Franklin County Community School Corporation - Brookville, Indiana s7

Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: Grade 5 E/LA Reading : Nonfiction Quarter: 4 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. How do I communicate directions? 2. How do we identify the theme of the story? 3. How do you use what you read to answer questions? 4. How does knowledge of genre help you better understand what you read? 5. How can we organize and analyze data to successfully communicate with one another? 6. How can we express a problem in algebraic form? 7. How can we decide what operation to use when presented with a problem?

Unit/Time Frame Standards Skills Assessment Resources

Unit 4 5.1.3 -Decode Words using phonics and -Curriculum A Historic Journey Reading word analysis Aligned Acuity (U5.3) Fiction, nonfiction and informational text 5.1.4 -Read with sufficient accuracy and -Teacher Made The Color of my Weeks 1-9 fluency tests words(U5.6) Historic Journey- Hidden Worlds 5.1.5 -Use similes -Acuity Up in the Air(U6.3)

5.1.6 -Understand unknown words by using -BRI A Historic Journey words, sentence, and paragraph (U5.3) clues to determine meaning -Fluency The Unbreakable Assessment Code(U5.4) The Color of my -Workstation words(U5.6) Flipchart: Reading

5.2.1 -Use informational text to find -Transparencies- The Unbreakable information and support Graphic Code(U5.4) understanding Organizers/Fluenc y Lessons 5.2.3 -Recognize main ideas in texts, A Historic Journey identify and access evidence -Read Aloud (U5.3) Anthology The Unbreakable Code(U5.4)

5.2.4 Draw inferences, conclusions, or -Leveled Readers A Historic Journey generalizations, support with textual (U5.3) evidence and prior knowledge The Unbreakable -Vocabulary Code(U5.4) Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: Grade 5 E/LA Reading : Nonfiction Quarter: 4 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. How do I communicate directions? 2. How do we identify the theme of the story? 3. How do you use what you read to answer questions? 4. How does knowledge of genre help you better understand what you read? 5. How can we organize and analyze data to successfully communicate with one another? 6. How can we express a problem in algebraic form? 7. How can we decide what operation to use when presented with a problem?

booklet/cards 5.2.5 -Identify with author is making an The Unbreakable inference vs. when stating a fact or -iPad apps- Code(U5.4) opinion *iBooks *Words HD Free *Kindle *NY Times *USA Today -compare and contrast the different *Read Me Stories A Historic Journey 5.3.1 characteristics or poetry, drama, *Rindin (U5.3) fiction and nonfiction text, determine *Four Seasons The Unbreakable authors purpose for writing whether *AR Code (U5.4) to inform, teach, entertain, or elicit an *Phonics Genius emotional response *Christmas *Free Books 5.3.2 -Identify main problem or conflict of *xmas Tale The Color of my the plot and explain how it is resolved *Today’s Doc words(U5.6) *Mad Libs 5.3.3 -Contrast the action, motives, and *Mad Libs The Unbreakable appearances of characters of fiction Songatron Code(U5.4) and discuss the importance of the *Dictionary contrasts to the plot or theme *Chicktionary *Popwords 5.3.4 -Understand that the theme refers to *Word Search The Unbreakable the central idea or meaning of a *Brain Bop Code(U5.4) selection and recognize the themes *Jumbline 2 rather they are implied or stated *Talking Ben directly *Doodle Buddy *PBS KIDS Franklin County Community School Corporation - Brookville, Indiana Curriculum Map Course Title: Grade 5 E/LA Reading : Nonfiction Quarter: 4 Academic Year: 2011-2012 Essential Questions for this Quarter: 1. How do I communicate directions? 2. How do we identify the theme of the story? 3. How do you use what you read to answer questions? 4. How does knowledge of genre help you better understand what you read? 5. How can we organize and analyze data to successfully communicate with one another? 6. How can we express a problem in algebraic form? 7. How can we decide what operation to use when presented with a problem?

5.3.7 -Evaluate the authors use of various *Archibald Lite The Unbreakable techniques to influence readers’ Code(U5.4) perspectives -Kindle

Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Reading Standards: Foundational Skills RF

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know – to discern when particular children or activities warrant more or less attention.

