Grade 5 Elementary English Language Arts and Reading
Fall Semester | |||||
Unit Title | Unit 1: Literacy All Around Us | Unit 2: Reading - Traditional Literature Writing - Fiction | Unit 3: Reading - Poetry Writing - Poetry | Unit 4: Reading- Contemporary Literature & Drama Writing- Personal Narrative | Unit 5: Reading- Informational Texts Writing- Informational Writing: The Lens of History |
Time | 10 Days | 19 Days | 19 Days | 19 Days | 18 Days |
Understandings | Reading: Students self-select text based on interest, purpose, and readability. Students reflect on how their choices, behaviors, and preferences impact their growth as readers. By establishing a classroom culture that celebrates independent reading over sustained periods of time, students learn to set goals and work towards increased stamina. Students will monitor their comprehension using the signposts that alert readers to significant moments in a work of literature and encourage them to stop, notice, note and read closely. They discuss ideas in text and reflect to make meaning. Students learn the expectations for responding to reading through written responses and for using text evidence to support the ideas in their responses. Students actively listen and discuss with their peers about their reading and writing. | Reading: Students read, interact with, write about, and discuss various traditional stories. Students examine these traditional stories for not only the literary elements of theme, character, setting, and plot, but also for their unique genre characteristics. Students will analyze how cultural setting influences the plot. Students flexibly use their comprehension strategies to understand and compare pieces of traditional literature. Students read, respond to/write about, and discuss multiple dramatic texts while employing strategies to support comprehension such as interacting with the text through annotating and notetaking. Students also examine literary elements (e.g., theme, character, plot, setting, etc.) and devices (e.g., point of view, imagery, figurative language, etc.) as well as author’s purpose and craft. Students will dive into the analysis of the relationships of and conflicts among characters. Additionally, students utilize text evidence to support their ideas and inferences. | Reading: Students read and interact with poetry across a variety of poetic forms. Students analyze author’s purpose, audience, and genre characteristics as well as analyze author’s craft in order to interpret and comprehend many different poems, including inferring theme. Students also explain the poet’s use of sound devices and figurative language and describe how these devices achieve specific purposes. Students also consider point-of-view and distinguish between the poet and the speaker of the poem. | Reading: Students read, respond to/write about, and discuss multiple fiction texts, employing reading strategies to support comprehension such as interacting with the text through annotating and notetaking. Students analyze author’s purpose, audience, genre characteristics, and author’s craft, including literary elements and devices. Students also utilize text evidence to support their ideas and inferences. Students explore and explain the structural elements of drama, including character tags, acts, scenes, and stage directions. | Reading: Students read and interact with a variety of informational texts, including multimodal and digital texts. Students analyze author’s purpose, audience, genre characteristics, and author’s craft to develop a deeper understanding of this genre. This includes recognizing central ideas, text/print and graphic features, and organizational patterns. Students respond to and interact with texts, including summarizing and paraphrasing texts as part of the comprehension process. |
