Curriculum Map: Riverview Grade 5 ELA Course: English .
Curriculum Map: Riverview Grade 5 ELACourse: English/Language Arts Grade 5Grade(s): Fifth GradeCourseDescription:In fifth grade, students broaden and deepen their understanding of informational andliterary text through comparing and contrasting. Students reflect on their skills andadjust their comprehension and vocabulary strategies to become better readers. Theyuse textual evidence and quote accurately to support their analyses andinterpretations. Using evidence from multiple texts, students discuss, reflect, andrespond to a wide variety of literary genres and informational text. Students read forpleasure, choosing books based on personal preference, topic, genre, theme, orauthor. Students develop a strong personal voice in their writing beginning in fifthgrade. This is demonstrated by the way they sometimes inject humor into theirnarratives and support their opinions with credible reasons. Students use precise,specialized vocabulary appropriately in content-area writing. Students develop theirwriting craft with an emphasis on pacing and an awareness of style. They experimentwith sentence length and complex sentence structures and vary leads andendings. Students are able to summarize and synthesize important works to include intheir compositions.CourseStudentLearningOutcomes:1. Students gain a working knowledge of concepts of print, alphabetic principle, andother basic conventions.2. Students read, understand, and respond to informational text - with an emphasis oncomprehension, vocabulary acquisition, and making connections among ideas andbetween texts with a focus on textual evidence.3. Students read and respond to works of literature - with emphasis on comprehension,vocabulary acquisition, and making connections among ideas and between texts withfocus on textual evidence.4. Students write for different purposes and audiences. Students write clear andfocused text to convey a well-defined perspective and appropriate content.5. Students present appropriately in formal speaking situations, listen critically, andrespond intelligently as individuals or in group discussions.CourseEssentialQuestions: How do strategic readers create meaning from informational and literary text?What is this text really about?How do readers know what to believe?How does what readers read influence how they should read it?How does a reader's purpose influence how text should be read?How do readers know what to believe in what they read, hear, and view?How does interaction with text provoke thinking and response?
Course BigIdeas:CourseAcademicVocabulary:What do good listeners do?How do active listeners make meaning?How do active listeners know what to believe in what they hear?How do task, purpose, and audience influence how speakers craft and deliver amessage?How do speakers employ language and utilize resources to effectivelycommunicate a message?What does a reader look for and how can s/he find it?How does a reader know a source can be trusted?How does one organize and synthesize information from various sources?How does one best present findings?What makes clear and effective writing?Why do writers write? What is the purpose?Who is the audience? What will work best for the audience?How do learners make decisions concerning formal and informal language insocial and academic settings?How do grammar and the conventions of language influence spoken and writtencommunication?Why learn new words?What strategies and resources does the learner use to figure out unknownvocabulary?How does one develop and refine vocabulary? Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesizeinformation. Active listeners make meaning from what they hear by questioning, reflecting,responding, and evaluating. Effective speakers prepare and communicate messages to address the audienceand purpose. Effective research requires the use of varied resources to gain or expandknowledge. Audience and purpose influence a writer's choice of organizational pattern,language, and literary techniques. Rules of grammar and language conventions support clarity of communicationsbetween writers/speakers and readers/listeners. An expanded vocabulary enhances one's ability to express ideas and information.MODULE 1:Main IdeaCentral IdeaSummaryKey DetailsPoint of ViewAnalyzeFigurative LanguageLiteral MeaningTheme
Compare and alogueDescriptionCourse Long Students will be able to independently use their learning to:TermTransfer1.Comprehend and evaluate complex texts across a range of types and disciplines.Goals:2.Be a critical consumer of text and other media to recognize, understand, andappreciate multiple perspectives and cultures.3.Produce writing to address task, purpose, perspective, and intended audience;research and gather evidence to create a clear and coherent message.4.Communicate effectively for varied purposes and audiences.5.Listen actively to engage in a range of conversations, to analyze and synthesizeidea and positions, and to evaluate accuracy in order to learn, reflect, andrespond.Unit: Becoming a Close Reader and Writing to LearnUnitDescription:Through close reading, interpretation, and analysis of fiction and nonfiction texts,students synthesize their understanding of various themes as well as identify thenarrator’s point of view. As close reader, students support their answers withtext-based evidence and restate answers in their own words. They refer to specificdetails in the text when finding the similarities and differences between two or morecharacters, setting, or events. Students tell how chapters, scenes, or stanzas in a seriesfit into the overall structure of a story, drama, or poem.Students write narratives to develop real or imagined experiences or events. Afterresearching informational texts on a specific content, students write narrative essaysthat describe how a character in the novel responds to the focus of the theme.Unit Student Determine two or more main ideas in a text and explain how they are supported by keyLearningdetails; summarizing the text.Outcomes:Analyze multiple accounts of the same event or topic, noting important similarities anddifferences in the point of view they represent.Determine the meaning of words and phrases as they are used in grade level text,including interpretation of figurative language.
