ELA Fifth Grade Pacing Guide 2013-2014

ELA Fifth Grade Pacing Guide 2013-2014 First-Six Weeks Second-Six Weeks Third-Six Weeks Fourth-Six Weeks Fifth-Six Weeks Six-Six Weeks (August 27- October 8) (October 9-November 21) (November 22-January 17) (January 22-March 6) (March 7-April 28) (April 29-June 11) Embedded Standards: RL.5.10, RI.5.10, W.5.10, SL.5.1, L.5.1, L.5.2, L.5.3

Page 1 ELA Fifth Grade Pacing Guide 2013-2014 Reading Foundational Reading Foundational Reading Foundational Reading Foundational Reading Foundational Reading Foundational RF.5.3 RF.5.4 a RF.5.3 RF.5.3 RF.5.3 RF.5.3 RF.5.3 RF.5.4 a, b RF.5.4 a, b, c RF.5.4 a, b, c RF.5.4 a, b, c

Reading Literature Reading Literature Reading Literature Reading Literature Reading Literature Reading Literature RL.5.1 RL.5.1 RL.5.1 RL.5.2 RL.5.3 RL.5.2 RL.5.2 RL.5.2 RL.5.3 RL.5.4 RL.5.4 RL.5.3 RL.5.4 RL.5.4 RL.5.4 RL.5.7 RL.5.6 RL5.4 RL.5.9 RL.5.5 RL.5.9 RL.5.9 Reading Informational Reading Informational Reading Informational Reading Informational Reading Informational Reading Informational RI.5.1 RI.5.1 RI.5.1 RI.5.2 RI.5.6 RI.5.1 RI.5.2 RI.5.2 RI.5.5 RI.5.6 RI.5.7 RI.5.7 RI.5.5 RI.5.3 RI.5.8 RI.5.7 RI.5.5 RI.5.8 RI.5.7 RI.5.4 RI.5.8 RI.5.9 RI.5.9 RI.5.9

Writing Writing Writing Writing W.5.3 W.5.1 W.5.2 Writing Writing W.5.3 W.5.5 W.5.5 W.5.4 W.5.1 W.5.2 W.5.6 W.5.6 W.5.9 W.5.7 W.5.4 W.5.4 W.5.8 W.5.8 W.5.9 W.5.7 W.5.6 W.5.9 Language Language Language Language L.5.4 L.5.4 L.5.4 Language Language L.5.4 L.5.5 L.5.5 L.5.6 L.5.5 L.5.4 L.5.5 L.5.6 L.5.6 L.5.6 Speaking & Listening Speaking & Listening Speaking & Listening Speaking & Listening SL.5.2 SL.5.2 SL.5.4 Speaking & Listening Speaking & Listening SL.5.2 SL.5.3 SL.5.4 SL.5.5 SL.5.4 SL.5.6 SL.5.4 SL.5.6 SL.5.5 SL.5.4 SL.5.6

Page 2 ELA Fifth Grade Pacing Guide 2013-2014

Page 3 ELA Fifth Grade Pacing Guide 2013-2014 Embedded Standards: These standards are embedded in each six-week period. 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 4–5 text complexity band independently and proficiently.

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 4–5 text complexity band independently and proficiently.

W.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.

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.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

L.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Page 4 ELA Fifth Grade Pacing Guide 2013-2014 b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).

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. b. Use a comma to separate an introductory element from the rest of the sentence.

L.5.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Compare and contras the varieties of English used in stories, dramas, or poems.

Common Core Standard-Reading Literature 1st 6 Weeks Priority Standards Supporting Standards RL.5.2-Determine a theme of a story, drama, or poem from details in the text, RL.5.1-Quote accurately from a text when explaining what the text says including how characters in a story or drama respond to challenges or how the explicitly and when drawing inferences from the text. speaker in a poem reflects upon a topic; summarize the text.

Page 5 ELA Fifth Grade Pacing Guide 2013-2014 RL.5.1-Fifth grade students are required to quote accurately from the text to support their answers. “Quote accurately” may include using their own words.

Concepts (What students need Skills (What students must be Essential Vocabulary Essential Questions to know) able to do) Inferences Quote accurately Evidence, Inference, -How will I use support from the texts to explain my Theme Explain the text Text, Genre, Character, answers? Drama Draw Inferences Traits, Summarize, -How will I use evidence from the texts to support my Characters Determine meaning of words Reflect, Metaphor, answers? Speaker Summarize the text Simile, Figurative -How will I use evidence from the texts to explain my Figurative Language Language inferences? Metaphors -How can I identify similes and metaphors in the texts? Similes -How can I identify other figurative language in texts? -What details support the theme of the texts? -What are the story elements of different genres? How are the two selections different and alike? Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 1 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Common Core 1st 6 Weeks Standard-Reading Informational Priority Standards Supporting Standards

Page 6 ELA Fifth Grade Pacing Guide 2013-2014 RI.5.1-Quote accurately from RI.5.3-Explaining the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, a text when explaining what scientific, or technical text based on specific information in the text. the text says explicitly and when drawing inferences from RI.5.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or the text. subject area.

