• Elementary Literacy Fifth Grade, Quarter 3 Unit 2


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

     
    Quarter 3 Unit 2 Overview: 

     In the second 4-4 ½ week unit students focus on reading and writing pieces of text.  Students read such stories as Dear Mr. Henshaw, The Legacy of de Vinci, Turn Up The Radio, The Internet, as well as poems such as Arithmetic.   They identify the author’s purpose and perspective.   Students will recall relevant information from experiences gathered from print or digital sources.  They will determine the meaning of phrases as they are used figuratively in text.  They will also study cause and effect relationships as well as how text is organized (i.e. sequence, question/answer, compare/contrast, or problem and solution).   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:  deodorize, international, signature, different, invasion, employee, prehistoric, antifreeze, overpower, underweight, forecast, semifinal, midnight, supermarket.  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.
     

     
    Quarter 3 Unit 2 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.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
    RL.5.2-Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
    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.
    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).
    W.5.1-Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    W.5.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    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.
    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.5.4-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.
    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.
    SL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
    SL.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 an understandable pace.
    SL.5.6-Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3here for specific expectations.)
     

     

    Student Objectives/Competencies:

     

    Students will be able to…

    -Compare and contrast fiction and literary non-fiction.  Plot:  rising action, conflict, climax and resolution

    -Use letter-sound correspondences, syllabication patterns, and roots and affixes to read words in context and out of context.

    -Identify author’s purpose

    -Write a persuasive paragraph(s)

    -Write opinion pieces

    -Identify statements of fact and opinion

    -Use figurative language, including similes and metaphors

    -Interpret multiple meaning words in text

    -Identify or interpret synonyms and antonyms

    -Know and apply grade level phonics and word analysis skills

    -Identify how the meaning of a word changes when prefix or suffix is added

    -Use context clues to determine meaning

    -Apply text organizations skills to comprehension


     
    Assessments:
    District Assessment

     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2

     
    Interdisciplinary Connections:
    -Scholastic News
    -Social Studies; Turn Up the Radio; Houghton Mifflin Social Studies