RRISD ARRC ELA 5Th At-A-Glance 10-11

RRISD_ARRC_ELA_5th_At-a-Glance_10-11 Reading Workshop & Writing Workshop Grad 1st 2nd 3rd 4th e 9 weeks 8 weeks 10 weeks 10 weeks Level r k g R a e

3 4 2 3 3 3 3 n 3 3 i e e A d

y Rdg - Rdg - Expository Rdg - Rdg - Rdg - Culture & Rdg – Poetry & Rdg - Rdg - Rdg - a

Fiction A W f

o Theme & & Drama Literary History; Theme & Sensory Persuasi Expositor Fiction s

3 weeks R

5 S a g

Genre Procedural Text Nonfiction Genre; Research Language ve - y & Poetry S L

Rdg K & & & 2 & n A w n T i ) Sensory Research Media Researc e g i 5 - e Languag Literacy v h 1 b e (

e R & g

k g n s i R e

3 4 2 3 3 3 3 n 3 3 t i e e A s d n

i Wrtg- Wrtg – Wrtg – WWS; Wrtg - Wrtg – Wrt – WWS; Wrtg – WWS: Wrtg – Wrtg – Wrtg - e a A W t t

e t u Person WWS; Expository & WWS; WWS; Persuasive Literary Texts WWS; T WWS; WWS; s R o

S a r - al Writing Procedural Open Expository Persuasi Expositor Literary S L

5 h K s 2

s Experi (Personal Choice (Memoir) ve Texts y & Texts i k A l w

Wrtg e T

b en-ce, Experi- Procedur e e i a t v w Literary ence) al s

e 3 E Texts 3 weeks R

9 weeks 8 weeks 10 weeks 10 weeks

Note: The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially. However, it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed as appropriate so that students master their grade level TEKS, KSSs, and SEs. Although specific genres are posted, students should read from a variety of genres throughout the entire school year. Students are required to have daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills, as authored by TEA. In places where SEs are crossed out, this indicates that the crossed out portion of the SE is not emphasized during that particular period of time. In places where sections of SEs are underlined, this indicates that particular portion is emphasized. Also note that Figure 19 appears recursively throughout these documents. According to the state, Figure 19 is to be emphasized and the SEs serve to support the teaching of Figure 19. 5th Grade Reading and Writing - 1st 9 Weeks Reading Writing Unit 1 —Establishing Reading Workshop Routines—3 Weeks Unit 1 —Establishing Writing Workshop Routines—3 Weeks Daily: Setting Up Writer’s Workshop: Students use elements of the writing process (planning, Fig. 19(A) establish purposes for reading selected texts based upon own or others’ drafting, revising, editing, and publishing) to compose text. desired outcome to enhance comprehension Writing Process: Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, 5.15(A) plan a first draft by selecting a genre appropriate for conveying the intended creating sensory images, rereading a portion aloud, generating questions) meaning to an audience, determining appropriate topics Reading Fluency through a range of strategies (e.g., discussion, background reading, personal interests, 5.1(A) read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate interviews), and developing a thesis or controlling idea phrasing) and comprehension 5.15(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of Independent Reading events, cause-effect, compare-contrast) and building on ideas to create a focused, 5.9(A) read independently for a sustained period of time and summarize or paraphrase organized, and coherent piece of writing what the reading was about, maintaining meaning and logical order (e.g., generate a 5.15(C) revise drafts to clarify meaning, enhance style, include simple and compound RRISD_ARRC_ELA_5th_At-a-Glance_10-11

