Monroe City Schools
Fifth Grade
2012-2013
Theme Overview & Resources
Theme Projects
Theme Rubrics
Theme Calendar
Theme Timeline
Theme Daily Plans
for
STORYTIME READING
HOUGHTON MIFFLIN ENGLISH
HOUGHTON MIFFLIN SPELLING
LCC- LA Comprehensive Curriculum
WR – Written Response Tasks
HMHR-Houghton Mifflin/Harcourt Series
21st CT – 21st Century Tools
Monroe City School District
ENGLISH LANGUAGE ARTS
Scope, Sequence, and Timeline/Curriculum Map
Grade 5
First Six Weeks
TOPIC
THEME
Days
“Finding A Way”
28
CCSS
READING LITERATURE
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.
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.
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.
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.
READING INFORMATIONAL TEXT
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,
GLE
ELA 5.12
ELA 5.6
ELA 5.10
ELA 5.12
ELA 5.8
ELA 5.4
Resources
LCC-(to be released
June,2012)
WR-(see appendix)
HMHR- Leveled
Readers and Literacy
Center
Practice Book 1-25
21st CT
Vocabulary
Humiliation, expectations, fringes,
hesitating, sincere, coaxed, maven,
mortified, reigned, conceited, designated,
smirk, exhilarated, pried, desperately,
sneered, indignantly, urgently,
grudgingly, relented, fazed, eccentric,
infuriated, disheartened, impassable,
crusaded, genial, prognostication,
stricken, dramatically, restrain, protest,
feverishly, overcome, flop, spectacular.
scientific, or technical text based on specific
information in the text.
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
R.5.6 Analyze multiple accounts of the same event or topic,
noting important similarities and differences in the point of
view they represent.
RI.5.10 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
READING FOUNDATIONAL SKILLS
ELA 4.9
RF.5.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
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.
WRITING
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.
W.5.1b Provide logically ordered reasons that are supported by
facts and details.
W.5.3a Orient the reader by establishing a situation and
introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
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.
W.5.3d Use concrete words and phrases and sensory details
to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated
experiences or events.
W.5.4 Produce clear and coherent writing in which the
development and organization are
ELA 5.22
ELA 5.23
ELA 5.20
ELA 5.21
ELA 5.46
ELA 5.25
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 on pages 28 and 29.)
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.
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]”).
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.
SPEAKING and LISTENING
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.
SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on
the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
discussions.
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;
ELA 5.41
ELA 5.40
ELA 6.37
ELA 5.37
ELA 3.41
ELA 5.32
speak clearly at an understandable pace.
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.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 3 on pages 28
and 29 for specific expectations.)
LANGUAGE
L.5.2e Spell grade-appropriate words correctly, consulting
references as needed.
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.
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
keywords and phrases.
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.
L.5.6 Acquire and use accurately grade-appropriate
general academic and domainspecific words and phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however,
although, nevertheless, similarly, moreover, in addition).
ELA 5.26
ELA 5.1
ELA 5.24
ELA 5.4
LCC- LA Comprehensive Curriculum
WR – Written Response Tasks
HMHR-Houghton Mifflin/Harcourt Series
21st CT – 21st Century Tools
Monroe City School District
ENGLISH LANGUAGE ARTS
Scope, Sequence, and Timeline/Curriculum Map
Grade 5
Second Six Weeks
TOPIC
THEME
Days
CCSS
READING LITERATURE
“Common
Goals”
28
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.
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.
RL.5.6 Describe how a narrator’s or speaker’s point of view
influences how events are described.
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.
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.
READING INFORMATIONAL TEXT
RI.5.1 Quote accurately from a text when explaining what the
text says explicitly and
GLE
ELA 5.12
ELA 5.6
ELA 7.2
ELA 5.12
ELA 5.8
ELA 5.4
ELA 5.42
Resources
LCC-(to be released
June,2012)
WR-(see appendix)
HMHR- Leveled
Readers and Literacy
Center
Practice Book 26-57
21st CT-
Vocabulary
Wistful, grateful, grim, raspy, swarmed,
revelers, irresistible, fret, assured,
,nudged, outlandish, ruckus, proclaimed,
crucial, crisis, maneuvered, perseverance,
encountered, persuading, appealed,
destiny, scholars, specialized, gesture,
envisioned, proportion, resisted, eminent,
charity, modest, disgruntled, inadequate,
aghast, dismayed, amends, absentminded,
concoction.
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.5.4 Determine the meaning of general academic and domainspecific 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/effect, problem/solution) of events, ideas, concepts, or
information in two or more
texts.
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.5.10 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
READING FOUNDATIONAL SKILLS
ELA 4.9
RF.5.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
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.
WRITING
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.
W.5.1b Provide logically ordered reasons that are supported by
facts and details.
W.5.1d Provide a concluding statement or section related to the
opinion presented.
W.5.2a Introduce a topic clearly, provide a general
ELA 5.22
ELA 5.18
ELA 5.23
ELA 5.20
ELA 5.21
ELA 5.25
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.5.2e Provide a concluding statement or section
related to the information or explanation presented.
W.5.3a Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
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.
W.5.3d Use concrete words and phrases and sensory details
to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated
experiences or events.
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 on pages 28 and 29.)
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]”).
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.
SPEAKING and LISTENING
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.
SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on the
remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
discussions.
SL.5.2 Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
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.5.5 Include multimedia components (e.g., graphics, sound)
and visual displays in
presentations when appropriate to enhance the development of
main ideas or themes.
SL.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 3 on pages 28 and 29 for
specific expectations.)
LANGUAGE
L.5.1a Explain the function of conjunctions, prepositions, and
interjections in general and
their function in particular sentences 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.5.2e Spell grade-appropriate words correctly, consulting
references as needed.
L.5.3a Expand, combine, and reduce sentences for meaning,
reader/listener interest, and
style.
L.5.4a Use context (e.g., cause/effect relationships and
ELA 5.41
ELA 5.40
ELA 5.37
ELA 3.41
ELA 5.32
.
ELA 5.29
ELA 5.26
ELA 5.20
ELA 5.1
ELA 5.24
ELA 5.4
comparisons in text) as a clue to the meaning of a word or
phrase.
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.5.5b Recognize and explain the meaning of common idioms,
adages, and proverbs.
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).
LCC- LA Comprehensive Curriculum
WR – Written Response Tasks
HMHR-Houghton Mifflin/Harcourt Series
21st CT – 21st Century Tools
Monroe City School District
ENGLISH LANGUAGE ARTS
Scope, Sequence, and Timeline/Curriculum Map
Grade 5
Third Six Weeks
TOPIC
THEME
Days
“Go With The
Flow”
29
CCSS
READING LITERATURE
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.5.3 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).
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.5.5 Explain how a series of chapters, scenes, or stanzas
fits together to provide the overall structure of a particular
story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view
influences how events are described.
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
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.
.
READING INFORMATIONAL TEXT
RI.5.1 Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from
GLE
ELA 5.12
ELA 5.10
ELA 5.6
ELA 7.2
ELA 5.12
ELA 5.8
Resources
LCC-(to be released
June,2012)
WR-(see appendix)
HMHR- Leveled
Readers and Literacy
Center
Practice Book 62-88
21st CT-
Vocabulary
Inflammable, dignified, rowdy, seldom,
conducted, shatter, broached, adjust,
residents, specimens, recoil, pesky,
debris, internal, bellowing, outcast,
reputation, betrayed, yearning, withered,
escapades, unfathomable, elongates,
elastic, rigid, accumulate, underlying,
intricate, vanish, replenishing, recount,
uninhabitable, sustain, monotonous,
endeavor, dwell, brimming, teeming,
parched, sorrowful.
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 domainspecific 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/effect, problem/solution) of events, ideas, concepts, or
information in two or more
texts.
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.5.10 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
ELA 5.4
ELA 5.42
READING FOUNDATIONAL SKILLS
ELA 4.9
RF.5.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
RF.5.4a Read on-level text with purpose and understanding.
RF.5.4c Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
RF.5.4b Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
WRITING
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.
W.5.1b Provide logically ordered reasons that are
supported by facts and details. W.5.2a Introduce a topic
ELA 5.22
ELA 5.18
ELA 5.20
ELA 5.21
ELA 5.46
ELA 5.25
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.5.2e Provide a concluding statement or section
related to the information or explanation presented.
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 on pages 28 and 29.)
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
W.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 of sources.
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]”).
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.
SPEAKING and LISTENING
SL.5.1a Come to discussions prepared having read or
studied required material; explicitly draw on that
ELA 5.41
ELA 5.40
ELA 5.37
ELA 3.41
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.
SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on
the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
discussions.
SL.5.2 Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
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.5.5 Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or
themes.
SL.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 3 on pages 28 and 29 for
specific expectations.)
ELA 5.32
Language
ELA 5.26
ELA 5.20
ELA 5.1
ELA 5.24
ELA 5.4
L.5.2e Spell grade-appropriate words correctly, consulting
references as needed.
L.5.3a Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.
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.
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).
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.5.5a Interpret figurative language, including similes
and metaphors, in context.
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).
LCC- LA Comprehensive Curriculum
WR – Written Response Tasks
HMHR-Houghton Mifflin/Harcourt Series
21st CT – 21st Century Tools
Monroe City School District
ENGLISH LANGUAGE ARTS
Scope, Sequence, and Timeline/Curriculum Map
Grade 5
Fourth Six Weeks
TOPIC
THEME
Days
CCSS
READING LITERATURE
“Dare to be
Great”
27
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.5.3 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).
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.5.5 Explain how a series of chapters, scenes, or stanzas fits
together to provide the
overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrator’s or speaker’s point of view
influences how events are
described.
RL.5.9 Compare and contrast stories in the same genre
(e.g., mysteries and adventure stories) on their approaches
GLE
ELA 5.12
ELA 5.10
ELA 5.6
ELA 7.2
Resources
LCC-(to be released
June,2012)
WR-(see appendix)
HMHR- Leveled
Readers and Literacy
Center
Practice Book 92-119
21st CT-
Vocabulary
Tempted, insights, essence, indication,
proposed, instinct, baffled, hiatus,
embarked, unimaginable, extravagant,
gourmet, throng, precarious,
compartments, swayed, phobia, invasion,
vetoed, wispy, tendency, feat,
irrepressible, prestigious, device,
industry, scours, appropriate, practical,
portable, circulate, protrude, boisterous,
deduction, fickle, measly.
to similar themes and topics.
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.
READING INFORMATIONAL TEXT
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 domainspecific 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/effect, problem/solution) of
events, ideas, concepts, or information in two or more
texts.
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.5.8 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
ELA 5.12
ELA 5.8
ELA 5.4
ELA 5.17
READING FOUNDATIONAL SKILLS
ELA 4.9
RF.5.3a Use combined knowledge of all letter-sound
correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in
context and out of context.
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.
WRITING
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.5.2d Use precise language and domain-specific vocabulary
to inform about or explain the topic.
W.5.3a Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
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.
W.5.3d Use concrete words and phrases and sensory details
to convey experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated
experiences or events.
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 on pages 28 and 29.)
ELA 5.18
ELA 5.23
ELA 5.20
ELA 5.21
ELA 5.46
ELA 5.47
ELA 5.25
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.
W.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 of sources
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]”).
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.
SPEAKING and LISTENING
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.
SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on
the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
discussions.
SL.5.2 Summarize a written text read aloud or information
presented in diverse media
and formats, including visually, quantitatively, and orally.
ELA 5.41
ELA 5.40
ELA 5.37
ELA 3.41
ELA 5.32
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.5.5 Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or
themes.
SL.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 3 on pages 28 and 29 for
specific expectations.)
LANGUAGE
L.5.1c Use verb tense to convey various times,
sequences, states, and conditions. L.5.2e Spell gradeappropriate words correctly, consulting references as
needed.
L.5.2e Spell grade-appropriate words correctly, consulting
references as needed. L.5.3b Compare and contrast the
varieties of English (e.g., dialects, registers) used in
stories, dramas, or poems.
L.5.3b Compare and contrast the varieties of English (e.g.,
dialects, registers) used in stories, dramas, or poems
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.
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.5.5a Interpret figurative language, including similes
and metaphors, in context. L.5.5c Use the relationship
between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
L.5.5c Use the relationship between particular words (e.g.,
synonyms, antonyms,
homographs) to better understand each of the words.
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
ELA 5.29
ELA 5.26
ELA 5.20
ELA 5.1
ELA 5.24
ELA 5.4
logical relationships (e.g., however, although, nevertheless,
similarly, moreover, in addition).
LCC- LA Comprehensive Curriculum
WR – Written Response Tasks
HMHR-Houghton Mifflin/Harcourt Series
21st CT – 21st Century Tools
Monroe City School District
ENGLISH LANGUAGE ARTS
Scope, Sequence, and Timeline/Curriculum Map
Grade 5
Fifth Six Weeks
TOPIC
THEME
Days
CCSS
READING LITERATURE
“Making a
Difference”
29
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.5.3 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).
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.5.5 Explain how a series of chapters, scenes, or stanzas
fits together to provide the overall structure of a particular
story, drama, or poem.
GLE
ELA 5.12
ELA 5.10
ELA 5.6
Resources
LCC-(to be released
June,2012)
WR-(see appendix)
HMHR- Leveled
Readers and Literacy
Center
Practice Book 123-149
21st CT-
Vocabulary
Basking, sleek, vital, damage, analyzing,
detect, somberly, stammers, monopolize,
deflated, enraptured, enterprising,
cumbersome, gouges, desolate, bustles,
fervor, immaculate, assuage, excursions,
giddy, pinnacle, gleeful, panic, turbulent,
precious, loathe, bland, mentor,
dilapidated, coordination, altruism,
sensibility, advocacy, mistreated,
compassionate.
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.
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.
READING INFORMATIONAL TEXT
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.5.4 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.5.8 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
READING FOUNDATIONAL SKILLS
ELA 5.12
ELA 5.17
ELA 5.4
ELA 4.9
RF.5.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
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.
WRITING
ELA 5.12
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.
W.5.1b Provide logically ordered reasons that are supported by
facts and details.
W.5.1d Provide a concluding statement or section related to the
opinion presented.
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.5.2d Use precise language and domain-specific vocabulary
to inform about or explain the topic.
W.5.3a Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
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.
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.
W.5.3e Provide a conclusion that follows from the narrated
experiences or events.
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 on pages 28 and 29.)
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
ELA 5.18
ELA 5.23
ELA 5.20
ELA 5.21
ELA 5.46
ELA 5.25
type a minimum of two pages in a single sitting.
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]”).
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.
SPEAKING and LISTENING
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.
SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on
the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
discussions.
SL.5.2 Summarize a written text read aloud or information
presented in diverse media
and formats, including visually, quantitatively, and orally.
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.5.5 Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or
themes.
SL.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 3 on pages 28 and 29 for
specific expectations.)
ELA 5.41
ELA 5.40
ELA 5.37
ELA 3.41
ELA 5.32
LANGUAGE
L.5.1b 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 conditions.
L.5.2e Spell grade-appropriate words correctly, consulting
references as needed.
L.5.3a Expand, combine, and reduce sentences for meaning,
reader/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.5.4a Use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a word or
phrase.
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).
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.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.5.6 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).
ELA 5.29
ELA 5.26
ELA 5.20
ELA 5.1
ELA 5.24
ELA 5.4
LCC- LA Comprehensive Curriculum
WR – Written Response Tasks
HMHR-Houghton Mifflin/Harcourt Series
21st CT – 21st Century Tools
Monroe City School District
ENGLISH LANGUAGE ARTS
Scope, Sequence, and Timeline/Curriculum Map
Grade 5
Sixth Six Weeks
TOPIC
THEME
Days
“Feats of Daring”
28
CCSS
READING LITERATURE
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.5.3 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).
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.5.10 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.
READING INFORMATIONAL TEXT
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.
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).
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.5.5 Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of
GLE
ELA 5.12
ELA 5.10
ELA 5.6
ELA 5.12
ELA 5.17
ELA 5.4
ELA 5.43
Resources
LCC-(to be released
June,2012)
WR-(see appendix)
HMHR- Leveled
Readers and Literacy
Center
Practice Book 155-179
21st CT-
Vocabulary
Asset, intently, profusely, ordeal, terrain,
dismal, peril, esteem, remote, laden,
appalled, invest, foundered, grueling,
isolated, summit, accustomed,
streamlined, essential, secure, acclimate,
ignited, squinting, jettisoned, tranquility,
cramped, potentially, poised, earnestly,
insufficient, exceptional, achievement,
bickering, equivalent, regal, customary,
provoke.
events, ideas, concepts, or information in two or more
texts.
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.5.8 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.5.9 Integrate information from several texts on the same
topic in order to write or
speak about the subject knowledgeably.
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
READING FOUNDATIONAL SKILLS
ELA 4.9
RF.5.3a Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
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.
WRITING
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 domain-specific vocabulary
to inform about or explain the topic.
W.5.2e Provide a concluding statement or section
related to the information or explanation presented.
W.5.4 Produce clear and coherent writing in which the
ELA 5.18
ELA 5.20
ELA 5.21
ELA 5.46
ELA 5.47
ELA 5.25
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 on pages 28 and 29.)
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.
W.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 of sources
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]”).
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.
SPEAKING and LISTENING
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.
SL.5.1c Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate on
the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions
in light of information and knowledge gained from the
ELA 5.41
ELA 5.40
ELA 5.37
ELA 3.41
ELA 5.32
discussions.
SL.5.2 Summarize a written text read aloud or information
presented in diverse media
and formats, including visually, quantitatively, and orally.
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.5.5 Include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or
themes.
SL.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 3 on pages 28 and 29 for
specific expectations.)
LANGUAGE
L.5.1c Use verb tense to convey various times, sequences,
states, and conditions.
L.5.2e Spell grade-appropriate words correctly, consulting
references as needed.
L.5.2d Use underlining, quotation marks, or italics to indicate
titles of works.
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).
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.5.5a Interpret figurative language, including similes and
metaphors, in context.
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).
ELA 5.29
ELA 5.26
ELA 5.1
ELA 5.24
ELA 5.4
Project–Based Learning Activities
Students must create a project based on one story per six weeks. The project will be assessed using
the attached rubric.
First Six Weeks:
“Remarkable Achievements” TE page T12, theme 1
Second Six Weeks:
“People Working Together” TE page T12, theme 2
Third Six Weeks:
“How Water Shapes the Earth” TE page T12, theme 3
Fourth Six Weeks:
“How Scientists Work” TE page T12, theme 4
Fifth Six Weeks:
“What Our Community Needs” TE page T12, theme 5
Sixth Six Weeks:
“An Important Moment in Time” TE page T12, theme 6
Name______________________________
Date______________________________
Project Title________________________________________ Teacher__________________________
ELA Project Based Assessment Rubric
Process
1. Has clear vision of final product
2. Properly organized to complete project
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
1. Format
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
6. Other:
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Total Score: ________________________________
Teacher’s Comments:
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9, 10
7, 8, 9
5th grade novel studies
These are simply suggestions and can be done in many different ways- read aloud as a class, teacher read aloud, small group,
etc… It does not have to be a novel- could be a non-fiction picture book. It just needs to be an “outside of the textbook”
selection. You may find it will excite the students and possibly YOU! 
Alice’s Adventures in Wonderland by Lewis Carroll (1865)
“Casey at the Bat” by Ernest Lawrence Thayer (1888)
The Black Stallion by Walter Farley (1941)
“Zlateh the Goat” by Isaac Bashevis Singer (1984)
Where the Mountain Meets the Moon by Grace Lin (2009)
Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992)
Hurricanes: Earth’s Mightiest Storms by Patricia Lauber (1996)
A History of US by Joy Hakim (2005)
Horses by Seymour Simon (2006)
Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by
Sy Montgomery (2006)
Maniac Magee by Jerry Spinelli
Sounder by William H. Armstrong
Dear Mr. Henshaw by Beverly Cleary
Frindle by Andrew Clements
Monroe City Schools
ENGLISH LANGUAGE ARTS
Scope, Sequence, and Timeline/Curriculum Map
GRADE 5
August 20 – 24, 2012
Week 1
August 27 – 31, 2012
September 3, 2012
September 4 – 7, 2012
September 10 – 14, 2012
September 17 – 21, 2012
September 24 – 28, 2012
Week 2
Labor Day Holiday
Week 3
Week 4
Week 5
Week 6
October 1 – 4, 2012
October 5, 2012
October 8 – 12, 2012
October 15 – 19, 2012
October 22 - 26, 2012
October 29 – 2, 2012
November 5 – 9, 2012
November 12 – 16, 2012
Week 7
Staff Development
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
November 19-23, 2012
November 26 – 30, 2012
December 3 – 7, 2012
December 10 – 14, 2012
December 17 – 21, 2012
THANKSGIVING BREAK
Week 14
Week 15
Week 16
Week 17
December 24 – Jan. 4, 2013
CHRISTMAS BREAK
Orientation/Theme 1 “Finding A Way”- Lesson 1/
Introduce Theme 1 Project
“Finding A Way” lesson 2
“Finding A Way” lesson 3
“Finding A Way” lesson 4
“Finding A Way” lesson 5, novel
lesson 5 continued, novel, 6 weeks assessment/
Theme 1 Project Due
Theme 2, “Common Goals” lesson 6
“Common Goals” lesson 7
“Common Goals” lesson 8
“Common Goals” lesson 9
“Common Goals ” lesson 10
Veterans Day Project, 6 weeks assessment
Theme 3, “Go With The Flow” lesson 11/
Introduce Theme 3 Project
“Go With The Flow” lesson 12
“Go With The Flow” lesson 13
“Go With The Flow” lesson 14
“Go With The Flow” lesson 15, 6 weeks assessment
Theme 3 Project Due
January 7 – 11, 2013
January 14 – 18, 2013
January 21, 2013
January 22 – 25, 2013
January 28 – Feb. 1, 2013
February 4 – 8, 2013
February 11 – 15, 2013
February 18, 2013
February 19 – 22, 2013
February 25-Mar 1
March 4 – 8, 2013
March 11 – 15, 2013
March 18 – 22, 2013
March 25 – April 1, 2013
April 2 – 5, 2013
April 8 – 12, 2013
April 15 – 19, 2013
April 22 – 26, 2013
April 29 – May 3, 2013
May 6 – 10, 2013
May 13 – 17, 2013
Week 18
Theme 4,“ Dare to be Great” lesson 16/Introduce
Theme 4 Project
Week 19
“Dare to be Great” lesson 17
MARTIN LUTHER KING HOLIDAY
Week 20
“Dare to be Great” lesson 18
Week 21
“Dare to be Great” lesson 19
Week 22
“Dare to be Great” lesson 20
Week 23
Novel, 6 week assessment/ Theme 4
Project Due
PRESIDENT’S DAY
Week 24
Theme 5 “Making A Difference” lesson 21/
Introduce Theme Project
Week 25
“Making A Difference” lesson 22
Week 26
“Making A Difference” lesson 23
Week 27
“Making A Difference” lesson 24
Week 28
“Making A Difference” lesson 25
SPRING BREAK/EASTER HOLIDAY
Week 29
LEAP REVIEW/ Theme Project Due
Week 30
iLEAP
Week 31
Theme 6 “Feats of Daring” lesson 26/
Theme 6 Project Introduced-Novel
Week 32
“Feats of Daring” lesson 27
Week 33
“Feats of Daring” lesson 28
Week 34
“Feats of Daring” lesson 29
Week 35
“Feats of Daring” lesson 30/Theme 6 Project DueNovel
FIFTH GRADE
Monroe City School System
THEME: 1: Finding a
READING
Comprehensive Curriculum Guide
Way
First Six Weeks
Lesson 1: ROPE BURN
Genre: Realistic Fiction & Magazine Article
For Use with Harcourt StoryTown
LESSON #
1
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: PLOT: CONFLICT AND
RESOLUTION
COMP. STRATEGY: USE STORY STRUCTURE
TIME: 10 mins.
TIME: 10 mins
TIME: 10 mins.
COMPREHENSIVE
CURRICULUM
BEFORE READING
BUILD BKG: DEVELOP A WEB AND DISCUSS
FRIENDSHIP
BUILD ROBUST VOC.: BUILD WORD MEANING
GLE’S
CCSS
5b,7b,12c
RL.5.1
5d
RL.6.2
5,5d
RL.6.2
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
28-29
TR1
?
?
?
30-31
SE 22-23
?
?
?
32-33
TR2, TR3
?
?
?
34
PC 122
?
?
?
35-37
SE24-25, TR4, PB 1
?
?
?
READING and RESPONDING
Suggested Time
100 MINUTES
TIME: 45 mins.
TIME: 15 mins.
READ SELECTION:
"ROPE BURN"
PAIRED SELECTION: "TREE HOUSES FOR
EVERYONE"
GLE’S
CCSS
11a, 5d, 7, 12e,
12f, 5, 6a, 5b,
12c, 4, 5a, 15,
7a, 25, 12b,25c
RL.2.5,RL.6.2,
RL.5.1,RL.6.4,
RI.3.4,W.4.9
5d, 7b, 10, 12c,
25a
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
38-53
SE 26-41, PB2, QA
LESSON 1
?
?
?
54-55
SE 42-43
?
?
?
TIME:
10 mins.
10 mins.
10 mins.
10 mins.
RL.5.9, RL.5.1,
W.4.9
8, 10, 1, 5d,
25a
CONNECTIONS:
Comparing Texts
Vocabulary Review
Fluency
Writing
LESSON #1
56-57
SE 44-45
TE page #
FOCUS SKILL: PLOT: CONFLICT AND
RESOLUTION
COMPREHENSION STRATEGY: NARRATIVE
FORMS
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): SETTING
DECODING/WORD ATTACK
TIME: 15 mins.
FLUENCY: ACCURACY
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce,
Extend, Review
RESOURCES
UNIT
#
PAGE
#
ACT.
#
58-59
PB 3
?
?
?
60-61
PB 4
?
?
?
5
L.5.4
62
63
?
?
?
PPB 7-9
1
L.5.4
1
L.5.4
64
FB 1
?
?
?
?
?
?
65
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
COMPREHENSION GUIDE
?
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
5, 5d
RL.6.2
11a
RL.2.5
TIME: 15 mins.
?
RI.5.3, RL.5.3,
W.4.9
Suggested Time
80 MINUTES
TIME: 15 mins.
?
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
TT---THEME TEST
FIFTH GRADE
A Way
Lesson 2:LINE DRIVE
PC—PICTURE CARD
Monroe City School System
First Six Weeks
THEME: 1: Finding
READING
Comprehensive Curriculum Guide
Genre:
Autobiography/Poetry
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
2
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: PLOT: CONFLICT AND
RESOLUTION
GLE’S
CCSS
7b,12c
RL.5.1
5d
RL.6.2
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
106-107
TR6
?
?
?
108-109
SE 52-53
?
?
?
TIME: 10 mins.
COMP. STRATEGY: USE STORY STRUCTURE
TIME: 10 mins
BUILD BKG: DEVELOP A WEB AND DISCUSS
TEAM SPORTS
BUILD ROBUST VOC.: BUILD WORD MEANING
TIME: 10 mins.
5,5d
RL.6.2
1
L.5.4
110-111
TR7, TR8
?
?
?
112
PC 8
?
?
?
113-115
SE 54-55, TR9, PB7
?
?
?
READING and RESPONDING
Suggested Time
100 MINUTES
TIME: 45 mins.
TIME: 15 mins.
TIME:
10 mins.
10 mins.
10 mins.
10 mins.
READ SELECTION:
"LINE DRIVE"
PAIRED SELECTION: "NINTH INNING"
CONNECTIONS:
Comparing Texts
Vocabulary Review
Fluency
Writing
GLE’S
TE page #
RESOURCES
CCSS
11b,12f,5b,5,5d 116-129
SE56-69, PB8, QA
6a,12e,7,16,12
LESSON 2
c,12f,15,7b,8,
12c,25,12b,25c
RL.2.5,RL.5.1,
RL.6.2,RL.6.4,
RI.5.1,RI.5.2,RI.
5.3,W.4.9
11c,5d,6a,7c,
10,25
RL.2.5,RL.6.2,
RL.6.4,RL.5.3,
W.4.9
1,25
L.5.4
W.4.9
UNIT
#
PAGE
#
ACT.
#
?
?
?
130-131
SE 70-71
?
?
?
132-133
SE 72-73
?
?
?
LESSON #2
GLE’S
CCSS
Suggested Time
65 MINUTES
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
TE page #
FOCUS SKILL: PLOT: CONFLICT AND
RESOLUTION
COMPREHENSION STRATEGY: PREDICT
OUTCOMES
5d
RL.6.2
12f
RL.5.1
134-135
TIME: 10 mins
TIME:
mins
READING SKILL(s): DECODING/WORD ATTACK
17d
RI.5.7,RI.5.8
136
137
TIME: 15 mins.
FLUENCY: ACCURACY
138
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1
L.5.4
1
L.5.4
TIME: 10 mins.
RESOURCES
PB 9
UNIT
#
?
?
?
?
?
PPB 22-23, 191194
?
?
?
FB 2
?
?
?
?
?
?
136
139
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
A Way
First Six Weeks
Lesson 3: CHANG AND THE BAMBOO FLUTE
Monroe City School System
THEME: 1: Finding
READING
AC
#
?
SE—STUDENT EDITION
FIFTH GRADE
PAGE
#
Comprehensive Curriculum Guide
Genre: Historical
Fiction/Interview
For Use with Harcourt StoryTown
LESSON #
3
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: CHARACTER'S MOTIVES
TIME: 10 mins.
COMP. STRATEGY: MONITOR
COMPREHENSION: REREAD
TIME: 10 mins
BUILD BKG: DEVELOP A CHART, DISCUSS
COURAGE
BUILD ROBUST VOC.: BUILD WORD MEANING
TIME: 10 mins.
COMPREHENSIVE
CURRICULUM
BEFORE READING
GLE’S
CCSS
7B,12E,17A
RI.5.1,RI.5.7,RI.
5.8
5d
RL.5. 3, RL.5.9
17E
RI.5.7 , RI.5.8
1
L.5.4
TE page #
164-165
RESOURCES
UNIT
#
PAGE
#
ACT.
#
TR10
?
?
?
SE 76-77
?
?
?
168-169
TR11, TR12
?
?
?
170
PC98
?
?
?
171-173
SE 78-79, TR13,
PB12
?
?
?
READING and RESPONDING
Suggested Time
100 MINUTES
TIME: 45 mins.
READ SELECTION:
BAMBOO FLUTE"
"CHANG AND THE
GLE’S
CCSS
11A,5B,5D,7,6
A,7E,12F,17E,5
,6,6B,15,7A,8,
17,17A,25,12B,
25C
RL.2.5, RL.5.
3, L.5.9,RL.6.4
RL.5.1,RI.5.7,
RL.6.4,RI.5.3,R
I.5.7,W.4.9,RL.
5.1
TE page #
174-189
RESOURCES
SE 80-95, PB 13, QA
LESSON3,
UNIT
#
?
PAGE
#
?
ACT.
#
?
TIME: 15 mins.
TIME:
10 mins.
10 mins.
10 mins.
10 mins.
PAIRED SELECTION: "EVREN OZAN,
MUSICIAN"
CONNECTIONS:
Comparing Texts
Vocabulary Review
Fluency
Writing
LESSON #3
17E
RI.5.7 , RI.5.8
8, 10, 1, 5d,
25,17d
190-193
SE 96-99
?
?
?
194-195
100-101
?
?
?
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
Suggested Time
80 MINUTES
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
TIME: 15 mins.
FOCUS SKILL: CHARACTER'S MOTIVES
5B
RL.5. 3, RL.5.9
196-197
PB 14
?
?
?
TIME: 15 mins.
COMPREHENSION STRATEGY: USING WORDS IN
CONTEXT
1A
L.5.4
198-199
PB 15
?
?
?
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): NARRATIVE FORMS
DECODING/WORD ATTACK
11
200
201
PPB 19-21,4954,127-138
?
?
?
202
FB 3
?
?
?
?
?
?
TIME: 15 mins.
FLUENCY: READING RATE
RL.2.5
1
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1
L.5.4
203
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
COMPREHENSION GUIDE
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
FIFTH GRADE
TT---THEME TEST
PC—PICTURE CARD
Monroe City School System
Way
First Six Weeks
NELLIE BLY
THEME: 1:Finding A
READING
Lesson 4: THE DARING
Comprehensive Curriculum Guide
Genre:
Biography/Personal Narrative
For Use with Harcourt StoryTown
LESSON #
4
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHNSION
TIME: 10 mins.
FOCUS SKILL: CHARACTER'S MOTIVES
TIME: 10 mins.
COMP. STRATEGY: MONITOR
COMPREHENSION AND REREAD
TIME: 10 mins
BUILD BKG: DEVELOP A WEB AND DISCUSS
TRANSPORTATION
BUILD ROBUST VOC.: BUILD WORD MEANING
TIME: 10 mins.
COMPREHENSIVE
CURRICULUM
BEFORE READING
GLE’S
CCSS
7B,12E,17
RL.5.1,RI.5.7
5B
RL.6.3
17E
RI.5.8
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
228-229
TR15
?
?
?
230-231
SE 104-105
?
?
?
232-233
TR16-TR17
?
?
?
234
PC107
?
?
?
235-237
SE 106-107
?
?
?
READING and RESPONDING
GLE’S
CCSS
11B,12F,5B,7,1
2C,12E,5C,17E
,4,17E,7A,15,7
B,8,12A,25,12B
,25C
Suggested Time
100 MINUTES
TIME: 45 mins.
READ SELECTION: "THE DARING NELLIE
BLY AMERICA'S STAR REPORTER"
TIME: 15 mins.
PAIRED SELECTION: NELLIE BLY'S BOOK
AROUNG THE WORLD IN SEVENTY TWO DAYS
TIME:
10 mins.
10 mins.
10 mins.
10 mins.
CONNECTIONS:
Comparing Texts
Vocabulary Review
Fluency
Writing
LESSON #4
RL.2.5,RL.5.1,
RL.6.2,L.5.4,RI.
5.7,L.5.6,RI.5.3,
W.4.9,
11B,12B,7B,10,
12E,22
RL.2.5,RL.5.1,
RL.5.3,W.5.1
8, 10, 1, 25
RI.5.3,RL.5.3,L.
5.4,W.4.9
TE page #
RESOURCES
UNIT
#
PAGE
#
238-249
SE 108-119, PB 19,
QA LESSON4
?
?
?
250-251
SE 120-121
?
?
?
252-253
SE 122-123
?
?
?
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
Suggested Time
80 MINUTES
TIME: 15 mins.
FOCUS SKILL: CHARACTER'S MOTIVES
TIME: 15 mins.
COMPREHENSION STRATEGY: USING WORDS IN
CONTEXT
5B
RL.6.2
ACT.
#
TE page #
254-255
265
RESOURCES
PB20
UNIT
#
PAGE
#
AC
#
?
?
?
?
?
?
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): DECODING/WORD ATTACK
1A
L.5.4
265
257
PPB 13-15,16-18
?
?
?
TIME: 15 mins.
FLUENCY: READING RATE
258
FB4
?
?
?
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1
L.5.4
1
L.5.4
?
?
?
259
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
A Way
Monroe City School System
First Six Weeks
THEME: 1: Finding
READING
Lesson 5; IT TAKES TALENT!
Comprehensive Curriculum Guide
Genre:Reader's
Theater/Talent Show;
For Use with Harcourt StoryTown
LESSON #
5
BEFORE READING
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: REVIEW THEME 1 during
Reading
COMP. STRATEGY: REVIEW THEME 1 during
Reading
TIME: 10 mins.
TIME: 10 mins
TIME: 10 mins.
Realistic Fiction
COMPREHENSIVE
CURRICULUM
BUILD BKG: DEVELOP A WEB AND DISCUSS
TALENT SHOWS
BUILD ROBUST VOC.: BUILD WORD MEANING
GLE’S
CCSS
5D, 7A,12E
RL6.2, RL.5.1
1
L.5.4
TE page #
284-285
RESOURCES
TR19
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
?
?
?
286
PC35
?
?
?
287-288
TR20, TR21, PB 23
?
?
?
READING and RESPONDING
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 45 mins.
READ SELECTION:
"IT TAKES TALENT"
TE page #
290-299
RESOURCES
SE 126-135, FB 5
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
12F,5B,5D,6B,
6C,3,12G
RL.5.1, RL.6.2,
RL6.4, RL.5.1
TIME: 15 mins.
PAIRED SELECTION: "THE ALLIGATOR RACE"
TIME: 10 mins.
CONNECTIONS: na
na
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
?
?
COMPREHENSION GUIDE
LESSON #5
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
5b, 5d
RL.6.2
Suggested Time
95 MINS.
TE page #
TIME: 15 mins.
FOCUS SKILL: REVIEW
TIME: 30 mins.
COMPREHENSION STRATEGY: REVIEW THEME 1
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): SETTING
DECODING/WORD ATTACK
5
RL.6.2
62
63
PPB 7-9
TIME: 15 mins.
FLUENCY: ACCURACY
64
FB 1
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1
L.5.4
1
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
308-309
RESOURCES
PB 24-25
302-303
PB---PRACTICE WORK BOOK
65
SPB---SPELLING PRACTICE WORK BOOK
UNIT
#
PAGE
#
AC
#
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
FIRST SIX WEEKS
Monroe City School System
ENGLISH LANGUAGE ARTS
Comprehensive Curriculum Guide
For use with Harcourt StoryTown
DATE
Sept. 2012
REVIEW
THEME 1
With Lesson 5
ADMINISTER
THEME 1 TEST—FIRST Six Weeks ASSESSMENT
(MCS provided)
THEME 1
TEST
FIFTH GRADE
Monroe City School System
Goals
Second Six Weeks
Lesson 1:"The Night of San Juan"
THEME: 2:Common
READING
Comprehensive Curriculum Guide
Genre Realistic
Fiction/Photo Essay
For Use with Harcourt StoryTown
LESSON #
6
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: Listening Comprehension
TIME: 10 mins.
FOCUS SKILL: Theme
TIME: 10 mins.
COMP. STRATEGY: Ask Questions
TIME: 10 mins
BUILD BKG: Develop a Web, Discuss
Neighbors and Community
BUILD ROBUST VOC.: Build Word Meaning
TIME: 10 mins.
COMPREHENSIVE
CURRICULUM
BEFORE READING
GLE’S
CCSS
7a,12c,16
RL.5.1
5a
RL.6.2
17b
RI.5.7
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
28-29
TR22
?
?
?
30-31
SE 146
?
?
?
32-33
TR24
?
?
?
34
PC 26
?
?
?
35
TR25, SE 148-149,
PB 31
?
?
?
READING and RESPONDING
GLE’S
Suggested Time
100 MINUTES
TIME: 45 mins.
TIME: 15 mins.
TIME:
10 mins.
10 mins.
10 mins.
10 mins.
READ SELECTION:
"The Night of San Juan"
PAIRED SELECTION: "Tejano Conjunto
Festival"
CONNECTIONS:
Comparing Texts
Vocabulary Review
Fluency
Writing
TE page #
5b, 7, 5, 5d,
5a, 17b, 6, 6a,
17e, 15, 12f,
17a
RL.6.2, RI 5.7,
RL 6.4, RI.5.1
9, 17e, 10, 7b,
8, 12d, 22
RI.5.7, RL.5.3,
RI.5.3, RL.5.1,
W.5.1
8, 9, 10, 1, 23b
RESOURCES
UNIT
#
PAGE
#
ACT.
#
38-51
SE 150-163, TGO 1,
PB 32, QA 6
?
?
?
52-53
SE 164
?
?
?
54-55
SE 166-167
?
?
?
RI.5.3,RL.5.3,
L.5.4, W.5.3
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #6
Suggested Time
80 MINUTES
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
TIME: 15 mins.
FOCUS SKILL: Theme
56-57
PB 33
?
?
?
COMPREHENSION STRATEGY: Literary Criticism
5a
RL.6.2
7a
TIME: 15 mins.
58-59
TR26, PB 34
?
?
?
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): Plot: Conflict and Resolution
Decoding/Word Attack
5d
RL 6.2
60
61
?
?
?
PPB 67-69, 70-72
TIME: 15 mins.
FLUENCY: Expression
62
FB 6
?
?
?
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
?
?
?
1
L.5.4
63
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
Goals
Second Six Weeks
"When the Circus Came to Town"
READING
Comprehensive Curriculum Guide
Fiction/Poetry
For Use with Harcourt StoryTown
THEME: 2: Common
Lesson 7:
Genre: Historical
LESSON #
7
COMPREHENSIVE
CURRICULUM
BEFORE READING
GLE’S
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: Listening Comprehension
TIME: 10 mins.
FOCUS SKILL: Theme
TIME: 10 mins.
COMP. STRATEGY: Ask Questions
TIME: 10 mins
BUILD BKG: Develop a Web, Discuss Diversity
TIME: 10 mins.
BUILD ROBUST VOC.: Build Word Meaning
3, 7b
RL.8.4
5a
RL.6.2
17b
RI.5.7
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
104-105
TR 27
?
?
?
106-107
SE 174-175
?
?
?
108-109
TR 28, TR 29
?
?
?
110
PC 111
?
?
?
111-112
TR 30, SE 176-177,
PB 37
?
?
?
READING and RESPONDING
GLE’S
Suggested Time
100 MINUTES
TIME: 45 mins.
TIME: 15 mins.
TIME:
10 mins.
READ SELECTION:
to Town"
"When the Circus Came
PAIRED SELECTION: "Poetry Beat"
CONNECTIONS:
Comparing Texts
5b, 7, 5, 5d,
5a, 17b, 6, 6a,
17e, 15, 12f,
17a, 12e, 12c,
8, 25, 12b, 25c
RL.6.2, RI.5.7,
RL.6.4,RI.5.1,
W.4.9
6a, 12g, 11c,
7c, 15, 12e, 24
RL.6.4, RI.5.2,
RL.2.2,L.5.5
8, 10, 1, 25
RI.5.3, RL.5.3,
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
114-129
SE 178-193, TGO 1,
PB 38, QA 7
?
?
?
130-131
SE 194-195
?
?
?
132-133
SE 196-197
?
?
?
10 mins.
10 mins.
10 mins.
Vocabulary Review
Fluency
Writing
L.5.4, W.4.9
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #7
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
Suggested Time
80 MINUTES
TIME: 15 mins.
FOCUS SKILL: Theme
TIME: 15 mins.
TE page #
RESOURCES
134-135
COMPREHENSION STRATEGY: Literary Criticism
5a
RL.6.2
7a
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): Using Words in Context
Decoding/Word Attack
1a, 2
L.5.4,
138
139
PPB 10-12
TIME: 15 mins.
FLUENCY: Expression
140
FB 7
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1
L.5.4
PB 39
136-137
141
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
UNIT
#
PAGE
#
AC
#
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
FIFTH GRADE
Monroe City School System
Goals
Second Six Weeks
8:"When Washington Crossed the Delaware"
THEME: 2: Common
Lesson
READING
Comprehensive Curriculum Guide
Genre:Narrative Non-
Fiction/Poetry
For Use with Harcourt StoryTown
LESSON #
8
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: Listening Comprehension
TIME: 10 mins.
FOCUS SKILL: Text Structure: Sequence
TIME: 10 mins.
