SCUSD Curriculum Map DRAFT FEBRUARY 2015 Grade 5

SCUSD Curriculum MapGrade 5 English Language ArtsDRAFT FEBRUARY 2015Unit #1: Launch – see charts, etc. @ www.scusd.edu/elaEssentialQuestionsAssessments forLearningbecome strongwriters?or “I checked forcapitalization at thebeginning ofsentences.”).Conferences in whichthe student and theteacher discuss asingle work, acollection of works,progress, and goalsRubrics constructedby the teacher and/orthe students andcompleted by eitheror bothPortfolios whichinclude a largecollection of artifactsselected by thestudent inconsultation with theteacherSpeaking andListening: What do wegain fromcollaboratingwith others?Sequence of Learning OutcomesWHAT students will be able to do and WHYReading:Strategies for Teaching and LearningHOW to do this work, one possible way Reading:Differentiatione.g., EL, SpEd, GATE 1. Self- reflect to establish their reading identity and 1. Give a reading interest survey that allowsset goals.student reflection and results in written goals.Revisit and update goals periodically. 2. Develop the habit of mind of reading daily to 2. Watch video or observe other classesbecome life-long readers.maintaining reading stamina to gather strategyideas. Co-create a class chart of strategies theywant to try during daily reads.3.Track progress of stamina on a class bar graph3. Build stamina to sustain independent reading.and/or personal line graph during independent reading time (reflect on why class/students madegains or losses). 4. Read daily with purpose and understanding to4.Introduce/review“ReadingwithStaminabuild strong reading habits and maintain stamina.Strategies” daily: How to select books of personal interest (Co-create a chart of how to select a book). Reread to extend independent reading time. Identify and read just right books (co-create achart of “How to Select a Just Right Book”). Purposefully abandon books (co-create a“Why We Abandon Books” chart). Etc.5. Use self-assessment and self-management toward 5. Have students create a personal “LooksMedium Cyclemanaging their independent reading time.Like/Sounds Like/Feels Like” chart of strategiesAssessments– Formativeto read daily with stamina. Revisit chart addingand modifying strategies as noted during dailyassessment when used topersonal reflection.inform instruction;Summative assessmentwhen used for evaluatingAlternate output andinput options, e.g.,audio and/or video text,technologyProvide support forlanguage features foundin upcoming lessons,texts, etc., e.g.,complicated sentencestructures, passivevoice, academicvocabulary, etc.Support for ExecutiveFunctioning, e.g.,organization of workmaterials and timemanagement, etc.ResourcesKaren HesseSuggestedProfessionalBooks/Links:Re: Differentiation:Universal Design forLearningThe Reading Zone byNancie AtwellBest Books for Boysby Pam AllynThe Book Whispererby Donalyn MillerA Writer’s Notebook:Unlocking the WriterWithin You by RalphFletcherText Complexity:Raising Rigor inReading by Fisher,Frey, & LappLiterature Circles:7

Grade 5 English Language ArtsDRAFT FEBRUARY 2015SCUSD Curriculum MapUnit #1: Launch – see charts, etc. @ www.scusd.edu/elaEssentialQuestionsAssessments forLearningwhat has been learned. Sequence of Learning OutcomesWHAT students will be able to do and WHY6. Learn and internalize reading habits to manageindependent reading time.Pre-unit, on-demandEnd-of-unit/project/culminating task Interim Quarterly Portfolio7. Understand that readers read for different Benchmarkspurposes under a variety of conditions and Post-unit, on-demandcircumstances to build good reading habits (e.g.for fun, with a partner, small group).8. Read, listen, and talk with peers/ partners aboutLong Cycle – Summativetheir text to build comprehension and learn fromothers.Annual, e.g., CAASPP CELDT Portfolio9. Write in a Reading Response Journal to recordresponses to the text.10. Make language choices that are appropriate toacademic setting when expressing ideas andrequesting information or clarification.Strategies for Teaching and LearningHOW to do this work, one possible way 6. Co-create a chart of “Strategies to Figure out theMeaning of Unfamiliar Words": Context clues Root word, prefix, suffix Apposition Using opposites Etc.7. Co-create a chart of “What We Read & Why?”(e.g., road signs for directions, bulletin boards foradvertisements, series books, social media,directions, etc.).8. Co-create a chart of ways to read, listen, and talkwith their peers about books: Private reading a chapter before coming todiscuss with partner. Creating questions together to answer, thenprivate reading to answer. Etc.(Use fish bowl technique to chart behaviors,“catching” students engaging in active partnerreading, listening, and discussing).9. Model and share creative ways to record thinkingabout reading in a Reading Response Journal(e.g. Comparing/contrasting characters usingicons/ drawings). Model how to share written ordrawn responses with a partner or small group.10. Model how to share written or drawn responsesfrom journals with a partner or small group.Differentiatione.g., EL, SpEd, GATEResourcesvoice and choice inbook clubs &reading groups byHarvey DanielsLaunching theWriting Workshopby DeniseLeogrrandisGenre Study byFountas & PinnellGuiding Readers andWriters (Grades3-6): Teaching,Comprehension,Genre, and ContentLiteracy by Fountas& PinnellAwakening the Heartby Georgia Heard8

