How to Use This Document

Quarterly ELA Curriculum & Assessment Planners

Grade 5

Plugging Common Core State Standards into PARCC Blueprints to Design Effective Instruction

Designed by

Dr. Dea Conrad-Curry, Ed.D.

www.partnerinedu.com

© 2013 Partner in Education How to use this document This organizer is intended to be used as a planning guide for instruction and formative assessment. If students are to meet the changing demands of new generation assessments, they must become accustomed to reading cold text, responding to two-part selected response questions, and writing cohesive textual analysis. Each grade set curriculum and assessment planner is directly aligned to PARCC Model Content Frameworks , PARCC ELA Task Generation Model and PARCC Assessment Form Specifications . Grade level Common Core State Standards for Reading, Writing, Language, and Speaking & Listening are found in the latter pages of the document. Top Portion: Instruction and Practice The title of each page identifies the grade and quarter for which the planning guide is intended. The top section titled “Close Reading for Instruction and Practice” shaded in green is aligned to PARCC’s Model Content Frameworks and reflects the MCF by indicating the number and types or genre of texts to be read. The form PDF provides ease in entering text titles and writing practices selected by the educator in the middle and far right columns. Lower Portion: Formative Assessment Tasks The lower section of the document titled “Quarterly Assessment Tasks” integrates PARCC Assessment Blueprints into curricular planning. The three types of writing tasks students will complete on the PARCC assessment are represented on the planner: an analytic task (yellow), a research task (tan), and a narrative task (orange). Corresponding cells provide space for documenting educator’s decisions for specific paired passage titles as indicated by the PARCC Blueprint. The suggested number of writing tasks students should perform each quarter in order to be prepared for future assessment is aligned to the Model Content Frameworks. Each writing task type provides the pool of writing prompt topics (left column) and specific standards measured (right column) in accordance with PARCC’s Task Generation Model. The “Standards Measured” column indicates whether reading is evaluated through the prose constructed response (PC) or a two-part selected response (SR). Each text should have a two-part vocabulary item measuring one of the standards listed. The center column provides space to enter selected text titles. Educators are advised to select texts from which to develop formative assessments meeting the expectations of the specific standards. These assessments should reflect the PARCC assessments in both text length and testing style: students read two or more separate texts, answer two 2- part selected response questions and one 2-part vocabulary question following the reading of each text, and finally, students write a constructed response (essay) to the performance task. For further questions or clarifications, feel free to contact me: [email protected].

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 2 Quarterly Planning Guide: Grade 5 First Quarter Close Reading for Instruction and Practice Essential Question: What will tie these texts together for reading, writing, and research purposes? Genre Text Title Routine Writing Extended Text (Literature) Shorter Texts Literature (3-5) Rope Burn, Line Drive, Chang and the Bamboo Flute The Night of San Juan, When the Circus Came to Town Grammar Mini-Lessons Science (1-2) Use context as a clue to the meaning of a word or phrase Use common grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word Social Studies or Arts (1-2) The Daring Nellie Bly: America's Star Reporter Consult reference materials both print and digital to find pronunciation and determine or clarify the precise meaning of key words and phrases It Takes Talent! (Reader's Theatre) Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs Use the relationship between particular words to better understand each of the words Quarterly Assessment Tasks: All writing measures W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, L.5.1, L.5.2, L.5.3, L.5.6 Writing Prompt Purpose/Topic Text Title Standards Measured Analytic Writing: Opinion |Complete 4 Standard Friendly Titles - Reading Vocab Bold (Titles For Instruction) - Italics (Titles For Assessment)

Influence of narrator’s or speaker’s point of Nellie Bly (Compare Nellie Bly's words about herself to her PC: RL.5.1, RL.5.6 view story told by a different author) SR: RL.5.2, RL.5.3, RL.5.5

It Takes Talent PC: RL.5.1, RL.5.2 Central idea/lesson of literature One item per SR: RL.5.2, RL.5.3, RL.5.5 selection Comparison of character(s), setting(s), or Rope Burn (How has Richard changed from the beginning of PC: RL.5.1, RL.5.3 RL.5.4, L.5.4, event(s) the story?), Chang (How do Chang's feelings about his music SR: RL.5.2, RL.5.3, RL.5.5 change during the story?) L.5.5, L.5.6