RI.5.2-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.2-Students must identify two or more main ideas and find the most important details that strengthen these main ideas. They should also be able to summarize the text in their own words. RI.5.3-At this level, students describe the connections between two or more people, events, ideas, or concepts in a historical, scientific, or “how to” texts by using the text to support their findings. RI.5.4- Fifth grade students continue to find the meaning of general vocabulary words specific to fifth grade topics or subjects. Concepts (What students Skills (What students must be able to Essential Essential Questions need to know) do) Vocabulary Text Relationshi  Quote accurately Quotation -How can I analyze illustrations and texts to Inference ps  Explain interactions , predict topics of a passage? Main Ideas Interaction Inference, -How can I predict/confirm after reading titles  Draw inferences Supporting Details s Predict, what the selection is about? Individuals  Determine main ideas & meaning of Explicit, -Given two or more texts, how can I grade level vocabulary Evidence, paraphrase/summarize the main idea? Events  Summarize the text Main -Using graphic organizers, how can I analyze Ideas  Support information with key details Idea, information from texts? Concepts Summariz -How can I use context clues to define domain

Page 7 ELA Fifth Grade Pacing Guide 2013-2014 Text e, Details, specific vocabulary? (historical, Text scientific, Complexi technical) ty, Phrase Informatio n Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 1 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Common Core 1st 6 Weeks Standard-Writing Priority Standards Supporting Standards W.5.3-Write narratives to W.5.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, develop real or imagined revising, editing, rewriting, or trying a new approach. experiences or events using effective technique, W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; descriptive details, and summarize or paraphrase information in notes and finished work, and provide a list of sources. 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. b. Use narrative techniques, such as dialogue, description,

Page 8 ELA Fifth Grade Pacing Guide 2013-2014 and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Page 9 ELA Fifth Grade Pacing Guide 2013-2014 Unpacking: W.5.3-Fifth grade students write real and imaginative stories. Students are expected to use description to show characters‟ thoughts and feelings as well as the details of characters‟ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. W.5.5-With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). W.5.6-Students in fifth grade are developing strategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting). W.5.8-Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. A list of sources they used should be included. At this level, students take notes, organize their information into categories, and list their sources.

Concepts (What students Skills (What students must be able to Essential Essential Questions need to know) do) Vocabulary Narratives P  Write narratives dialogue, -How can I use descriptive detail to write a real Experiences r  Develop editing & revising skills technique, or imaginative narrative? Events i sensory -How can I use a rubric and conference with a  Use technology Technique n detail, peer to edit my writing? Details t  Publish writing concrete -How can I use multi-media to publish writing? Sequences &  Collaborate with peers detail, -How will I summarize and paraphrase Plan  Recall information transitional information from various sources to create a Edit D  Gather information word/phras document? Revise i e/clause, g collaborati i ve t discussion,

Page 10 ELA Fifth Grade Pacing Guide 2013-2014 a research, l word S process, o publish, u summarize r , c paraphrase, e cite s Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 1 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Reading Street Writing to Sources WriteToLearn

Page 11 ELA Fifth Grade Pacing Guide 2013-2014 Common Core 1st 6 Weeks Standard-Language Supporting Standards 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, b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 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.

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. b. 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. Unpacking: L.5.4- Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. L.5.5-Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus). Concepts (What students Skills (What students must be Essential Vocabulary Essential Questions need to know) able to do)

Page 12 ELA Fifth Grade Pacing Guide 2013-2014 Nuances/word meanings  Determin context clues -How can I determine/clarify unknown and idioms, adages, proverbs e/clarify thesaurus multiple meaning words? Multiple‐Meaning synonyms, antonyms, unknown glossary -How can I demonstrate knowledge of new homographs words or content based vocabulary? phrases -How can I define and use Greek and Latin Words/Phrases  Recogniz affixes and roots? Range of Strategies e & Figurative language Explain similes, metaphors, common word relationsh ips

Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 1 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth Common Core 1st 6 Weeks Standard-Speaking & Listening Priority Standards Supporting Standards SL.5.2-Summarize a SL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Page 13 ELA Fifth Grade Pacing Guide 2013-2014

Unpacking: SL.5.2-Fifth grade students will summarize a written text read aloud or information presented in multiple formats.

SL.5.3-At this level, students are now expected to be able to identify the reasons and evidence a speaker provides to support claims. This can be done through listening, questioning, and gathering information for deeper understanding of a topic.

Concepts (What students Skills (What students must Essential Vocabulary Essential Questions need to know) be able to do) Claim  Summarize summarize -How can I summarize texts presented in a variety of Reasons information speaker formats? Evidence  Explain claims with explain Diverse Media Formats evidence support -How can I summarize the points a speaker makes and support the summary with evidence?

Common Core Standard- 1st 6 Weeks Reading Foundational

Page 14 ELA Fifth Grade Pacing Guide 2013-2014 Priority Standards RF.5.3-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.

Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words.

Use questions and prompts such as:  Does that sound right?  Does that look right?  Does that make sense?  Look at the word, does it look like …?  You said …does it look like …? Concepts (What students need to Skills (What students must Essential Essential Questions know) be able to do) Vocabulary Letter-sound Correspondences  Know and apply evaluate -How can I evaluate and understand word parts? Syllabication Patterns phonics and word prefix Morphology analysis skills suffix root words syllabication

Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 1 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

Page 15 ELA Fifth Grade Pacing Guide 2013-2014

Common Core 2nd 6 Weeks Standard-Reading Literature Priority Standards Supporting Standards RL.5.2-Determine a theme of RL.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. a story, drama, or poem from details in the text, including RL.5.9-Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar how characters in a story or themes and topics. drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Page 16 ELA Fifth Grade Pacing Guide 2013-2014 Concepts (What students Skills (What students must be able Essential Essential Questions need to know) to do) Vocabulary Text F  Quote text accurately E -How will I use support from the texts to explain my Inferences M  Explain texts vi answers? Theme S de -How will I use evidence from the texts to support my  Draw inferences Story G nc answers? Drama  Determine meaning of words or phrases e, -How will I use evidence from the texts to explain my Poem  Summarize the text In inferences? Characters  Compare & contrast stories fe -How can I identify similes and metaphors in the texts? Speaker re -How can I identify other figurative language in texts? Topic nc -What details support the theme of the texts? Text e, -What are the story elements of different genres? T -How are the two selections different and alike? ex t, G en re , C ha ra ct er , Tr ai ts, S

