CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
Indicator/Master y Level
Suggested Acti vities DesCartes Academic
Level Of Thinking Dimension RIT Band Vocabular y
Resource Correl ation
Knowledge Cognitive Process
Standard 5-1: The student will read and comprehend a variety of literary texts in print and non-print formats.
5-1.8 Analyze works of fiction (including legends Faith and Eddie Unit 1 (Setting wb. p. 17)
and myths) [Introduced] and works of nonfiction by In the Days of King Adobe Unit 6 (Plot 654-655 wb. p. 271-273; PACT Practice p. 82-84;
characteristics. [Continued] Leveled Reader p. 148 A, B)
I Want to Vote! Unit 5 (Setting text p. 484-485 wb. p. 201-202; PACT Practice p. 61-63;
Leveled Reader p. 141 A,B)
The Bakers’ Neighbor Unit 6 (Theme 612-613 wb. 251, 253; PACT Practice p. 66-68;
Leveled Reader p. 146 A, B)
Conceptual Analyze
The Memory Box Unit 4 (Plot and Theme wb. p. 197)
5-1.6 Analyze the details that support the Jr. Iditarod Unit 4 Main (Idea-Support Detail 382-383 wb. 161, 163; central idea (main
expression of the main idea in a given literary text. PACT Practice p. 49-51; Leveled Reader p. 137 A, B idea)
[Continued] Unit 2 - Main Idea and details-Generalizing wb. p. 237) conflict
character
theme
Conceptual Analyze
setting
5-1.1 Analyze literary texts to draw conclusions and Missing Links Unit 2 (Draw Concl 216-217 wb.91, 93; PACT inference
make inferences. [Continued] Practice p. 28-30; Leveled Reader p. 130 A, B)
Going With The Flow Unit 3 (Draw Concl & Predicting wb.107;
Eval Info/ Draw Concl wb.109-110)
Dwaina Brooks Unit 2 (Organize & Present Info/Draw Concl wb.
Meta-cognitive Analyze
p. 189-190)
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
5-1.10 Predict events in literary texts on the basis Missing Links Unit 2 (Predicting wb. p. 97)
of cause-and-effect relationships. [Continued]
The Night Alone Unit 4 (Predicting 402-403 wb. 171, 173; PACT Practice p. 52-
54; Leveled Reader p. 138 A, B)
Meeting Mr. Henry Unit 1 (Cause/Effect 86-87 wb. p. 31, 33; PACT Practice p.
10-12; Leveled Reader p. 124 A, B)
Diver and the Dolphins Unit 2 (Cause/Effect wb. p. 57)
Conceptual Apply Everglades Unit 2 (Cause/Effect wb. p. 87)
5-1.7 Create responses to literary texts through a Cross Curricular Workstations & Literacy Activities located at the
variety of methods (for example, writing, creative beginning and ending of each story
dramatics, and the visual and performing arts).
[Continued]
Meta-cognitive Create
5-1.4 Analyze literary texts to distinguish between Faith and Eddie Unit 1 (PACT Practice p. 4-6; Leveled Reader p. characterization
direct and indirect characterization. [Introduced] 122 A, B) direct
characterization
indirect
Going with the Flow Unit 3 (PACT Practice p. 31-33; Leveled
characterization
Reader p. 131 A, B)
Conceptual Understand
5-1.5 Interpret the effect of the author’s craft (for Chester Cricket Unit 5 (Visualizing text p. 532-533; wb. p. 221, tone
example, tone, figurative language, dialogue, and 223; PACT Practice p. 67-69; Leveled Reader p. 143 A, B figurative language
imagery) on the meaning of literary texts. imagery
Is it Real? Unit 6 (Visualizing text p. 694-695; wb. p. 291, 293)
[Introduced]
Conceptual Analyze
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
5-1.3 Interpret devices of figurative language p. 268 – Kate Shelley Unit 3 metaphor
(including simile, metaphor, personification, and simile
hyperbole) and sound devices (including p. 602 – Unit 5 personification
hyperbole
onomatopoeia and alliteration). [Continued]
p. 431 – Heart of the Runner Unit 4 alliteration
onomatopoeia
p. 713, 715 – Unit 6
Factual Analyze
p. 333 – Babe Unit 3
5-1.2 Differentiate among the first-person, limited- p. 609 A-B – Unit 5 point of view
omniscient (third person) and omniscient (third
person) points of view. [Introduced]
Factual Apply
5-1.11 Read independently for extended periods of
time for pleasure. [Continued]
Procedural Apply
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
Indicator/Master y Level
Suggested Acti vities DesCartes Academic
Level Of Thinking Dimension RIT Band Vocabular y
Resource Correl ation
Knowledge Cognitive Process
Standard 5-2: The student will read and comprehend a variety of informational texts in print and non-print formats.