COMP. STRATEGY: Use Graphic Organizers
TIME: 10 mins
BUILD BKG: Create a Chart
Discuss the Revolutionary War
BUILD ROBUST VOC.: Build Word Meaning
TIME: 10 mins.
COMPREHENSIVE
CURRICULUM
BEFORE READING
GLE’S
CCSS
7b, 12c, 16,
17f
RL.5.1, RI.5.7
12
RI.5.2
12, 12a
RI.5.2
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
166-167
31
?
?
?
168-169
SE 200-201
?
?
?
170-171
TR 32, TR 33
?
?
?
172
PC 54
?
?
?
173-175
TR 34, SE 202-203,
PB 42
?
?
?
READING and RESPONDING
GLE’S
Suggested Time
100 MINUTES
TIME: 45 mins.
TIME: 15 mins.
TIME:
10 mins.
10 mins.
10 mins.
10 mins.
READ SELECTION: “When Washington
Crossed the Delaware”
TE page #
11b, 6a,12a,
12f, 12, 12b,
12c, 12e, 17b,
6,16, 17e, 4,15,
17a, 7b, 25, 5c,
RL.2.5, RL.6.4,
RL.5.1, RI.5.7,
RL.6.4, RI.3.4,
W.4.9, RL.6.2
7c, 12c, 15, 25
PAIRED SELECTION: “In 1776”
RL.5.1, W.4.9
8, 10, 1, 12a,
22
CONNECTIONS:
Comparing Texts
Vocabulary Review
Fluency
Writing
RESOURCES
UNIT
#
PAGE
#
ACT.
#
38-51
SE 204-219, PB 43,
QA 8, SE 204-219
?
?
?
192-193
SE 220-221
?
?
?
194-195
SE 222-223
?
?
?
RI.5.3, RL.5.3,
L.5.4, RL.5.1,
W.5.1
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #8
GLE’S
CCSS
Suggested Time
80 MINUTES
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: Text Structure: Sequence
12a
RL.5.1
TE page #
196-197
RESOURCES
PB 44
UNIT
#
?
PAGE
#
?
AC
#
?
TIME: 15 mins.
COMPREHENSION STRATEGY: Reference Sources
42, 42a, 43b
RI.5.7, RI. 5.9
198-199
TR 35, PB 45
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): Character’s Motives
Decoding/Word Attack
5b
RL.6.2
200
201
PPB 10-12
TIME: 15 mins.
FLUENCY: Phrasing
202
FB 8
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
SE—STUDENT EDITION
1
L.5.4
203
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
?
?
?
?
?
?
?
?
?
?
?
?
COMPREHENSION GUIDE
FIFTH GRADE
Goals
Second Six Weeks
"Leonardo's Horse"
Monroe City School System
Language Arts
Comprehensive Curriculum Guide
THEME: 2: Common
Lesson 9:
Genre:Narrative Non-
Fiction/Myth
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
9
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: Listening Comprehension
GLE’S
CCSS
7b, 8, 12c, 12e
RI.5.3, RL.5.1
TE page #
228-229
RESOURCES
TR 36
UNIT
#
?
PAGE
#
?
ACT.
#
?
TIME: 10 mins.
FOCUS SKILL: Text Structure: Sequence
TIME: 10 mins.
COMP. STRATEGY: Use Graphic Organizers
TIME: 10 mins
BUILD BKG: Draw a Web
Discuss Sculptures
BUILD ROBUST VOC.: Build Word Meaning
TIME: 10 mins.
12a
RL.5.1
12, 12a
RL.5.1
1
L.5.4
230-231
SE 226-227
?
?
?
232-233
TR 38
?
?
?
234
PC 5
?
?
?
235-229
TR 39, PB 48, SE
228-229
?
?
?
READING and RESPONDING
GLE’S
CCSS
Suggested Time
100 MINUTES
TIME: 45 mins.
READ SELECTION:
"Leonardo's Horse"
11b, 7,12a,12d,
12f, 5d,12,48,
12e, 17a, 13,12b,
17e, 1c, 17c,17b,
12f, 15, 25a,
7b,25c
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
230-245
SE 230-245, TGO 4,
PB 49, QA 9
?
?
?
254-255
SE 246-247
?
?
?
256-257
SE 248-249
?
?
?
RL.2.5, RL.5.1,
RL.6.2, SL.5.2,
RI.5.7, L.5.4,
W.4.9
TIME: 15 mins.
TIME:
10 mins.
10 mins.
10 mins.
10 mins.
PAIRED SELECTION: Bellerophon and
Pegasus"
CONNECTIONS:
Comparing Texts
Vocabulary Review
Fluency
Writing
11a, 7a,10,11a,
12c, 12e, 25
RL.2.5, RL.5.3,
RL.2.5, RL.5.1,
W.4.9
8,11, 1, 12a, 22
RI.5.3, RL.2.5,
RL.5.1, W.5.1
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #9
COMPREHENSIVE
CURRICULUM
AFTER READING
Suggested Time
80 MINUTES
GLE’S
CCSS
12a, 5d
RL.5.1, RL.6.2
42, 42a
RI.5.7
TE page #
TIME: 15 mins.
FOCUS SKILL: Text Structure: Sequence
TIME: 15 mins.
COMPREHENSION STRATEGY: Reference Sources
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): Decoding/Word Attack
261
TIME: 15 mins.
FLUENCY: Phrasing
262
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1
L.5.4
258-259
RESOURCES
PB 50
UNIT
#
PAGE
#
AC
#
?
?
?
?
?
?
PPB 59-60
?
?
?
FB 9
?
?
?
?
?
?
260
263
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Goals
Second Six Weeks
"The Secret Ingredient"
Monroe City School System
Language Arts
Comprehensive Curriculum Guide
THEME: 2: Common
Lesson 10:
Genre:Reader's Theater--
Fiction/Expository Non-Fiction
For Use with Harcourt StoryTown
LESSON #
10
Suggested Time
65 MINUTES
TIME: 15 mins.
READ ALOUD: Listening Comprehension
TIME: 10 mins.
FOCUS SKILL: Theme Review
Text Structure; Sequence
COMP. STRATEGY: Literary Criticism Review
Reference Sources Review
TIME: 10 mins.
TIME: 10 mins
TIME: 20 mins.
COMPREHENSIVE
CURRICULUM
Week: Oct. 20-24 REVIEW
BEFORE READING
BUILD BKG: Develop a Review
Discuss Cooking Show
BUILD ROBUST VOC.: Build Word Meaning
GLE’S
CCSS
7b, 12d, 12e,
17
RL.5.1, RI.5.7
5a, 12a
RL.6.2, RS.5.1
7a, 42
RI.5.7
1, 2, 3
L.5.4, RL.8.4
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
288-289
TR 40
?
?
?
312-313
PB 54, PB 55
?
?
?
314-315
PB 56, PB 57
?
?
?
290
PC 71
?
?
?
291-292
TR 41, TR 42, PB 53
?
?
?
READING and RESPONDING
Suggested Time
70 MINUTES
TIME: 45 mins.
READ SELECTION:
“The Secret Ingredient”
GLE’S
CCSS
12f, 5b, 5d, 7,
12g, 12c, 12e,
5a, 17a, 5a, 5b
RL.5.1, RL.6.2,
RI.5.7,
TE page #
295-303
RESOURCES
TR 91, 101-105
UNIT
#
?
PAGE
#
?
ACT.
#
?
TIME: 15 mins.
PAIRED SELECTION: "Ants"
TIME: 10 mins.
COMPARING TEXTS: na
306-311
?
?
?
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #10
COMPREHENSIVE
CURRICULUM
AFTER READING
Suggested Time
70 MINUTES
TIME: 15 mins.
FOCUS SKILL:
THEME, SEQUENCE
TIME: 15 mins.
COMPREHENSION STRATEGY: REVIEW Lessons
6-9: LITERARY CRITICISM, REFERENCE SOURCES
TIME: 10 mins
TIME:
mins
READING SKILL(s): Decoding/Word Attack
Review Lessons 6-9
TIME: 15 mins.
FLUENCY: na
TIME: 15 mins
ENRICHING ROBUST VOCAB:
Review
GLE’S
CCSS
5a, 12
RL.6.2, RL.5.1
7a, 42
RI.5.7
Reinforce, Extend,
TE page #
RESOURCES
PAGE
#
AC
#
312-313
PB 54-55
?
?
?
314-315
PB 56-57
?
?
?
?
?
?
?
?
?
?
?
?
316-317
305
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
COMPREHENSION GUIDE
UNIT
#
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
FIFTH GRADE
SECOND SIX WEEKS
TT---THEME TEST
Monroe City School System
ENGLISH LANGUAGE ARTS
Comprehensive Curriculum Guide
For use with Harcourt StoryTown
DATE
PC—PICTURE CARD
THEME 2
TEST
Nov. 2012
REVIEW
THEME 2
With Lesson 10
DATE
Nov. 2012
READING-WRITING CONNECTION
Pages 76-90
ADMINISTER
THEME 2 TEST—SECOND Six Weeks ASSESSMENT
(MCS provided)
FIFTH GRADE
the Flow
Third Six Weeks
"Sailing Home"
Monroe City School System
Language Arts
Comprehensive Curriculum Guide
NonFiction
For Use with Harcourt StoryTown
THEME: 3: Go With
Lesson 11:
Genre:Historical Fiction/Expository
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
11
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: COMPARE AND CONTRAST
TIME: 10 mins.
COMP. STRATEGY: MONITOR STRATEGY
SELF-CORRECT
TIME: 10 mins
BUILD BKG: DEVELOP A CHART
DEVELOP CONCEPTS
BUILD ROBUST VOC.: BUILD WORD MEANING
TIME: 10 mins.
GLE’S
CCSS
7B,12E,12D
RL.5.1
12D
RL.5.1
1B,2
L.5.4
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
28-29
TR43
?
?
?
30-31
SE 272
?
?
?
32-33
TR 44-45
?
?
?
34
PC15
?
?
?
35-37
TR46, PB61
?
?
?
READING and RESPONDING
Suggested Time
95 MINUTES
TIME: 45 mins.
TIME: 10 mins.
TIME:
10 mins.
READ SELECTION:
SAILING HOME
PAIRED SELECTION: VOYAGE INTO THE PAST
CONNECTIONS:
Comparing Texts
GLE’S
CCSS
11A,5B,7,8,1A,
12D,12C,12E,1
7B,1B,12F,5D,
12F,15,7A,17,
25,12B,25C
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
38-51
PB62
QA LESSON 11
?
?
?
RL.2.5, RL.6.2,
RI.5.3, L.5.4,
RL.5.1, RI.5.7,
W.4.9
10,6A,7B,8,25
52-53
SE 290-291
?
?
?
RL.5.3, RL.6.4,
RI.5.3, W.4.9
8,10,12D,1,22
54-55
SE 292-293
?
?
?
10 mins.
10 mins.
10 mins.
Vocabulary Review
Fluency
Writing
RI.5.3, RL.5.3,
RL.5.1, L.5.4,
W.5.1
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #11
COMPREHENSIVE
CURRICULUM
AFTER READING
Suggested Time
80 MINUTES
TIME: 15 mins.
FOCUS SKILL: COMPARE AND CONTRAST
TIME: 15 mins.
COMPREHENSION STRATEGY: MAKE
GENERALIZATIONS
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): VOCABULARY STRATEGIES
DECODING/WORD ATTACK
TIME: 15 mins.
FLUENCY: INTONATION
TIME: 15 mins
ENRICHING ROBUST VOCAB:
REINFORCE/EXTEND/REVIEW
GLE’S
CCSS
12D,10
RL.5.1, RL.5.3
1A
L.5.4
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
56-57
PB63
?
?
?
58-59
TR47, PB64
?
?
?
60-61
PPB85-90
?
?
?
62
?
?
?
63
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
the Flow
Monroe City School System
Third Six Weeks
LESSON 12:Wading Into Marine Biology
THEME: 3: Go With
READING
Comprehensive Curriculum Guide
Genre:Informational Narrative/Expository Non-Fiction
For Use with Harcourt StoryTown
COMPREHENSIVE
CURRICULUM
LESSON #
12
BEFORE READING
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: ``RAVEN AND THE TIDES
TIME: 10 mins.
FOCUS SKILL: TEXT STRUCTURE
COMPARE/CONTRAST
COMP. STRATEGY: MONITOR
COMPREHENSION-SELF CORRECT
TIME: 10 mins.
TIME: 10 mins
TIME: 10 mins.
BUILD BKG: DEVELOP A WEB
DISCUSS TIDES
BUILD ROBUST VOC.: BUILD WORD MEANING
GLE’S
CCSS
7A, 12E
RL.5.1
12D
RL.5.1
1A,2
L.5.4
1
L.5.4
TE page #
104-105
RESOURCES
TR48
106-107
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
108-109
TR49
?
?
?
110-111
PC86
?
?
?
111-113
TR51, PB 67
?
?
?
READING and RESPONDING
GLE’S
Suggested Time
70 MINUTES
TIME: 45 mins.
READ SELECTION: ULTIMATE FIELD
TRIP3:WADING INTO MARINE BIOLOGY
11B,12F,7,12C,
12D,12F,17B,
12,17,12E,1B,
14,2,1A,4,12B,
17A,15,7B,15
RL.2.5, RL.5.1,
RI.5.7, L.5.4,
TE page #
114-131
RESOURCES
SE304-321
PB68 QA LESSON
12,
UNIT
#
?
PAGE
#
?
ACT.
#
?
RI.5.7, RI.3.4,
TIME: 15 mins.
PAIRED SELECTION: FLORIDA EVERGLADES
TIME: 10 mins.
COMPARING TEXTS: WORD PAIRS,
REPEATED READING, WRITE A LETTER
12A,7B,8,12C,
25A
RL.5.1, RI.5.3,
RL.5.1, W.4.9
1,12D,25A,
L.5.4, RL.5.1,
W.4.9
132-133
?
?
?
134-135
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #12
Suggested Time
80 MINUTES
TIME: 15 mins.
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: TEXT STRUCTURE
COMPARE/CONTRAST
COMPREHENSION STRATEGY: EXPOSITORY
FORMS
GLE’S
CCSS
12D
RL.5.1
11,11B
RL.2.5
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
136-137
PB69
?
?
?
138-139
PB70
?
?
?
PPB115-120,175-180
?
?
?
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): MAKE GENERALIZATIONS
DECODING/WORD ATTACK
140-141
TIME: 15 mins.
FLUENCY: INTONATION
142
?
?
?
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
143
?
?
?