Determine a theme of a text from details in the text, including how characters in astory or drama respond to challenges or how the speaker in a poem reflects upon atopic; summarize the text.Informational: Identify and introduce the topic clearly. Opinion: Introduce the topic andstate an opinion on the topic. Narrative: Orient the reader by establishing a situationand introducing a narrator and/or characters.Informational: Develop the topic with facts, definitions, concrete details, quotations, orother information and examples related to the topic; include illustrations andmultimedia when useful to aiding comprehension. Opinion: Provide reasons that aresupported by facts and details; draw from credible sources. Narrative: Use narrativetechniques such as dialogue, description, and pacing to develop experiences andevents or show the responses of characters to situations. Unit BigIdeas: Determine two or more main ideas in a text and explain how they are supportedby key details; summarize the main points of a text or information presentedorally Analyze multiple accounts of the same event or topic, citing specific examplesfrom the text to note important similarities and differences in the point of view,theme, character development, and events Determine a theme of a text from details in the text, including how characters in astory or drama respond to challenges or how the speaker in a poem reflects upona topic; summarize the text Compare and contrast two or more characters, settings, events, and theme inliterature (story, drama, poetry), drawing on specific details in the text Explain how a series of chapters, scenes, or stanzas fits together to provide theoverall structure of a particular story, drama, or poem Use narrative techniques such as dialogue, description, style and pacing todevelop experiences and events or show the responses of characters to situationsUnitMisconceptio Misconceptionsns & ProperStudents feel close reading is “racing through the passages” and retelling information.Conceptions:Students point out what is similar and different between two texts on similar topicsbased on their background knowledge or perceptions.Proper ConceptionsStudents will be required to do a “close reading of text” through analyzing text read,questioning the text itself, interpreting what is written and justifying their reasoningbehind their interpretation using text evidence to support their response.
Students to be able to identify basic similarities in and difference between two texts ofthe same topic. Students will be required to determine whether the similarities anddifferences between the texts are due to author’s interpretation or based on factualinformation - drawing information from the text to support their conclusions.UnitAcademicVocabulary &Definitions:Unit StudentPerformanceTasks:Main IdeaCentral IdeaSummaryKey DetailsPoint of ViewAnalyzeFigurative LanguageLiteral MeaningThemeCompare and alogueDescriptionCC.1.2.5.A CC.1.2.5.D CC.1.2.5.F CC.1.3.5.A CC.1.3.5.C CC.1.3.5.D CC.1.3.5.E CC.1.3.5.F CC.1.4.5.M CC.1.4.5.N CC.1.4.5.O -Determine two or more main ideas in a text and explain how theyare supported by key details; summarize the text.Analyze multiple accounts of the same event or topic, notingimportant similarities and differences in the point of view theyrepresent.Determine the meaning of words and phrases as they are used ingrade level text, including interpretation of figurative language.Determine a theme of a text from details in the text, includinghow characters in a story or drama respond to challenges or howthe speaker in a poem reflects upon a topic; summarize the text.Compare and contrast two or more characters, settings or eventsin a story or drama, drawing on specific details in the text.Analyze multiple accounts of the same event or topic, notingimportant similarities and differences in the point of view theyrepresent.Explain how a series of chapters, scenes or stanzas fits togetherto provide the overall structure of a particular story, drama, orpoem.Determine the meaning of words and phrases as they are used ingrade level text, including interpretation of figurative language.Write narratives to develop real or imagined experiences orevents.Orient the reader by establishing a situation and introducing anarrator and/or characters.Use narrative techniques such as dialogue, description, andpacing, to develop experiences and events or show the responsesof characters to situations; use concrete words and phrases andsensory details to convey experiences and events precisely.