Page 17 ELA Fifth Grade Pacing Guide 2013-2014 u m m ar iz e, R ef le ct , M et ap h or , Si m il e, Fi g ur at iv e L an g

Page 18 ELA Fifth Grade Pacing Guide 2013-2014 ua ge Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 2 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Common Core 2nd 6 Weeks Standard-Reading Informational Priority Standards Supporting Standards RI.5.1-Quote accurately from RI.5.5- Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, a text when explaining what concepts, or information in two or more texts. the text says explicitly and when drawing inferences from the text. 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).

Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.8-Students continue to give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence

Page 19 ELA Fifth Grade Pacing Guide 2013-2014 from the text. RI.5.5-Students must explain how the events, ideas, or concepts fit into the overall structure of a text by finding the similarities and differences in two or more texts. Concepts (What students Skills (What students must be able to do) Essential Essential Questions need to know) Vocabula ry Text Eviden  Quote accurately Quotation, -How can I use evidence from texts to Inference ce  Explain the use of evidence to support points Inference, analyze author’s point of view? Reason Predict, -How can I compare and contrast the  Draw inferences Text Explicit, structure of the selection? (histori  Compare & Contrast the structure of texts Evidence, -How do I quote accurately from a text when cal, Main Idea, drawing an inference? scientif Summarize, ic, Details, Text technic Complexity, al) Phrase Inform ation Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 2 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Page 20 ELA Fifth Grade Pacing Guide 2013-2014 Common Core 2nd 6 Weeks Standard-Writing Priority Standards Supporting Standards W.5.1-Write opinion pieces W.5.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, on topics or texts, supporting rewriting, or trying a new approach. a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading

Page 21 ELA Fifth Grade Pacing Guide 2013-2014 standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). Unpacking: W.5.1-Fifth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. In doing so, students need to understand how their reasoning supports their opinion, search and find facts to support their viewpoint, and share this thinking. Students build their argument by linking ideas together in a logical manner. At this level, students use a variety of sentence structures and more complex sentences. They are developing the use of more complex sentences with clauses (consequently, specifically). W.5.5-With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). W.5.9 -Fifth grade students use strategies for reading literary and information text as they investigate topics:  When reading literary text: fifth grade students are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings or events.  When reading informational text: students at this level give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. Students will combine information from several texts about the same subject in a written or oral

Page 22 ELA Fifth Grade Pacing Guide 2013-2014 response that demonstrates knowledge of the subject.

Concepts (What students Skills (What students must Essential Vocabulary Essential Questions need to know) be able to do) Opinion pieces Evidence  Wri collaborative discussion -How can I use a rubric and conference with a Topics Analysis te point of view peer to edit my writing? Texts Reflection opi topic -How do I write opinion pieces with adequate Point of View Research nio analyze support? Editing Planning n reflect -How can I analyze selections using a common Rewriting Revising pie research theme? ces  Dra w evi den ce to sup por t wri ting  De vel op & stre ngt

Page 23 ELA Fifth Grade Pacing Guide 2013-2014 hen wri ting Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 2 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth Reading Street Writing to Sources WriteToLearn

Common Core 2nd 6 Weeks Standard-Language Supporting Standards 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,

Page 24 ELA Fifth Grade Pacing Guide 2013-2014 b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 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.

Text Resources Suggested Thinking Maps Additional Resources/Websites

Page 25 ELA Fifth Grade Pacing Guide 2013-2014 Reading Street Unit 1 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth Common Core 2nd 6 Weeks Standard-Speaking & Listening Priority Standards SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Unpacking: SL.5.2-Fifth grade students will summarize a written text read aloud or information presented in multiple formats. SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. The aforementioned items should be done orally and in coherent, spoken sentences. Fifth graders will do so at an appropriate pace. Having the opportunity to present a personal opinion is important in the fifth grade. Concepts (What students Skills (What students must Essential Vocabulary Essential Questions need to know) be able to do) Diverse Media Formats  Summarize summarize -How can I summarize texts presented in a variety of Details, Facts information or text report formats? Main Idea  Report on a topic sequencing Themes fact -How can I gather information to formulate an opinion  Present information in opinion a diverse manner relevant  Speak Clearly descriptive detail support main idea

Page 26 ELA Fifth Grade Pacing Guide 2013-2014 Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 2 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth Paideia

Common Core 2nd 6 Weeks Standard-Reading Foundational Supporting Standards RF.5.3-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.

RF.5.4-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words. Use questions and prompts such as:  Does that sound right?  Does that look right?  Does that make sense?  Look at the word, does it look like …?  You said …does it look like …?

Page 27 ELA Fifth Grade Pacing Guide 2013-2014 RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding.

Concepts (What students Skills (What students must Essential Vocabulary Essential Questions need to know) be able to do) Letter-sound Correspondences  Know and apply evaluate -How can I evaluate and understand word parts? Syllabication Patterns phonics and word prefix Morphology analysis skills to suffix decode words root words  Read (accurately, syllabication fluently) Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 2 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth

Common Core 3rd 6 Weeks Standard-Reading Literature Priority Standards Supporting Standards RL.5.3- Compare and contrast RL.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. two or more characters, settings, or events in a story or RL.5.5-Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, drawing on specific drama, or poem. details in the text (e.g., how

Page 28 ELA Fifth Grade Pacing Guide 2013-2014 characters interact).