1
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
THEME: 3:”Go With
Monroe City School System
the Flow
Third Six Weeks
LESSON 13: STORMALONG
READING
Comprehensive Curriculum Guide
Genre: Tall Tale
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
13
Suggested Time
55 MINUTES
TIME: 15 mins.
READ ALOUD: THE SEA
TIME: 10 mins.
FOCUS SKILL: CAUSE AND EFFECT
TIME: 10 mins.
COMP. STRATEGY: USE GRAPHIC
ORGANIZERS
TIME: 10 mins
BUILD BKG: DEVELOP A CHART
DISCUSS FITTING IN
BUILD ROBUST VOC.: INTRODUCE
TIME: 10 mins.
GLE’S
CCSS
6A,7C,12D,
12G
RL.6.4, RL.5.1
17A
RI.5.7
12, 17A
RL.5.1, RI.5.7
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
168-169
TR53
?
?
?
170-171
SE 328-329
?
?
?
172-1173
TR54,55
?
?
?
174
PC107
?
?
?
175-177
TR56, PB73
?
?
?
READING and RESPONDING
Suggested Time
70 MINUTES
TIME: 45 mins.
READ SELECTION:
STORMALONG
GLE’S
CCSS
11A,12F,7,12D,
TE page #
178-195
RESOURCES
SE332-349
UNIT
#
?
PAGE
#
?
ACT.
#
?
12F,17A,12,5B,
17C,6A,12E,5,5
D,16,12G,17E,1
2A,15,25,25C
TIME: 15 mins.
TIME: 10 mins.
PAIRED SELECTION: PAUL BUNYAN MAKES
PROGRESS
COMPARING TEXTS:
SE—STUDENT EDITION
RL.2.5, RL.5.1,
RI.5.7, RL.6.2,
RL.6.4, L.5.4,
W.4.9
5B,6A,12E,22
RL.6.3, RL.6.4,
RL.5.1, W.5.1
1,17A,24
L.5.4, RI.5.7,
L.5.5
PB74
QA13
196-197
SE350-351
?
?
?
198-199
SE 352-353
?
?
?
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #13
COMPREHENSIVE
CURRICULUM
AFTER READING
Suggested Time
80 MINUTES
TIME: 15 mins.
FOCUS SKILL: CAUSE AND EFFECT
TIME: 15 mins.
COMPREHENSION STRATEGY: VOCABULARYUSING WORD PARTS
GLE’S
CCSS
17A
RI. 5.7
1B,1D
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
200-201
PB75
?
?
?
202-203
TR57,PB76
?
?
?
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): MAKE GENERALIZATIONS
LITERARY CRITICISM
TIME: 15 mins.
FLUENCY: PACE
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
7A
1
L.5.4
204-207
PPB169-174
?
?
?
208
?
?
?
209
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
IFTH GRADE
With the Flow"
Third Six Weeks
Drop of Water"
Monroe City School System
READING
Comprehensive Curriculum Guide
THEME: 3 "Go
LESSON 14 ”A
Genre: Expository Non-
Fiction/Poetry
For Use with Harcourt StoryTown
LESSON #
14
BEFORE READING
COMPREHENSIVE
CURRICULUM
Suggested Time
65 MINUTES
TIME: 15 mins.
READ ALOUD: LAND OF ANCIENT WATERS
TIME: 10 mins.
FOCUS SKILL: CAUSE AND EFFECT
TIME: 10 mins.
COMP. STRATEGY: USE GRAPHIC
ORGANIZERS
TIME: 10 mins
BUILD BKG: MAKE A WEB/DISCUSS WATER
TIME: 20 mins.
BUILD ROBUST VOC.: WORD MEANING
GLE’S
CCSS
7B, 16
TE page #
17A
RI.5.7
12, 17A
RL5.1, RI.5.7
1
L.5.4
234-235
RESOURCES
UNIT
#
PAGE
#
ACT.
#
?
?
?
236-237
TR58
SE354-355
SE356-357
?
?
?
238-239
TR59,60
?
?
?
240
PC29
?
?
?
214-243
TR61, PB79
?
?
?
READING and RESPONDING
Suggested Time
70 MINUTES
TIME: 45 mins.
READ SELECTION:
A DROP OF WATER
TIME: 15 mins.
:PAIRED SELECTION: RAIN DANCE
TIME: 10 mins.
COMPARING TEXTS:
GLE’S
CCSS
11B, 7,
17,17A,4,12,12
C,17C,1A, 12D,
17E,15, 7B,
25,12B,25C,
RL.2.5, RI.5.7,
RI.3.4, RL.5.1,
L.5.4, W.4.9
7C, 6,8,25
RL.6.4, RI.5.3,
W.4.9
8,10,1,17A,22
RI.5.3, RL.5.3,
L.5.4, RI.5.7,
W.5.1
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
244-257
PB80,QA LESSON
14, SE360-373
?
?
?
258-259
SE374-375
?
?
?
260-261
SE 376-377
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #14
COMPREHENSIVE
CURRICULUM
AFTER READING
TIME: 15 mins.
FOCUS SKILL: CAUSE AND EFFECT
TIME: 15 mins.
COMPREHENSION STRATEGY: WORD PARTS
EXPOSITORY FORMS
GLE’S
CCSS
17A
RI.5.7
1B, 11A, 11B
L.5.4, RL.2.5
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): REFERENCE SOURCES
DECODING/WORD ATTACK
42A,42B
RI.5.7
TIME: 15 mins.
FLUENCY: PACE
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
Suggested Time
80 MINUTES
1
L.5.4
TE page #
266-267
`
262-263
RESOURCES
PB81
UNIT
#
PAGE
#
AC
#
?
?
?
?
?
?
?
?
?
268
?
?
?
269
?
?
?
264-265
PPB145-147
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
With the Flow"
Third Six Weeks
READING
THEME: 3 "Go
LESSON 15:Reader's Theater: How Prairie
Became Ocean
Comprehensive Curriculum Guide
Genre: Myth/ Textbook
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
15
Suggested Time
70 MINUTES
TIME: 15 mins.
READ ALOUD: SEA OF GRASS
TIME: 10 mins.
GLE’S
CCSS
7B, 12B, 12E
RL.5.1
TE page #
TR62
UNIT
#
PAGE
#
ACT.
#
?
?
?
FOCUS SKILL:
?
?
?
TIME: 10 mins.
COMP. STRATEGY:
?
?
?
TIME: 10 mins
BUILD BKG: DEVELOP A WEB
TIME: 25 mins.
BUILD ROBUST VOC.: WORD MEANING
1
L.5.4
294-295
RESOURCES
296
PC98
?
?
?
297-298
TR63,PB84
?
?
?
READING and RESPONDING
GLE’S
Suggested Time
35 MINUTES
TIME: 15 mins.
READ SELECTION:
OCEAN
HOW PRAIRIE BECAME
TE page #
299-31-
12B,39,11A,12
F,5B,7,12C,12F
,17A,9,5C,12D,
12E,4,36,38,39
RESOURCES
TRB 104-107,92
UNIT
#
?
PAGE
#
?
ACT.
#
?
RL.5.1, SL.5.4,
RL.2.5, RL.6.2,
RI.5.7, RI.3.4,
SL.5.6,
TIME: 10 mins.
FOCUS SKILL:
?
?
?
TIME: 10 mins.
COMPARING TEXTS:
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #15
COMPREHENSIVE
CURRICULUM
AFTER READING
Suggested Time
95 MINUTES
TIME: 15 mins.
FOCUS SKILL: COMPARE AND CONTRAST
TIME: 30 mins.
COMPREHENSION STRATEGY: READING A TEXT
BOOK
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): EXPOSITORY FORMS/WORD
PARTS/DECODING
GLE’S
CCSS
12D, 17A
RL.5.1, RI.5.7
7,12B,12D,17,1
7A,48,1A,4,
RL.5.1, RI.5.7,
L.5.4,SL.5.2,
RI.3.4
11A, 11B, 1B
RL.2.5, L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
318-319
PB85,86
?
?
?
312-317
SE390-395
?
?
?
320-321
PB87,88
?
?
?
TIME: 15 mins.
FLUENCY:
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
1
L.5.4
311
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
?
?
?
?
?
?
COMPREHENSION GUIDE
FIFTH GRADE
THIRD SIX WEEKS
2008-2009
Monroe City School System
ENGLISH LANGUAGE ARTS
Comprehensive Curriculum Guide
For use with Harcourt StoryTown
THEME 3
TEST
DATE
Dec. 2012
REVIEW
THEME 3
With Lesson 15
DATE
Dec. 2012
READING-WRITING CONNECTION
Pages 76-90
ADMINISTER
THEME 3 TEST—THIRD Six Weeks ASSESSMENT
(MCS provided)
FIFTH GRADE
Monroe City School System
Great
Fourth Six Weeks
Lesson 16: "The School Story"
THEME: 4 Dare to Be
READING
Comprehensive Curriculum Guide
Genre: Realistic
Fiction/Folktale
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
16
Suggested Time
65 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: MAKING INFERENCES
TIME: 10 mins.
COMP. STRATEGY: USE STORY STUCTURE
Character, Setting, Plot(conflict or resolution)
TIME: 10 mins
BUILD BKG: Develop a Web, Discuss
Publishing
BUILD ROBUST VOC.: Build Word Meaning
Develop Deeper Meaning
TIME: 20 mins.
GLE’S
CCSS
7b, 7a, 17
RI.5.7
12e
RL.5.1
5, 5d
RL.6.2
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
28-29
TR 65
?
?
?
30-31
SE 400-401
?
?
?
32-33
TR 66, TR 67
?
?
?
34
STORY WEB, PC 96
?
?
?
35-37
ES, PB, CB 92
?
?
?
READING and RESPONDING
GLE’S
CCSS
Suggested Time
70 MINUTES
TIME: 45 mins.
READ SELECTION: "The School Story"
(REALISTIC FICTION)
11a, 12f, 5b,
12c, 17d, 5d,
17a, 12e, 17e,
12d, 17, 17b, 1b,
7a, 22, 12b, 25c
RL.2.5, RL.5.1,
RL.6.2, RI.5.7,
RL.6.2, L.5.4,
W.5.1, W.4.9
TE page #
38-59
RESOURCES
T GO 1, PB 93, QA
Lesson 16, SE 404425,
UNIT
#
?
PAGE
#
?
ACT.
#
?
TIME: 15 mins.
TIME: 10 mins.
PARIED SELECTION: "How Anansi Gave the
World Stories" (FOLKTALE)
11a, 5d, 17, 5a,
5b, 10, 23b
RL.2.5, RL.6.2,
RI.5.7, RL.5.3,
W.5.3
8, 10, 25, 25a
RI.5.3, RL.5.3,
W.4.9
COMPARING TEXTS: Vocabulary Review,
Fluency Practice, Writing
60-63
SE 426-429
64-65
?
?
?
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #16
COMPREHENSIVE
CURRICULUM
AFTER READING
Suggested Time
80 MINUTES
TIME: 15 mins.
FOCUS SKILL: MAKING INFERENCES
TIME: 15 mins.
COMPREHENSION STRATEGY: LITERARY
PATTERNS and SYMBOLS
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): CAUSE and EFFECT
DECODING/ WORD ATTACK: Prefixes
TIME: 15 mins.
FLUENCY: EXPRESSION
TIME: 15 mins
ENRICHING ROBUST VOCAB: REINFORCE,
GLE’S
CCSS
12e,
RL.5.1
12d, 10
RL.5.1,
RL.5.3
17a
1b
RI.5.7, L.5.4
1
TE page #
66-67
RESOURCES
UNIT
#
PAGE
#
AC
#
SE 413, CHART,
PB 94
TR 69, Venn
Diagram, PB 95
?
?
?
?
?
?
70
71
Cause & Effect diagram
?
?
?
72
FB Lesson 16, SITG
Lesson 16
?
?
?
?
?
?
68-29
73
PPB 139-144
EXTEND, CUMULATIVE REVIEW
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Great
Monroe City School System
Fourth Six Weeks
READING
THEME4: Dare to Be
Lesson 17:
"Nothing Ever Happens On 9th Street"
Comprehensive Curriculum Guide
Genre: Realistic
Fiction/Biography
For Use with Harcourt StoryTown
LESSON #
17
BEFORE READING
COMPREHENSIVE
CURRICULUM
Suggested Time
65 MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: MAKE IINFERENCES
TIME: 10 mins.
COMP. STRATEGY: Use Story Structure:
Characters, Setting Plot(conflict/resolution)
TIME: 10 mins
BUILD BKG: Develop a Chart
Discuss City Life
BUILD ROBUST VOC.: Build Word Meaning
Develop Deeper Meaning
TIME: 20 mins.
GLE’S
CCSS
7b, 8, 12 c
RI.5.3, RL.5.1
TE page #
114-115
TR 70
?
?
?
12e
RL.5.1
5d, 5
RL.6.2
116-117
SE 438-439
?
?
?
118-119
TR 71, TR72
?
?
?
120
CHART
PC 26
TR 73,
ES, PB, CB 98
?
?
?
?
?
?
1
1
L.5.4
121-123
RESOURCES
UNIT
#
PAGE
#
ACT.
#
READING and RESPONDING
Suggested Time
MINUTES
TIME: 45 mins.
READ SELECTION: "Nothing Ever Happens
on 90th Street" (Realistic Fiction)
GLE’S
CCSS
11a, 12f, 5d, 5,
12d, 5b, 9, 12e,
17a, 12,
TE page #
124-139
RESOURCES
PB 99
UNIT
#
PAGE
#
ACT.
#
?
?
?
140-141
?
?
?
142-143
?
?
?
RL.2.5, RL.5.1,
RL.6.2, RI.5.7
TIME: 15 mins.
TIME: 10 mins.
PAIRED SELECTION: "The Artist's Eye"
COMPARING TEXTS: Vocabulary Review,
Fluency Practice, Writing
10, 7b, 12c, 17,
8, 25b, 40a
RL.5.3, RL.5.1,
RI.5.7, RI.5.3,
W.4.9, SL.5.2
8, 10, 1, 25a
RI.5.3, RL.5.3,
L.5.4, W.4.9
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #17
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
12e,
RL.5.1
Suggested Time
80 MINUTES
TIME: 15 mins.
FOCUS SKILL: Make Inferences
TIME: 15 mins.
COMPREHENSION STRATEGY:
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): Vocabulary Strategies:
Synonyms and Antonyms
Make Generalizations
Decoding/Word Attack: Structural Anaylysis:
Suffixes
TIME: 15 mins.
FLUENCY: Intonation
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1a
L.5.4
TE page #
144-145
146-147
RESOURCES
SE 450, PB 100
PAGE
#
AC
#
?