reading log or journal; participate in book talks) sentences, and improve transitions by adding, deleting, combining, and rearranging Vocabulary Development sentences or larger units of text after rethinking how well questions of purpose, audience, 5.2(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of and genre have been addressed unfamiliar or multiple meaning words 5.15(D) edit drafts for grammar, mechanics, and spelling 5.15(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Personal Experience 5.17(A) write a personal narrative that conveys thoughts and feelings about an experience Oral and Written Conventions: 5. 20(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active voice) (ii) collective nouns (e.g., class, public) 5. 20(B) use the complete subject and the complete predicate in a sentence 5.20(C) use complete simple and compound sentences with correct subject-verb agreement 5.21(A) use capitalization for: (i) abbreviations 5.22(B) spell words with: (i) Greek roots (e.g., tele, photo, graph, meter) (ii) Latin roots (e.g., spec, scrib, rupt, port, ject, dict) (iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist) (iv) Latin derived suffixes (e.g., -able, -ible, -ance, -ence) 5.22(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings 5.22(E) know how to use the spell-check function in word processing while understanding its limitations Spanish: 5.22(B) mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá) 5.22(D) correctly spell words containing hiatus and diphthongs (e.g., le-er, rí-o, quie-ro, vio) 5.22(E) differentiate between commonly confused terms (e.g., porque, por qué; asimismo, así mismo; sino, si no; también, tan bien) Unit 2—Fiction—3 Weeks Unit 2—Personal Experience and Literary Texts Daily: Daily: Students use elements of the writing process (planning, drafting, revising, editing, Fig. 19(A) establish purposes for reading and publishing) to compose text Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text Personal Writing and Literary Texts Fig. 19(C) monitor and adjust comprehension 5.17(A) write a personal narrative that conveys thoughts and feelings about an experience Fig. 19(E) summarize and paraphrase texts in ways that maintain meaning and logical 5.16(A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of order within a text and across texts view (ii) a specific, believable setting created through the use of sensory details (iii) dialogue Fig. 19(F) make connections (e.g., thematic links, author analysis) between literary and that develops the story informational texts with similar ideas and provide textual evidence 5.16(B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia) (ii) Reading Fluency figurative language (e.g., similes, metaphors) (iii) graphic elements (e.g., capital letters, line 5.1(A) read aloud grade-level stories with fluency and comprehension length) Independent Reading 5.18(C) write responses to literary or expository texts and provide evidence from the text to 5.9(A) read independently for a sustained period of time demonstrate understanding Unit: Fiction Writing Process: RRISD_ARRC_ELA_5th_At-a-Glance_10-11

Fig. 19(A) establish purposes for reading TEKS 5.15(A)-5.15(E) 5.6(A) describe incidents that advance the story or novel, explaining how each incident Oral and Written Conventions: gives rise to or foreshadows future events 5.20(A) use and understand the function of the following parts of speech in the context of Fig. 19(D) make inferences about text and use textual evidence to support understanding reading, writing, and speaking: (i) verbs (irregular verbs and active voice) Fig. 19(F) make connections (e.g., thematic links, author analysis) between literary and 5.20(C) use complete simple and compound sentences with correct subject-verb agreement informational texts 5.22(B) spell words with: (i) Greek roots (ii) Latin roots (iii) Greek suffixes (iv) Latin derived 5.6(B) explain the roles and functions of characters in various plots, including their suffixes relationships and conflicts Spanish: Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text 5.22(B) mark accents appropriately when conjugating verbs in simple and imperfect past, 5.6(C) explain different forms of third-person points of view in stories perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá) Vocabulary Development 5.22(E) differentiate between commonly confused terms (e.g., porque, por qué; asimismo, 5.2(A) determine the meaning of grade-level academic English words derived from Latin, así mismo; sino, si no; también, tan bien) Greek, or other linguistic roots and affixes 5.2(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning 5.2(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words [Introduce & continue as needed.] Listening/Speaking/Teamwork 5.27(A) listen to and interpret a speaker’s messages (both verbal and nonverbal) and ask questions to clarify the speaker’s purpose or perspective [introduce and continue] 5.27(B) follow, restate, and give oral instructions that include multiple action steps [introduce and continue] 5.27(C) determine both main and supporting ideas in the speaker’s message [introduce and continue] 5.28(A) Students speak clearly and to the point, using conventions of language; give organized presentations employing eye contact, speaking rate, volume, enunciation, and natural gestures, and conventions of language to communicate ideas effectively. 5.29(A) participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. [introduce and continue] Unit 3—Theme, Genre, and Sensory Language Unit 3—Personal Experience—3 Weeks Daily: Unit: Personal Experience Fig. 19(A-D) 5.17(A) write a personal narrative that conveys thoughts and feelings about an experience Reading Fluency Writing Process: 5.1(A) read aloud grade-level stories with fluency TEKS 5.15(A)-5.15(E) Independent Reading Oral and Written Conventions: 5.9(A) read independently for a sustained period of time 5.21(A) use capitalization for: (i) abbreviations Unit: Theme & Genre 5.22(B) spell words with: (i) Greek roots (ii) Latin roots (iii) Greek suffixes (iv) Latin derived Fig. 19(D,F) suffixes 5.3(A) compare and contrast the themes or moral lessons of several works of fiction from Spanish: various cultures 5.3(B) describe phenomena explained in origin myths from various cultures 5.22(B) mark accents appropriately when conjugating verbs in simple and imperfect past, 5.3(C) explain the effect of a historical event or movement on the theme of a work of perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá) literature Sensory Language RRISD_ARRC_ELA_5th_At-a-Glance_10-11

Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text 5.2(D) identify and explain the meaning of common idioms, adages, and other sayings [Introduce & continue] 5.8(A) evaluate the impact of sensory details, imagery, and figurative language in literary text Vocabulary Development 5.2(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 5.2(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words 5.2(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words [Introduce & continue as needed.] 5th Grade Reading and Writing – 2nd 9 Weeks Reading Writing Unit 4—Expository and Procedural Text—4 Weeks Unit 4—Expository and Procedural Texts Daily: Writing Process Independent Reading TEKS 5.15(A)-5.15(E) 5.9(A) Expository and Procedural Texts Unit: Expository 5.18(A) create multi-paragraph essays to convey information about the topic that: (i) present Fig. 19(A-F) effective introductions and concluding paragraphs (ii) guide and inform the reader’s 5.11(A) summarize the main ideas and supporting details in a text in ways that maintain understanding of key ideas and evidence(iii) include specific facts, details, and examples in meaning and logical order an appropriately organized structure (iv) use a variety of sentence structures and transition 5.11(B) determine the facts in text and verify them through established methods to link paragraphs 5.11(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare- 5.18(B) write formal and informal letters that convey ideas, include important information, and-contrast, sequential order, logical order, classification schemes) influences the demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, relationships among the ideas closing) 5.11(D) use multiple text features and graphics to gain an overview of the contents of text 5.18(C) write responses to literary or expository texts and provide evidence from the text to and to locate information demonstrate understanding 5.11(E) synthesize and make logical connections between ideas within a text and across Oral and Written Conventions: two or three texts representing similar or different genres 5.20(A) use and understand the function of the following parts of speech in the context of Unit: Procedural Text reading, writing, and speaking: (vi) indefinite pronouns (e.g., all, both, nothing, anything) KSS 5.13 - understand how to glean and use information in procedural texts and (viii) transitional words (e.g., also, therefore; también, por lo tanto) documents 5.21(B) recognize and use punctuation marks including: (ii) proper punctuation and spacing 5.13(A) interpret details from procedural text to complete a task, solve a problem, or for quotations perform procedures 5.21(C) use proper mechanics including italics and underlining for titles and emphasis 5.13(B) interpret factual or quantitative information presented in maps, charts, 5.22(B) illustrations, graphs, timelines, tables, and diagrams Spanish: Vocabulary Development 5.22(B) 5.2(A, B) Unit 5—Drama—2 Weeks Unit 5—Open Choice —2 Weeks Daily: Open Choice: Students may write using any style they wish, about any topics they wish, Independent Reading including letters, stories, nonfiction writing, diary/journal entries, etc. 5.9(A) Writing Process RRISD_ARRC_ELA_5th_At-a-Glance_10-11