SCUSD Curriculum MapGrade 5 English Language ArtsDRAFT FEBRUARY 2015Unit #1: Launch – see charts, etc. @ www.scusd.edu/elaEssentialQuestionsAssessments forLearningSequence of Learning OutcomesWHAT students will be able to do and WHYStrategies for Teaching and LearningHOW to do this work, one possible way Writing:Writing:1.Self-reflect to establish their writing identity.2.Establish the use of a writer’s notebook forrecording a variety of meaningful entrees tocapture writing ideas and practice writer’scraft.3.Write Daily with purpose and understandingto build strong writing habits.1. Give a writing interest survey that allows studentreflection.2. Reinforce procedures while teaching a new ideafor writing entrees in your Writer’s Notebook. First time list and story I wonder Free-write One day list Memory Me too stories Descriptions (Sensory) Ideas from books4.5.6.Engage in writing for increasingly longerstretches of time to sustain their work andincrease productivity.Use self-assessment and self-managementtoward managing their independent writingtime.Learn and internalize strategies to manageindependent writing time.Differentiatione.g., EL, SpEd, GATEResources3. Watch video or observe other classesmaintaining writing stamina to gather strategyideas of good writing habits. Co-create a chart ofstrategies your class wants to use to establishgood writing habits.4. Track progress of stamina on a bar graph duringindependent writing time.5. Co-create a “Looks Like/Sounds Like/Feels Like”chart of strategies to maintain stamina: Choose a topic you know a lot about. Tell your story before you write it.6. Start a “Writing Habit” T-Chart: Record behaviorsobserving students who demonstrate What GoodWriters Do & Why Good Writers Do That.9

SCUSD Curriculum MapGrade 5 English Language ArtsDRAFT FEBRUARY 2015Unit #1: Launch – see charts, etc. @ www.scusd.edu/elaEssentialQuestionsAssessments forLearningSequence of Learning OutcomesWHAT students will be able to do and WHY7.8.9.10.11.12.Understand the value of rereading for manyreasons including checking to see if theirwriting makes sense and to add details toentries.Use spelling strategies to move throughchallenging parts of writing independentlywithout getting stuck.Strategies for Teaching and LearningHOW to do this work, one possible way Differentiatione.g., EL, SpEd, GATEResources7. Model rereading writing of a new piece to adddetails.8. Co-create a chart of “What to Do When YouDon’t Know How to Spell a Word?” so writing cancontinue: Fearless Spellers First sound, last sound Circle and go Etc.Understand that writing is possible under a9. Co-create a chart of how and why “Writer’svariety of conditions and circumstances to buildConfer with the Teacher” while others keepgood writing habits.writing.Understand a writer’s work is never done in order 10. Co-create a chart of “What to Do When Youto maintain stamina.Think You Are Done Writing:” Start a new story from Writing Ideas Chart. Reread an old piece of writing and add to it.Select, plan a structure for writing that suites the 11. Model and chart procedures for future units ofaudience, task, and purpose, and draft a piece ofhow to:writing to take through the writing process to Selecting a piece from your writer’slearn the procedures of each step .notebook Plan DraftRead, listen, and talk with peers/partners about12. Read your story aloud and model the proceduretheir writing to strengthen writing ideas and learnfor peer responding. Give students something tofrom others.listen for (e.g., a part of the story where theywant the writer to add more details). Chartprocedures to use for future units.10

