5th Language Arts Pacing Guide 20122013 by 7ZRRUmF

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									                                                                      Currituck County Schools
                                                                         2011-12 Pacing Guide
                                                                    Grade 5 English Language Arts
               1st 9 Weeks                                      2nd 9 Weeks                 3rd 9 Weeks                                                           4th 9 Weeks

CCSS RL.10 By the end of the year, read and     CCSS RL.1 Quote accurately from a text            .                                               CCSS FS.3 Know and apply grade-level
comprehend literature, including stories,       when explaining what the text ways                CCSS RL.10 By the end of the year, read and     phonics and word analysis skills in decoding
dramas, and poetry, at the high end of the      explicitly and when drawing inferences from       comprehend literature, including stories,       words. Use combined knowledge of all
grades 4-5 text complexity band                 the text. RI.2 Determine two or more main         dramas, and poetry, at the high end of the      letter-sound correspondences, syllabication
independently and proficiently. RI.10 By the    ideas of a text and explain how they are          grades 4-5 text complexity band                 patterns, and morphology (e.g., roots and
end of the year, read and comprehend            supported by key details; summarize the           independently and proficiently. RI.10 By the    affixes) to read accurately unfamiliar
informational texts, including history/social   text.                                             end of the year, read and comprehend            multisyllabic words in context and out of
studies, science, and technical texts, at the                                                     informational texts, including history/social   context. FS.4 Read with sufficient accuracy
high end of the grades 4-5 text complexity      CCSS RL.4 Determine the meaning of words          studies, science, and technical texts, at the   and fluency to support comprehension.
band independently and proficiently.            and phrases as they are used in a text,           high end of the grades 4-5 text complexity      Read on-level text with purpose and
                                                including figurative language such as             band independently and proficiently.            understanding. Read on-level prose and
CCSS RL.10 By the end of the year, read and     metaphors and similes. RL.5 Explain how a                                                         poetry orally with accuracy, appropriate
comprehend literature, including stories,       series of chapters, scenes, or stanzas fits       .                                               rate, and expression on successive readings.
dramas, and poetry, at the high end of the      together to provide the overall structure of a    CCSS RL.10 By the end of the year, read and     Use context to confirm or self-correct word
grades 4-5 text complexity band                 particular story, drama, or poem.                 comprehend literature, including stories,       recognition and understanding, rereading as
independently and proficiently. RI.10 By the                                                      dramas, and poetry, at the high end of the      necessary.
end of the year, read and comprehend            CCSS RL.1 Quote accurately from a text            grades 4-5 text complexity band
informational texts, including history/social   when explaining what the text ways                independently and proficiently. RI.10 By the    CCSS RL.1 Quote accurately from a text
studies, science, and technical texts, at the   explicitly and when drawing inferences from       end of the year, read and comprehend            when explaining what the text ways
high end of the grades 4-5 text complexity      the text. RI.1 Quote accurately from a text       informational texts, including history/social   explicitly and when drawing inferences from
band independently and proficiently.            when explaining what the text says explicitly     studies, science, and technical texts, at the   the text.
CCSS FS.3 Know and apply grade-level            and when drawing inferences from the text.        high end of the grades 4-5 text complexity
phonics and word analysis skills in decoding                                                      band independently and proficiently.            CCSS RL.10 By the end of the year, read and
words. Use combined knowledge of all            CCSS RL.2 Determine a theme or a story,                                                           comprehend literature, including stories,
letter-sound correspondences, syllabication     drama, or poem from details in the text,          CCSS RL.10 By the end of the year, read and     dramas, and poetry, at the high end of the
patterns, and morphology (e.g., roots and       including how characters in a story or drama      comprehend literature, including stories,       grades 4-5 text complexity band
affixes) to read accurately unfamiliar          respond to challenges or how the speaker in       dramas, and poetry, at the high end of the      independently and proficiently. RI.10 By the
multisyllabic words in context and out of       a poem reflects upon a topic; summarize the       grades 4-5 text complexity band                 end of the year, read and comprehend
context.                                        text. RL.3 Compare and contrast two or            independently and proficiently. RI.10 By the    informational texts, including history/social
                                                more characters, settings, or events in a         end of the year, read and comprehend            studies, science, and technical texts, at the
CCSS RI.4 Determine the meaning of general      story or drama, drawing on specific details in    informational texts, including history/social   high end of the grades 4-5 text complexity
academic and domain-specific words and          the text (e.g., how characters interact). RL.6    studies, science, and technical texts, at the   band independently and proficiently.
phrases in a text relevant to a grade 5 topic   Describe how a narrator’s or speaker’s point      high end of the grades 4-5 text complexity
or subject area.                                of view influences how events are described.      band independently and proficiently.            CCSS RL.4 Determine the meaning of words
                                                RL.9 Compare and contrast stories in the                                                          and phrases as they are used in a text,
CCSS FS.3 Know and apply grade-level            same genre (e.g., mysteries and adventure         )                                               including figurative language such as
phonics and word analysis skills in decoding    stories) on their approaches to similar           CCSS RL.2 Determine a theme or a story,         metaphors and similes. RL.5 Explain how a
words. Use combined knowledge of all            themes and topics.                                drama, or poem from details in the text,        series of chapters, scenes, or stanzas fits
letter-sound correspondences, syllabication                                                       including how characters in a story or drama    together to provide the overall structure of a
patterns, and morphology (e.g., roots and       CCSS RI.3 Explain the relationships or            respond to challenges or how the speaker in     particular story, drama, or poem.
affixes) to read accurately unfamiliar          interactions between two or more                  a poem reflects upon a topic; summarize the
multisyllabic words in context and out of       individuals, events, ideas, or concepts in a      text. RL.10 By the end of the year, read and    3.01 Respond to fiction (interpretive, critical,
context. FS.4 Read with sufficient accuracy     historical, scientific, or technical text based   comprehend literature, including stories,       and evaluative processes) word choice / CCSS


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                                                                     Currituck County Schools
                                                                        2011-12 Pacing Guide
                                                                    Grade 5 English Language Arts
and fluency to support comprehension.           on specific information in the text.              dramas, and poetry, at the high end of the       RL.2 Determine a theme or a story, drama,
Read on-level text with purpose and                                                               grades 4-5 text complexity band                  or poem from details in the text, including
understanding. Read on-level prose and          CCSS RL.10 By the end of the year, read and       independently and proficiently. RI.2             how characters in a story or drama respond
poetry orally with accuracy, appropriate        comprehend literature, including stories,         Determine two or more main ideas of a text       to challenges or how the speaker in a poem
rate, and expression on successive readings.    dramas, and poetry, at the high end of the        and explain how they are supported by key        reflects upon a topic; summarize the text.
Use context to confirm or self-correct word     grades 4-5 text complexity band                   details; summarize the text. RI.10 By the        RL.3 Compare and contrast two or more
recognition and understanding, rereading as     independently and proficiently. RI.10 By the      end of the year, read and comprehend             characters, settings, or events in a story or
necessary.                                      end of the year, read and comprehend              informational texts, including history/social    drama, drawing on specific details in the text
                                                informational texts, including history/social     studies, science, and technical texts, at the    (e.g., how characters interact). RL.6 Describe
CCSS RI.4 Determine the meaning of general      studies, science, and technical texts, at the     high end of the grades 4-5 text complexity       how a narrator’s or speaker’s point of view
academic and domain-specific words and          high end of the grades 4-5 text complexity        band independently and proficiently.             influences how events are described. RL.9
phrases in a text relevant to a grade 5 topic   band independently and proficiently.                                                               Compare and contrast stories in the same
or subject area.                                                                                  CCSS RL.1 Quote accurately from a text           genre (e.g., mysteries and adventure stories)
                                                CCSS W.1 Write opinion pieces on topics or        when explaining what the text ways               on their approaches to similar themes and
.                                               texts, supporting a point of view with            explicitly and when drawing inferences from      topics.
CCSS RL.2 Determine a theme or a story,         reasons and information. Introduce a topic        the text. RI.2 Determine two or more main
drama, or poem from details in the text,        or text clearly, state an opinion, and create     ideas of a text and explain how they are         )
including how characters in a story or drama    an organizational structure in which ideas        supported by key details; summarize the          CCSS RI.6 Analyze multiple accounts of the
respond to challenges or how the speaker in     are logically grouped to support the writer’s     text.                                            same event or topic, noting important
a poem reflects upon a topic; summarize the     purpose. Provide logically ordered reasons                                                         similarities and differences in the point of
text. RL.10 By the end of the year, read and    that are supported by facts and details. Link     .                                                view they represent.
comprehend literature, including stories,       opinion and reasons using words, phrases,          RL.3 Compare and contrast two or more
dramas, and poetry, at the high end of the      and clauses (e.g., consequently, specifically).   characters, settings, or events in a story or    CCSS RL.10 By the end of the year, read and
grades 4-5 text complexity band                 Provide a concluding statement or section         drama, drawing on specific details in the text   comprehend literature, including stories,
independently and proficiently. RI.2            related to the opinion presented.                 (e.g., how characters interact). RL.6            dramas, and poetry, at the high end of the
Determine two or more main ideas of a text      W.2.a.b.c.d.e Write informative/explanatory       Describe how a narrator’s or speaker’s point     grades 4-5 text complexity band
and explain how they are supported by key       texts to examine a topic and convey ideas         of view influences how events are described.     independently and proficiently. RI.10 By the
details; summarize the text. RI.10 By the       and information clearly. Introduce a topic        RL.9 Compare and contrast stories in the         end of the year, read and comprehend
end of the year, read and comprehend            clearly, provide a general observation and        same genre (e.g., mysteries and adventure        informational texts, including history/social
informational texts, including history/social   focus, and group related information              stories) on their approaches to similar          studies, science, and technical texts, at the
studies, science, and technical texts, at the   logically; include formatting (e.g., headings),   themes and topics.                               high end of the grades 4-5 text complexity
high end of the grades 4-5 text complexity      illustrations, and multimedia when useful to                                                       band independently and proficiently.
band independently and proficiently.            aiding comprehension. Develop the topic           CCSS RL.7 Analyze how visual and
                                                with facts, definitions, concrete details,        multimedia elements contribute to the
CCSS RL.10 By the end of the year, read and     quotations, or other information and              meaning, tone, or beauty of a text (e.g.,        CCSS W.3.a.b.c.d.e Write narratives to
comprehend literature, including stories,       examples related to the topic. Link ideas         graphic novel, multimedia presentation of        develop real or imagined experiences or
dramas, and poetry, at the high end of the      within and across categories of information       fiction, folktale, myth, poem).                  events using effective technique, descriptive
grades 4-5 text complexity band                 using words, phrases, and clauses (e.g., in                                                        details, and clear event sequences. Orient
independently and proficiently. RI.10 By the    contrast, especially). Use precise language       CCSS W.3.a.b.c.d.e Write narratives to           the reader by establishing a situation and
end of the year, read and comprehend            and domain-specific vocabulary to inform          develop real or imagined experiences or          introducing a narrator and/or characters;
informational texts, including history/social   about or explain the topic. Provide a             events using effective technique, descriptive    organize an event sequence that unfold
studies, science, and technical texts, at the   concluding statement or section related to        details, and clear event sequences. Orient       naturally. Use narrative techniques, such as
high end of the grades 4-5 text complexity      the information or explanation presented.         the reader by establishing a situation and       dialogue, description, and pacing, to develop
band independently and proficiently.            W.3.a.b.c.d.e Write narratives to develop         introducing a narrator and/or characters;        experiences and events or show the
                                                real or imagined experiences or events using      organize an event sequence that unfold           responses of characters to situations. Use a
CCSS RL.4 Determine the meaning of words        effective technique, descriptive details, and     naturally. Use narrative techniques, such as     variety of transitional words, phrases, and

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                                                                       Currituck County Schools
                                                                          2011-12 Pacing Guide
                                                                      Grade 5 English Language Arts
and phrases as they are used in a text,           clear event sequences. Orient the reader by       dialogue, description, and pacing, to develop   clauses to manage the sequence of events.
including figurative language such as             establishing a situation and introducing a        experiences and events or show the              Use concrete words and phrases and sensory
metaphors and similes. RL.5 Explain how a         narrator and/or characters; organize an           responses of characters to situations. Use a    details to convey experiences and events
series of chapters, scenes, or stanzas fits       event sequence that unfold naturally. Use         variety of transitional words, phrases, and     precisely. Provide a conclusion that follows
together to provide the overall structure of a    narrative techniques, such as dialogue,           clauses to manage the sequence of events.       from the narrated experiences or events.
particular story, drama, or poem.                 description, and pacing, to develop               Use concrete words and phrases and sensory
                                                  experiences and events or show the                details to convey experiences and events
CCSS RI.9 Integrate information from several      responses of characters to situations. Use a      precisely. Provide a conclusion that follows
texts on the same topic in order to write or      variety of transitional words, phrases, and       from the narrated experiences or events.
speak about the subject knowledgeably.            clauses to manage the sequence of events.
                                                  Use concrete words and phrases and sensory
.                                                 details to convey experiences and events
                                                  precisely. Provide a conclusion that follows
CCSS W.1.a.b.c.d Write opinion pieces on          from the narrated experiences or events.
topics or texts, supporting a point of view
with reasons and information. Introduce a         CCSS W.2.a.b.c.d.e Write
topic or text clearly, state an opinion, and      informative/explanatory texts to examine a
create an organizational structure in which       topic and convey ideas and information
ideas are logically grouped to support the        clearly. Introduce a topic clearly, provide a
writer’s purpose. Provide logically ordered       general observation and focus, and group
reasons that are supported by facts and           related information logically; include
details. Link opinion and reasons using           formatting (e.g., headings), illustrations, and
words, phrases, and clauses (e.g.,                multimedia when useful to aiding
consequently, specifically). Provide a            comprehension. Develop the topic with
concluding statement or section related to        facts, definitions, concrete details,
the opinion presented. W.2.a.b.c.d.e Write        quotations, or other information and
informative/explanatory texts to examine a        examples related to the topic. Link ideas
topic and convey ideas and information            within and across categories of information
clearly. Introduce a topic clearly, provide a     using words, phrases, and clauses (e.g., in
general observation and focus, and group          contrast, especially). Use precise language
related information logically; include            and domain-specific vocabulary to inform
formatting (e.g., headings), illustrations, and   about or explain the topic. Provide a
multimedia when useful to aiding                  concluding statement or section related to
comprehension. Develop the topic with             the information or explanation presented.
facts, definitions, concrete details,             W.3 a.b.c.d.e Write narratives to develop
quotations, or other information and              real or imagined experiences or events using
examples related to the topic. Link ideas         effective technique, descriptive details, and
within and across categories of information       clear event sequences. Orient the reader by
using words, phrases, and clauses (e.g., in       establishing a situation and introducing a
contrast, especially). Use precise language       narrator and/or characters; organize an
and domain-specific vocabulary to inform          event sequence that unfold naturally. Use
about or explain the topic. Provide a             narrative techniques, such as dialogue,
concluding statement or section related to        description, and pacing, to develop
the information or explanation presented.         experiences and events or show the
W.3.a.b.c.d.e Write narratives to develop         responses of characters to situations. Use a
real or imagined experiences or events using      variety of transitional words, phrases, and

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                                                                    Currituck County Schools
                                                                       2011-12 Pacing Guide
                                                                   Grade 5 English Language Arts
effective technique, descriptive details, and   clauses to manage the sequence of events.
clear event sequences. Orient the reader by     Use concrete words and phrases and sensory
establishing a situation and introducing a      details to convey experiences and events
narrator and/or characters; organize an         precisely. Provide a conclusion that follows
event sequence that unfold naturally. Use       from the narrated experiences or events.
narrative techniques, such as dialogue,
description, and pacing, to develop             CCSS W.3.a.b.c.d.e Write narratives to
experiences and events or show the              develop real or imagined experiences or
responses of characters to situations. Use a    events using effective technique, descriptive
variety of transitional words, phrases, and     details, and clear event sequences. Orient
clauses to manage the sequence of events.       the reader by establishing a situation and
Use concrete words and phrases and sensory      introducing a narrator and/or characters;
details to convey experiences and events        organize an event sequence that unfold
precisely. Provide a conclusion that follows    naturally. Use narrative techniques, such as
from the narrated experiences or events.        dialogue, description, and pacing, to develop
                                                experiences and events or show the
                                                responses of characters to situations. Use a
W.10 Write routinely over extended time         variety of transitional words, phrases, and
frames (time for research, reflection, and      clauses to manage the sequence of events.
revision) and shorter time frames (a single     Use concrete words and phrases and sensory
sitting or a day or two) for a range of         details to convey experiences and events
discipline-specific tasks, purposes, and        precisely. Provide a conclusion that follows
audiences.                                      from the narrated experiences or events.

                                                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.

                                                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.

                                                RI.8 Explain how an author uses reasons and
                                                evidence to support particular points in a
                                                text, identifying which reasons and evidence
                                                support with point(s).

                                                L.5.a.b.c Demonstrate understanding of
                                                figurative language, word relationships, and
                                                nuances in word meanings. Interpret
                                                figurative language, including similes and
                                                metaphors, in context. Recognize and
                                                explain the meaning of common idioms,

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                    Currituck County Schools
                       2011-12 Pacing Guide
                   Grade 5 English Language Arts
adages, and proverbs. Use the relationship
between particular words (e.g., synonyms,
antonyms, homographs) to better
understand each of the words.

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).




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