RL.5.4-Determine the meaning for words and phrases as they are used in a text, including figurative languages such as metaphors and similes. Unpacking: RL.5.1-Fifth grade students are required to quote accurately from the text to support their answers. “Quote accurately” may include using their own words. RL.5.3-They are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events. RL.5.4-Students will continue to tell the meaning of words and phrases in a text and focus on figurative language. RL.5.5-Students should tell how chapters, scenes, or stanzas in a series fit into the overall structure of a story, drama, or poem.

Concepts (What students Skills (What students must Essential Vocabulary Essential Questions need to know) be able to do) Text Figurative Language  Evidence, Inference, Text, -How will I use support from the texts to explain my Inferences Metaphors Q Genre, Character, Traits, answers, support my answers, & explain my inferences? Setting Similes Summarize, Reflect, -How can I identify similes and metaphors in the texts? Events  Metaphor, Simile, Figurative -How can I identify figurative language in texts? Characters E Language -How are the two selections different and alike? Chapters -How are characters traits, setting, or events different and Scenes  alike? Stanzas D

 D

Page 29 ELA Fifth Grade Pacing Guide 2013-2014  C

Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 3 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth Paideia

Common Core 3rd 6 Weeks Standard-Reading Informational Priority Standards Supporting Standards RI.5.2-Determine two or RI.5.6- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view more main ideas of a text and they represent. explain how they are supported by key details; RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and summarize the text. evidence support which point(s).

RI.5.7-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.

Page 30 ELA Fifth Grade Pacing Guide 2013-2014 Unpacking: RI.5.2- Students must identify two or more main ideas and find the most important details that strengthen these main ideas. They should also be able to summarize the text in their own words. RI.5.6-Students are required to discuss the similarities and differences unique to the various perspectives presented in the text. They will give descriptions about how the information is presented for each perspective. RI.5.7- Students at this level can use media efficiently to answer questions and to solve problems. RI.5.8-Students continue to give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. Concepts (What students Skills (What students must be able to do) Ess Essential Questions need to know) enti al Voc abu lary Main Ideas Text  Explain the use of evidence by an Main Idea, -How can I compile information from the Supporting Details (historical, author Summarize, different texts to create a presentation? Evidence scientific,  Determine main ideas of texts Details, -How can I use evidence from texts to Event/Topic technical) analyze the author’s point of view?  Summarize the text Digital Sources Information -How can I identify and explain main idea  Support points in a text with evidence and details in a text?  Draw on information to solve problems -How can I analyze point of view of selections? Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 3 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Page 31 ELA Fifth Grade Pacing Guide 2013-2014 Common Core 3rd 6 Weeks Standard-Writing Priority Standards Supporting Standards W.5.2-Write W.5.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and informative/explanatory texts audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Page 32 ELA Fifth Grade Pacing Guide 2013-2014 e. Provide a concluding statement or section related to the information or explanation presented.

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence

Page 33 ELA Fifth Grade Pacing Guide 2013-2014 support which point[s]”).

Unpacking: W.5.2-Fifth grade students write informative/explanatory pieces as well. They must be able to find and group information together in a logical way. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of written presentation).

W.5.4-Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic. W.5.7-Fifth grade students are required to research a topic through investigation of the topic. Investigation includes exploring a topic in greater detail by developing a research question that helps bring focus to the topic. W.5.9-Fifth grade students use strategies for reading literary and information text as they investigate topics:  When reading literary text: fifth grade students are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings or events.  When reading informational text: students at this level give explanations about how an author uses proof to

Concepts (What students Skills (What students must be able to Essential Essential Questions need to know) do) Vocabulary Informative/Explanatory  Write informative texts narrative -How does a writer examine a topic fully? Texts  Convey information elements -How does a writer best convey ideas and information clearly? Topics analyze -How does a writer draw evidence from literary or  Conduct research projects Research Projects reflect informational texts to support analysis, reflection, and Purpose  Draw evidence research research? Audience  Produce products and written tasks investigate -How will I use various resources to research a topic? concrete details facts explanatory text

Page 34 ELA Fifth Grade Pacing Guide 2013-2014 Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 3 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Reading Street Writing to Sources WriteToLearn

Page 35 ELA Fifth Grade Pacing Guide 2013-2014 Common Core 3rd 6 Weeks Standard-Language Supporting Standards 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. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 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.

Page 36 ELA Fifth Grade Pacing Guide 2013-2014 Meaning  Determine & clarify the meaning of unknown doma - How do I uncover the meaning of a word or phrase? words and phrases in -How can I apply Greek and Latin affixes and roots as clues to  Use grade appropriate vocabulary words and specif determine a word’s meaning? Multiple‐Meaning phrases ic vocab ulary Words/Phrases Range of Strategies Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 3 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

Common Core 3rd 6 Weeks Standard-Speaking & Listening Priority Standards SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Unpacking: SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.5-Students in the fifth grade will combine audio recordings and visual displays when appropriate to enhance the development of main ideas or themes.

Page 37 ELA Fifth Grade Pacing Guide 2013-2014 SL.5.6-Students in the fifth grade should be exposed to a numerous variety of speaking tasks so they may be able to distinguish between formal and informal discourse.

Concepts (What students Skills (What students must be able Essential Essential Questions need to know) to do) Vocabulary Diverse Media Formats  Report on a topic summarize -How do I report on topics appropriately? Details, Facts  Present information report Main Idea sequencing -How can I gather information to formulate an opinion?  Include visuals and multimedia Themes fact in presentations opinion  Speak clearly -How do I include multimedia components and visual displays relevant in presentations?  Present an opinion in a logical descriptive detail manner support main idea Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 3 Tree Map, Circle Map, Brace Map Paideia Pearson Leveled Readers NCDPI Wiki Space Reading Street Sleuth NRMS Wiki Space

Common Core 3rd 6 Weeks Standard-Reading Foundational Supporting RF.5.3-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.

Page 38 ELA Fifth Grade Pacing Guide 2013-2014 RF.5.4 a, b-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words. Use questions and prompts such as:  Does that sound right?  Does that look right?  Does that make sense?  Look at the word, does it look like …?  You said …does it look like …?

RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding. Concepts (What students Skills (What students must be able Essential Essential Questions need to know) to do) Vocabulary Letter-sound Correspondences  Apply & decode grade level evaluate -How can I evaluate and understand word parts? Syllabication Patterns phonics and word analysis prefix Morphology skills. suffix  Read (accurately, fluently) root words syllabication Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 3 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

Common Core 4th 6 Weeks

Page 39 ELA Fifth Grade Pacing Guide 2013-2014 Standard-Reading Literature Priority Standards Supporting Standards RL.5.2- Determine a theme of RL.5.7-Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, a story, drama, or poem from multimedia presentation of fiction, folktale, myth, poem). details in the text, including how characters in a story or RL.5.9-Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar drama respond to challenges themes and topics. or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.4-Determine the meaning for words and phrases as they are used in a text, including figurative languages such as metaphors and similes. Unpacking: RL.5.2-Determining a theme continues to be a focus and students should be giving more thought to characters‟ actions in a text. RL.5.4- Students will continue to tell the meaning of words and phrases in a text and focus on figurative language. RL.5.7-Fifth grade students must examine what is heard and/or viewed to gain an appreciation and understanding of the text. RL.5.9-Students will find similarities and differences in themes and topics when reading stories of the same genre. Concepts (What students Skills (What students must be Essential Essential Questions need to know) able to do) Vocabulary Theme Figur  Determine theme of a text E -How is the theme of a story, drama, or poem determined? Story ative  Summarize the text vi -How do characters respond to challenges in stories and Drama Langu de dramas?

Page 40 ELA Fifth Grade Pacing Guide 2013-2014 Poem age  Analyze the use of multimedia to aid nc -How is a text summarized? Characters Metap comprehension e, -How can I determine the meaning of words and phrases Speaker hors  Compare & contrast stories with similar In in a text? Topic Simil themes and topics fe -How does visual and multimedia elements contribute to Text es re the meaning, tone, or beauty of a text? Tone nc e, T ex t, G en re , C ha ra ct er , Tr ai ts, S u m m ar iz e,

Page 41 ELA Fifth Grade Pacing Guide 2013-2014 R ef le ct , M et ap h or , Si m il e, Fi g ur at iv e L an g ua ge Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 4 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space

Page 42 ELA Fifth Grade Pacing Guide 2013-2014 Reading Street Sleuth Paideia

Common Core Standard-Reading Informational 4th 6 Weeks Priority Standards Supporting Standards RI.5.5-Compare and contrast the overall structure (e.g., chronology, comparison, RI.5.6- Analyze multiple accounts of the same event or topic, noting cause/effect, problem/solution) of events, ideas, concepts, or information in two or important similarities and differences in the point of view they represent. more texts.

RI.5.7-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.

RI.5.9-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Unpacking: RI.5.5- Students are required to discuss the similarities and differences unique to the various perspectives presented in the text. RI.5.6-Students are required to discuss the similarities and differences unique to the various perspectives presented in the text. They will give descriptions about how the information is presented for each perspective. RI.5.7- Students at this level can use media efficiently to answer questions and to solve problems. RI.5.9- Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. Concepts (What students need to Skills (What students must be able to do) Essential Essential Questions know) Vocabulary Event/Topic Text (historical,  Compare & contrast text structure chronology -How do I use multiple sources to answer Digital Sources scientific,  Analyze multiple accounts of the comparison questions or solve problems?

Page 43 ELA Fifth Grade Pacing Guide 2013-2014 technical) same topic cause/effect -How do I integrate information from a Information  Integrate information from several problem/solution variety of texts to present on a subject? texts How do I compare and contrast texts?  Draw information from various sources to solve a problem Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 4 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

Common Core Standard-Writing 4th 6 Weeks Priority Standards Supporting Standards W.5.1-Write opinion pieces on topics or texts, supporting a point of view with W.5.4-Produce clear and coherent writing in which the development and reasons and information. organization are appropriate to task, purpose, and audience. (Grade-specific a. Introduce a topic or text clearly, state an opinion, and create an organizational expectations for writing types are defined in standards 1–3 above.) structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Page 44 ELA Fifth Grade Pacing Guide 2013-2014 specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Unpacking: W.5.1-Fifth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. W.5.4-Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic. W.5.7-Fifth grade students are required to research a topic through investigation of the topic. Investigation includes exploring a topic in greater detail by developing a research question that helps bring focus to the topic. W.5.9-Fifth grade students use strategies for reading literary and information text as they investigate topics:  When reading literary text: fifth grade students are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings or events.  When reading informational text: students at this level give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject.

Concepts (What students Skills (What students must be Essential Essential Questions need to know) able to do) Vocabulary Opinion Pieces  Write opinion pieces investigation -How do I produce clear and concise writing? Point of View  Conduct short research evidence -How can investigating a topic build knowledge to create Research Projects projects purpose research projects? audience -What evidence can you give to support this opinion?  Draw evidence to support -What reasons support this point of view? tasks  Produce products

Page 45 ELA Fifth Grade Pacing Guide 2013-2014 Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 4 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Reading Street Writing to NRMS Wiki Space Sources Pearson Leveled Readers Reading Street Sleuth WriteToLearn

Page 46 ELA Fifth Grade Pacing Guide 2013-2014 Common Core Standard-Language 4th 6 Weeks Supporting Standards 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. b. 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.

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). Unpacking: L.5.5-Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus). L.5.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” Concepts (What students need to Skills (What students must Essential Essential Questions know) be able to do) Vocabulary Figurative Language  Demonstrate Figurative Language - How do I use context as a clue to uncover the meaning of Idioms understanding of Idioms a word or phrase? Adages figurative language and Adages -If I can’t clarify a word’s meaning, how can I utilize Proverbs nuances Proverbs reference materials to help me? Similes  Acquire & use grade Metaphors appropriate vocabulary Text Resources Suggested Thinking Maps Additional Resources/Websites

Page 47 ELA Fifth Grade Pacing Guide 2013-2014 Reading Street Unit 4 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

Common Core Standard-Speaking & Listening 4th 6 Weeks Priority Standards SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Unpacking: SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.5-Students in the fifth grade will combine audio recordings and visual displays when appropriate to enhance the development of main ideas or themes. Concepts (What students need Skills (What students must be Essential Essential Questions to know) able to do) Vocabulary Diverse Media Formats  Report on a topic report -How do I report on topics appropriately? Details, Facts  Present information fact Main Idea opinion -How can I gather information to formulate an opinion?  Sequence ideas logically Themes relevant  Speak Clearly descriptive detail -How do I include multimedia components and visual support displays in presentations? main idea Text Resources Suggested Thinking Maps Additional Resources/Websites

Page 48 ELA Fifth Grade Pacing Guide 2013-2014 Reading Street Unit 4 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Common Core Standard-Reading Foundational 4th 6 Weeks Supporting Standards RF.5.3-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.

RF.5.4 a, b-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words. Use questions and prompts such as:  Does that sound right?, Does that look right?, Does that make sense? , Look at the word, does it look like …?  You said …does it look like …? RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding. Concepts (What students need Skills (What students must be Essential Essential Questions to know) able to do) Vocabulary

Page 49 ELA Fifth Grade Pacing Guide 2013-2014 Letter-sound Correspondences  Know & apply grade evaluate -How can I evaluate and understand word parts? Syllabication Patterns level phonics and word prefix Morphology analysis skills suffix  Read (accurately, root words fluently) syllabication Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 4 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

Common Core 5th 6 Weeks Standard-Reading Literature Priority Standards Supporting Standards RL.5.3-Compare and contrast RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described. two or more characters, settings, or events in a story or RL.5.9-Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar drama, drawing on specific themes and topics. details in the text (e.g., how characters interact).

RL.5.4-Determine the meaning for words and phrases as they are used in a text, including figurative languages such as metaphors

Page 50 ELA Fifth Grade Pacing Guide 2013-2014 and similes. Unpacking: RL.5.3-They are required to refer to specific details in the text when finding the similarities and differences between two or more characters, settings, or events. RL.5.4-Students will continue to tell the meaning of words and phrases in a text and focus on figurative language. RL.5.6-The students must continue identifying the narrator’s point of view and also explain how it impacts the events in the text. RL.5.9-Students will find similarities and differences in themes and topics when reading stories of the same genre. Concepts (What students Skills (What students must Essential Vocabulary Essential Questions need to know) be able to do) Characters Figurative Language  C narrator, Metaphor, -How are the characters traits, setting or events Settings Metaphors o Simile, Figurative different and alike? Genre Similes m Language, point of view -How can I identify similes and metaphors in the texts? pa -How can I identify other figurative language in texts? re -How does narrator/speaker point of view influence & how events are described? co nt ra st ch ar ac te rs, se tti ng s, or ev

Page 51 ELA Fifth Grade Pacing Guide 2013-2014 en ts  D es cr ib e th e sp ea ke r’ s po in t of vi e w in fl ue nc es ev en ts de

Page 52 ELA Fifth Grade Pacing Guide 2013-2014 sc ri be d  D et er m in e th e m ea ni ng of w or ds an d ph ra se s Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 5 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space

Page 53 ELA Fifth Grade Pacing Guide 2013-2014 Reading Street Sleuth Paideia

Common Core 5th 6 Weeks Standard-Reading Informational Priority Standards Supporting Standards RI.5.1-Quote accurately from RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and a text when explaining what evidence support which point(s). the text says explicitly and when drawing inferences from the text.

RI.5.7-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.

RI.5.9-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Page 54 ELA Fifth Grade Pacing Guide 2013-2014 Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.7-Students at this level can use media efficiently to answer questions and to solve problems. RI.5.8-Students continue to give explanations about how an author uses proof to support a point in the text. In addition, they must prove each point with evidence from the text. RI.5.9-Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. Concepts (What students Skills (What students must be able to do) Essent Essential Questions need to know) ial Vocab ulary Text Di  Quote accurately from a text Quotation, -Given digital sources or print, how can I Inference git  Explain how an author uses evidence to support Inference, locate information to solve a problem? Evidence al points Predict, Explicit, -Using a variety of information, how can I So Evidence, Main integrate the information to write or speak  Draw on information to solve problems urc Idea, Summarize, about the subject knowledgeably? es  Locate an answer quickly Details, Text -How will I use support from the texts to Te  Integrate information from several texts to utilize Complexity, explain my answers? xt to discuss a topic Phrase -How will I use evidence from the texts to (hi support my answers? sto -How will I use evidence from the texts to ric explain my inferences? al, sci ent ific , tec hni