Writing: Classroom procedures and expectations are established. Students set up their writing notebooks and engage in the writing process. | Writing: Students will be revisiting narrative writing. Students use strategies they have already learned about and to use them better than before. The hope is that students become decision makers in the work that needs to be done. As you teach through familiar ground with your students you will also raise the quality of writing by emphasizing the importance of meaning and personal significance. In addition, you will support the level of productivity and expect students to write at least a long (one and a half—or two page) entry each day. | Writing: This unit will allow the students to work on craft from the reader’s and writer’s perspective. The students will have opportunities to fine tune and engage the reader in the surface of language, the way words look on the page and sound on the page. Students will write poems about the topics and themes that surround them. The students will learn how to find poems that are hiding in their lives and develop habits of poets—specificity, comparative thinking, understatement, and hyperbole—that could be used in multiple genres. | Writing: Through a transfer of reading comprehension skills, students learn how to apply author’s craft to their own practices as writers and to their own writing products. The focus will be on helping students to write a lot, to work productively and cycle through the writing process with independence and a sense of repertoire. Students meld the learning they have done in both opinion and narrative writing to write a memoire. | Writing: Students apply their knowledge of informational texts as they conduct brief research regarding an informational topic. Students engage in the research process by reading a variety of digital and print sources to gather and synthesize information about a specific topic. Students will write informational texts within a content area study, in this case a social studies unit on Westward Expansion. Students will be asked to engage in research, including keeping track of and citing relevant sources. To gather relevant information, students will need to delve deeply into informational texts, discerning significant ideas and supporting information, synthesizing and comparing information across texts, and considering their structure and craft as mentor texts. | |
Grammar: Students are working on complete sentences and collective nouns. | Grammar: Students are working on adjectives, prepositional phrases, and compound sentences (and). | Grammar: Students are working on comparative and superlative adjectives and subject/verb agreement. | Grammar: Students are using italics and underlining for titles and emphasis. Students are working on irregular verbs, adjectives, and quotation marks | Grammar: Students are working on complex sentences (if, when) and prepositions. | |
Word Study: Students decode and spell multisyllabic words with an emphasis on syllable division and the syllable types (open, closed, VCe, and vowel teams). | Word Study: Students decode and spell multisyllabic words with an emphasis on vowel diphthongs - oy, ou, oi, ow. Students focus on syllable division patterns - V’/CV, V/CV’, VC’/V, VC’/CCV, VC/CCV’, VCC/CV | Word Study: Students decode and spell multisyllabic words with an emphasis on Syllable division patterns VC/CV, words that follow the VC’/CV pattern with accent on the first syllable, words that follow the VC/CV’ pattern with accent on the second syllable, V/CCV, VCC/V R-controlled syllables - er, ir, ur, urr, ar, or | Word Study: Students decode and spell multisyllabic words with an emphasis on R-controlled syllables - other r-influenced vowels are, air, /ear/ (as in hear), eer, /ear/(as in earth), ure, ire , ore, oor, oar, our (as in your, V/V. Students will review: syllable division patterns - VCCV, VCV, VCCCV, VV and r-controlled and C+le syllables. | Word Study: Students decode and spell multisyllabic words with an emphasis on sound spelling patterns: -tion, -sion, -age, -ture.