CC.1.4.5.P -Organize an event sequence that unfolds naturally, using avariety of transitional words and phrases to manage thesequence of events; provide a conclusion that follows from thenarrated experiences and events.CC.1.1.5.E -CC.1.4.5.X -Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate,and expression on successive readings. Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary. Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sittingor a day or two) for a range of discipline-specific tasks, purposesand audiences.Lesson Topic: Main Idea and Supporting DetailsLesson Topic: Multiple Accounts of the Same TopicLesson Topic: ThemeLesson Topic: Compare and Contrast Literary ElementsLesson Topic: Story StructureLesson Topic: Narrative TechniquesUnit: Researching to Build Knowledge and Teaching Others (Emphasis on NarrativeText Types and Writing)UnitDescription:Students read literary non-fiction and informational text. They interpret text structureand analyze elements that contribute to the meaning, tone, or beauty of a text.Students draw from multiple sources to demonstrate the ability to locate text basedevidence to answer questions or solve problems efficiently.Students continue to develop narratives based on real or imagined experiences orevents. They will introduce a narrator and/or characters; while including techniquessuch as dialogue, description, style, and pacing to develop their ideas. Afterresearching informational text, students gather relevant information from print anddigital sources to summarize or paraphrase in their writing while providing a list ofsources.Unit Student Draw on information from multiple print or digital sources, demonstrating the ability toLearninglocate an answer to a question quickly or to solve a problem efficiently.
Outcomes:Use text structure, in and among texts, to interpret information (e.g., chronology,comparison, cause/effect, problem/ solution).Explain how a series of chapters, scenes, or stanzas fits together to provide the overallstructure of a particular story, drama, or poem.Analyze how visual and multimedia elements contribute to the meaning, tone, orbeauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth,poem).Informational: Identify and introduce the topic clearly. Opinion: Introduce the topic andstate an opinion on the topic. Narrative: Orient the reader by establishing a situationand introducing a narrator and/or characters.Informational: Develop the topic with facts, definitions, concrete details, quotations, orother information and examples related to the topic; include illustrations andmultimedia when useful to aiding comprehension. Opinion: Provide reasons that aresupported by facts and details; draw from credible sources. Narrative: Use narrativetechniques such as dialogue, description, and pacing to develop experiences andevents or show the responses of characters to situations.Draw evidence from text to support analysis, reflection, and research.Recall relevant information from experiences or gather relevant information from printand digital sources; summarize or paraphrase information in notes and finished work,and provide a list of sources.Unit BigIdeas: Use text structure, within and among texts, to interpret information Draw on information from multiple print or digital sources, demonstrating theability to provide text based evidence to answer questions or to solve problemsefficiently Explain how a series of chapters, scenes or stanzas fits together to provide theoverall structure of a particular story, drama, or poem Analyze how visual and multimedia elements contribute to the meaning, tone, orbeauty of a text Write narratives to develop real or imagined experiences or events that introducea narrator and/or characters. Include techniques such as dialogue, description,style, and pacing to develop experiences and events or show the responses ofcharacter to situations Draw evidence from literary or informational texts to support analysis, reflections,and research in narrative writing Recall relevant information from experiences or gather relevant information fromprint and digital sources; summarize or paraphrase information in notes andfinished writings, and provide a list of sourcesUnitMisconceptio Misconceptionsns & ProperSome students believe writing is a linear process and leave writing assignments to theConceptions:last minute to turn out a writing assignments. Revisions are only made at the sentencelevel; nor do they ask themselves, “Is my argument clear? Is it interesting?”
