Huntsville City Schools
Fifth Grade Instructional Resources
2014-2015
The Reading Street resources may offer minimum standards coverage. It is highly recommended that
supplemental resources are used to adequately address the standards.
Anchor
Standards (AS)
CCRS Standards
Learning Target(s)
Supplemental Resources
Reading Street
Resources
(books, programs,
websites, apps, etc.)
Reading Standards for Literature

RL.AS.1-Read
closely to determine
what the text says
explicitly and to
make logical
inferences from it;
cite specific textual
evidence when
writing or speaking
to support
conclusions drawn
from the text.
RL5.1-Quote accurately
from a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
RL.AS.2Determine central
ideas or themes of a
text and analyze
their development;
summarize the key
supporting details
RL5.2-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

I can quote
accurately from a
text when
explaining what the
text says explicitly.
I can quote
accurately from a
text when
explaining what the
text says when
drawing inferences
from the text.
I can determine the
theme of a story
from details in the
text, including how
characters in a story
respond to
challenges.
Unit 1, Week 1:
Red Kayak
Unit 1, Week 3:
Island of the Blue
Dolphins
Unit 2, Week 2:
Hold the Flag High
Unit 4, Week 1:
Weslandia
Unit 4, Week 2:
Tripping Over the
Lunch Lady
Unit 4, Week 4:
The Stormi
Giovanni Club
Unit 5, Week 1:
The Skunk Ladder
Unit 1, Week 1:
Red Kayak
Unit 1, Week 3:
Island of the Blue
Dolphins
Unit 4, Week 1:
Weslandia
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Internet 4 Classrooms - multiple resources
Inference Poster
Inference sheet
Inference PowerPoint with questions
Brainpop Inference activities
Bright Hub Education Drawing
Conclusions activities
Quia inferences and drawing conclusions
game
Internet 4 Classrooms - multiple resources
Story Map to help determine the theme of a
story - tree map
Theme worksheet and rubric
Character study draw/reflect
Character-Bio-Poem
Internet4Classrooms
and ideas.
reflects upon a topic;
summarize the text.

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
RL.AS.3-Analyze
how and why
individuals, events,
and ideas develop
and interact over
the course of a text.
RL.5.3-Compare and
contrast two or more
characters, settings, or
events, in a story or
drama, drawing on
specific details in the text
(e.g. how characters
interact).




I can determine the
theme of a drama
from details in the
text, including how
characters in a story
response to
challenges.
I can determine the
theme of a poem
from details in the
text, including how
the speaker in a
poem reflects upon
a topic.
I can summarize the
text.
I can compare &
contrast two or
more characters in a
story drawing on
specific details in
the text.
I can compare &
contrast two or
more settings in a
story drawing on
specific details in
the text.
I can compare &
contrast two or
more events in a
story drawing on
specific details in
the text.
I can compare &
contrast two or
more characters in a
drama drawing on
Unit 5, Week 1:
The Skunk Ladder
Unit 5, Week 4:
Journey to the
Center of the Earth
Unit 6, Week 5:
Sweet Music in
Harlem
Unit 2, Week 1:
At the Beach:
Abuelito’s Story
Unit 2, Week 3:
The Ch’i-lin Purse
Unit 5, Week 1:
The Skunk Ladder
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Summarizing strategy ideas
Summarize
Summarizing PowerPoint and activity
Writing a Nonfiction Summary PowerPoint
Quia - Who Wants to Be a Millionaire
summarizing game
Teaching summarizing strategies as if it's
$2.00
Scholastic: Grasping the Theme
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Internet 4 Classrooms - multiple resources
Words that Compare and Contrast posters
Compare/Contrast character traits diagram
Describing the Setting PowerPoint
Quia Compare and Contrast stories
Compare and Contrast Website
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RL.AS.4-Interpret
words and phrases
as they are used in a
text, determining
technical,
connotative, and
figurative
meanings, and
analyze how
specific word
choices shape
meaning or tone.
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.AS.5-Analyze
the structure of
texts, including how
specific sentences,
paragraphs, and
larger portions of
the text (such as
section, chapters,
scene, or stanza)
relate to each other
RL.5.5-Explain how a
series of chapters, scenes,
or stanzas fits together to
provide the overall
structure of a particular
story, drama, or poem.


specific details in
the text.
I can compare &
contrast two or
more settings in a
drama drawing on
specific details in
the text.
I can compare &
contrast two or
more events in a
drama drawing on
specific details in
the text.
I can determine the
meaning of words
and phrases as they
are used in a text,
including figurative
language such as
metaphors and
similes.
I can explain how a
series of chapters fit
together to provide
the overall structure
of a particular story.
I can explain how a
series of chapters fit
together to provide
the overall structure
of a drama.
Unit 1, Week 2:
Thunder Rose
Unit 4, Week 1:
Weslandia
Unit 5, Week 4:
Journey to the
Center of the Earth
Unit 2, Week 3:
Ch’i-lin Purse
Unit 4, Week 4:
The Stormi
Giovanni Club
Unit 6, Week 3:
King Midas and the
Golden Touch
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Internet 4 Classrooms - multiple resources
Understanding Multiple Meaning Words
PowerPoint
Context Clues practice
Context Clues Overview, examples, and
practice PowerPoint
Figurative Language practice
Figurative Language Posters
Introducing Figurative Language
PowerPoint
Quia - Figurative Language quiz
Quia - Word Matching
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Internet 4 Classrooms - multiple resources
Understanding Text PowerPoint
First Step to Text Structure PowerPoint
Text Structure Module
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and the whole.
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RL.AS.6-Assess
how point o of view
or purpose shapes
the content and
style of a text.
RL.AS.7-Integrate
and evaluate
content presented in
diverse media and
formats, including
visually and
quantitatively, as
well as in words.
RL5.6-Describe how a
narrator’s or speaker’s
point of view influences
how events are described
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).