Unit: Drama TEKS 5.15(A)-5.15(E) Fig. 19(A,B,F) Oral and Written Conventions: 5.5(A) analyze the similarities and differences between an original text and its dramatic 5.20(A) use and understand the function of the following parts of speech in the context of adaptation reading, writing, and speaking (iv) adverbs (e.g., frequency: usually, sometimes; intensity: Vocabulary Development almost, a lot) (v) prepositions and prepositional phrases to convey location, time, direction, 5.2(A-B) or to provide details 5.21(B) recognize and use punctuation marks (i) commas in compound sentences (ii) proper punctuation and spacing for quotations 5.21(C) use proper mechanics, including italics and underlining for titles and emphasis 5.22(A) spell words with more advanced orthographic patterns and rules (iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation) 5.22(B) Spanish: 5.22(Ai-iv) 5.22(B) Unit 6—Literary Nonfiction and Research—3 Weeks Unit 6—Expository (Memoir) Daily: Unit: Expository Text (Memoir) Independent Reading 5.17(A) write a personal narrative that conveys thoughts and feelings about an experience 5.9(A) 5.18(A) create multi-paragraph essays to convey information about the topic that: (i) present Unit: Literary Nonfiction effective introductions and concluding paragraphs (ii) guide and inform the reader’s Fig. 19(A,F) understanding of key ideas and evidence (iii) include specific facts, details, and examples in 5.7(A) identify the literary language and devices used in biographies and autobiographies, an appropriately organized structure (iv) use a variety of sentence structures and transition including how authors present major events in a person’s life to link paragraphs Unit: Research 5.18(B) write formal and informal letters that convey ideas, include important information, Fig. 19(A,B,C) demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, 5.23(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended closing) questions to address the major research topic 5.18(C) write responses to literary or expository texts and provide evidence from the text to 5.23(B) generate a research plan for gathering relevant information about the major demonstrate understanding research question Writing Process 5.24(A) follow the research plan to collect data from a range of print and electronic TEKS 5.15(A)-5.15(E) resources (e.g., reference texts, periodicals, web pages, online sources) and data from Oral and Written Conventions: experts 5.20(A) use and understand the function of the following parts of speech in the context of 5.24(B) differentiate between primary and secondary sources reading, writing, and speaking: (vii) subordinating conjunctions (e.g., 5.24(C) record data utilizing available technology (e.g., word processors) in order to see while, because, although, if) 5.21(A) Use capitalization for: (iii) organizations the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, 5.22(B) timelines) into written notes 5.22(C) differentiate between commonly confused terms (e.g., its, it’s; affect, effect) 5.24(D) identify the source of notes(e.g., author, title, page number, ) and record Spanish: bibliographic information concerning those sources according to a standard format 5.22(B) 5.24(E) differentiate between paraphrasing and plagiarism and identify the importance of 5.22(C) spell words with:(i) Greek roots (e.g., tele-, foto-, grafo-, metro-) (ii) Latin roots (e.g., citing valid and reliable sources spec, scrib, rupt, port, dict);(iii) Greek suffixes (e.g., -ología, -fobia, -ismo, -ista) and (iv) Latin 5.25(A) refine the major research question, if necessary, guided by the answers to a derived suffixes (e.g., -able, -ible, -ancia) secondary set of questions RRISD_ARRC_ELA_5th_At-a-Glance_10-11

5.25(B) evaluate the relevance, validity, and reliability of sources for the research 5.26(A) compiles important information from multiple sources 5.26(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions 5.26(C) presents the findings in a consistent format 5.26(D) use quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g. bibliography, works cited.) Vocabulary Development 5.2(A-B) 5.2(C) produce analogies with known antonyms and synonyms 5th Grade Reading and Writing – 3rd 9 Weeks Reading Writing Unit 7—Culture & History, Theme & Genre, Research—3 Weeks Unit 7—Persuasive Texts Daily: Persuasive Texts Independent Reading 5.19(A) write persuasive essays for appropriate audiences that establish a position and 5.9(A) include sound reasoning, detailed and relevant evidence, and consideration of alternatives Unit: Theme & Genre Writing Process KSS 5.3 - analyze, make inferences, and draw conclusions about theme & genre in TEKS 5.15(A)-5.15(E) different cultural, historical, and contemporary contexts and provide evidence from text to Oral and Written Conventions: support understanding 5.20(A) use and understand the function of the following parts of speech in the context of Fig. 19(B) reading, writing, and speaking: (vii) subordinating conjunctions (e.g., while, because, 5.3(A) compare and contrast the themes or moral lessons of several works of fiction from although, if) (vi) indefinite pronouns (e.g., all, both, nothing, anything) (viii) transitional words various cultures (e.g., also, therefore) 5.3(B) describe the phenomena explained in origin myths from various cultures 5.21(A) Use capitalization for (iii) organizations 5.3(C) explain the effect of a historical event or movement on the theme of a work of 5.22(B) literature 5.22(C) differentiate between commonly confused terms (e.g., its, it’s; affect, effect) Unit: Culture & History Spanish: KSS 5.10 - analyze, make inferences, and draw conclusions about the author’s purpose 5.22(B) mark accents appropriately when conjugating verbs in simple and imperfect past, in cultural, historical, and contemporary contexts and provide evidence from text to perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá) support understanding 5.22(C) spell words with:(i) Greek roots (e.g., tele-, foto-, grafo-, metro-) (ii) Latin roots (e.g., 5.10(A) draw conclusions from the information presented by an author and evaluate how spec, scrib, rupt, port, dict)(iii) Greek suffixes (e.g., -ología, -fobia, -ismo, -ista) and (iv) Latin well the author’s purpose was achieved derived suffixes (e.g., -able, -ible, -ancia) Unit: Research 5.23(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic 5.23(B) generate a research plan for gathering relevant information about the major research question 5.24(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts 5.24(B) differentiate between primary and secondary sources 5.24(C) record data utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, RRISD_ARRC_ELA_5th_At-a-Glance_10-11