Line Drive (Compare and contrast "Line Drive" and "Ninth PC: RL.5.1, RL.5.9 Comparing themes and topics Inning" using a Venn Diagram) SR: RL.5.2, RL.5.3, RL.5.5

PC: RL.5.1, RL.5.7 Analysis of visual and multimedia tools SR: RL.5.2, RL.5.3, RL.5.7 Research Task Simulation: Choose 1 Standard Friendly Titles Reading Vocab

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 3 PC: RI.5.1, RI.5.3, RI.5.9 Analyzing the relationship between a series of SR: RI.5.2, RI.5.3, RI.5.5, concepts (Sequence, Cause and Effect) One item per RI.5.6, RI.5.8 selection PC: RI.5.1, RI.5.7, RI.5.9 RL.5.4, L.5.4, Analyzing the role of illustrations SR: RI.5.2, RI.5.3, RI.5.5, L.5.5, L.5.6 RI.5.6, RI.5.8 Narrative Writing: Choose 2 Standard Friendly Titles Reading Vocab Narrative Story When the Story Came to Town RL.5.1,2,3,5,7,9 Narrative Scientific Description RI.5.1,2,3,5,7,9 NA Narrative Social Studies/Arts Description RI.5.1,2,3,5,7,9

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 4 Quarterly Planning Guide: Grade 5 Second Quarter Close Reading for Instruction and Practice Essential Question: What will tie these texts together for reading, writing, and research purposes? Genre Text Title Routine Writing Extended Text (Informational) Shorter Texts Literature (3-5) ,Sailing Home: A Story of Childhood at Sea

Grammar Mini Lessons Science (1-2) Ultimate Field Trip 3: Wading into Marine Football,Stormalong Explain the functions of conjunctions, prepositions, and interjections in general and their function in particular sentences A Drop of Water Form and use the perfect verb tenses Social Studies or Arts (1-2) Leonardo's Horse, When Washington Crossed the Delaware Use verb tense to convey various times, sequences, states, and conditions The Secret Ingredient (Reader's Theatre) Recognize and correct inappropriate shifts in verb tense Acquire and use accurately grade appropriate general academic, and domain specific words and phrases, including those that signal contrast, addition, and other logical relationships Quarterly Assessment Tasks: All writing measures W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, L.5.1, L.5.2, L.5.3, L.5.6 Writing Prompt Purpose/Topic Text Title Standards Measured Analytic Writing: Inform/Explain |Complete 4 Standard Friendly Titles - Reading Vocab Bold (Titles For Instruction) - Italics (Titles For Assessment)

Influence of narrator’s or speaker’s point of When Washington Crossed the Delaware PC: RL.5.1, RL.5.6 view SR: RL.5.2, RL.5.3, RL.5.5 Leonardo's Horse PC: RL.5.1, RL.5.2 Central idea/lesson of literature SR: RL.5.2, RL.5.3, RL.5.5 One item per Comparison of character(s), setting(s), or The Secret Ingredient PC: RL.5.1, RL.5.3 selection event(s) SR: RL.5.2, RL.5.3, RL.5.5 RL.5.4, L.5.4, The Secret Ingredient PC: RL.5.1, RL.5.9 L.5.5, L.5.6 Comparing themes and topics SR: RL.5.2, RL.5.3, RL.5.5 A Drop of Water PC: RL.5.1, RL.5.7 Analysis of visual and multimedia tools SR: RL.5.2, RL.5.3, RL.5.7 Research Simulation Task: Choose 1 Standard Friendly Titles Reading Vocab Wading into Marine Biology, Stormalong PC: RI.5.1, RI.5.3, RI.5.9 Analyzing the relationship between a series of SR: RI.5.2, RI.5.3, RI.5.5, One item per concepts (Sequence and Cause and Effect) RI.5.6, RI.5.8 selection A Drop of Water PC: RI.5.1, RI.5.7, RI.5.9 RL.5.4, L.5.4, Analyzing the role of illustrations SR: RI.5.2, RI.5.3, RI.5.5, L.5.5, L.5.6 © 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 5 RI.5.6, RI.5.8 Narrative Writing: Choose 2 Standard Friendly Titles Reading Vocab Narrative Story Sailing Home RL.5.1,2,3,5,7,9 Narrative Scientific Description A Drop of Water RI.5.1,2,3,5,7,9 NA Narrative Social Studies/Arts Description When Washington Crossed the Delaware RI.5.1,2,3,5,7,9