I can explain how a
series of chapters fit
together to provide
the overall structure
of a poem.
I can explain how a
series of scenes fit
together to provide
the overall structure
of a particular story.
I can explain how a
series of scenes fit
together to provide
the overall structure
of a drama.
I can explain how a
series of scenes fit
together to provide
the overall structure
of a poem.
I can describe how
a narrator’s or
speaker’s point of
view influences the
story.
Unit 1, Week 1:
Red Kayak
Unit 2, Week 1:
At the Beach
Unit 2, Week 3:
I can explain how
visuals contribute to The Chi-lin Purse
Unit 3, Week 3:
the story.
Dinosaurs of
Waterhouse
Hawkins
Unit 5, Week 1:
Skunk Ladder
Unit 6, Week 3:
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Internet 4 Classrooms - multiple resources
Point of View overview
Point of View Posters
Point of View overview, examples, and
independent practice
Point of View PowerPoint
Quia Point of View (poetic devices) game
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Analyze Visual and Multimedia Content
Internet 4 Classrooms - multiple resources
Thinkfinity Lesson Plans
King Midas and the
Golden Touch
N/A
RL.AS.8-Delineate
and evaluate the
argument and
specific claims in a
text, including the
validity of the
reasoning as well as
the relevance and
sufficiency of the
evidence.
RL.AS.9-Analyze
how two or more
texts address similar
themes or topics in
order to build
knowledge or to
compare the
approaches the
authors take
RL.AS.10-Read
and comprehend
complex literary
and informational
texts independently
and proficiently.
N/A
N/A
N/A
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.

I can compare and
contrast stories
from the same
genre.
Unit 2, Week 1:
At the Beach:
Abuelito’s Story
Unit 2, Week 3:
Hold the Flag High

Internet 4 Classrooms - multiple resources
RL 5.10-By the end of the 
year, read and
comprehend literature,
including stories, dramas,
and poetry, at the high end
of the Grades 4-5 text
complexity band
independently and
proficiently.
I can read and
comprehend grade
level fiction.
All stories

Internet 4 Classrooms - multiple resources
RI.AS.1-Read
closely to determine
what the text says
explicitly and to
make logical
inferences from it;
cite specific textual
RI.5.1-Quote accurately
from a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.


Internet 4 Classrooms - multiple resources
Quote Accurately - Informational
Reading Standards for Informational Text


I can quote
accurately from a
text when
explaining what the
text says explicitly.
I can quote
accurately from a
Unit 1, Week 4:
Satchel Paige
Unit 2, Week 2:
Hold the Flag High
Unit 2, Week 4:
A Summer’s Trade
Unit 2, Week 5:
evidence when
writing or speaking
to support
conclusions drawn
from the text.
RI.AS.2-Determine
central ideas or
themes of a text and
analyze their
text 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;

I can determine
two or more main
ideas of a text.
The Midnight Ride
of Paul Revere
Unit 3, Week 2:
Leonardo’s Horse
Unit 3, Week 3:
Dinosaurs of
Waterhouse
Hawkins
Unit 3, Week 5:
Special Effects in
Film and Television
Unit 4, Week 3:
Exploding Ants
Unit 4, Week 5:
The Gymnast
Unit 5, Week 2:
The Unsinkable
Wreck of the R.M.S.
Titanic
Unit 5, Week 3:
Talk with an
Astronaut
Unit 5, Week 4:
Journey to the
Center of the Earth
Unit 5, Week 5:
Ghost Towns of the
American West
Unit 6, Week 1:
The Truth About
Austin’s Amazing
Bats
Unit 6, Week 5:
Sweet Music in
Harlem
Unit 2, Week 2:
Hold the Flag High
Unit 3, Week 1:
Fabulous Perpetual
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Internet 4 Classrooms - multiple resources
development;
summarize the key
supporting details
and ideas.
summarize the text.


RI.AS.3-Analyze
how and why
individuals, events,
and ideas develop
and interact over
the course of a 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.

I can explain how
two or more main
ideas are supported
by key details.
I can summarize
the text.
Motion Machine
Unit 3, Week 2:
Leonardo’s Horse
Unit 3, Week 4:
Mahalia Jackson
Unit 3, Week 5:
Special Effects in
Film and Television
Unit 4, Week 3:
Exploding Ants
Unit 5, Week 3:
Talk with an
Astronaut
Unit 5, Week 4:
Journey to the
Center of the Earth
Unit 6, Week 1: The
Truth About
Austin’s Amazing
Bats
Unit 6, Week 2:
The Mystery of St.
Matthew Island
I can explain the
relationships
between two or
more individuals in
a historical text
based on specific
information in the
text.
I can explain the
relationships
between two or
more individuals in
a scientific text
based on specific
Unit 1, Week 5:
Ten Mile Day and
the Building of the
Transcontinental
Railroad
Unit 3, Week 1:
Fabulous Perpetual
Motion Machine
(matches RI 5.5)
Unit 3, Week 4:
Mahalia Jackson
Unit 5, Week 4:
Journey to the
Center of the Earth
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Internet 4 Classrooms - multiple resources
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information in the
text.
I can explain the
relationships
between two or
more individuals in
a technical text
based on specific
information in the
text.
I can explain the
relationships
between two or
more events in a
historical text based
on specific
information in the
text.
I can explain the
relationships
between two or
more events in a
scientific text based
on specific
information in the
text.
I can explain the
relationships
between two or
more events in a
technical text based
on specific
information in the
text.
I can explain the
relationships
between two or
more ideas in a