5-2.5 Use titles print styles, chapter headings, The Last Western Frontier Unit 3 – p. 283 – 285 functional text
captions, subheadings, and white space to gain The Diver and the Dolphin Unit 2 – p. 153 features
information. [Continued] Unit 3 – 302
Easy Riders Unit 5 – 556
Everglades Unit 2 – p. 214
Flying into a Hurricane
Unit 2 – p. 176
Unit 5 – 578
Kids Voting in the USA
Procedural Apply Unit 5 – 504
Unit 2 – 194
5-2.6 Use graphic features (including illustrations, The Fury of a Hurricane Unit 2 (Graph sources 156-157 wb. 61, 63; PACT Practice p. 19- Graphic features
21; Leveled Reader p. 127 A, B)
graphs, charts, maps, diagrams, and graphic Graphic organizer
Kate Shelley Unit 3 (Graphic Sources 262-263 wb. 111, 113; PACT Practice p. 34-36;
organizers) as sources of information. [Continued] Leveled Reader p. 132 A, B;
Jr. Iditarod Race Unit 4 (Graphs wb. p. 169-170;
Say What? Unit 1 (Pet Minds) p. 62-63; A City Street Today Unit 1 p. 122-123
People & Animals Unit 3 p. 324-325( Dogs in Sports Unit 4 p. 400-401; Finding a Way to
Win; Unit 4 p. 451-453 (Underground Railroad Unit 5 p. 529-531; Easy Riders Unit 5 p.
Procedural Apply 556-559; DK Millennium 1939 Unit 5 p. 578-579; DK One Day’s Food Unit 6 p. 668-669
(Home Study Center Unit 6 p. 692-693; See The Picture p. 708-711)
5-2.7 Use functional text features (including tables Fury of a Hurricane Unit 2 (Parts of a Book wb. p. 69-70) functional text
of contents, glossaries, indexes, and appendixes). features
[Continued]
Procedural Apply
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
5-2.9 Read independently for extended periods of
time to gain information. [Continued]
Procedural Analyze
Indicator/Master y Level
Suggested Acti vities DesCartes Academic
Level Of Thinking Dimension RIT Band Vocabular y
Resource Correl ation
Knowledge Cognitive Process
Standard 5-3: The student will use word analysis and vocabulary strategies to read fluently.