Print Concepts

5.RF.1 (There is not a grade 5 standard for this concept. Please see preceding grades for more information).

Phonological Awareness

5.RF.2 (There is not a grade 5 standard for this concept. Please see preceding grades for more information).

Phonics and Word Recognition

5.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency

5.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Standards for Informational Text: Literary Nonfiction and Historical, Scientific, and Technical Texts RI

The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Key Ideas and Details

5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Craft and Structure

5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 5.RI.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. 5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Integration of Knowledge and Ideas

5.RI.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. 5.RI.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). 5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text Complexity

5.RI.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. Reading Standards for Literature: Stories, Novels, Dramas, and Poetry RL

The following standards offer a focus for instruction and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Key Ideas and Details

5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RL.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. 5.RL.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). Craft and Structure Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 5.RL.6 Describe how a narrator's or speaker's point of view influences how events are described.

Integration of Knowledge and Ideas

5.RL.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 5.RL.8 (This College and Career Readiness Standard does not have a literature component) 5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

5.RL.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.

Writing Standards W

The following standards offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Text Types and Purposes

5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 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. 5.W.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. 5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 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 events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Production and Distribution of Writing

5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

5.W.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.

Research to Build and Present Knowledge

5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5.W.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.

5.W.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 Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]."). Range of Writing

5.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.

Language Standards L

The following standards offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Conventions of Standard English

5.L.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).

5.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 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

5.L.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 and Use

5.L.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.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 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.

5.L.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).

Speaking and Listening Standards SL

The following standards offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Comprehension and Collaboration

5.SL.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. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 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.

5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

5.SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Presentation of Knowledge and Ideas

5.SL.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.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. College and Career Readiness Anchor Standards for Reading Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS The standards on the previous pages define what students should understand and be able to do by the end of grade 5. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

College and Career Readiness Anchor Standards for Writing

The standards on the previous pages define what students should understand and be able to do at the end of grade 5. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

Range of Writing 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 tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

College and Career Readiness Anchor Standards for Language

The standards on the previous pages define what students should understand and be able to do by the end of grade 5. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English

1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate an understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS

College and Career Readiness Anchor Standards for Speaking and Listening

The standards on the previous pages define what students should understand and be able to do by the end of grade 5. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Decoding and Word Recognition

5.1.1 Read aloud grade-level-appropriate narrative text (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.

Vocabulary and Concept Development

5.1.2 Use word origins to determine the meaning of unknown words. Example: After listening to a story of the myth of Hercules when it is read aloud, use the knowledge of the story to understand the phrase Herculean task. 5.1.3 Understand and explain frequently used synonyms (words with the same meaning), antonyms (words with opposite meanings), and homographs (words that are spelled the same but have different meanings). 5.1.4 Know less common roots (graph = writing, logos = the study of ) and word parts (auto = self, bio = life) from Greek and Latin and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology). 5.1.5 Understand and explain the figurative use of words in similes (comparisons that use like or as: The stars were like a million diamonds in the sky.) and metaphors (implied comparisons: The stars were brilliant diamonds in the night sky.). 5.1.6 Understand unknown words by using word, sentence, and paragraph clues to determine meaning.

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text

Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 5, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information.

Structural Features of Informational and Technical Materials

5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Example: Locate specific information in a social studies textbook by using its organization, sections on different world regions, and textual features, such as headers, maps, and charts. 5.2.2 Analyze text that is organized in sequential or chronological order. Example: Compare the organizational structure of such biographical texts as The Life and Death of Crazy Horse by Russell Freedman or Pride of Puerto Rico: The Life of Roberto Clemente by Paul Robert Walker, noting critical events in the subjects’ lives.

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text

5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas. Example: Read a science text, such as Astronomy by Robert Kerrod, and select some of the experiments described in the book to pursue in class. Before beginning the selected experiments, outline the main ideas or concepts to be tested and identify additional supporting detail that explains those scientific concepts. 5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. Example: Use a guidebook, such as Discovering Fossils: How to Find and Identify Remains of the Prehistoric Past (Fossils & Dinosaurs) by Frank A. Garcia, to gain information and make predictions about the identification of fossils found in everyday surroundings. 5.2.6 Follow multiple-step instructions in a basic technical manual.