historical text based
on specific
information in the
text.
I can explain the
relationships
between two or
more ideas in a
scientific text based
on specific
information in the
text.
I can explain the
relationships
between two or
more ideas in a
technical text based
on specific
information in the
text.
I can explain the
relationships
between two or
more concepts in a
historical text based
on specific
information in the
text.
I can explain the
relationships
between two or
more concepts in a
scientific text based
on specific
information in the
text.
I can explain the
relationships
between two or
more concepts in a
technical text based
on specific
information in the
text.
RI.AS.4-Interpret
words and phrases
as they are used in a
text, determining
technical,
connotative, and
figurative
meanings, and
analyze how
specific word
choices shape
meaning or tone.
RI.AS.5-Analyze
the structure of
texts, including how
specific sentences,
paragraphs, and
larger portions of
the text (such as
section, chapters,
scene, or stanza)
related to each other
and the whole.
RI.5.4-Determine the
meaning of general
academic and domainspecific words and
phrases in a text relevant
to a Grade 5 topic or
subject area.

I can 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.5.5-Compare and
contrast the overall
structure (e.g.,
chronology, comparison,
cause and effect, problem
and solution) of events,
ideas, concepts, or
information in two or
more texts.

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.AS.6-Assess
how point o of view
or purpose shapes
the content and
RI.5.6-Analyze multiple
accounts of the same
event or topic, noting
important similarities and

All stories
Unit 1, Week 2:
Thunder Rose
Unit 1, Week 5: Ten
Mile Day and the
Building of the
Transcontinental
Railroad
Unit 2, Week 2:
Hold the Flag High
Unit 3, Week 1:
Fabulous Perpetual
Motion Machine
Unit 6, Week 2: The
Mystery of St.
Matthew Island
I can analyze two or Unit 2, Week 2: A
Summer’s Trade
more accounts of
Unit 2 Week 1:
the same event
At the Beach
while noting
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Internet 4 Classrooms - multiple resources
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

Scholastic - Text Structure nonfiction
Internet 4 Classrooms - multiple resources
Vocabulary Games

Internet 4 Classrooms - multiple resources
style of a text.
differences in the point of
view they represent.
RI.AS.7-Integrate
and evaluate
content presented in
diverse media and
formats, including
visually and
quantitatively, as
well as in words.
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.AS.8-Delineate
and evaluate the
argument and
specific claims in a
text, including the
validity of the
reasoning as well as
the relevance and
sufficiency of the
evidence.
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).
similarities and
differences
Unit 3 Week 1:
The Fabulous
Perpetual Motion
Machine

I can locate
information from
various sources to
answer a question
or solve a problem.

Internet 4 Classrooms - multiple resources

I can explain how
an author uses
reasons to support
particular points in
a text.
I can explain how
an author uses
evidence to support
particular points in
a text.
I can identify which
reasons support
which points.
I can identify which
evidence support
which points.
I can combine
information from
two texts on the
same topic to write
or speak about the
subject
Unit 3, Week 5:
Special Effects in
Film and Television
Unit 5, Week 2: The
Unsinkable Wreck
of the R.M.S.
Titanic
Unit 4, Week 3:
Exploding Ants
Unit 2, Week 4: A
Summer’s Trade
Unit 2, Week 5: The
Midnight Ride of
Paul Revere
Unit 5, Week 3:
Talk with an
Astronaut
Unit 5, Week 5:
Ghost Towns of the
American West

Internet 4 Classrooms - multiple resources
All stories

Internet 4 Classrooms - multiple resources



RI.AS.9-Analyze
how two or more
texts address similar
themes or topics in
order to build
knowledge or to
compare the
approaches the
RI.5.9-Integrate
information from several
texts on the same topic in
order to write or speak
about the subject
knowledgeably.

authors take.
RI.AS.10-Read and
comprehend
complex literary
and informational
texts independently
and proficiently.
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.
I can read and
comprehend
informational text
appropriate for fifth
grade.
All stories

Internet 4 Classrooms - multiple resources

Vocabulary Games
Reading Standards: Foundational Skills
RF.5.3-Know and apply
grade-level phonics and
word analysis skills in
decoding words.

RF.5.3 a-Use combined

knowledge of all lettersound correspondences,
syllabication patterns, and
morphology (e.g., roots
and affixes) to read
accurately unfamiliar
multisyllabic words in
context and out of context.


I can use gradelevel phonics and
word analysis to
decode words.
All stories
I can use combined
knowledge of all
letter-sound
correspondences to
accurately read
unfamiliar
multisyllabic words
in context & out of
context.
I can use combined
knowledge of all
letter-sound
syllabication
patterns to
accurately read
unfamiliar
multisyllabic words
in context & out of
context.
I can use combined
All stories
RF.5.4-Read with
sufficient accuracy and
fluency to support
comprehension.
RF.5.4a-Read on-level
text with purpose and
understanding.


RF. 5.4b-Read on-level

prose and poetry orally
with accuracy, appropriate
rate, and expression on
successive readings.
RF.5.4c-Use context to
confirm or self-correct
word recognition and
understanding, rereading
as necessary.

knowledge of all
letter-sound
morphology to
accurately read
unfamiliar
multisyllabic words
in context & out of
context.
I can read with
accuracy and
fluency to
comprehend text.
I can read fifth
grade text with
purpose and
understanding.
I can read fifth
grade text aloud
with accuracy,
expression, and
appropriate rate.
I can use strategies
to understand
unknown words.
All stories

Reader’s Theatre
All stories

Reader’s Theatre
Unit 2, Week 5: The
Midnight Ride of
Paul Revere
Unit 1 Week 1:
Red Kayak
Unit 3 Week 1:
The Fabulous
Perpetual Motion
Machine

Reader’s Theatre
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

Internet 4 Classrooms - multiple resources
Argument Writing Unit
Persuasive Lesson Plan
All stories
Writing Standards
W.AS.1-Write
arguments to
support claims in an
analysis of
substantive topics,
using valid
W.5.1-Write opinion
pieces on topics or texts,
supporting a point of view
with reasons and
information.