?
?
?
?
?
TR 74, PB 101
?
?
?
FB Lesson 17,
SITG #17
?
?
?
?
?
?
148
149
150
1
L.5.4
151
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
COMPREHENSION GUIDE
WT—WEEKLY TESTS
UNIT
#
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
FIFTH GRADE
Monroe City School System
to Be Great
Fourth Six Weeks
Lesson 18 PROJECT MULBERRY
THEME 4: Dare
READING
Comprehensive Curriculum Guide
Genre: Realistic
Fiction/Historical Fiction
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
18
Suggested Time
MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: MAIN IDEA AND DETAILS
TIME: 10 mins.
COMP. STRATEGY: MONITOR
COMPREHENSION: ADJUST READY RATE
GLE’S
CCSS
1A, 7A, 12C, 15
L.5.4, RL.5.1,
12C
RL.5.1
17, 17E
RI.5.7
TE page #
176-177
RESOURCES
TR75
178-179
180-181
TR76, TR77
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
?
?
?
TIME: 10 mins
TIME: 25 mins.
BUILD BKG: MAKE A DIAGRAM
DISCUSS RAISING SILKWORMS
BUILD ROBUST VOC.: BUILD WORD MEANING
1
L.5.4
182
PC 104
?
?
?
183-185
TR 78, PB 104
?
?
?
READING and RESPONDING
GLE’S
CCSS
11A, 12F, 5B,
7, 12C, 17D,
17, 5D, 17A,
6A, 17, 12E, 6,
5A, 15, 7A, 8,
12B, 23A, 25C
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 10 mins.
TIME: 10 mins.
READ SELECTION:
PROJECT MULBERRY
PAIRED SELECTION: JOURNEY ON THE SILK
ROAD
COMPARING TEXTS:
RL.2.5, RL.5.1,
RL.6.2, RI.5.7,
RL.6.4, RI.5.3,
W.5.3, W.4.9
4, 17B, 7, 8, 10,
12E, 22
RI.3.4, RI.5.7,
RI.5.3, RL.5.3,
RL.5.1, W.5.1
8, 10, 41A, 1,
22, 43A, 43B
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
186-199
PB 105, QA 18, SE
468-481
?
?
?
200-203
SE 482-485
?
?
?
?
?
?
252-253
RI.5.3, RL.5.3,
SL.5.1, L.5.4,
W.5.1, RI.5.9
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #18
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
FOCUS SKILL: MAIN IDEA AND DETAILS
12C
RL.5.1
TIME: 15 mins.
COMPREHENSION STRATEGY: POINT OF VIEW
TIME: 10 mins
TIME: 10 mins
1A
L.5.4
TIME: 15 mins.
READING SKILL(s): VOCABULARY
STRATEGIES:SYNONYMS AND ANTONYMS
STRUCTURAL ANALYSIS: SUFFIXES –OUS, -EOUS,
-IOUS
FLUENCY: READING RATE
TIME: 15 mins
ENRICHING ROBUST VOCAB:
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
206
PB 207
?
?
?
208-209
TR79, PB 107
?
?
?
210
211
?
?
?
PPB 171-172
212
FB 18
?
?
?
?
?
?
213
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
to Be Great
Fourth Six Weeks
Lesson 19 INVENTING THE FUTURE
THEME 4: Dare
READING
Comprehensive Curriculum Guide
Genre:
Biography/Historical Documents
For Use with Harcourt StoryTow n
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
19
Suggested Time
MINUTES
TIME: 15 mins.
READ ALOUD: Listening Comprehension
TIME: 10 mins.
FOCUS SKILL: Main Idea and Details
TIME: 10 mins.
COMP. STRATEGY: Adjust Reading Rate
TIME: 10 mins
BUILD BKG: Make a Chart
Develop Concepts
BUILD ROBUST VOC.: Build Word Meaning
Develop Deeper Meaning
TIME: 25 mins.
GLE’S
CCSS
7b, 17a, 8
RI.5.7, RI.5.3
12c
RL.5.1
TE page #
17
RI.5.7
1
L.5.4
RESOURCES
UNIT
#
PAGE
#
ACT.
#
238-239
TR 80
?
?
?
240-241
SE 490-491
?
?
?
242-243
TR 81-82
?
?
?
244
PC 121
?
?
?
246-247
PB 110
?
?
?
READING and RESPONDING
Suggested Time
65 MINUTES
TIME: 45 mins.
READ SELECTION: "Inventing the Future: A
Photobiography of Thomas Alma Edison
GLE’S
CCSS
11b, 12c, 12e,
12a, 17e, 17a,
12b, 8, 48, 16,
15, 7b, 5b, 22
TE page #
248-265
RESOURCES
PB 111
UNIT
#
PAGE
#
ACT.
#
?
?
?
266-267
?
?
?
268-269
?
?
?
RL.2.5, RL.5.1,
RI.5.7, RI.5.3,
SL.5.2, RL.6.2,
W.5.1
TIME: 10 mins.
PARIED SELECTION: From the Labatory of
Thomas A. Edison
TIME: 10 mins.
COMPARING TEXTS: Vocabulary Review,
Fluency Practice, Writing
15, 12b, 7b,
12d, 25
RL.5.1, W.4.9
8, 11, 1, 22
RI.5.3, RL.2.5,
L.5.4, W.5.1
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #19
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: Main Idea and Details
12c
TE page #
270-271
RESOURCES
SE 504, PB 112
UNIT
#
?
PAGE
#
?
AC
#
?
RL.5.1
TIME: 15 mins.
COMPREHENSION STRATEGY:
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): Point of View
Expository Forms
Text Structure; Sequence
Decoding/Word Attack
16
11b
12a
272
273
?
?
?
?
?
?
?
?
?
?
?
?
274
275
184-186
276
FB Lesson 19,
SITG Lesson 19
RL.2.5, R.L. 5.1
TIME: 15 mins.
FLUENCY: Reading Rate
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Cumulative Review
1
L.5.4
277
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
to Be Great
Fourth Six Weeks
Lesson 20: The Invention Convention
THEME 4: Dare
READING
Genre: Reader’s Theater/Game
Comprehensive Curriculum Guide
Show/Poetry
For Use with Harcourt StoryTow n
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
20
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 10 mins
TIME: 20 mins.
READ ALOUD: LISTENING COMPREHENSION:
"Dial a Fish"
BUILD BKG: MAKE A CHART
DISCUSS INVENTIONS and INVENTORS
BUILD ROBUST VOC.: BUILD WORD MEANING
DEVELOP DEEPER MEANING
GLE’S
CCSS
7b, 12e, 17a,
RL.5.1, RI.5.7
1
L.5.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
302-303
TR 84
?
?
?
304
PC 40
?
?
?
305-306
TR 86, ES, PB, CB
115
?
?
?
READING and RESPONDING
Suggested Time
MINUTES
TIME: 45 mins.
READ SELECTION:
Convention"
"The Invention
TIME: 10 mins.
PAIRED SELECTION: "When Our Family Bands
Together"
GLE’S
CCSS
12f, 12e,15,
12c,7
RL.5.1
12f,12g,12c,12
e, 6a, 5d, 17,
7d, 11, 12d,
RL.5.1, RL.6.4,
TE page #
307-317
320-325
RESOURCES
TR 305,
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
RL.6.2, RI.5.7,
RL.2.5
TIME: 10 mins.
COMPARING TEXTS:
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
?
?
COMPREHENSION GUIDE
LESSON #29
TIME: 15 mins.
COMPREHENSION STRATEGIES: REVIEW Reading
Poetry; Characters, Settings, Events,
GLE’S
CCSS
38, 389
SL.5.4
11c,5b,5a,5d,
RL.2.5, RL.6.3,
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): Making Inferences;
Main Idea and Details
Point of View
Synonyms and Antonyms
Decoding/Word Attack: Prefixes, Suffixes Review
12e
12c
15, 16
1a, 1d
5b
Suggested Time
MINUTES
TIME:
mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
PERFORMING READERS’ THEATER:
RL.5.1, L.5.4,
RL.6.2
TE page #
326
327
328
329
330-331
318
RESOURCES
TRB 93, 111-114;
FB 5 Lesson 20
320
PB 116
PB117
PB 118
PB 119
UNIT
#
PAGE
#
AC
#
?
?
?
?
?
?
?
?
?
TIME: 15 mins.
FLUENCY:
318
TIME: 15 mins
ENRICHING ROBUST VOCAB: Reinforce, Extend,
Review
1
L.5.4
FB Lesson 20
319
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
DATE
?
?
?
?
?
?
February
2013
REVIEW
THEME 4
With Lesson 20
DATE
February
2013
READING-WRITING CONNECTION
ADMINISTER
THEME 4 TEST—THIRD Six Weeks ASSESSMENT
(MCS provided)
FIFTH GRADE
Monroe City School System
DIFFERENCE
Fifth Six Weeks
Lesson 21: “Interrupted Journey”
THEME 5: MAKING A
READING
Comprehensive Curriculum Guide
Genre: Expos.Non-
Fict./Magazine Article
For Use with Harcourt StoryTow n
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
21
Suggested Time
MINUTES
TIME: 15 mins.
READ ALOUD: LENDING A PAW
TIME: 10 mins.
FOCUS SKILL: AUTHOR’S
PURPOSE/PERSPECTIVE
COMP. STRATEGY: SUMMARIZE
TIME: 10 mins.
GLE’S
CCSS
7B,8,12E,15
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
28-29
TR87
?
?
?
RI.5.3,RL.5.1
15,16
30-31
SE 538-539
?
?
?
12B
32-33
TR88,89
?
?
?
34
PC2
?
?
?
35-37
TR90, PB123
?
?
?
RL.5.1
TIME: 10 mins
TIME: 25 mins.
BUILD BKG: DEVELOP A LIST
DEVELOP CONCEPTS
BUILD ROBUST VOC.: INTRODUCE
1
L.5.4
READING and RESPONDING
Suggested Time
MINUTES
TIME: 45 mins.
READ SELECTION: INTERRUPTED JOURNEY
GLE’S
CCSS
11B,7,12F,16
,17A,17,12E,16
,17A,4,12B,6,
12A,48
RL.2.5,RL.5.1,
RI.5.7,RI.5.4,
RL.6.4,SL5.2
TE page #
38-51
RESOURCES
SE542-555
PB124, QA 21,
UNIT
#
?
PAGE
#
?
ACT.
#
?
TIME: 10 mins.
PAIRED SELECTION: KIDS IN ACTION:
13,7B,8,10,12D
,22,15
52-53
SE556-557
?
?
?
54-55
SE558-559
?
?
?
RI.5.7,RI.5.3,R
L.5.3,RL.5.1,W.
5.1,
TIME: 10 mins.
COMPARING TEXTS: WORD WEBS
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #21
GLE’S
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: AUTHOR'S
PURPOSE/PERSPECTIVE
COMPREHENSION STRATEGY: PERSUASIVE
TECHNIQUES
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
15,16
56-57
PB125
?
?
?
16
58-59
TR91, PB126
?
?
?
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): MAKE INFERENCES
DECODING
60-61
?
?
?
TIME: 15 mins.
FLUENCY: EXPRESSION
62
?
?
?
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
63
?
?
?
1
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
DIFFERENCE
Fifth Six Weeks
Lesson 22: “Power of W.O.W.”
Monroe City School System
LANGUAGE ARTS
Comprehensive Curriculum Guide
THEME 5: MAKING A
Genre: Play/Magazine
Article
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
22
Suggested Time
MINUTES
GLE’S
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
TIME: 15 mins.
TIME: 10 mins.
TIME: 10 mins.
READ ALOUD: PACK HORSE LIBRARIANS
FOCUS SKILL: AUTHOR’S
PURPOSE/PERSPECTIVE
COMP. STRATEGY: SUMMARIZE
7B, 12C, 12E
104-105
TR92
?
?
?
RL.5.1
15, 16
106-107
SE566-567
?
?
?
12B
108-109
TR93,TR94
?
?
?
110
PC96
?
?
?
111-112
TR95, PB129
SE 568-569
?
?
?
RL.5.1
TIME: 10 mins
TIME: 25 mins.
BUILD BKG: CREATE A WEB
DISCUSS FUNDRAISING
BUILD ROBUST VOC.: INTRODUCE
1
L.5.4
READING and RESPONDING
GLE’S
Suggested Time
MINUTES
TIME: 45 mins.
TIME: 10 mins.
TIME: 10 mins.
READ SELECTION:
POWER OF W.O.W.
PAIRED SELECTION: GOT A PROBLEM?
COMPARING TEXTS: WORD PAIRS
11D, 12F, 5B,
5D, 7, 12B,
12E, 16, 6, 6A,
12A, 12C, 13,
17A, 15, 7A, 8
RL.2.5,RL.5.1,
RL6.2,RL.6.4,R
I.5.7,RI.5.3
14,7B,10,12A,
12C,14,25A
RI.5.7,RL.5.3,R
L.5.1,RI.5.7,W.
4.9
8,10,25,1
RI.5.3,RL.5.3,W
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
114-127
SE570-583
PB130
?
?
?
128-129
SE 584-585
?
?
?
130-131
SE 586-587
?
?
?
.4.9,L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #22
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 15 mins.
TIME: 10 mins
TIME: 10 mins
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: AUTHOR'S
PURPOSE/PERSPECTIVE
COMPREHENSION STRATEGY: DRAW
CONCLUSIONS
READING SKILL(s): USING WORD PARTS,
DECODING/WORD ATTACK
GLE’S
CCSS
15, 16
TE page #
132-133
PB131
?
?
?
12E
RL.5.1
134-135
PB132, TR96
?
?
?
1C, 1D
136-137
PPB 157-162
?
?
?
138
FB22
?
?
?
?
?
?
RESOURCES
UNIT
#
PAGE
#
AC
#
L.5.4
TIME: 15 mins.
FLUENCY: EXPRESSION
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
1
L.5.4
139
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
DIFFERENCE
Fifth Six Weeks
Lesson 23: “Any Small Goodness”
Monroe City School System
LANGUAGE ARTS
THEME 5: MAKING A
Comprehensive Curriculum Guide
Genre: Realistic
Fiction/Fable
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
23
READ ALOUD: DOG GONE
GLE’S
CCSS
7B, 12C
FOCUS SKILL: LITERARY DEVICES
RL.5.1
6A
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 10 mins.
RL.6.4
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
164-165
TR97
?
?
?
166-167
SE 590-591
?
?
?
TIME: 10 mins.
