms of figurative
language.
I can distinguish between literal and figurative
language.
I can determine the meaning of words and
phrases based on how they are used in a text.
JCPS Online: Lesson Seeds Wk 1-6 Lesson 2






Readwri tethi nk fi gurati ve l anguage


Learn Zi l l i on Poetry Vi deos

Range of Reading and Level of Text Complexity
Enduring Understanding: Students who are college and career ready read and interpret a variety of
complex texts with confidence and independence.
RL.5.10:
By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of the
grades 45 text complexity band independently and
proficiently.
Learning Targets:
I can read and comprehend literature
appropriate for 5th grade.
I can closely read grade level texts.
I can reread a text to find more information or
clarify ideas.
I can use reading strategies to help me
understand complex text

JCPS Online: Lesson Seeds Wk 1-6 Lesson 3-4



JCPS Online: Lesson Seed Wk 31-36 Lesson 6-7


Learn Zillion RI Videos

Achieve the core fluency packs

Poetry Open Mi c Vi deo

Poem Hunter

Achieve the core complexity resources

Pg. 4

2014-15
Writing *Also see the Suggested Writing Portfolio Content Grade by Grade document
Text Types and Purposes
Enduring Understanding: Writing should be purposely focused, detailed, organized, and sequenced
in a way that clearly communicates the ideas to the reader.
BUILDING THE WRITING
COMMUNITY
Poetry Mentor Texts by Lynne Dorfman (preview of
text)
Ralph Fletcher: Tips for Writers see section on Writer's
Notebook
JCPS Online: Building a Writing Community Across the
Curriculum
Interactive Student Notebooks
W.5.3: Write narratives 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.
Learning Target:
I can establish a situation, introduce a
narrator, and organize an event sequence in
my narrative.
Learnzillion narrative writing

Smartboard Lessons

Text based writing rubrics

In Common Writing Samples
b. Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the
responses of characters to situations.
Learning Targets:
I can develop experiences through dialogue,
description and pacing
I can develop events through dialogue,
description, and pacing.
I can develop characters through dialogue,
description, actions, and reactions.

Smartboard Lessons
c. Use a variety of transitional words, phrases, and clauses to
manage the sequence of events.
Learning Target:
I can use transitional words, phrases, and
clauses to manage sequence of events.

Smartboard Lessons
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
Learning Target:
I can use concrete words and phrases and
sensory details to precisely convey
experiences and events.

Smartboard Lessons
e. Provide a conclusion that follows from the narrated
experiences or events.
Learning Target:
I can write a logical conclusion that follows
from the events and experiences in my story.

Smartboard Lessons

Pg. 5

2014-15
Production and Distribution of Writing
Enduring Understanding: Producing clear ideas as a writer involves selecting appropriate style and
structure for an audience and is strengthened through revision and technology.
W.5.4:
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 13 above.)
Learning Targets:
I can produce writing that is appropriate for
5th grade tasks, purposes, and audiences.
I can identify the reason for writing a piece to
decide on the task, purpose, and audience.
I can identify the writing style that best fits
my task, purpose, and audience.
I can use text and formatting features to
develop my writing ideas.
I can compose a clear and logical piece that
demonstrates my understanding of a specific
writing style.
Learnzillion informative writing


Readwritethink notetaker

Essay Map

Readwritethink printing press


W.5.5:
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
standards 13 up to and including grade 5.)
Learning Targets:
I can use guidance from my peers and adults
to plan, revise, and edit my writing.
I can use prewriting strategies to formulate
ideas.
I can recognize that a well-developed piece
requires more than one draft.
I can apply revision strategies with the help of
others.
I can edit my writing by checking for
mechanical errors.
Opinion Writing Learnzillion


Achieve the core writing assessments

Write Alouds


W.5.6:
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.
Learning Targets:
I can use digital tools to produce and publish my
work.
I can identify technology that will help me
produce, edit, and publish my writing.
I can use the internet to interact and collaborate
with my peers on writing projects.
I can demonstrate a command of keyboarding
skills to type two pages in one setting.
JCPS Online: Publishing with PhotoStory

JCPS Online: Publishing with RealeWriter

Interactive Notebooks


Tal ki ng Poetry wi th Bl abberi ze

Essay Map

Readwritethink printing press

Pg. 6

2014-15
Research to Build and Present Knowledge
Enduring Understanding: Effective research presents an answer to a question, demonstrates
understanding of the inquiry, and properly cites information from multiple sources.
W.5.8:
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.
Learning Targets:
I can use provided sources to find
information, take notes on sources, and
categorize my notes.
I can recall relevant information from my
experiences.
I can define paraphrase.
I can summarize or paraphrase information
found for my finished work.
I can gather relevant information from print
and digital sources.
I can provide a list of sources used for a
research project.
JCPS Online: Grade 5 Writing On-Demand Unit

JCPS Online: On-Demand Writing Reference Sheet

Interactive Notebooks


Research building blocks


Reading the Research Graphic Organizer

Research Roundup
Range of Writing
Enduring Understanding: Effective writers use a variety of formats to communicate ideas
appropriate for the audience, task, and time frame.
W.5.10:
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.
Learning Targets:
I can write for a range of time and tasks.
I can determine when to write for a short or
extended time frame.
I can determine the appropriate format to
use based on audience, task, purpose, and
time frame.

Reading Informational Text
Key Ideas and Details
Enduring Understanding: Effective readers use a variety of strategies to make sense of key ideas
and details presented in text.
RI.5.1:
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
Learning Target:
I can use specific quotes from a text when
drawing inferences and explaining what a
text says specifically.