I can write an
opinion piece on a
text/topic that
supports a point of
view.
Unit 3, Week 2:
Leonardo’s Horse
Unit 5, Week 4:
Journey To Center
of Earth
reasoning and
relevant and
sufficient evidence.
W.AS.2-Write
informative and
explanatory texts to
examine and
convey complex
ideas and
information clearly
and accurately
through the
effective selection,
organization, and
analysis of content.
W.5.1a-Introduce a topic
or text clearly, state an
opinion, and create an
organizational structure in
which ideas are logically
grouped to support the
writer’s purpose.

I can introduce a
topic or name of a
book, state an
opinion, and create
an organizational
structure that
supports my
purpose.
I can provide
reasons that are
supported by facts
and details and
ordered logically.
I can use words,
phrases, and clauses
to link opinions and
reasons.
Unit 3, Week 2:
Leonardo’s Horse
Unit 3, Week 3:
Dinosaurs of
Waterhouse
Hawkins
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
PPT - Persuasive Writing
Responding to Opinions Pieces
Better Lesson Persuasive Writing
Persuasive Essay
W.5.1b-Provide logically
ordered reasons that are
supported by facts and
details.

Unit 3, Week 2:
Leonardo’s Horse

Teachers' Corner -Writing
W.5.1c-Link opinion and
reasons using words,
phrases, and clauses (e.g.,
consequently,
specifically).
W.5.1d-Provide a
concluding statement or
section related to the
opinion presented.
W.5.2-Write informative
or explanatory texts to
examine a topic and
convey ideas and
information clearly.


I can provide a
concluding section
or statement.
Unit 5 Week 4:
Journey to the
Center of the Earth

I can write an
informative piece,
which examines a
topic and convey
ideas.
Unit 1, Week 1:
Red Kayak
Unit 1, Week 4:
Satchel Paige
Unit 1, Week 5: Ten
Mile Day and the
Building of the
Transcontinental
Railroad
Unit 3, Week 5:
Special Effects in
Film and Television
Unit 4, Week 3:
Exploding Ants
Unit 5, Week 3:
Talk with an

Writing informative texts
.
Unit 6 Week 4:
The Hindenburg
W.5.2a-Introduce a topic
clearly, provide a general
observation and focus, and
group related information
logically; include
formatting (e.g.,
headings), illustrations,
and multimedia when
useful to aiding
comprehension.
W.5.2b-Develop the topic
with facts, definitions,
concrete details,
quotations, or other
information and examples
related to the topic.
W.5.2c-Link ideas within
and across categories of
information using words,
phrases, and clauses (e.g.,
in contrast, especially).
W.5.2d-Use precise
language and domainspecific vocabulary to
inform about or explain
the topic.
W.AS.3-Write
narratives to
develop real or
imagined
experiences or

I can introduce a
topic, provide a
general focus, and
group related
information and
include formatting
and illustrations
when helpful

I can use facts,
definitions, details,
and quotations to
develop the topic.

I can use words,
phrases, and clauses
to link ideas within
and across
categories.
I can inform or
explain about the
topic using domainspecific vocabulary
and precise
language.
I can provide a
concluding
statement or
section.

W.5.2e-Provide a

concluding statement or
section related to the
information or explanation
presented.
W.5.3-Write narratives to 
develop real or imagined
experiences or events
using effective technique,
descriptive details, and
I can write a real or
imagined narrative
piece with
descriptive details
and clear events.
Astronaut
Unit 1, Week 1:
Island of the Blue
Dolphins
Unit 1, Week 4:
Satchel Paige

Writing Resources

Writing - Great Schools

Brainstorming Made Easy
Unit 3, Week 4:
Mahalia Jackson
Unit 1 Week 3:
Island of the Blue
Dolphins

Use Precise Language
Unit 1, Week 5: Ten
Mile Day and the
Building of the
Transcontinental
Railroad
Unit 1 Week 1 Red
Kayak
Unit 1, Week 2:
Thunder Rose
Unit 2, Week 1: At

Multiple Lessons



Internet 4 Classrooms - multiple resources
ABCYA - Friendly Letter
Writing Personal Narratives
Unit 3, Week 4:
Mahalia Jackson
Unit 5, Week 3:
Talk with an
Astronaut
events using
effective
techniques, wellchosen details, and
well-structured
event sequences.
clear event sequences.
W.5.3a-Orient the reader 
by establishing a situation
and introducing a narrator,
characters, or both;
organize an event
sequence that unfolds
naturally.
the Beach:
Abuelito’s Story
Unit 2, Week 2:
Hold the Flag High
Unit 2, Week 4: A
Summer’s Trade
Unit 4, Week 1:
Weslandia
Unit 4, Week 4: The
Stormi Giovanni
Club
Unit 6, Week 1: The
Truth about Austin’s
Amazing Bats
Unit 6, Week 2:
ThemMystery of St.
Matthew Island
Unit 6, Week 3:
King Midas and the
Golden Touch
I can establish a
situation, introduce
a narrator, and
organize an event
sequence.
Unit 1, Week 2:
Thunder Rose
Unit 2, Week 1: At
the Beach:
Abuelito’s Story
Unit 2, Week 2:
Hold the Flag High
Unit 2, Week 4: A
Summer’s Trade
Unit 4, Week 1:
Weslandia
Unit 4, Week 4: The
Stormi Giovanni
Club
Unit 6, Week 1: The
Truth about Austin’s
Amazing Bats
Unit 6, Week 2:



Narrative Writing Powerpoint
learnzillion
teacherspayteacher Common-Core-Writing
W.5.3b-Use narrative
techniques, such as
dialogue, description, and
pacing, to develop
experiences and events or
show the responses of
characters to situations.

