• Elementary Literacy Fifth Grade, Quarter 2 Unit 2

    Subject: Literacy
    Grade: Fifth
    Timeline: 4 - 4 1/2 weeks

    Quarter 2 Unit 2 Overview: 


    In this 4- 4 1/2 week unit students read Seeing Earth from Space, What Did You Think About Climate Change?, Earth Song and two articles.  They will learn how viewing our planet from a distance helps us see and understand natural changes and those caused by human activity.  They develop a better understanding of natural changes and man made changes that impact the earth and its inhabitants.  Students read non-fiction and fiction text with an earth-space scientific focus.  They develop a basic understanding of earth-space science and use science terms and phrases associated with them.  Students will continue to focus on main idea and their supporting details.  Students will also continue to take notes.  Students will demonstrate a command of the conventions of standard English as they read and write with accuracy and clarity. During Word Study, students will be exposed to high frequency words and the following Nifty Thrifty Fifty words:  continuous, nonliving, valuable, conversation, swimming, forgotten and unpleasant.  The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit.

    Performance Task:
    The Performance Task for this unit has been removed and replaced with a CLOSE READ that includes a culminating activity.  There will also be a District Assessment.

    Focus Standards:
    RF.5.3-Know and apply grade-level phonics and word analysis skills in decoding words.
    RF.5.4-Read with sufficient accuracy and fluency to support comprehension
    RL.5.4-Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
    RL.5.7-Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
    RL.5.9-Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
    RI.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    RI.5.2-Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
    RI.5.3-Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
    RI.5.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
    RI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
    RI.5.7-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.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
    RI.5.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
    W.5.1-Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    W.5.4-Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
    W.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
    W.5.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.
    W.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, and audiences.
    SL.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 own clearly.
    SL.5.2-Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    L.5.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    L.5.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    L.5.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    L.5.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    Student Objectives/Competencies:

    Students will be able to:

    -Interpret the meaning of multiple meaning words

    -Determine and use figurative language, including similes and metaphors

    -Identify and use root words/affixes

    -Identify and use synonyms, antonyms, homographs

    -Identify, interpret, and explain narrator’s/author’s point of view

    -Identify author’s purpose

    -Create a two column organizer, identifying main idea and supporting details to create a summary

    -Write a summary based on notes from two column organizer

    -Make inferences from material read

     -Explain functions of conjunctions and prepositions

    -Identify parts of speech

    -Write an informational essay/piece

    -Demonstrate of commands of conventions of standard English.

    -Understand cause and effect relationships

    -Use headings to find main idea and key details

    -Cite evidence and quote accurately

    -Determine theme

    -Understand and use present perfect, past perfect and future perfect tenses

    -Use appropriate verb shifts

    -Use subject verb agreement

    District Assessment

    Elements of Instruction:

    • Skill based groups
    • Reading level groups
    • DRA2

    Interdisciplinary Connections:
    -Scholastic News
    -Science, Oceans; Science Resource Center
    -Science, Environments:  Clean and Clear, Foss Science Stories