timelines) into written notes 5.24(D) identify the source of notes(e.g., author, title, page number, ) and record bibliographic information concerning those sources according to a standard format 5.24(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources 5.25(A) refine the major research question, if necessary, guided by the answers to a secondary set of questions 5.25(B) evaluate the relevance, validity, and reliability of sources for the research 5.26(A) compiles information from multiple sources 5.26(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions 5.26(C) presents the findings in a consistent format 5.26(D) use quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g. bibliography, works cited.) Vocabulary Development 5.2(A,B) Unit 8—Poetry and Sensory Language—3 Weeks Unit 8—Literary Texts—3 Weeks Daily: Unit: Literary Texts Independent Reading 5.16(A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of 5.9(A) view (ii) a specific, believable setting created through the use of sensory details (iii) dialogue Unit: Poetry that develops the story Fig. 19(A-B) 5.16(B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia) (ii) 5.4(A) analyze how poets use sound effects (e.g., alliteration, internal rhyme, figurative language (e.g., similes, metaphors) (iii) graphic elements (e.g., capital letters, line onomatopoeia, rhyme scheme) to reinforce meaning in poems length) Sensory Language 5.18(C) write responses to literary or expository texts and provide evidence from the text to 5.8(A) evaluate the impact of sensory details, imagery, and figurative language in literary demonstrate understanding text Writing Process Vocabulary Development TEKS 5.15(A)-5.15(E) 5.2(A) determine the meaning of grade-level academic English words Oral and Written Conventions: 5.2(B) use context (e.g., in-sentence restatement) to determine or clarify meaning 5.20(A) use and understand the function of the following parts of speech in the context of 5.2(C) produce analogies with known antonyms and synonyms reading, writing, and speaking: (i) verbs (irregular verbs and active voice) (iii) adjectives Listening/Speaking/Teamwork (e.g., descriptive, including origins: French windows, American cars) and their comparative 5.28(A) Students speak clearly and to the point, using conventions of language; give and superlative forms (e.g., good, better, best) organized presentations employing eye contact, speaking rate, volume, enunciation, and 5.21(A) use capitalization for: (i) abbreviations; (ii) initials and acronyms natural gestures, and conventions of language to communicate ideas effectively 5.22(A) spell words with more advanced orthographic patterns and rules: (i) consonant changes (e.g., /t/ to /sh/ in select, selection; /k/ to /sh/ in music, musician) (ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal) 5.22(B) Spanish: 5.22(A) spell words with more advanced orthographic patterns and rules, including: (i) words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción) (ii) words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol) (iii) words that have an orthographic accent on RRISD_ARRC_ELA_5th_At-a-Glance_10-11