I can use dialogue,
descriptions, and
pacing to develop
events and
characters.
W.5.3c-Use a variety of
transitional words,
phrases, and clauses to
manage the sequence of
events.
W.5.3d-Use concrete
words and phrases and
sensory details to convey
experiences and events
precisely.

I can use
transitional words,
phrases, and clauses
to manage sequence
of events.
I can use concrete
words and phrases
and sensory details
to convey
experiences and
events,

ThemMystery of St.
Matthew Island
Unit 6, Week 3:
King Midas and the
Golden Touch
Unit 1, Week 2:
Thunder Rose
Unit 2, Week 1: At
the Beach:
Abuelito’s Story
Unit 3, Week 1: The
Fabulous Perpetual
Motion Machine
Unit 4, Week 4: The
Stormi Giovanni
Club
Unit 6, Week 2:
Mystery at St.
Matthew’s Island
Unit 6, Week 3:
King Midas and the
Golden Touch
Unit 2, Week 1: At
the Beach:
Abuelito’s Story
Unit 2, Week 2:
Hold the Flag High
Unit 2, Week 4: A
Summer’s Trade
Unit 2, Week 5: The
Midnight Ride of
Paul Revere

You Tube- Narrative
W.5.3e-Provide a
conclusion that follows
from the narrated
experiences or events.
W.AS.4-Produce
W.5.4-Produce clear and
clear and coherent
coherent writing in which
writing in which the the development and
development,
organization are
organization, and
appropriate to task,
style are appropriate purpose, and audience.
to the task,
(Grade-specific
audience, and
expectations for writing
purpose.
types are defined in
standards 22-24 above.)

I can provide some
sense of closure.

I can produce
pieces of writing
that are appropriate
for fifth grade tasks,
purposes, and
audiences.
Unit 6, Week 1: The
Truth about Austin’s
Amazing Bats Unit
6, Week 2: The
Mystery of St.
Matthew’s Island
Unit 6, Week 3:
King Midas and the
Golden Touch
Unit 2 Week 2: Hold
the Flag High
Unit 1, Week 1:
Red Kayak
Unit 1, Week 3:
Island of the Blue
Dolphins
Unit 2, Week 3: The
Ch’i-lin Purse
Unit 3, Week 5:
Special Effect in
Film and Television
Unit 4, Week 1:
Weslandi
Unit 4, Week 3:
Exploding Ants
Unit 5, Week 1: The
Unsinkable Wreck
of the R.M.S.
Titanic
Unit 5, Week 5:
Ghost Towns of the
American West
Unit 6, Week 2: The
Mystery of St.
Matthew Island


Internet 4 Classrooms - multiple resources
Oakland Writes
W.AS.5-Develop
and strengthen
writing as needed
by planning,
revising, editing,
rewriting, or trying
a new approach.
W.AS.6-Use
technology,
including internet,
to produce and
publish writing and
to interact and
collaborate with
others.
W.AS.7-Conduct
short as well as
more sustained
research projects
based on focused
questions,
demonstrating
understanding the
subject under
investigation.
W.AS.8-Gather
relevant
information from
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
the first three Language
standards in Grades K-5).
W.5.6-With some
guidance and support
from adults, use
technology, including the
Internet, to produce and
publish writing as well as
to interact and collaborate
with others; demonstrate
sufficient command of
keyboarding skills to type
a minimum of two pages
in a single sitting.

I can use guidance
from my peers and
adults to plan,
revise, and edit my
writing.
Unit 1 Week 1: Red
Kayak
Unit 2 Week 1: At
the Beach

Internet 4 Classrooms - multiple resources

Unit 1 Week 1:
Red Kayak
Unit 3 Week 2:
Leonardo’s Horse

Internet 4 Classrooms - multiple resources
W.5.7-Conduct short
research projects that use
several sources to build
knowledge through
investigation of different
aspects of a topic.

I can use digital
tools to produce and
publish my work.
I can use the
internet to interact
and collaborate with
my peers on writing
projects.
I can demonstrate a
command of
keyboarding skills
to type two pages in
one setting.
I can conduct a
short research
project that uses
several sources to
build knowledge
about a topic.
Unit 1 Week 1:
Red Kayak
Unit 4 Week 1:
Weslandia

Internet 4 Classrooms - multiple resources
W.5.8-Recall relevant
information from
experiences or gather

I can use provided
sources to find
information, take
Unit 5, Week 2: The
Unsinkable Wreck
of the R.M.S.