5-3.1 Use context clues (for example, those that Heart of the Runner Unit 4 – (Context Clues text p. 424; wb. p. context clues
provide an example, a definition, or a restatement) 181,183; PACT Practice p. 55-57; Leveled Reader p. 139 A, B) multiple meaning
to generate the meanings of unfamiliar and Passage to Freedom Unit 5 (Context Clues text p. 560-561 wb. words
p. 231, 233; PACT Practice p. 70-72; Leveled Reader p. 144 A, B) antonym
multiple-meaning words. [Continued]
Andy’s Secret Ingredient Unit 6 – p. 636
Conceptual Apply
Days of King Adobe Unit 6 – p. 669 Context Clues wb. p. 277
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
5-3.2 Use base words and affixes to determine the Phonics WB: (Prefix mis- p. 152, 156; Prefix semi- & inter- p. 159- affix
meanings of words within texts. (see below) 160; Suffix –ation p. 164; Suffix –tion & -sion p. 164) base word
[Continued] root
Spelling WB: (Chester Cricket -ous, -ion, -ation – p. 89-92)
Prefixes: co- (together), en-/em-(into/onto), extra-(beyond),
inter-(between), semi-(half), mis-(bad/wrong)
Greek Roots: geo (earth), human (man), hydro (water), meter
(measure), port (carry), sphere (round)
Latin Roots: aqua (water), audi (hear), dict (speak), fac/fec/fic
(make, do), spec/spect (look), tri (three), terra (earth)
Suffixes: -age (n), -ate(n), -ation(adj.), -iton/sion(n), -ial (adj)
Conceptual Apply
5-3.3 Interpret the meaning of idioms and Yang’s First Thanksgiving Unit 4 - p. 381-k-Unit 4 idiom
euphemisms encountered in texts. [Continued] euphemism
Meta-cognitive Evaluate
5-3.4 Spell correctly Scott Foresman Spelling Component
Commonly confused words [Introduced]
Factual Remember
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
Indicator/Master y Level
Suggested Acti vities DesCartes Academic
Level Of Thinking Dimension RIT Band Vocabular y
Resource Correl ation
Knowledge Cognitive Process
Standard 5-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of
the conventions of Standard American English.
5-4.1 Generate and organize ideas for writing using Scott Foresman Grammar & Writing Hdbk Component
prewriting techniques (for example, creating lists,
having discussions and examining literary models).
[Continued]
Procedural Apply
5-4.2 Use complete sentences in a variety of types Scott Foresman Grammar & Writing Hdbk Component sentence types
(including simple and compound) in writing.
[Continued]
Procedural Apply
5-4.4 Use grammatical conventions of written
Standard American English [Continued], including:
past participles of commonly misused verbs, and Scott Foresman Grammar & Writing Hdbk Component – doesn’t
subject-verb and pronoun-antecedent agreement address irregular adverbs
with collective nouns. [Introduced]
Procedural Apply
5-4.3 Create multiple-paragraph compositions that Scott Foresman Grammar & Writing Hdbk Component sentence types
include a central idea with supporting details and Simple sentence
use appropriate transitions between paragraphs compound sentence
complex sentence
Meta-cognitive Create voice
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
5-4.5 Use revision strategies to improve the Scott Foresman Grammar & Writing Hdbk Component edit
organization and development of content and the
quality of voice in written works. [Continued]
Procedural Apply
Indicator/Master y Level
Suggested Acti vities DesCartes Academic
Level Of Thinking Dimension RIT Band Vocabular y
Resource Correl ation
Knowledge Cognitive Process
Standard 5-5: The student will write for a variety of purposes and audiences.
5-5.3 Create written descriptions using precise word choice
language and vivid details. [Continued] audience
expository
Meta-cognitive Create narrative
Indicator/Master y Level
Suggested Acti vities DesCartes Academic
Level Of Thinking Dimension RIT Band Vocabular y
Resource Correl ation
Knowledge Cognitive Process
Standard 5-6: The student will access and use information from a variety of sources
5-6.2 Use print sources (for example, books, Dwaina Brooks Unit 2 (Newspaper wb. p. 79-8) text elements
magazines, charts, graphs, diagrams, dictionaries,
Kate Shelley Unit 3 (atlas-map wb. p. 119-120)
encyclopedias, atlases, thesauri, newspapers, and
almanacs) and nonprint sources to access Everglades Unit 2 (Thesaurus wb. p. 89-90)
information. [Continued]
Long Path to Freedom Unit (Timeline wb. p. 219-220)
Bakers’ Neighbor Unit 6 (Advertisement/Order Form wb. p. 259-260)
Just Telling the Truth Unit 6 (Textbook/Tradebook wb. p. 289-29)
Procedural Apply
Babe to the Rescue Unit 3 (Magazines/Periodicals/Al-manacs wb. p. 149-150)
CURRICULUM GUIDE
SUBJECT: ELA GRADE: 5th TIMELINE: 1st 9wks
5-6.7 Use vocabulary (including Standard American
English) that is appropriate for the particular
audience of purpose. [Continued] word choice
Factual Apply