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 6 Quarterly Planning Guide: Grade 5 Third Quarter Close Reading for Instruction and Practice Essential Question: What will tie these texts together for reading, writing, and research purposes? Genre Text Title Routine Writing Extended Text (Literature) Shorter Texts Literature (3-5) The School Story, Project Mulberry , Nothing Ever Happens on 90th Street Grammar Mini Lessons Science (1-2) Inventing the Future: A Photobiography of Thomas Alva Edison Use correlative conjunctions Interrupted Journey: Endangered Sea Turtles Use punctuation to separate items in a series Social Studies or Arts (1-2) How Prairie Became Ocean (Reader's Theatre) Use a comma to separate an introductory element from the rest of the sentence The Invention Convention (Reader's Theatre) Use underlining quotation marks, or italics to indicate titles of works Quarterly Assessment Tasks: All writing measures W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, L.5.1, L.5.2, L.5.3, L.5.6 Writing Prompt Purpose/Topic Text Title Standards Measured Analytic Writing: Inform/Explain |Complete 4 Standard Friendly Titles - Reading Vocab Bold (Titles For Instruction) - Italics (Titles For Assessment)

Influence of narrator’s or speaker’s point of Interrupted Journey PC: RL.5.1, RL.5.6 view SR: RL.5.2, RL.5.3, RL.5.5 The School Story PC: RL.5.1, RL.5.2 Central idea/lesson of literature SR: RL.5.2, RL.5.3, RL.5.5 One item per Comparison of character(s), setting(s), or Project Mulberry PC: RL.5.1, RL.5.3 selection event(s) SR: RL.5.2, RL.5.3, RL.5.5 RL.5.4, L.5.4, How Prairie Became Ocean PC: RL.5.1, RL.5.9 L.5.5, L.5.6 Comparing themes and topics SR: RL.5.2, RL.5.3, RL.5.5 Inventing the Future PC: RL.5.1, RL.5.7 Analysis of visual and multimedia tools SR: RL.5.2, RL.5.3, RL.5.7 Research Simulation Task: Choose 1 Standard Friendly Titles Reading Vocab PC: RI.5.1, RI.5.3, RI.5.9 Analyzing the relationship between a series of SR: RI.5.2, RI.5.3, RI.5.5, concepts One item per RI.5.6, RI.5.8 selection PC: RI.5.1, RI.5.7, RI.5.9 RL.5.4, L.5.4, Analyzing the role of illustrations SR: RI.5.2, RI.5.3, RI.5.5, L.5.5, L.5.6 RI.5.6, RI.5.8 Narrative Writing: Choose 2 Standard Friendly Titles Reading Vocab

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 7 Narrative Story The School Story RL.5.1,2,3,5,7,9 Narrative Scientific Description RI.5.1,2,3,5,7,9 NA Narrative Social Studies/Arts Description How Anasi Gave the World Stories RI.5.1,2,3,5,7,9

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 8 Quarterly Planning Guide: Grade 5 Fourth Quarter Close Reading for Instruction and Practice Essential Question: What will tie these texts together for reading, writing, and research purposes? Genre Text Title Routine Writing Extended Text (Informational) Shorter Texts Literature (3-5) The Power of W.O.W., Any Small Goodness: A Novel of the Barrio Chester Cricket's Pigeon Ride Grammar Mini Lessons Science (1-2) The Top of the World: Climbing Mount Everest Use a comma to set off the words yes and no from the rest of the sentence and to indicate direct address The Man Who Went to the Far Side of the Moon Spell grade appropriate words correctly, consulting references as needed Social Studies or Arts (1-2) The Compassion Campaign (Reader's Theatre), Klondike Kate Expand, combine, and reduce sentences for meaning, reader/listener interest and style Lewis and Clark, Exploring the Gulf Coast (Reader's Theatre) Compare and contrast the varieties of English used in stories, dramas, or poems Quarterly Assessment Tasks: All writing measures W.5.4, W.5.5, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, L.5.1, L.5.2, L.5.3, L.5.6 Writing Prompt Purpose/Topic Text Title Standards Measured Analytic Writing: Opinion |Complete 4 Standard Friendly Titles - Reading Vocab Bold (Titles For Instruction) - Italics (Titles For Assessment)