Page 55 ELA Fifth Grade Pacing Guide 2013-2014 cal ) Inf or ma tio n Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 5 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Page 56 ELA Fifth Grade Pacing Guide 2013-2014 Common Core Standard-Writing 5th 6 Weeks Priority Standards Supporting Standards W.5.2-Write informative/explanatory texts to examine a topic and convey ideas and W.5.4-Produce clear and coherent writing in which the development and information clearly. organization are appropriate to task, purpose, and audience. (Grade- a. Introduce a topic clearly, provide a general observation and focus, and group related specific expectations for writing types are defined in standards 1–3 information logically; include formatting (e.g., headings), illustrations, and multimedia above.) when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Unpacking: W.5.2-Students need to engage in behaviors (turn and talk, small group discussion, and numerous writing and speaking activities) that lead to the expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA. W.5.4-Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer‟s designated reason for writing) should be reflected in the student‟s organization and development of a topic. W.5.6-Students in fifth grade are developing strategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting).

Page 57 ELA Fifth Grade Pacing Guide 2013-2014

Concepts (What students need Skills (What students must be able to Essential Vocabulary Essential Questions to know) do) Informative/Explanatory Text  Write informative texts research -How can I use multimedia to publish writing? Print & Digital Tools  Convey information word process publish  Produce clear and concise writing purpose  Publish writing audience Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 5 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Reading Street Writing to Sources WriteToLearn

Page 58 ELA Fifth Grade Pacing Guide 2013-2014

Common Core 5th 6 Weeks Standard-Language Supporting Standards 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. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 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.

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). Unpacking: L.5.4-The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. L.5.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” Concepts (What students Skills (What students Essential Vocabulary Essential Questions need to know) must be able to do)

Page 59 ELA Fifth Grade Pacing Guide 2013-2014 Greek & Latin affixes and  Determine/clarify multiple-meaning words -How can I use context clues to roots the meaning of cause/effect determine/clarify unknown and multiple Multiple‐Meaning unknown and comparison meaning words? multiple meaning Grade level vocabulary -How can I use reference material to words or phrases across disciplines determine pronunciation and meaning? Words/Phrases  Acquire & use -How can I demonstrate knowledge of Range of Strategies grade appropriate new content based vocabulary? vocabulary -How can I define and use Greek and Latin affixes and roots?

Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 5 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth

Page 60 ELA Fifth Grade Pacing Guide 2013-2014

Common Core Standard-Speaking & Listening 5th 6 Weeks Priority Standards Supporting Standards SL.5.6-Report on a topic or text or present an opinion, sequencing ideas SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. main ideas or themes; speak clearly at an understandable pace.

Unpacking: SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.6-Students in the fifth grade should be exposed to a numerous variety of speaking tasks so they may be able to distinguish between formal and informal discourse. Concepts (What Skills (What students must be able to Essential Essential Questions students need to know) do) Vocabulary Details, Facts  Report on a topic summarize -How do I report on topics appropriately? Main Idea  Present an opinion report Themes  Speak clearly sequencing -How can I gather information to formulate an  Use appropriate facts and details fact opinion? to support ideas opinion relevant descriptive detail support main idea Text Resources Suggested Thinking Maps Additional Resources/Websites

Page 61 ELA Fifth Grade Pacing Guide 2013-2014 Reading Street Unit 5 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Common Core Standard-Reading Foundational 5th 6 Weeks Supporting Standards RF.5.3-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.

RF.5.4 a, b-Read with sufficient accuracy and fluency to support comprehension. d. Read grade-level text with purpose and understanding. e. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. f. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words. Use questions and prompts such as:  Does that sound right? , Does that look right?, Does that make sense? , Look at the word, does it look like …?  You said …does it look like …? RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding. Concepts (What students need to know) Skills (What students Essential Essential Questions must be able to do) Vocabulary Letter-sound Correspondences •Apply & decode grade evaluate -How can I evaluate and understand word parts? Syllabication Patterns level phonics and word prefix

Page 62 ELA Fifth Grade Pacing Guide 2013-2014 Morphology analysis skills. suffix •Read (accurately, root words fluently) syllabication Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 5 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

Common Core 6th 6 Weeks Standard-Reading Literature Priority Standards 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.

RL.5.3-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).

Page 63 ELA Fifth Grade Pacing Guide 2013-2014 Characters Figurat  Determine the theme of a text Meta -How are the characters traits, setting or events Settings ive  Summarize the text phor, different and alike? Theme Langu Simil -How can I identify similes and metaphors in the texts?  Compare & contrast the characters, setting, Details age e, or events of a text -How can I identify other figurative language in texts? Metap Figur -How does narrator/speaker point of view influence Determine the meaning of words and phrases hors  ative how events are described? Simile used in texts Lang -How do I determine the theme of texts read? s uage, settin g, Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 6 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Page 64 ELA Fifth Grade Pacing Guide 2013-2014 Common Core Standard- 6th 6 Weeks Reading Informational Priority Standards RI.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.

RI.5.5-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.

RI.5.7-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.

RI.5.9-Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Unpacking: RI.5.1-Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions. RI.5.2-Students must identify two or more main ideas and find the most important details that strengthen these main ideas. RI.5.5-Students must explain how the events, ideas, or concepts fit into the overall structure of a text by finding the similarities and differences in two or more texts. RI.5.7-Students at this level can use media efficiently to answer questions and to solve problems. RI.5.9-Students will combine information from several texts about the same subject in a written or oral response that demonstrates knowledge of the subject. Concepts (What students need to Skills (What students must be able to Essential Vocabulary Essential Questions know) do) Main Ideas  Quote accurately from a text Quotation, Inference, Predict, -Given digital sources or print, how can I Details  Explain what the text says Explicit, Evidence, Main locate information to solve a problem? Structure of Text Idea, Summarize, Details, -Using a variety of information, how can I  Draw inferences from the text Digital Sources Text Complexity, Phrase integrate the information to write or speak  Determine main ideas of text about the subject knowledgeably?