COMP. STRATEGY: ANSWER QUESTIONS
TIME: 10 mins
BUILD BKG: CREATE A LIST
DISCUSS NEIGHBORS
BUILD ROBUST VOC.: INTRODUCTION
17
168-169
TR98, TR99
?
?
?
170
PC68
?
?
?
171-173
TR100, PB135
SE592-593
?
?
?
RI.5.7
TIME: 25 mins.
1
L.5.4
READING and RESPONDING
Suggested Time
MINUTES
TIME: 45 mins.
READ SELECTION:
ANY SMALL GOODNESS
TIME: 10 mins.
PAIRED SELECTION: AESOP’S FABLES
TIME: 10 mins.
COMPARING TEXTS: WORD SORT
PARTNER READ
GLE’S
CCSS
11A, 12F, 5B,
5D, 7, 12D, 17,
6A, 17A, 12E,
7A, 12B, 15,
8,22,25C
RL.2.5,RL.5.1,
RL.6.2,RI.5.7,R
L.6.4,RI.5.3,W.
5.1,W.5.9
12, 7A, 9,12E,
23B
RL.5.1,W.5.3
8
TE page #
RESOURCES
UNIT
#
SE594-607
PB 136
?
?
?
188-189
SE608-609
?
?
?
190
SE610-611
?
?
?
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
COMPREHENSION GUIDE
WT—WEEKLY TESTS
ACT.
#
174-187
RI.5.3
SE—STUDENT EDITION
PAGE
#
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
LESSON #23
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
FOCUS SKILL: LITERARY DEVICES
6A
RL.6.4
TIME: 15 mins.
COMPREHENSION STRATEGY: LITERARY
PATTERNS AND SYMBOLS
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): PERSUASIVE TECHNIQUES
MAIN IDEAS AND DETAILS
15, 12C
TE page #
192
RESOURCES
PB137
UNIT
#
PAGE
#
AC
#
?
?
?
194
?
?
?
195-197
?
?
?
?
?
?
?
?
?
RL.5.1
TIME: 15 mins.
FLUENCY: PACE
198
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
1
L.5.4
FB23
199
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
DIFFERENCE
Monroe City School System
LANGUAGE ARTS
Fifth Six Weeks
THEME 5: MAKING A
Lesson 24:
“CHESTER CRICKET’S PIGEON RIDE”
Comprehensive Curriculum Guide
Genre: Fantasy/Poetry
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
24
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
GLE’S
CCSS
7A, 12E, 17F
TIME: 10 mins.
FOCUS SKILL: LITERARY DEVICES
RL.5.1,RI.5.7
12G
226-227
TIME: 10 mins.
COMP. STRATEGY: ANSWER QUESTIONS
RL.5.1
17
228-229
TIME: 10 mins
BUILD BKG: COMPLETE A CHART
DISCUSS NEW YORK CITY
BUILD ROBUST VOC.: BUILD WORD MEANING
Suggested Time
MINUTES
TE page #
224-225
RESOURCES
TR 101
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
TR 102, TR 103
?
?
?
230
PC 26
?
?
?
231-233
TR 104, PB 140
?
?
?
RI.5.7
TIME: 25 mins.
1
L.5.4
READING and RESPONDING
GLE’S
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 10 mins.
TIME: 10 mins.
READ SELECTION:
PIGEON RIDE
CHESTER CRICKET’S
PAIRED SELECTION: CENTRAL PARK
COMPARING TEXTS:
TE page #
11A, 12F, 5B,
12E, 17, 1A,
12G, 6A, 17, 6,
17A, 5D, 12,
48, 12C, 12D,
15, 22, 25C, 15
RL2.5,RL.5.1,R
L.6.2,RI.5.7,L.5
.4,RL.6.4,SL.5.
2,W.5.1,W.4.9
6A, 17, 7C,
12G, 11, 16, 24
RL.6.4,RI.5.7,R
L.5.1,RL.2.5,L.
5.5
8, 10, 1, 24
234-247
RESOURCES
PB 141, QA 24, SE
618-631
UNIT
#
PAGE
#
ACT.
#
?
?
?
248-251
?
?
?
252-253
?
?
?
RI.5.3,RL.5.3,L.
5.4,L.5.5
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #24
Suggested Time
MINUTES
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
TIME: 15 mins.
TIME: 15 mins.
FOCUS SKILL: LITERARY DEVICES
COMPREHENSION STRATEGY: DRAW
CONCLUSIONS
12G
254-255
RL.5.1
12E
256
PB 142
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
RL.5.1
TIME: 10 mins
READING SKILL(s): DECODING/WORD ATTACK
STTRUCTURAL ANALYSIS:UNUSUAL PLURALS
257
PPB 25-26
TIME: 15 mins.
FLUENCY: PACE
258
FB 24
TIME: 15 mins
ENRICHING ROBUST VOCAB:
1
259
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
LANGUAGE ARTS
DIFFERENCE
Fifth Six Weeks
Lesson 25: “The Compassion Campaign”
THEME 5: MAKING A
Comprehensive Curriculum Guide
Genre: News
Report/Folktale
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
25
Suggested Time
MINUTES
TIME: 15 mins.
READ ALOUD: HE EVEN KISSED A PIG
TIME: 10 mins.
GLE’S
CCSS
7B, 12C, 12E,
17A
TE page #
284-285
RESOURCES
TR105
UNIT
#
PAGE
#
ACT.
#
?
?
?
FOCUS SKILL:
?
?
?
TIME: 10 mins.
COMP. STRATEGY:
?
?
?
TIME: 10 mins
BUILD BKG: DRAW A WEB/DISCUSS
COMPASSION
BUILD ROBUST VOC.: INTRODUCTION
RL.5.1,RI.5.7
TIME: 25 mins.
1
286
PC58
?
?
?
287-288
TR106, TR107,
PB145
?
?
?
L.5.4
READING and RESPONDING
Suggested Time
MINUTES
TIME: 15 mins.
READ SELECTION:
CAMPAIGN
THE COMPASSION
GLE’S
CCSS
12B, 39,12F,6,
7, 12C, 7A, 15,
TE page #
289-300
RESOURCES
TRB115-119
UNIT
#
?
PAGE
#
?
ACT.
#
?
6A, 1, 12D,
5,15,36,38,39
RL.5.1,SL.5.4,
RL.6.4,RL.6.4,L
.5.4,RL.6.2,SL5
.6,SL.5.4
TIME: 10 mins.
FOCUS SKILL:
?
?
?
TIME: 10 mins.
COMPARING TEXTS:
?
?
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #25
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: AUTHOR'S PURPOSE/LITERARY
DEVICES
15,16,6,6A
RL.6.4
TE page #
308-309
RESOURCES
PB146, PB147
UNIT
#
?
PAGE
#
?
ACT.
#
?
TIME: 15 mins.
COMPREHENSION STRATEGY: READING FICTION
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): LITERARY PATTERNS
DRAW CONCLUSIONS
302-307
SE650-655
?
?
?
310-311
PB148, PB149
?
?
?
312-313
?
?
?
301
?
?
?
12E
RL.5.1
TIME: 15 mins.
FLUENCY: DECODING/WORD ATTACK
TIME: 15 mins
ENRICHING ROBUST VOCAB: WORD MEANING
1
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
DATE
April 2013
READING & WRITING
CONNECTION
Review THEME 5
March 2013
April 2013
iLEAP REVIEW
April 2013
FIFTH GRADE
DARING
Sixth Six Weeks
iLEAP TEST
Monroe City School System
THEME 6: FEATS OF
Lesson 26: “Lewis &
LANGUAGE ARTS
Clark”
Comprehensive Curriculum Guide
Genre: Nar.Non-
Fict/Expos.Non-Fic
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
26
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 10 mins.
READ ALOUD: LISTENING COMPREHENSION
FOCUS SKILL: SUMMARIZE AND
PARAPHRASE
GLE’S
CCSS
7b,12c,12b,15
RL.5.1,
12b
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
28-29
TR108
?
?
?
30-31
SE 660-661
?
?
?
32-33
TR109, TR110
?
?
?
RL.5.1
TIME: 10 mins.
COMP. STRATEGY: MONITOR
COMPREHENSION: READ AHEAD
12
RL.5.1
TIME: 10 mins
TIME: 10 mins.
BUILD BKG: MAKE A WEB AND DISCUSS THE
LOUISIANA PURCHASE
BUILD ROBUST VOC.: BUILD WORD MEANING
1
34
PC 31
?
?
?
35-37
SE 662-663, TR111,
PB 153
?
?
?
L.5.4
READING and RESPONDING
Suggested Time
MINUTES
TIME: 45 mins.
TIME: 15 mins.
TIME: 10 mins.
READ SELECTION:
"LEWIS AND CLARK
GLE’S
CCSS
11b,7,12b,
17a, 12,12c,
12e, 12f, 4, 12,
12a,12d, 17,
15, 7b, 8, 12c,
25, 25c
PAIRED SELECTION: "HUPA AND YUROK
BASKETS
RL2.5,RL.5.1,R
I.5.7,RI.3.4,RI.5
.3,W.4.9
48,12,7b,9,12a,
48,22
COMPARING TEXTS:
SL5.2,RL.5.1,W
.5.1
8,11,12,1,25
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
38-51
SE 661-677
?
?
?
52-55
SE 678-681
?
?
?
56-57
SE 682-683
?
?
?
RI.5.3,RL.2.5,R
L.5.1,L.5.4,W.4.
9
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #26
Suggested Time
MINUTES
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: SUMMARIZE AND PARAPHRASE
GLE’S
CCSS
12b,
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
58-59
PB 155
?
?
?
PB 156
?
?
?
?
?
?
?
?
?
?
?
?
RL.5.1
TIME: 15 mins.
COMPREHENSION STRATEGY: MAKE
JUDGMENTS
60-61
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): POINT OF VIEW
DECODING/WORD ATTACK
62
63
TIME: 15 mins.
FLUENCY: ACCURACY
64
TIME: 15 mins
ENRICHING ROBUST VOCAB:
1
PPB 124-126,184186
FB 1
65
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
LANGUAGE ARTS
DARING
Sixth Six Weeks
Lesson 27: “Klondike Kate”
THEME 6: FEATS OF
Comprehensive Curriculum Guide
Genre:
Biography/Magazine Art.
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
27
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
FOCUS SKILL: SUMMARIZE AND
PARAPHRASE
TIME: 10 mins.
COMP. STRATEGY: MONITOR
COMPREHENSION: READ AHEAD
TIME: 10 mins
BUILD BKG: MAKE A WEB AND DISCUSS THE
GOLD RUSH
BUILD ROBUST VOC.: BUILD WORD MEANING
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
7b,12c,12e
110-111
TR113
?
?
?
RL.5.1
12b
112-113
SE 692-693
?
?
?
RL.5.1
12
114-115
TR 114-115
?
?
?
116
PC 30
?
?
?
117-119
SE 694-695
?
?
?
RL.5.1
TIME: 10 mins.
1
READING and RESPONDING
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 45 mins.
READ SELECTION:
TE page #
"KLONDIKE KATE"
RESOURCES
UNIT
#
PAGE
#
ACT.
#
120-137
SE 696-713
?
?
?
138-139
SE 714-715
?
?
?
140-141
SE 716-717
?
?
?
11b,7,12b,12e,
17a,12,12c,12f,
13,16,5,5d,4,17
e,15,7b,25a,25
c
TIME: 15 mins.
TIME: 10 mins.
PAIRED SELECTION: "SOURDOUGH
COMPARING TEXTS:
RL.2.5,RL.5.1,
RI.5.7,RL.6.2,R
I.3.4,W.4.9
7b,10,12b,12c,
12d,25
RL.5.3,RL.5.1,
W.4.9
8,10,1,25
RI.5.3,RL.5.3,L.
5.4,W.4.9
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #27
Suggested Time
MINUTES
COMPREHENSIVE
CURRICULUM
AFTER READING
GLE’S
CCSS
TE page #
RESOURCES
UNIT
#
PAGE
#
AC
#
TIME: 15 mins.
FOCUS SKILL: SUMMARIZE AND PARAPHRASE
12b,
142-143
PB 161
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
RL.5.1
TIME: 15 mins.
COMPREHENSION STRATEGY:
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): LITERARY DEVICES
DECODING/WORD ATTACK
144
145
TIME: 15 mins.
FLUENCY: ACCURACY
146
TIME: 15 mins
ENRICHING ROBUST VOCAB:
1
FB 1
147
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
LANGUAGE ARTS
DARING
Sixth Six Weeks
Lesson 28: “The Top of the World”
Comprehensive Curriculum Guide
THEME 6: FEATS OF
Genre:Expos.Non-
Fic/Poetry/Almanac.
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
28
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
172-173
TR117
?
?
?
FOCUS SKILL: FACT AND OPINION
RL.5.1,RI.5.7
17f
174-175
SE 720-721
?
?
?
COMP. STRATEGY: SUMMARIZE
RI.5.7
12b
176-177
TR119
?
?
?
178
PC 81
?
?
?
179-181
SE 722-723
?
?
?
7b,12c,15,17,1
7f
TIME: 10 mins.
TIME: 10 mins.
RL.5.1
TIME: 10 mins
TIME: 10 mins.
BUILD BKG: MAKE A CHART AND DISCUSS
THE MOUNT EVEREST
BUILD ROBUST VOC.: BUILD WORD MEANING
1
L.5.4
READING and RESPONDING
Suggested Time
MINUTES
GLE’S
CCSS
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
TIME: 45 mins.
TIME: 15 mins.
TIME: 10 mins.
READ SELECTION: "THE TOP OF THE
WORLD CLIMBING MOUNT EVEREST"
PAIRED SELECTION: "ON TOP OF THE
WORLD"
COMPARING TEXTS:
182-199
SE 724-741
?
?
?
200-201
SE 742-743
?
?
?
202-203
SE 744-745
?
?
?
11b,7,12b,12e,
17a,12,12c,12f,
13,4,17e,15,7b,
25a,25c,48,17f,
17,25c
RL.2.5,RL.5.1,
RI.5.7,RI.5.4,W.
4.9,SL.5.2
7c,11c,48,7b,
12d,12e,24,48
RL.2.5,SL.5.2,
RL.5.1,L.5.5,
8,10,1,22,43a,
43b
RI.5.3,RL.5.3,L.
5.4,W.5.1,RI.5.
3
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #28
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: FACT AND OPINION
17f
TE page #
204-205
RESOURCES
PB166
UNIT
#
?
PAGE
#
?
AC
#
?
RI.5.7
TIME: 25 mins.
48,12e
TIME: 15 mins.