Influence of narrator’s or speaker’s point of PC: RL.5.1, RL.5.6 view SR: RL.5.2, RL.5.3, RL.5.5 Klondike Kate PC: RL.5.1, RL.5.2 Central idea/lesson of literature SR: RL.5.2, RL.5.3, RL.5.5 One item per Comparison of character(s), setting(s), or PC: RL.5.1, RL.5.3 selection event(s) SR: RL.5.2, RL.5.3, RL.5.5 RL.5.4, L.5.4, PC: RL.5.1, RL.5.9 L.5.5, L.5.6 Comparing themes and topics SR: RL.5.2, RL.5.3, RL.5.5 PC: RL.5.1, RL.5.7 Analysis of visual and multimedia tools SR: RL.5.2, RL.5.3, RL.5.7 Research Simulation Task: Choose 1 Standard Friendly Titles Reading Vocab The Top of the World PC: RI.5.1, RI.5.3, RI.5.9 Analyzing the relationship between a series of SR: RI.5.2, RI.5.3, RI.5.5, One item per concepts (Sequence-Cause and Effect) RI.5.6, RI.5.8 selection PC: RI.5.1, RI.5.7, RI.5.9 RL.5.4, L.5.4, Analyzing the role of illustrations SR: RI.5.2, RI.5.3, RI.5.5, L.5.5, L.5.6 RI.5.6, RI.5.8

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 9 Narrative Writing: Choose 2 Standard Friendly Titles Reading Vocab Narrative Story Chester Cricket's Pigeon Ride RL.5.1,2,3,5,7,9 Narrative Scientific Description RI.5.1,2,3,5,7,9 NA Narrative Social Studies/Arts Description RI.5.1,2,3,5,7,9

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 10 Reading Standard 10: Read & comprehend complex literary & informational texts independently & proficiently 8. 7. 5. 4. 3. 9. 7. 3. 2. 9. 6. 2. 1. 8. 6. 5. 4. 1. ©

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11 Common Core Writing Standards: Grade 5* Types & Purposes Write opinion pieces on topics or texts, supporting 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. 2. Write informative/explanatory texts 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. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient reader by establishing a situation & introducing a narrator &/or characters; organize event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, & pacing, to develop experiences & 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. Production & Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to & including grade 5) 6. With some guidance & support from adults, use technology, including the Internet, to produce & 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. Research to Build & Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 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 support which point[s]”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames…

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 12 Common Core Language Standards: Grade 5* Conventions of Standard English 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. 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). 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. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language 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 contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Vocabulary Acquisition & Use 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. 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. 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).

© 2013 Partner in Education Unauthorized copying or distribution of planners is in violation of U.S. copyright law Page 13 Common Core Speaking and Listening Standards: Grade 5* Comprehension & Collaboration 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. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge & Ideas 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. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3for specific expectations.) *© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Common Core State Standards are reproduced herein pursuant to public license.

Color Coding: The standards have been colored coded to correspond with writing tasks. The reading standards for literature are primarily assessed in the literary task assessment (yellow). The reading standards for information are assessed by the research simulation task (tan). The narrative task may assess reading in either the literary standards or the information standards but not both.

Narrative Task: Students should be prepared to write either a narrative in the style of story that corresponds to a literary text or a narrative in the style of description, process, etc. that corresponds to the informational standards. In grades 3-5 students have a 50/50% probability of writing a narrative story or narrative description; in grades 6-8 students have a 40/60% probability of writing narrative story or narrative description; in grades 9-12 students have a 20/80% probability of writing a narrative story or narrative description.

Text length: The literary task analysis should be comprised of an extended text and a shorter text. Likewise, the research task analysis should be comprised of an extended text and two shorter texts. For the 3-5 grade band, suggested minimum/maximum passage lengths are 200-800 words.