Expository (Informational) Critique

5.2.5 Distinguish among facts, supported inferences, evidence, and opinions in text. Example: Identify facts and opinions in a newspaper editorial or editorial page writer’s column.

Standard 3 READING: Comprehension and Analysis of Literary Text

Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 5, students read a wide variety of fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres.

Structural Features of Literature

5.3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose. Example: Analyze an author’s purpose for writing, whether it is to inform, teach, entertain, or elicit an emotional response, and tell how well that purpose is achieved by the type of writing the author has produced.

Analysis of Grade-Level-Appropriate Literary Text Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 5.3.2 Identify the main problem or conflict of the plot and explain how it is resolved. Example: Read a story with a central conflict, such as The Pushcart War by Jean Merrill. Tell how the conflict between the peddlers and the truckers is solved and describe what issues are raised in the conflict. 5.3.3 Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme. Example: Read a book, such as Mrs. Frisby and the Rats of NIMH by Robert C. O’Brien, in which different characters are motivated in opposing ways, by innocent good, like the character of Mrs. Frisby, or by selfishness, like the characters of the Rats. Discuss how the contrast between innocence and worldly experience is important to the plot of the book. 5.3.4 Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or stated directly. Example: Describe the themes in a fictional story, such as A Wrinkle in Time by Madeleine L’Engle, in which the themes of courage and perseverance are explored as the children in the story go on a dangerous mission in search of their scientist father. 5.3.5 Describe the function and effect of common literary devices, such as imagery, metaphor, and symbolism.  Symbolism: the use of an object to represent something else; for example, a dove might symbolize peace.  Imagery: the use of language to create vivid pictures in the reader’s mind.  Metaphor: an implied comparison in which a word or phrase is used in place of another, such as He was drowning in money. 5.3.8 Identify the speaker or narrator in a selection and tell whether the speaker or narrator is a character involved in the story.

Literary Criticism

5.3.6 Evaluate the meaning of patterns and symbols that are found in myth and tradition by using literature from different eras and cultures. Example: Discuss what various characters and objects symbolize in literature representing the Medieval era, such as King Arthur: Tales from the Round Table by Andrew Lang, or ancient Asian culture, such as Tales from Japan (Oxford Myths and Legends) by Helen and William McAlpine. 5.3.7 Evaluate the author’s use of various techniques to influence readers’ perspectives. Example: Read and evaluate books such as Dear Mr. Henshaw by Beverly Cleary or The Great Fire by Jim Murphy to understand how authors use particular techniques, such as letter format or display of primary sources, to influence the reader.

Standard 4 WRITING: Processes and Features

Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.

Organization and Focus

5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. 5.4.2 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS 5.4.3 Write informational pieces with multiple paragraphs that:  present important ideas or events in sequence or in chronological order.  provide details and transitions to link paragraphs.  offer a concluding paragraph that summarizes important ideas and details. 5.4.11 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data.

Research Process and Technology

5.4.4 Use organizational features of printed text, such as citations, endnotes, and bibliographic references, to locate relevant information. 5.4.5 Use note-taking skills when completing research for writing. 5.4.6 Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks. 5.4.7 Use a thesaurus to identify alternative word choices and meanings.

Evaluation and Revision

5.4.8 Review, evaluate, and revise writing for meaning and clarity. 5.4.9 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors. 5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences.

Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics)

At Grade 5, students write narrative (story), expository (informational), persuasive, and descriptive texts. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 5 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:

5.5.1 Write narratives that:  establish a plot, point of view, setting, and conflict.  show, rather than tell, the events of the story. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Example: Write a story, modeling the style of the story after a type of writing recently read in class, such as a folktale, myth, mystery, or science fiction story. Include an interesting beginning that establishes the central conflict of the story and an ending that resolves the problem. 5.5.2 Write responses to literature that:  demonstrate an understanding of a literary work.  support statements with evidence from the text.  develop interpretations that exhibit careful reading and understanding. Example: Write an essay, telling how two authors are similar or different in terms of their writing styles, choices of topics, and the themes of their books. Support the opinion with specific examples from the authors’ books. Write a personal reaction to books in which a character deals with a problem, such as The Best Bad Thing by Yoshiko Uchida or Shiloh by Phyllis Naylor. Use clear organization and careful word choices to show your reaction to the character and the problem. 5.5.4 Write persuasive letters or compositions that:  state a clear position in support of a proposal.  support a position with relevant evidence and effective emotional appeals.  follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last.  address reader concerns. Example: Interview several students in lower grades and take notes regarding changes they would like to see made to the school’s playground. Compile these opinions to write a persuasive article for the school newspaper. 5.5.5 Use varied word choices to make writing interesting. Example: Write stories, reports, and letters showing a variety of word choices: use inquired or requested instead of asked. 5.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate. Example: Write a skit or an episode of a puppet show to present at your class talent show. Use funny words and phrases to make the audience laugh. 5.5.7 Write summaries that contain the main ideas of the reading selection and the most significant details.

Research Application

5.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:  uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).  demonstrates that information that has been gathered has been summarized.  organizes information by categorizing and sequencing. Example: After completing library or Internet research, write a research report about the life cycle of a butterfly or about the different uses of a telescope, microscope, and camera. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Standard 6 WRITING: English Language Conventions

Students write using Standard English conventions appropriate to this grade level.

Sentence Structure

5.6.1 Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence).  We began our canoe trip on the White River (prepositional phrase) when it stopped raining (subordinate clause).  Famous for their first flight at Kitty Hawk (appositive), the Wright brothers are legendary in aviation (main clause). 5.6.2 Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas. 5.6.8 Use simple sentences (Dr. Vincent Stone is my dentist.) and compound sentences (His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing.

Grammar

5.6.3 Identify and correctly use appropriate tense (present, past, present participle, past participle) for verbs that are often misused (lie/lay, sit/set, rise/raise). 5.6.4 Identify and correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its).  Correct: On the walls there are many pictures of people who have visited the restaurant.  Incorrect: There are many pictures of people who have visited the restaurant on the walls.  Correct: Jenny and Kate finished their game.  Incorrect: Jenny and Kate finished her game.

Punctuation

5.6.5 Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done.).

Capitalization

5.6.6 Use correct capitalization. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Spelling

5.6.7 Spell roots or bases of words, prefixes (understood/misunderstood, excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will not/won’t, it is/it’s, they would/they’d), and syllable constructions (in•for•ma•tion, mol•e•cule) correctly.

Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.

Comprehension

5.7.1 Ask questions that seek information not already discussed. 5.7.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives. 5.7.3 Make inferences or draw conclusions based on an oral report. 5.7.12 Give precise directions and instructions.

Organization and Delivery of Oral Communication

5.7.4 Select a focus, organizational structure, and point of view for an oral presentation. 5.7.5 Clarify and support spoken ideas with evidence and examples. 5.7.6 Use volume, phrasing, timing, and gestures appropriately to enhance meaning. 5.7.13 Emphasize points in ways that help the listener or viewer follow important ideas and concepts.

Analysis and Evaluation of Oral and Media Communications

5.7.7 Identify, analyze, and critique persuasive techniques, including promises, dares, flattery, and generalities; identify faulty reasoning used in oral presentations and media messages. 5.7.14 Identify claims in different kinds of text (print, image, multimedia) and evaluate evidence used to support these claims. 5.7.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

Speaking Applications

5.7.9 Deliver narrative (story) presentations that:  establish a situation, plot, point of view, and setting with descriptive words and phrases. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS  show, rather than tell, the listener what happens. 5.7.15 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. 5.7.10 Deliver informative presentations about an important idea, issue, or event by the following means:  frame questions to direct the investigation.  establish a controlling idea or topic.  develop the topic with simple facts, details, examples, and explanations. 5.7.11 Deliver oral responses to literature that:  summarize important events and details.  demonstrate an understanding of several ideas or images communicated by the literary work.  use examples from the work to support conclusions. Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS Franklin County Community School Corporation - Brookville, Indiana COMMON CORE AND INDIANA ACADEMIC STANDARDS