Learn Zillion Informational Readings

Analyzing texts video
Pg. 7

2014-15
RI.5.2:
Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
Learning Targets:
I can determine the main idea of a text and
explain how it is supported by key details.
I can summarize a piece of informational
text.




Craft and Structure
Enduring Understanding: Analyzing texts for structure, purpose, and viewpoint allows an effective
reader to gain insight and strengthen understanding.
RI.5.4:
Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area.
Learning Target:
I can determine the meaning of words or
phrases in a grade 5 text.



Integration of Knowledge and Ideas
Enduring Understanding: To gain keener insight into the integration of knowledge and ideas,
effective readers analyze and evaluate content, reasoning, and claims in diverse formats.
RI.5.8:
Explain how an author uses reasons and evidence to
support particular points in a text, identifying which reasons
and evidence support which point(s).
Learning Targets:
I can explain how an author uses reasons and
evidence to support his/her points.
I can specifically identify which reasons an
author uses to support which points.



Engage NY Unit
RI.5.9:
Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
Learning Target:
I can combine information from two texts on
the same topic to write or speak about the
subject.



Engage NY Unit

Pg. 8

2014-15
Range of Reading and Level of Text Complexity
Enduring Understanding: Students who are college and career ready read and interpret a variety of
complex texts with confidence and independence.
RI.5.10:
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 45 text complexity
band independently and proficiently.
Learning Target:
I can read and comprehend informational
text appropriate for 5th grade.



Achieve the core fluency packs

Hi story Comes Al i ve Devel opi ng Fl uency usi ng
Soci al Studi es

Using Tiered Companion Texts

Achieve the core text complexity resources
Language Standards
Conventions of Standard English
Enduring Understanding: Effective communication of ideas when speaking or writing relies on the
appropriate use of the conventions of language.
L.5.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
Learning Target:
I can use punctuation to separate items in a
series.
Language Student Activities Florida Research Center

Watch Know Learn Language Videos

Internet 4 Classrooms Resource List
b. Use a comma to separate an introductory element from the rest
of the sentence.
Learning Target:
I can 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., Its true, isnt it?), and to indicate direct address (e.g., Is
that you, Steve?).
Learning Targets:
I can use a comma to set off the words yes
and no.
I can use a comma to set off a tag question
from the rest of a sentence.
I can use a comma to indicate direct address.


Pg. 9

2014-15
d. Use underlining, quotation marks, or italics to indicate titles of
works.
Learning Target:
I can use underlining, quotation marks, or
italics to indicate titles of works.


e. Spell grade-appropriate words correctly, consulting references
as needed.
Learning Target:
I can spell grade-appropriate words correctly.


Vocabulary Acquisition and Use
Enduring Understanding: Effective readers and writers use knowledge of the structure and context
of language to acquire, clarify, and appropriately use vocabulary.
L.5.4: 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.
Learning Target:
I can use context clues to figure out word
meanings.

Engage NY Unit Module 1


Interactive notebooks Frayer model
b. Use common, grade appropriate Greek and Latin affixes and
roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
Learning Target:
I can use common Greek and Latin affixes
and roots to figure out word meanings.




Common content area roots and affixes

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.
Learning Target:
I can determine the meaning or
pronunciation of a word by consulting
reference materials.


L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figurative language, including similes and metaphors,
in context.
Learning Target:
I can explain the meaning of simple similes
and metaphors in context.

Learnzillion Figurative language video



Pg. 10

2014-15
b. Recognize and explain the meaning of common idioms,
adages, and proverbs.
Learning Target:
I can 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.
Learning Target:
I can use relationships between words to
better understand the meaning of each
individual word.

L.5.6:
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).
Learning Target:
I can use words and phrases that I learn
through listening and reading, especially
words related to 5th grade topics.



Speaking and Listening
Comprehension and Collaboration
Enduring Understanding: Comprehension is enhanced through a collaborative process of sharing
and evaluating ideas.
SL.5.1: 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.
Learning Target:
I can prepare for a class discussion and
participate by using my preparations and
responding to others.
JCPS Online: Thinking, Talking, and Writing about
Reading

Engage NY video

SLANT video

Learning to Communicate Video

Morning Meeting Video

Better Lesson
b. Follow agreed-upon rules for discussions and carry out
assigned roles.
Learning Target:
I can follow agreed-upon rules for class
discussions and carry-out my assigned roles.
Engage NY video

Listen and Learn Video



Analyzing texts video

Pg. 11

2014-15
c. Pose and respond to specific questions by making comments
that contribute to the discussion and elaborate on the remarks
of others.
Learning Target:
I can ask and answer questions during a
discussion to elaborate on the remarks of
others.
Engage NY video



d. Review the key ideas expressed and draw conclusions in light
of information and knowledge gained from the discussions.
Learning Target:
I can review ideas expressed and draw
conclusions using information gained in a
discussion.
Engage NY video



Think Pair Share
SL.5.2:
Summarize a written text read aloud or information presented in
diverse media and formats, including visually, quantitatively,
and orally.
Learning Target:
I can summarize information presented
orally or visually.
Industrial Revolution Presentation (7th grade class, but the
video is clear and shows multiple media forms for
presentations)

Pg. 12

Cmap Grade 5 Cycle 1 Ela v2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cmap Grade 5 Cycle 1 Ela v2

Uploaded by

Copyright:

Available Formats

Grade 5 ELA Curriculum Map

You might also like