Lexington County School District One 5th Grade Pacing Guide

Note: The following indicators should be introduced to students during the first nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.

Time Period: 1st Nine Weeks Reading Literary Reading Building Writing Process Written Research Texts Informational Texts Vocabulary Communication Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 5-1.8 *5-2.7 5-3.2 5-4.1 5-5.2 5-6.2 Analyze works of Use functional text Use base words and Generate and organize Create narratives Use print sources and fiction by features affixes to determine ideas for writing using that have a fully non-print sources to characteristics. *5-2.6 the meanings of prewriting techniques developed plot and access information. 5-1.5 Use graphic features words. (See 5-4.3 a consistent point 5-6.6 Interpret the effect as sources of Instructional Create multiple- of view. Use the internet as a of the author’s craft information. Appendix: Greek paragraph compositions source of information. on the meaning of a 5-2.5 and Latin Roots and that include a central given literary text. Use titles, print Affixes.) idea with supporting - dialogue, styles, chapter 5-3.1 details & appropriate figurative language headings, captions, Use context clues transitions between 5-1.1 subheadings, and (for example, those paragraphs. Analyze literary white space to gain that provide an 5-4.5 texts to draw information. example, a Use revision strategies conclusions and 5-2.4 definition, or a (see Instructional make inferences Creates responses to restatement) to Appendix: Composite 5-1.7 informational texts generate the Writing Matrix) Creates responses to 5-2.2 meanings of 5-4.6 literary texts Analyze unfamiliar and Edit for the correct use informational texts multiple-meaning of written Standard to draw conclusions words. American English (see and make Instructional Appendix: inferences. Composite Writing Matrix)

*See South Carolina State Standards for “including” statements Note: The following indicators should be introduced to students during the second nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.

Time Period: 2nd Nine Weeks Reading Literary Reading Building Writing Process Written Research Texts Informational Texts Vocabulary Communication Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 5-1.6 5-2.1 5-3.2 5-4.2 5-5.3 5-6.2 Analyze the details Summarize the Use base words and Use complete Create written Use print sources that support the central idea and affixes to determine sentences in a descriptions using and non-print expression of the supporting evidence the meanings of variety of types precise language sources to access main idea in a given of a given words. (See (including simple, and vivid details. information. literary text informational text. Instructional compound, and 5-5.1 5-6.6 5-1.5 Appendix: Greek complex) in writing. Create Use the internet as a Interpret the effect and Latin Roots and 5-4.4 informational pieces source of of the author’s craft Affixes.) Use grammatical that use language information. on the meaning of conventions of appropriate for the literary texts- Standard American specific audience. imagery English- irregular 5-1.2 comparative and Differentiate among superlative the first-person, adjectives, limited-omniscient irregular adverbs, (third person), and interjections omniscient (third 5-4.6 person) points of Edit for the correct view. use of written Standard American English- colons and hyphens

The writing process as a whole should be applied to all writing pieces. Note: The following indicators should be introduced to students during the third nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.

Time Period: 3rd Nine Weeks Reading Literary Reading Building Writing Process Written Research Texts Informational Texts Vocabulary Communication Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 5-1.10 5-2.8 5-3.2 5-4.4 Students should be 5-6.2 Predict events in Predict events in Use base words and Use grammatical practicing Use print sources literary texts on the informational texts affixes to determine conventions of “unpacking the and non-print basis of cause and on the basis of the meanings of Standard American prompt” strategies sources to access effect relationships. cause-and-effect words. (See English- past for all genres information. 5-1.5 relationships. Instructional participles of covered thus far. 5-6.6 Interpret the effect Appendix: Greek commonly misused Use the internet as a of the author’s craft and Latin Roots and verbs, subject-verb source of on the meaning of a Affixes.) and pronoun- information. given literary text- antecedent tone agreement with 5-1.4 collective nouns Analyze literary 5-4.6 texts to distinguish Edit for the correct between direct and use of written indirect Standard American characterization. English- capitalization of ethnic groups, national groups, religions and languages

The writing process as a whole should be applied to all writing pieces. Note: The following indicators should be introduced to students during the fourth nine weeks. Teachers are expected to continuously address the stated indicators throughout the remainder of the school year.

Time Period: 4th Nine Weeks Reading Literary Reading Building Writing Process Written Research Texts Informational Texts Vocabulary Communication Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 *5-1.9 5-2.3 5-3.2 The writing process 5-5.4 5-6.1 Understand the Analyze a given text Use base words and as a whole should Create written Clarify and refine a characteristics of to detect author bias affixes to determine be applied to all pieces (for example, research topic. poetry (for example, the meanings of writing pieces. picture books, 5-6.3 *5-1.3 unsupported words within texts comic books, and Select information Interpret devices of opinions). (See Instructional graphic novels) to appropriate for the figurative language Appendix: Greek entertain a specific research topic. and sound devices and Latin Roots and audience. 5-6.4 Affixes.) Paraphrase research 5-3.3 information Interpret the accurately and meaning of idioms meaningfully. and euphemisms 5-6.5 encountered in Create a list of texts. sources that contains information (including author, title, and full publication details) necessary to properly credit and document the work of others. 5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations.