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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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