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Handwriting: Students take a pre-assessment and begin reviewing cursive writing. | Handwriting: Students apply cursive writing in daily assignments. | Handwriting: Students apply cursive writing in daily assignments. | Handwriting: Students apply cursive writing in daily assignments. | Handwriting: Students apply cursive writing in daily assignments. | |
TEKS | Reading: 5.1A, 5.1B, 5.6F, 5.7A, 5.8A, 5.8B, 5.8C, 5.9D, 5.10A | Reading: 5.1A, 5.1C, 5.1D, 5.3B, 5.3D, 5.6B, 5.6F, 5.6G, 5.6H, 5.7B, 5.7C, 5.7D, 5.7F,5.8A, 5.8B, 5.8C, 5.8D, 5.9A, 5.10A, 5.10B, 5.10D, 5.10G | Reading: 5.1A, 5.1C, 5.1D, 5.3B, 5.6E, 5.6D,5.6F, 5.7B, 5.7C, 5.7F, 5.8A, 5.9B, 5.10A, 5.10D, 5.10E, 5.10F | Reading: 5.1A, 5.1C, 5.1D, 5.4A, 5.6F, 5.6G, 5.6H, 5.7B, 5.7C, 5.7D, 5.8A, 5.8B, 5.8C, 5.8D, 5.9A, 5.9C, 5.10A, 5.10B, 5.10E | Reading: 5.1A, 5.1C, 5.1D, 5.3B, 5.6F, 5.6G, 5.6H, 5.7D 5.9D, 5.9Di, 5.9Dii, 5.9Diii, 5.10B, 5.10C, 5.11B, 5.11D, 5.13A, 5.13B, 5.13C, 5.13D, 5.13E, 5.13F, 5.13G, 5.13H |
Writing: 5.1A, 5.1B, 5.1C, 5.1D, 5.11A, 5.11B, 5.11C, 5.11D, 5.11Di, 5.11Diii, 5.11E, 5.12A | Writing: 5.1A, 5.1B, 5.1C, 5.11Bi, 5.11Bii, 5.11C, 5.11D, 5.11Di, 5.11Diii, 5.11Div, 5.11Dvi, 5.11Dix, 5.11Dx, 5.11E, 5.12A | Writing: 5.1A, 5.1B, 5.1C, 5.1D, 5.11A, 5.11A, 5.11B, 5.11Bi, 5.11Bii, 5.11C, 5.11D, 5.11Di, 5.11Div, 5.11Dvi, 5.11Dviii, 5.11Dx, 5.11E, 5.12A | Writing: 5.1A, 5.1B, 5.1C, 5.1D, 5.11A, 5.11B, 5.11Bi, 5.11Bii, 5.11C, 5.11Dii, 5.11Div, 5.11Dx, 5.12A | Writing: 5.1A, 5.1B, 5.1C, 5.1D, 5.11A, 5.11Bi, 5.11Bii, 5.11C, 5.11Dii, 5.11Div, 5.11Dvi, 5.11Dviii, 5.11Dx, 5.11E, 5.13B, 5.13C | |
Grammar: 5.11D, 5.11Di, 5.11Diii | Grammar: 5.11Di, 5.11Diii, 5.11Div, 5.11Dvi, 5.11Dx | Grammar: 5.11Di, 5.11Div, 5.11Dx
| Grammar: 5.11Dii, 5.11Div, 5.11Dx | Grammar: 5.11Div, 5.11Dvi, 5.11Dviii, 5.11Dx | |
Word Study: 5.2Aii, 5.2Bi, 5.2Biii | Word Study: 5.2Aii, 5.2Aiii, 5.2Bi, 5.2Biii, 5.2Biv | Word Study: 5.2Aii, 5.2Aiii, 5.2Bi, 5.2Biii, 5.2Biv | Word Study: 5.2Aii, 5.2Aiii, 5.2B, 5.2Bi, 5.2Biii, 5.2Biv | Word Study: 5.2Aii, 5.2Aiii, 5.2Bi, 5.2Biii, 5.2Biv | |
Handwriting: 5.2C | Handwriting: 5.2C | Handwriting: 5.2C | Handwriting: 5.2C | Handwriting: 5.2C | |
Spring Semester | |||||
Unit Title | Unit 6: Reading- Argumentative Writing- Argumentative | Unit 7: Reading- Compare & Contrast Writing- Revise and Edit | Unit 8: Reading- Reading is Thinking Writing- Responding to Reading | Unit 9: Reading- Content Literacy Writing- Correspondence | Unit 10: Making Meaning Through Multiple Genres
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Time | 17 Days | 9 Days | 25 Days | 10 Days | 26 Days |
Understandings | Reading: Students read and interact with a variety of argumentative texts. Students recognize characteristics and structures of argumentative text, including identifying the author’s claim/position on a topic/issue, explaining how the author uses supporting evidence, and identifying the author’s intended audience. Students also analyze author’s craft in developing argumentative text including the use of persuasive devices and techniques such as hyperboles, stereotyping, and anecdotes. | Reading: Students read and interact with texts across multiple genres to compare and contrast the author's purpose and message, key ideas and details, and use of text structure. Students engage in close reading to make connections across texts and analyze how different authors develop a message or theme on similar topics. Students apply the Close Reading strategy from previous units to paired selections and discuss patterns and key understandings of the texts.
| Reading: Students use close reading strategies such as notetaking and annotating to help them demonstrate understanding of text. | Reading: Students enhance understanding of content- area knowledge through literacy experiences. Students will be exploring content-related (science, social studies, math, physical education, etc.) topic(s) to continue building background knowledge that supports the learning from the prior units.