SCUSD Curriculum MapGrade 5 English Language ArtsDRAFT FEBRUARY 2015Unit #1: Launch – see charts, etc. @ www.scusd.edu/elaEssentialQuestionsAssessments forLearningSequence of Learning OutcomesWHAT students will be able to do and WHY13. Revise a piece of writing to learn the procedureof how to revise.14. Edit their writing so it is ready to publish.15. Publish their piece to share with a biggeraudience.16. Reflect orally and in writing to articulate theirlearning and develop their identities as writers.1.Strategies for Teaching and LearningHOW to do this work, one possible way Differentiatione.g., EL, SpEd, GATEResources13. Model how to revise your piece by adding detailsto it. Record procedure of how to revise on achart for future units.14. Model procedure for editing one thing at a timeby creating an “Editing Checklist” chart (e.g., readthe entire piece checking for only punctuation,read it again checking for capitalization, etc.).15. Model the procedure of how to publish. Create aprocedure chart for future units.16. Brainstorm a list of the students rememberedlearning during the launch. Teach reflection andgoal setting procedures by writing a “DearReader” letter.17. Celebrate and share finished pieces so others canenjoy/connect with their writing.17. Allow time for students to share their finishedpieces (e.g., gallery walk, authors chair, groupshare, etc.).Speaking and Listening:Embedded above.Speaking and Listening:Embedded above.11

SCUSD Curriculum MapGrade 5 English Language ArtsDRAFT FEBRUARY 2015Unit #2: Opinion/Argument – Reading and Writing Personal Essay(Approximately 4 weeks)ELA Common Core State Standards:Reading Standards for Literature:5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.5.3 – Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).5.4 – Determine the meaning of general academic and domain specific words and phrases in the text relevant to a Grade 5 topic or subject area.5.10 – By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts at the high end of the grade 4-5 text complexity band independently andproficiently.Reading Standards for Informational Text:5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.5.2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Writing Standards:5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.5.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.5.4 – Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.5.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.5.8 – 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 ofsources.5.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.5.10 – 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, andaudiences.Speaking and Listening Standards:5.1 – 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 ownclearly.5.3 – Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.5.4 – 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 anunderstandable pace.12

SCUSD Curriculum MapGrade 5 English Language ArtsDRAFT FEBRUARY 2015Language Standards:5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.5.4 – 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.5.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.5.6 – 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).Foundational Skills & Additional Language Standards: See separate document.College and Career Descriptors: Demonstrate independence.Build strong content knowledge.Respond to the varying demands of audience, task, purpose, and discipline.Comprehend as well as critique.Value evidence.Use technology and digital media strategically and capably.Come to understand other perspectives and cultures.SEL Competencies: Self-ManagementSelf-AwarenessResponsible Decision MakingRelationship SkillsSocial AwarenessELD Standards:Part 1: Interacting in Meaningful Ways Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building onresponses, and providing useful feedback. Negotiate with others or persuade others in conversations using a variety of learned phrases as well as open responses to gain and/or hold the floor, provide counter arguments, elaborate on an idea,etc. Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions with minimal prompting and light support. Explain ideas, phenomena, processes and text relationships based on close reading of a variety of grade-level texts and viewing of multimedia with light support. Distinguish how different words with related meanings and figurative language produce shades of meaning and different effects on the audience.Part 2: Learning About How English Works Apply increasing understanding of how different text types are organized to express ideas, to comprehending texts and writing cohesive texts. Apply increasing understanding how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting transitional words or phrases to comprehending texts andwriting cohesive texts. Combine clauses in a wide variety of ways to make connections between and join ideas, for example, to express cause/effect, to make a concession, to link two ideas that happen at the same time, orto provide reasons that support ideas.13

SCUSD Curriculum MapGrade 5 English Language ArtsDRAFT FEBRUARY 2015Unit #2: Personal EssayEssentialQuestionsAssessments forLearningSequence of Learning OutcomesWhat Students will be able to do and whyReading:Types of assessmentReading: What dopractices:readers gainfrom readingShort Cycle Assessments–personal(minute-by-minute, daily,essays?weekly) Formative What are theassessment to inform1. Notice the differences between a personal essaycharacteristicsimmediate teaching a

Greenhouse by Jane Yolen Owl Moon by Jane Yolen “Gimmetheball” from Rimshots by Charles R. Smith, Jr. Come On, Rain! by . SCUSD Curriculum Map DRAFT FEBRUARY 2015 Grade 5 English Language Arts 7