Proper ConceptionsThe writing process is complex and the process should be taught explicitly. Studentsneed multiple opportunities to practice and revise.Unit StudentPerformanceTasks:CC.1.2.5.E CC.1.2.5.G CC.1.3.5.E CC.1.3.5.G CC.1.4.5.M CC.1.4.5.N CC.1.4.5.O CC.1.4.5.S CC.1.4.5.W CC.1.1.5.E -CC.1.2.5.F CC.1.2.5.J CC.1.2.5.L CC.1.3.5.A -Use text structure, in and among texts, to interpret information(e.g., chronology, comparison, cause/effect, problem/ solution).Draw on information from multiple print or digital sources,demonstrating the ability to locate an answer to a questionquickly or to solve a problem efficiently.Explain how a series of chapters, scenes or stanzas fits togetherto provide the overall structure of a particular story, drama, orpoem.Analyze how visual and multimedia elements contribute to themeaning, tone, or beauty of a text (e.g., graphic novel,multimedia presentation of fiction, folktale, myth, poem).Write narratives to develop real or imagined experiences orevents.Orient the reader by establishing a situation and introducing anarrator and/or characters.Use narrative techniques such as dialogue, description, andpacing, to develop experiences and events or show the responsesof characters to situations; use concrete words and phrases andsensory details to convey experiences and events precisely.Draw evidence from literary or informational texts to supportanalysis, reflection, and research, applying grade level readingstandards for literature and informational texts.Recall relevant information from experiences or gather relevantinformation from print and digital sources; summarize or paraphraseinformation in notes and finished work, and provide a list of sources.Read with accuracy and fluency to support comprehension: Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate,and expression on successive readings. Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary. Determine the meaning of words and phrases as they are used ingrade level text, including interpretation of figurative language.Acquire and use accurately grade-appropriate conversational,general academic, and domain-specific words and phrases,including those that signal contrast, addition, and other logicalrelationships.Read and comprehend literary non-fiction and informational texton grade level, reading independently and proficiently.Determine a theme of a text from details in the text, includinghow characters in a story or drama respond to challenges or howthe speaker in a poem reflects upon a topic; summarize the text.
CC.1.3.5.C CC.1.3.5.I CC.1.3.5.K CC.1.4.5.T CC.1.4.5.X CC.1.5.5.A CC.1.5.5.F CC.1.5.5.G -Compare and contrast two or more characters, settings or eventsin a story or drama, drawing on specific details in the text.Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based on grade 5 readingand content, choosing flexibly from a range of strategies andtools.Read and comprehend literary fiction on grade level, readingindependently and proficiently.With guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing,rewriting, or trying a new approach.Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sittingor a day or two) for a range of discipline-specific tasks, purposesand audiences.Engage effectively in a range of collaborative discussions ongrade level topics and texts, building on others’ ideas andexpressing their own clearly.Include multimedia components and visual displays inpresentations when appropriate to enhance the development ofmain ideas or themes.Demonstrate command of the conventions of standard Englishwhen speaking based on grade 5 level and content.Lesson Topic: Text StructureLesson Topic: Gathering Information from Multiple SourcesLesson Topic: Story StructureLesson Topic: Visual and Multimedia ElementsLesson Topic: Narrative Writi
Curriculum Map: Riverview Grade 5 ELA Course: English/Language Arts Grade 5 Grade(s): Fifth Grade Course Description: In fifth grade, students broaden and deepen their understanding of informational and literary text through comparing and contrasting. Students reflect on their skills and
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Curriculum Map: Riverview First Grade ELA Course: English Language Arts Grade 1 Grade(s): First Grade Course Description: Reading Students move toward independence as readers, they learn and apply more advanced phonological and phonics skills as they fluently read a variety of grade
Curriculum Map: Riverview Grade 6 ELA Course: Language Arts: Grade Six Grade(s): 6 Course Description: In sixth grade, students read grade appropriate, complex literature and informational text and cite textual evidence to support analyses. They examine how authors use reasons to make the
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cszimbulis@riverview.nsw.edu.au. CONTRIBUTIONS. Please forward to. advancement@riverview.nsw.edu.au Saint Ignatius' College, Riverview . Tambourine Bay Road, LANE COVE, NSW 2066. ON THE COVER. The cover image was taken at the Campion House Mass and Dinner. The candle ceremony is . symbolic of the connected relationship between
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
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PK-2 Next Generation ELA Standards at a Glance . PK-2 Reading Standards (Literary and Informational Text) Review the . PK, K, 1. st, and 2 nd grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities. Key Ideas and Details PK K 1 2 PKR1 .