| Reading: Students analyze a variety of texts in different genres, analyzing authors’ use of genre characteristics, structure, language, text features, and various modalities to support their purposes. Students identify the author's purpose, intended audience, and message as well as examine the author’s craft. Students use close reading strategies such as note taking and annotating. Through a transfer of reading comprehension skills, students apply author’s craft to original writing products in different genres. Students also use the research process to find information that will help them compose their pieces. |
Writing: Students also use the research process to explore information, ideas, and perspectives on a particular topic/issue in order to formulate their own position on the topic/issue. Research and knowledge are at the heart of student writing. To write argumentative letters and essays well, students must be knowledgeable about the topic; they need several texts with which to work. As argument writers, students are expected to structure their writing so that it includes claims that are supported by reasons that are backed by evidence. Students will sort, weigh, and order evidence. They will learn to suspend judgment, to read critically, to note-take, to build an argument, and to revise and rethink and rebuild. Students will learn by studying the arguments of others as they plan and write persuasive letters and argument essays. | Writing: Students prepare for the Revise and Edit portion of the Reading STAAR test. By this time in the school year, the skills in this unit have already been explicitly taught. During this unit, teachers will review familiar, revise and edit skills with students as well as help them see how these skills could be tested. | Writing: Students prepare for the Short Constructed Response (SCR) and Extended Constructed Response (ECR) item types for the Reading STAAR test. Students review texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students review and edit for punctuation, grammar, and spelling. | Writing: Students will be exploring content-related (science, social studies, math, physical education, etc.) topic(s) building on the learning from the prior Informational Writing unit. Many of the skills from that unit will now be applied as they will be composing correspondence to enrich and/or share learning. Students may choose to write letters such as requests for information from authors, companies or government entities; persuasive letters to family members or community leaders; pen pal letters, or thank you letters. Students are actively engaging in content reading experiences across disciplines to deepen their content knowledge, linking their content-wide reading to authentic writing experiences of crafting correspondence will only strengthen their content learning. Students are encouraged to reflect on issues or ideas they feel passionate about.
| Writing: Students engage in writing as a recursive process as they brainstorm/plan, draft, revise, edit, and publish texts in multiple genres, including multimodal texts. Students apply the author's craft learned during text analysis to their own writing products. In revising, students review their texts for clarity, development, organization, style, word choice, and sentence variety. In editing, students continue to make the conventional and nonconventional choices in punctuation, grammar, and spelling that are most effective to make their message clear for an authentic audience. Through publication for an audience of their peers, students employ multimodalities to support author’s craft and purpose.
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Grammar: Students are using conjunctive adjectives, indefinite pronouns, and complex sentences. | Grammar: Students are using subordinating conjunctions (AAAWWUBBIS) and capitalizing for abbreviations, initials, acronyms, and organization | Grammar: Students are using subordinating conjunctions (AAAWWUBBIS, verbs (past, present, future), and commas: items in a list and commas to separate actions. | Grammar: Students are using coordinating conjunction (but) to join two contrasting sentences and capitalize the first letter of a letter greeting and closing. | Grammar: Students will review grammar and conventions from across the year.
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Word Study: Students decode and spell multisyllabic words with an emphasis on prefixes (trans-, super-), adding suffix rules - dropping e, and doubling final consonants. | Word Study: Students decode and spell multisyllabic words with an emphasis on adding suffix rules - changing y to i and prefixes (semi-, inter-). | Word Study: Students decode and spell multisyllabic words with an emphasis on prefixes (de-, anti-), suffixes (-al, -ial), consonant changes /s/ to /sh and /s/ to /k/, and review adding suffix rules. | Word Study: Students decode and spell multisyllabic words with an emphasis on suffix (-ous) and roots: geo, photo, scrib/script, vid/vis.