the third-to-last syllable (palabras esdrújulas) (e.g., último, cómico, mecánico) and (iv) words that have a prosodic or orthographic accent on the fourth-to-last syllable (palabras sobresdrújulas) 5.22(B) Unit 9—Persuasive and Media Literacy—3 Weeks Unit 9—Persuasive Texts—3 Weeks Daily: Writing Process Independent Reading TEKS 5.15(A)-5.15(E) 5.9(A) Persuasive Texts Unit: Persuasive 5.19(A) write persuasive essays for appropriate audiences KSS 5.12 - analyze, make inferences and draw conclusions about persuasive text and Oral and Written Conventions: provide evidence from text to support their analysis 5.20(A) use and understand the function of the following parts of speech in the context of Fig. 19 (A,D) reading, writing, and speaking (ii) collective nouns (e.g., class, public) (viii) transitional words 5.12(A) identify the author’s viewpoint or position and explain the basic relationships (e.g., also, therefore; también, por lo tanto) among ideas (e.g., parallelism, comparison, causality) in the argument 5.22(B) spell words with: (i) Greek roots (ii) Latin roots (iii) Greek suffixes (iv) Latin derived 5.12(B) recognize exaggerated, contradictory, or misleading statements in text suffixes Unit: Media Literacy Spanish: KSS 5.14 - analyze how words, images, graphics, and sounds work together in various 5.22(B) mark accents appropriately when conjugating verbs in simple and imperfect past, forms to impact meaning perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá) Fig. 19(B,F) 5.14(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news) 5.14(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news) 5.14(C) identify the point of view of media presentations 5.14(D) analyze various digital media venues for levels of formality and informality Vocabulary Development 5.2(A, B, C) 5th Grade Reading and Writing – 3rd 9 Weeks Reading Writing Unit 10—Expository and Research—3 Weeks Unit 10—Expository and Procedural—3 Weeks Daily: Writing Process Independent Reading TEKS 5.15(A-E) 5.9(A) Unit: Expository and Procedural Texts Unit: Expository 5.18(A, B, C) Fig. 19(B,C,D,E) Oral and Written Conventions: 5.11(A) summarize the main ideas and supporting details in a text 5. 20(C) use complete simple and compound sentences with correct subject-verb agreement 5.11(B) determine the facts in text and verify them through established methods 5. 21(B) recognize and use punctuation marks including (ii) proper punctuation and spacing 5.11(C) analyze how the organizational pattern of a text influences the relationships for quotations among the ideas 5.20(A) use & understand the function of the following parts of speech (iii) adjectives (e.g., 5.11(D) use multiple text features and graphics to gain an overview of the contents of text descriptive, including origins: French windows, American cars) and their comparative & and to locate information superlative forms (e.g., good, better, best) (iv) adverbs (e.g., frequency: usually, sometimes; 5.11(E) synthesize and make logical connections between ideas within a text and across intensity: almost, a lot) (v) prepositions & prepositional phrases to convey location, time, two or three texts representing similar or different genres direction, or to provide details Unit: Research RRISD_ARRC_ELA_5th_At-a-Glance_10-11

5.23(A, B) 5.24(A, B, C, D, E) 5.25(A, B) 5.26(A, B, C, D) Vocabulary Development 5.2(A, B) Unit 11—Fiction and Poetry—3 Weeks Unit 11—Literary Texts—3 Weeks Daily: Writing Process Independent Reading TEKS 5.15(A )-5.15(E) 5.9(A) Unit: Literary Texts Unit: Fiction 5.16(A, B) Fig. 19(D,F) 5.18(C) 5.6(A) describe incidents that advance the story or novel, explaining how each incident Oral and Written Conventions: gives rise to or foreshadows future events 5.20(A) use & understand the function of the following parts of speech in the context of 5.6(B) explain the roles and functions of characters in various plots, including their reading, writing, & speaking (i) verbs (irregular verbs and active voice) (v) prepositions & relationships and conflicts prepositional phrases to convey location, time, direction, or to provide details (vii) 5.6(C) explain different forms of third-person points of view in stories subordinating conjunctions (e.g., while, because, although, if) Unit: Poetry 5.21(B) recognize & use punctuation marks including (i) commas in compound sentences (ii) 5.4(A) analyze how poets use sound effects (e.g., alliteration, internal rhyme, proper punctuation and spacing for quotations onomatopoeia, rhyme scheme) to reinforce meaning in poems 5.21(C) use proper mechanics including italics and underlining for titles and emphasis Vocabulary Development 5.20(A) use & understand the function of the following parts of speech in the context of 5.2(A,B) reading, writing, & speaking (vii) subordinating conjunctions (e.g., while, because, although, if) (viii)transitional words Spanish: 5.20(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) regular & irregular verbs (past, present, future, and perfect tenses in the indicative mode) 5.21(B) recognize and use punctuation marks including (ii) proper punctuation and spacing for quotations and em dash 5.21(C) use proper mechanics, including italics for titles of books