Internet 4 Classrooms - multiple resources


multiple print and
digital sources,
assess the
credibility and
accuracy of each
source, and
integrate the
information while
avoiding
plagiarism.
relevant information from
print and digital sources;
summarize or paraphrase
information in notes and
finished work, and
provide a list of sources.
W.AS.9-Draw
evidence from
literary or
information texts to
support analysis,
reflection, and
research.
W.5.9-Draw evidence
from literary or
informational texts to
support analysis,
reflection, and research.
W.5.9a-Apply Grade 5
Reading standards to
literature (e.g., “Compare
and contrast two or more
characters, settings, or
events in a story or a
drama, drawing on
specific details in the text
[e.g., how characters
interact]”).
W.5.9b-Apply Grade 5
Reading standards to
informational texts (e.g.,
“Explain how an author
uses reasons and evidence
to support particular
points in a text,
identifying which reasons
and evidence support
which point[s]”).





notes on sources,
and categorize my
notes.
I can summarize or
paraphrase
information found
for my finished
work.
I can provide a list
of sources used for
a research project.
Titanic
I can use evidence
from literature to
support analysis,
reflection and
research
I can use evidence
from literature to
support analysis,
reflection, and
research in my
writing.
Unit 4, Week 2:
Tripping Over the
Lunch Lady
Unit 6, Week 4: The
Hindenburg
Not addressed in
Reading Street
I can use evidence
from informational
text to support
analysis, reflection,
and research in my
writing
Not addressed in
Reading Street

Internet 4 Classrooms - multiple resources
W.AS.10-Write
routinely and for
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 tasks,
purposes, and
audiences.
W.5.10-Write routinely
over extended time
frames, including time for
research, reflection, and
revision, and shorter time
frames such as a single
sitting or a day or two for
a range of disciplinespecific tasks, purposes,
and audiences.

I can write for a
range of time and
tasks.
Not addressed in
Reading Street

Internet 4 Classrooms - multiple resources

Internet 4 Classrooms - multiple resources
Speaking and Listening Standards
SL.AS.1-Prepare
for and participate
effectively in a
range of
conversations and
collaborations with
diverse partners,
building on others’
ideas and
expressing their
own clearly and
persuasively.
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.5.1a-Come to

discussions prepared, having
read or studied required
material; explicitly draw on
that preparation and other
information known about
the topic to explore ideas
under discussion.
SL.5.1b-Follow agreed
upon rules for discussions
and carry out assigned roles.
I can participate
effectively in a
range of group
discussions
Unit 5, Week 1: The
Skunk Ladder
I can prepare for
a class
discussion and
participate by
using my
preparations and
responding to
others
I can follow
agreed-upon
rules for class
discussions and
carry-out my
assigned roles.
Unit 1, Week 1: Red
Kayak
Unit 4, Week 5: The
Gymnast
Unit 2, Week 4: A
Summer’s Trade
Unit 5, Week 5:
Ghost Towns of the
American West
SL.5.1c-Pose and respond to 
specific questions by
making comments that
contribute to the discussion
and elaborate on the remarks
of others.
SL5.1d-Review the key

ideas expressed and draw
conclusions in light of
information and knowledge
gained from the discussions.
SL.AS.2-Integrate
and evaluate
information
presented in diverse
media and formats
including visually,
quantitatively, and
orally
SL.AS.3-Evaluate a
speaker’s point of
view, reasoning,
and use of evidence
and rhetoric.
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.AS.4-Present
information,
findings, and
supporting evidence
such that listeners
SL.5.4-Report on a topic or
text or present an opinion,
sequencing ideas logically
and using appropriate facts
and relevant, descriptive


I can ask and
answer
questions during
a discussion to
elaborate on the
remarks of
others.
I can review
ideas expressed
and draw
conclusions
using
information
gained in a
discussion.
I can summarize
information
presented orally
or visually.
Unit 6, Week 2: The
Mystery of St.
Matthew Island
Unit 6, Week 5:
Sweet Music In
Harlem

Internet 4 Classrooms - multiple resources
I can summarize
the points a
speaker makes.
I can explain the
reason and
evidence a
speaker uses to
support the
claim he or she
makes.
I can sequence
ideas logically
using
appropriate
facts and details
Unit 3 Week 1: The
Fabulous Perpetual
Motion Machine

Internet 4 Classrooms - multiple resources
Unit 1, Week 2:
Thunder Rose
Unit 1, Week 3:
Island of the Blue
Dolphins

Internet 4 Classrooms - multiple resources
Unit 6, Week 1: The
Truth About Austin’s
Amazing Bats
can follow the line
details to support main ideas
of reasoning and the or themes; speak clearly at
organization
an understandable pace.
development, and
style are appropriate
to task, purpose,
and audience.

SL.AS.5-Make
strategic use of
digital media and
visual displays of
data to express
information and
enhance
understanding of
presentations.
SL.5.5-Include multimedia
components (e.g., graphics,
sound) and visual displays
in presentations when
appropriate to enhance the
development of main ideas
or themes.
SL.AS.6-Adapt
speech to a variety
of contexts and
communicative
tasks,
demonstrating
command of formal
English when
indicated of
appropriate.
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 38 and
40 for specific
expectations.)
and speak
clearly and
understandably
while reporting
on a topic or
opinion.
Unit 1, Week 4:
Satchel Paige
Unit 1, Week 5: Ten
Mile Day and the
Building of the
Transcontinental
Railroad
I can use
multimedia
projects for
digital display,
when they will
be helpful in
developing the
main idea or
theme of my
presentation.
I can use formal
English when
appropriate to
task and
situations.
Unit 4, Week 1:
Weslandia

Internet 4 Classrooms - multiple resources
Unit 2, Week 1: At
the Beach: Abuelito’s
Story
Unit 2, Week 2: Hold
the Flag
Unit 2, Week 3: The
Ch’i-lin Purse
Unit 4, Week 3:
Exploding Ants
Unit 5, Week 3: Talk
with an Astronaut the
Flag

Internet 4 Classrooms - multiple resources



Internet 4 Classrooms - multiple resources
Vocabulary Games
No Red Ink
Language Standards
L.AS.1Demonstrate
command of the
conventions of
standard English
grammar and usage
L.5.1-Demonstrate
command of the
conventions of Standard
English grammar and usage
when writing or speaking.