| Word Study: Students decode and spell multisyllabic words with an emphasis on suffix (-ive, -logy) and roots: aqua, port, struct, dict, ject. | |
Handwriting: Students apply cursive writing in daily assignments. | Handwriting: Students apply cursive writing in daily assignments. | Handwriting: Students apply cursive writing in daily assignments. | Handwriting: Students apply cursive writing in daily assignments. | Handwriting: Students apply cursive writing in daily assignments. | |
TEKS | Reading: 5.1A, 5.3A, 5.3B 5.6B, 5.6F, 5.6H, 5.7B,5.7D, 5.7F, 5.9E, 5.9Ei, 5.9Eii, 5.9Eiii, 5.9F, 5.10A, 5.10B, 5.10C, 5.10D, 5.10G, 5.11B, 5.11D | Reading: 5.6A, 5.6E, 5.6F, 5.6G, 5.6H, 5.7B, 5.7C, 5.7D, 5.7E, 5.10A, 5.10B, 5.10C, 5.11Di, 5.11Dii, 5.11Dviii, 5.11Dx | Reading: 5.2A, 5.3A, 5.3B, 5.4A, 5.6A, 5.6B, 5.6E, 5.6F, 5.6G, 5.6H, 5.6I, 5.7B, 5.7C, 5.7D, 5.7E, 5.7F, 5.8A, 5.10A, 5.10F | Reading: 5.3B, 5.6E, 5.7A, 5.7C, 5.7F, 5.9Di, 5.9Diii, 5.10A, 5.10B, 5.10D | RLA: 5.1A, 5.6A, 5.6E, 5.6F, 5.6G, 5.6I, 5.7A, 5.7C, 5.7E, 5.9A, 5.9B, 5.9C, 5.9D, 5.9E, 5.9F, 5.10A, 5.10B, 5.10C, 5.10D, 5.10E, 5.10F, 5.11A, 5.11B, 5.11Bi, 5.11Bii, 5.11C, 5.12A, 5.12B, 5.12C, 5.13C, 5.13D, 5.13F |
Writing: 5.1A, 5.1B, 5.1C, 5.1D,5.9Eiii, 5.10A, 5.11A, 5.11B, 5.11Bi, 5.11Bii, 5.11C, 5.11D, 5.11Dvi, 5.11Dv, 5.11Dvii, 5.11Dviii 5.11Dx, 5.11E, 5.12C, 5.13A, 5.13B, 5.13C, 5.13D, 5.13E, 5.13F, 5.13H | Writing: 5.1A, 5.1B, 5.11Bi, 5.11C, 5.11D, 5.11Di, 5.11Dii, 5.11Dviii, 5.11Dix, 5.11Dx
| Writing: 5.1A, 5.1C, 5.6A, 5.6G, 5.6H, 5.7B, 5.7C, 5.11A, 5.11Bi, 5.11Bii, 5.11C, 5.11D, 5.12B 5.12B, 5.12C
| Writing: 5.1A, 5.11C, 5.11D, 5.11Dix, 5.11Dx, 5.11Dxi, 5.11E, 5.12D | ||
Grammar: 5.11Dvi, 5.11Dv, 5.11Dvii, 5.11Dviii | Grammar: 5.11Dviii, 5.11Dix
| Grammar: 5.11Di, 5.11Dii, 5.11Dviii, 5.11Dx | Grammar: 5.11Di, 5.11Dix, 5.11Dx | Grammar: 5.11D | |
Word Study: 5.2Aiv, 5.2Bv, 5.2Bvi, 5.3C | Word Study: 5.2Aiv, 5.2Bvi, 5.2Aiv, 5.2Bv, 5.2Bvi, 5.2Aiv, 5.2Bv, 5.3C | Word Study: 5.2Ai, 5.2Aiv, 5.2Bii, 5.2Bv, 5.2Bvi, 5.3C
| Word Study: 5.2Aiv, 5.2Bvi, 5.3C | Word Study: 5.2Ai, 5.2Aiv, 5.2Bii, 5.2Bvi, 5.3C | |
Handwriting: 5.2C | Handwriting: 5.2C | Handwriting: 5.2C | Handwriting: 5.2C | Handwriting: 5.2C | |