Page 65 ELA Fifth Grade Pacing Guide 2013-2014  Summarize -How will I use support from the texts to  Locate answer to questions explain my answers?  Integrate information from texts on -How will I use evidence from the texts to the same topic to utilize support my answers? -How will I use evidence from the texts to explain my inferences?

Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 6 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Reading Street Writing to Sources WriteToLearn

Page 66 ELA Fifth Grade Pacing Guide 2013-2014

Common Core 6th 6 Weeks Standard-Writing Priority Standards Supporting Standards W.5.3-Write narratives to W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or develop real or imagined paraphrase information in notes and finished work, and provide a list of sources. 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. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and

Page 67 ELA Fifth Grade Pacing Guide 2013-2014 events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

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. Unpacking: W.5.3-Fifth grade students write real and imaginative stories. Students are expected to use description to show characters‟ thoughts and feelings as well as the details of characters‟ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. W.5.6-Students in fifth grade are developing strategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting). W.5.8-Students learn how to locate information from print and digital sources as well as integrate information from their own experiences. A list of sources they used should be included. At this level, students take notes, organize their information into categories, and list their sources. Concepts (What students Skills (What students must Essential Vocabulary Essential Questions need to know) be able to do) Narratives Print & Digital Sources  Wri dialogue, technique, sensory -How can I use descriptive detail to write a real Experiences te detail, concrete detail, or imaginative narrative? Events nar transitional -How can I use multi-media to publish writing?

Page 68 ELA Fifth Grade Pacing Guide 2013-2014 Technique rati word/phrase/clause, -How will I summarize and paraphrase Details ves collaborative discussion, information from various sources to create a Sequences  Pro research, word process, document? duc publish, summarize, e & paraphrase, cite pub lish wri ting  Use tec hno log y  Pub lish  Rec all rele van t inf or mat ion  Su mm ariz e

Page 69 ELA Fifth Grade Pacing Guide 2013-2014 inf or mat ion

Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 6 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth Reading Street Writing to Sources WriteToLearn

Common Core 6th 6 Weeks Standard-Language Supporting Standards

Page 70 ELA Fifth Grade Pacing Guide 2013-2014 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. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 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.

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. b. 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.

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). Unpacking: L.5.4-The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. L.5.5- Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus). L.5.6-“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” Concepts (What students Skills (What students Essential Vocabulary Essential Questions need to know) must be able to do)

Page 71 ELA Fifth Grade Pacing Guide 2013-2014 Greek & Latin affixes and •Determine/clarify the multiple-meaning words -How can I use context clues to roots meaning of unknown and cause/effect determine/clarify unknown and multiple Multiple‐Meaning multiple meaning words comparison meaning words? or phrases Grade level vocabulary -How can I use reference material to •Acquire & use grade across disciplines determine pronunciation and meaning? Words/Phrases appropriate vocabulary -How can I demonstrate knowledge of Range of Strategies Acquire new content based vocabulary? Use -How can I define and use Greek and Latin affixes and roots? Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 6 Tree Map, Circle Map, Brace NCDPI Wiki Space Pearson Leveled Readers Map NRMS Wiki Space Reading Street Sleuth

Page 72 ELA Fifth Grade Pacing Guide 2013-2014 Common Core Standard-Speaking & Listening 6th 6 Weeks Priority Standards SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.6-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Unpacking: SL.5.2-Fifth grade students will also summarize a written text read aloud or information presented in multiple formats.

SL.5.4-While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. SL.5.6-Students in the fifth grade should be exposed to a numerous variety of speaking tasks so they may be able to distinguish between formal and informal discourse. Concepts (What Skills (What students must be Essential Vocabulary Essential Questions students need to know) able to do) Details, Facts  Summarize information or summarize report -How do I report on topics appropriately? Main Idea texts sequencing fact Themes  Report on a topic opinion relevant -How do I present a summary? descriptive detail  Present an opinion support -How can I gather information to formulate an  Sequence ideas logically main idea opinion?  Speak Clearly Text Resources Suggested Thinking Maps Additional Resources/Websites

Page 73 ELA Fifth Grade Pacing Guide 2013-2014 Reading Street Unit 6 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth Paideia

Common Core Standard-Reading Foundational 6th 6 Weeks Supporting Standards RF.5.3-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.

RF.5.4 a, b, c-Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Unpacking: RF.5.3-Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words. Use questions and prompts such as:  Does that sound right?  Does that look right?  Does that make sense?  Look at the word, does it look like …?  You said …does it look like …? RF.5.4-Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding. Concepts (What students need to know) Skills (What students Essential Essential Questions

Page 74 ELA Fifth Grade Pacing Guide 2013-2014 must be able to do) Vocabulary Letter-sound Correspondences •Apply & decode grade evaluate -How can I evaluate and understand word parts? Syllabication Patterns level phonics and word prefix Morphology analysis skills. suffix •Read (accurately, root words fluently) syllabication Text Resources Suggested Thinking Maps Additional Resources/Websites Reading Street Unit 6 Tree Map, Circle Map, Brace Map NCDPI Wiki Space Pearson Leveled Readers NRMS Wiki Space Reading Street Sleuth

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