I can
demonstrate
command of the
conventions of
Standard
English
All stories
when writing or
speaking.

L.5.1a-Explain the function
of conjunctions,
prepositions, and
interjections in general and
their function in particular
sentences.



L.5.1 b-Form and use the

perfect (e.g., I had walked; I
have walked; I will have
walked) verb tenses.
L.5.1c-Use verb tense to
convey various times,
sequences, states, and

grammar &
usage when
writing.
I can
demonstrate
command of the
conventions of
Standard
English
grammar &
usage when
speaking.
I can explain the
function of
conjunctions in
general and in
specific
sentences.
I can explain
function of
prepositions in
general and in
specific
sentences.
I can explain
function of
interjections in
general and in
specific
sentences.
I can form and
use perfect verb
tenses.
Unit 6, Week 2: The
Mystery of St.
Matthew Island
Unit 5, Week 5:
Special Effects in Film
and Television


You Tube - Conjunctions
Prepositions
Unit 3, Week 2:
Leonardo’s Horse
Unit 3 Week 2:
Leonardo’s Horse

Verb Tenses

Verb Tenses to Convey Time
Unit 5, Week 1:
I can use verb
tenses to convey Fabulous Perpetual
Motion Machine
various time,
conditions.
L.5.1d-Recognize and
correct inappropriate shifts
in verb tense.

L.5.1e-Use correlative

conjunctions (e.g., either/or,
neither/nor).
L.AS.2Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
L.5.2-Demonstrate
command of the
conventions of Standard
English capitalization,
punctuation, and spelling
when writing.



sequences,
states and
conditions.
I can recognize
and correct
inappropriate
shifts in verb
tense.
I can use
correlative
conjunctions.
I can
demonstrate
command of
conventions of
Standard
English
capitalization
when writing.
I can
demonstrate
command of
conventions of
Standard
English
punctuation
when writing.
I can
demonstrate
command of
conventions of
Standard
English spelling
when writing.
Not addressed in
Reading Street

Teachers Pay Teachers - Verb Shifts
Not addressed in
Reading Street



Correlative Conjunctions Information
Talk English - Correlative Conjunctions
Conjunctions Game Wheel
All stories



Internet 4 Classrooms - multiple resources
Capitalization Practice
iKnowThat - Punctuation Game


Spelling City
NoRedInk
L.5.2a-Use punctuation to
separate items in a series.*

L.5.2b-Use a comma to
separate an introductory
element from the rest of the
sentence.

L.5.2c-Use a comma to set

off the words yes and no
(e.g., Yes, thank you), to set
off a tag question from the

rest of the sentence (e.g., It’s
true, isn’t it?), and to
indicate direct address (e.g.,
Is that you, Steve?).

L.5.2d-Use underlining,

quotation marks, or italics to
indicate titles of works.


I can use
commas to
separate words
in a series.
I can use a
comma to
separate an
introductory
word or phrase
in a sentence
I can use
commas set off
yes and no.
I can use
commas to set
off a tag
question from
the rest of the
sentence.
I can use
commas to
indicate a direct
address.
I can use
underlining to
indicate titles of
works.
I can use
quotation
marks to
indicate titles of
works.
I can use Italics
to indicate titles
of works.
Unit 6, Week 3: King
Midas and the Golden
Touch

Commas Game
Unit 6, Week 3: King
Midas and the Golden
Touch

Commas Practice
Unit 6, Week 3: King
Midas and the Golden
Touch


Comma Practice
Comma Game
Unit 6, Week 4:
Hindenburg

Punctuating Titles
L.AS.3-Apply
knowledge of
language to
understand how
language functions
in different
contexts, to make
effective use of
choices for meaning
and style, and to
comprehend more
fully when reading
or listening.
L.AS.4-Determine
or clarify the
meaning of
unknown and
multiple-meaning
words and phrases
by using context
clues, analyzing
L.5.2e-Spell gradeappropriate words correctly,
consulting references as
needed.

L.5.3-Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening.

L.5.3a-Expand, combine,
and reduce sentences for
meaning, reader or listener
interest, and style.

L.5.3b-Compare and
contrast the varieties of
English (e.g., dialects,
registers) used in stories,
dramas, or poems.



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.

I can spell grade
appropriate
words correctly.
I can spell grade
appropriate
words correctly
using a
reference source
as needed.
I can use correct
grammar when
communicating
orally.
I can use correct
grammar when
communicating
using written
language.
I can combine,
expand or
reduce sentence
for purpose of
meaning
,interest or style
I can
compare/contras
t varieties of
English used in
stories, dramas
or poems.
I can determine
the meaning of
unknown words
by choosing
from a range of
grade level
strategies.
I can determine
All stories

Spelling City
Unit 2, Week 1: At
the Beach: Abuelito’s
Story
Unit 3, Week 3:
Dinosaurs of
Waterhouse Hawkins


Internet 4 Classrooms - multiple resources
NoRedInk
Unit 4, Week 2:
Tripping Over the
Lunch Lady

Sentence Monkey
Unit 2, Week 1: At
the Beach: Abuelito’s
Story

Great Schools - Dialects
Unit 1, Week 3:
Island of Blue
Dolphins
Unit 1, Week 5: Ten
Mile Day and the
Building of the
Transcontinental
Railroad



Internet 4 Classrooms - multiple resources
Flocabulary
Internet4Classrooms
meaningful word
parts, and
consulting general
and specialized
reference materials,
as appropriate.
the meaning of
multiple
meaning words
and phrases by
choosing from a
range of
strategies.
L.5.4a-Use context (e.g.,
cause/effect relationships
and comparisons in text) as
a clue to the meaning of a
word or phrase.


I can use
context clues to
determine the
meaning of a
word or phrase
in cause &
effect
relationship.
I can use
context clues to
determine the
meaning of a
word or phrase
in comparison
in text.
Unit 2, Week 2: Hold
the Flag High
Unit 2, Week 4: A
Summer’s Trade
Unit 2, Week 5: The
Midnight Ride of Paul
Revere
Unit 3, Week 1:
Fabulous Perpetual
Motion Machine
Unit 2, Week 2:
Tripping Over the
Lunch Lady
Unit 4, Week 4: The
Stormi Giovanni Club
Unit 4, Week 5: The
Gymnast
Unit 6, Week 1: The
Truth about Austin’s
Amazing Bats
Unit 6, Week 4:
Hindenburg
Unit 1, Week 1: Red
Kayak
Unit 1, Week 2:
Thunder Rose
Unit 1, Week 3:
Island of the Blue
Dolphins
Unit 1, Week 4:
Satchel Paige
Unit 1, Week 5: Ten
Mile Day and the
Building of the
Transcontinental
Railroad
Unit 2, Week 1: At
the Beach: Abuelito’s
Story

Cause and Effect Context Clues
L.5.4b-Use common, grade- 
appropriate Greek and Latin
affixes and roots as clues to
the meaning of a word (e.g.,
photograph,
photosynthesis).



I can use
prefixes to
determine the
meaning of a
word.
I can use
suffixes to
determine the
meaning of a
word.
I can use base
words to
determine the
meaning of a
word.
Unit 2, Week 4: A
Summer’s Trade
Unit 3, Week 1:
Fabulous Perpetual
Motion Machine
Unit 3, Week 3:
Dinosaurs of
Waterhouse Hawkins
Unit 3, Week 4:
Mahalia Jackson
Unit 4, Week 2:
Tripping Over the
Lunch Lady
Unit 4, Week 3:
Exploding Ants
Unit 4, Week 4: The
Stormi Giovanni Club
Unit 6, Week 4:
Hindenburg
Unit 6, Week 5:
Sweet Music in
Harlem
Unit 2, Week 3: The
Ch’i-lin Purse
Unit 3, Week 2:
Leonardo’s Horse
Unit 3, Week 5:
Special Effects in Film
and Television
Unit 4, Week 5: The
Gymnast
Unit 5, Week 3: Talk
with an Astronaut
Unit 6, Week 3: King
Midas and the Golden
Touch


Greek and Latin Roots - TPT
Teacher Created Materials - Greek and
Latin Roots
L.5.4c-Consult reference

materials (e.g., dictionaries,
glossaries, thesauruses),
both print and digital, to find
the pronunciation and
determine or clarify the

precise meaning of key
words and phrases.
L.AS.5Demonstrate
understanding of
figurative language,
word relationships,
and nuances in
meaning.
L.5.5-Demonstrate

understanding of figurative
language, word
relationships, and nuances in
word meanings.
L.5.5a-Interpret figurative

language, including similes
and metaphors, in context.
L.5.5b-Recognize and
explain the meaning of
common idioms, adages,
and proverbs.

L.5.5c-Use the relationship
between particular words
(e.g., synonyms, antonyms,
homographs) to better
understand each of the
words.

Unit 1, Week 3:
Island of the Blue
Dolphins
Unit 2, Week 2: Hold
the Flag High
Unit 5, Week 2: The
Unsinkable Wreck of
the R.M.S. Titanic
Unit 6, Week 1: The
Truth About Austin’s
Amazing Bats



Brain Pop Reference Material
Reference Material - TPT
Internet4Classrooms
Unit 6, Week 5:
Sweet Music in
Harlem


Internet 4 Classrooms - multiple resources
Figures of Speech
I can explain the Unit 1 Week 2:
Thunder Rose
meaning of
simple similes
and metaphors
in context.



Brain Pop - Similes and Metaphors
Watch, Know, Learn Figurative Language
TPT - Metaphor Self Portrait
Unit 4 Week 4:
Tripping Over the
Lunch Lady



Idioms PDF
Education World - Idioms
Idioms
Unit 1, Week 1:
Red Kayak
Unit 1, Week 2:
Thunder Rose
Unit 1, Week 3:
Island of the Blue
Dolphins
Unit 1, Week 4:
Satchel Paige




Vocabulary Games
Internet4Classsrooms
Smart Tutor
Context Clues
I can consult
reference
materials to find
the
pronunciation.
I can consult
reference
materials to
determine the
precise meaning
of key words
and phrases.
I can interpret
figurative
language.
I can recognize
and explain the
meaning of
common
idioms, adages
and proverbs.
I can use
relationships
between words
to better
understand the
meaning of each
individual word.
Unit 4, Week 3:
Exploding Ants
Unit 6, Week 5:
Sweet Music In
Harlem
L.AS.6-Acquire
and accurately use a
range of general
academic and
domain-specific
words and phrases
sufficient for
reading, writing,
speaking, and
listening;
demonstrate
independence in
gathering
vocabulary
knowledge.
L.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).


I can accurately
use grade
appropriate
general
academic words
& phrases,
including those
that signal
contrast.
I can accurately
use grade
appropriate
general
academic words
& phrases,
including those
that signal
addition.
I can accurately
use grade
appropriate
general
academic words
& phrases,
including those
that signal
logical
relationships.
All stories


Internet 4 Classrooms - multiple resources
Transitional Words