COMPREHENSION STRATEGY: GRAPHIC
SOURCES, MAKE JUDGMENTS, DRAW
CONCLUSIOS
READING SKILL(s): LITERARY PATTERNS AND
SYMBOLS
DECODING/WORD ATTACK
FLUENCY: PHRASING
TIME: 15 mins
ENRICHING ROBUST VOCAB:
1
TIME: 10 mins
TIME: 10 mins
206-209
PB167
?
?
?
?
?
?
?
?
?
?
?
?
SL.5.2,RL.5.1
210
211
212
FB28
213
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Monroe City School System
THEME: 6
READING
THE MAN WHO WENT TO THE FAR SIDE OF
Sixth Six Weeks
THE MOON
Comprehensive Curriculum Guide
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
29
READ ALOUD: LISTENING COMPREHENSION
GLE’S
CCSS
7B, 12B, 12C
FOCUS SKILL: FACT AND OPINION
RL.5.1
17F
240-241
COMP. STRATEGY: SUMMARIZE
RI.5.7
12B
242-243
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 10 mins.
TIME: 10 mins.
TE page #
238-239
RESOURCES
TR 122
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
TR 123, TR 124
?
?
?
244
Pc 6
?
?
?
245-2247
TR 125, PB 170, SE
750-751
?
?
?
RL.5.1
TIME: 10 mins
TIME: 25 mins.
BUILD BKG: MAKE A CHART
DISCUSS APOLLO 11
BUILD ROBUST VOC.:
1
L.5.4
READING and RESPONDING
Suggested Time
MINUTES
TIME: 15 mins.
READ SELECTION: THE MAN WHO WENT TO
THE FAR SIDE OF THE MOON
GLE’S
CCSS
11B, 7, 12E,
17F, 5C, 12B,
12C, 17F, 12,
13, 17A, 48, 17,
12D, 5B, 4, 6A,
TE page #
248-263
RESOURCES
TG02, PB 171, SE
752-767
UNIT
#
?
PAGE
#
?
ACT.
#
?
15, 7B, 8, 12A,
25
TIME: 10 mins.
TIME: 10 mins.
FOCUS SKILL: THE SPACE RACE
COMPARING TEXTS:
RL.2.5,RL.5.1,
RI.5.7,RL.6.2,S
L.5.2,RI.3.4,RL.
6.4,RI.5.3,W.4.
9
48, 2, 7B, 8,
12C, 25, 46
SL.5.2,L.5.4,RI.
5.3,RL.5.1,W.4.
9,SL.5.2
8, 10, 1, 25, 46
264-267
?
?
?
268-269
?
?
?
RI.5.3,RL.5.3,L.
5.4,W.4.9,W.5.6
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
LESSON #29
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: FACT AND OPINION
17F
RI.5.7
TE page #
270-271
RESOURCES
PB 172
UNIT
#
?
PAGE
#
?
AC
#
?
TIME: 15 mins.
COMPREHENSION STRATEGY: GRAPHIC
SOURCES; COMPARE AND CONTRAST
TIME: 10 mins
TIME: 10 mins
TIME: 15 mins.
READING SKILL(s): AUTHOR’S PURPOSE AND
PERSPECTIVE
DECODING/WORD ATTACK
FLUENCY: PHRASING
TIME: 15 mins
ENRICHING ROBUST VOCAB:
48, 12D
272-273
?
?
?
SL.5.2.RL.5.1
15, 16
274
?
?
?
?
?
?
?
?
?
275
276
1
FB 29
277
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
FIFTH GRADE
Sixth Six Weeks
GULF COAST
Monroe City School System
READING
THEME: 6
EXPLORING THE
Comprehensive Curriculum Guide
For Use with Harcourt StoryTown
LESSON #
COMPREHENSIVE
CURRICULUM
BEFORE READING
30
Suggested Time
MINUTES
TIME: 15 mins.
READ ALOUD: LISTENING COMPREHENSION
TIME: 10 mins.
GLE’S
CCSS
7B, 16
TE page #
TR 126
UNIT
#
PAGE
#
ACT.
#
?
?
?
FOCUS SKILL:
?
?
?
TIME: 10 mins.
COMP. STRATEGY:
?
?
?
TIME: 10 mins
BUILD BKG:
TIME: 25 mins.
BUILD ROBUST VOC.: BUILD WORD MEANING
1
302-303
RESOURCES
304
PC 2
?
?
?
305-306
TR 127, TR 128, PB
175
?
?
?
L.5.4
READING and RESPONDING
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 20 mins.
READ SELECTION:
COAST
EXPLORING THE GULF
FOCUS SKILL: REVIEW: SUMMARIZE AND
PARAPHRASE
GLE’S
CCSS
7, 12E, 17A,
17F, 12B, 12C,
12D, 17F, 4,
1A,
RL.5.1,RI.5.7,R
I.3.4,L.5.4
12B
RL.5.1
TE page #
RESOURCES
UNIT
#
PAGE
#
ACT.
#
308-317
SE, 776-785
?
?
?
326
PB 176
?
?
?
FACT AND OPINION
327
PB 177
17F
RI.5.7
TIME: 10 mins.
COMPARING TEXTS:
?
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
?
?
COMPREHENSION GUIDE
LESSON #
GLE’S
CCSS
Suggested Time
MINUTES
TIME: 15 mins.
TIME: 15 mins.
COMPREHENSIVE
CURRICULUM
AFTER READING
FOCUS SKILL: REVIEW: MAKE JUDGEMENTS
REVIEW: GRAPHIC SOURCES
COMPREHENSION STRATEGY: REVIEW:
READING A SOCIAL STUDIES TEXTBOOK
48
SL.5.2
7, 12E, 48,
12B, 17F, 12,
22
TE page #
328
329
RESOURCES
PB 178
PB 179
UNIT
#
PAGE
#
AC
#
?
?
?
320-325
?
?
?
330-331
?
?
?
?
?
?
RL.5.1,SL.5.2,
RI.5.7,W.5.4
TIME: 10 mins
TIME: 10 mins
READING SKILL(s): DECODING/WORD ATTACK
REVIEW
TIME: 15 mins.
FLUENCY:
TIME: 15 mins
ENRICHING ROBUST VOCAB:
1
319
L.5.4
SE—STUDENT EDITION
PPB—PHONICS PRACTICE
PB---PRACTICE WORK BOOK
SPB---SPELLING PRACTICE WORK BOOK
GPB---GRAMMAR WORK BOOK
ES—EXTRA SUPPORT
CB—CHALLENGE BOOK
FB—FLUENCY BUILDERS
TR—READING TRANSPARENCY
TGO—TRANSPARENCY GRAPHIC ORGANIZER
TLA—TRANSPARENCY LANGUAGE ART
QA—QUESTIONING THE AUTHOR
WT—WEEKLY TESTS
BA---BENCHMARK ASSESSMENT
TT---THEME TEST
PC—PICTURE CARD
TR—TEACHER RESOUCE BOOK
SITG-STRATEGIC INTERVENTION GUIDE
COMPREHENSION GUIDE
?
?
?
Monroe City Schools
FIFTH GRADE
2011-2012
Timeline
Scope and Sequence
for
HOUGHTON MIFFLIN ENGLISH
Fifth Grade
Houghton-Mifflin Grammar & Writing
Time Line
2012-2013
UNIT DESCRIPTION
DATES
GS
Getting Started
GS
1
1
2
2
3
3
3
3-4
Getting Started
The sentence
The sentence
Nouns
Nouns
Verbs
Verbs
Verbs
Verbs(3) &
Adjectives(4)
Adjectives(4) &
Capitalization (5)
4-5
August 20-24, 2012
August 27-31, 2012
September 4-7, 2012
September 17-21, 2012
September 24-28, 2012
October 1-4, 2012
October 8-12, 2012
October 15-19, 2012
October 22-26, 2012
October 29-November 2, 2012
November 5-9, 2012
5
6
6
7
7
8
8
9
9
10
10
11
11
12
12
Capitalization &
Punctuation
Pronouns
Pronouns
Adverbs &
Prepositions
Adverbs &
Prepositions
Writing: personal narr.
Writing: personal narr.
Writing a story
Writing a story
Compare & Contrast
Compare & Contrast
Research Report
Research Report
Writing to Express an
Opinion
Writing to Express an
Opinion
LEAP Review
LEAP Review
November 12-16, 2012
November 26-30, 2012
December 3-7, 2012
December10-14, 2012
December 17-20, 2012
January 7-11, 2013
January 14-17, 2013
January 22-25, 2013
January 28-February 1, 2013
February 4-8, 2013
February 11-15, 2013
February 19-22, 2013
February 25 –March 1, 2013
March 4-8, 2013
March 11-15, 2013
March 18-22, 2013
April 2-5, 2013
13
13
13
13
13
LEAP Review/Testing
Writing to Persuade
Writing to Persuade
Writing to Persuade
Writing to Persuade
Writing to Persuade
FIFTH Grade
UNIT Getting
Started
DAY #
April 8-12, 2013
April 15-19, 2013
April 22-26, 2013
April 29-May 3, 2013
May 6-10, 2013
May 13-17, 2013
LANGUAGE ARTS
Comprehensive Curriculum Guide
First SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
Day 1
Listening, Speaking and Viewing
Day 2
Listening, Speaking and Viewing
GLE’S
CCSS
TE
page #
322-4
33,38
SL.5.6,
L.5.1
325-6
33,38
SL.5.6,
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
L.5.1
Day 3
The Writing Process Writing a Description: What is
Prewriting
Day 4
What is prewriting?
Day 5
What is drafting?
UNIT Getting
Started
21,28
W.5.8,
L.5.1
21,28
W.5.8,
L.5.1
8-12
?
?
?
13-17
?
?
?
??
?
?
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
Day 1
What is revising and a writing conference?
Day 2
What is proofreading?
Day 3
What is publishing and reflecting?
Day 4
Review and practice writing
Day 5
Review and practice writing
GLE’S
CCSS
21,28
W.5.8,
L.5.1
21,28
W.5.8,
L.5.1
21,28
W.5.8,
L.5.1
21,28
W.5.8,
L.5.1
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
,20-23
?
?
?
24-25
?
?
?
26-27
?
?
?
?
?
?
?
?
?
FIFTH Grade
UNIT 1 The
Sentence
LANGUAGE ARTS
Comprehensive Curriculum Guide
First SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
Day 1
What is a sentence?
Day 2
Four Kinds of sentences
Day 3
Subjects and Predicates
Day 4
Simple Subjects
Day 5
Simple Predicates
UNIT 1 The
Sentence
GLE’S
CCSS
28
L.5.1
28
L.5.1
28
L.5.1
28
L.5.1
TE
page #
UNIT
#
TOPIC
GLE’S
28,29
ACT.
#
TLA 2, 2B
?
?
?
34-35
TLA 3, GPB1
?
?
?
36-37
TLA 3, GPB2
?
?
?
38-39
GPB 3
?
?
?
PB 6
?
?
?
COMPREHENSIVE
CURRICULUM
TE
page #
Subjects in Imperatives
PAGE
#
32-33
GRAMMAR/WRITING SKILLS
DAY #
Day 1
Labor Day
Day 2
STORYtown
RESOURCES
42-43
STORYtown
RESOURCES
TLA 14, GPB
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
L.5.1
Day 3
Conjuctions and writing good sentences
Day 4
Run-on sentences/Review
Day 5
Assessment Unit 1
FIFTH Grade
UNIT 2 Nouns
44-47
4849,50
LANGUAGE ARTS
Comprehensive Curriculum Guide
TLA 20, 26
?
?
?
?
?
?
?
?
?
First SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
Day 1
What is a noun?
Day 2
Common and Proper Nouns and writing with nouns
Day 3
Singular nouns and plural nouns
Day 4
Assessment
Day 5
Singular Possessive nouns
UNIT 2 Nouns
28,29
L.5.1
28,29
L.5.1
5
GLE’S
CCSS
29
L.5.1
29
L.5.1
29
L.5.1
29
L.5.1
GRAMMAR/WRITING SKILLS
TE
page #
STORYtown
RESOURCES
64-65
UNIT
#
PAGE
#
ACT.
#
?
?
?
66-69
TLA 66, 67
?
?
?
70-73
GPB 37
?
?
?
TLA 78,38,39
?
?
?
?
?
?
COMPREHENSIVE
CURRICULUM
DAY #
TOPIC
Day 1
Plural possesive nouns
Day 2
Writing with nouns
Day 3
Using exact nouns
Day 4
Test Practice and review
Day 5
6 Weeks Assessment
29
L.5.1
29
L.5.1
29
L.5.1
29
L.5.1
FIFTH Grade
UNIT 3 Verbs
GLE’S
CCSS
TE
page #
STORYtown
RESOURCES
UNIT
#
TLA 84
?
?
?
78-79
GPB 45
?
?
?
80
GPB 46,47
?
?
?
?
?
?
?
?
?
84-88
LANGUAGE ARTS
Comprehensive Curriculum Guide
TOPIC
Day 1
Action Verbs
Day 2
Direct Objects
GLE’S
CCSS
29
L.5.1
29
L.5.1
ACT.
#
76-77
Second SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
PAGE
#
TE
page #
96-97
98-99
STORYtown
RESOURCES
TLA 62, 122,
130, 131
TLA 123
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
Day 3
Main Verbs and Helping Verbs
Day 4
Linking Verbs
Day 5
Present Tense Verbs
UNIT 3 Verbs
100101
102103
GPB 67-69,
73-75, 91-92
PB 128
?
?
?
?
?
?
TLA 142,
GPB 77-79
PB 134
?
?
?
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
Day 1
Past Tense Verbs
Day 2
Future Tense Verbs
Day 3
Writing with Verbs
Day 4
Subject Verb Agreement
Day 5
Agreement with be and have
FIFTH Grade
UNIT 3 Verbs
29
L.5.1
29
L.5.1
GLE’S
CCSS
page #
29
L.5.1
29
L.5.1
29
L.5.1
29
L.5.1
104105
108109
110111
112113
LANGUAGE ARTS
Comprehensive Curriculum Guide
GRAMMAR/WRITING SKILLS
TE
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
TLA 148-149
?
?
?
GPB 89-91
PB 139
?
?
?
?
?
?
?
?
?
?
?
?
Second SIX WEEKS:
COMPREHENSIVE
CURRICULUM
DAY #
TOPIC
Day 1
Contractions with not/Regular and Irregular Verbs
Day 2
More irregular Verbs
Day 3
Verb phrases with have
Day 4
Verb phrases with teach, learn; let, leave
Day 5
Verb phrases with sit, set;can, may
UNIT 3 Verbs
and Unit 4
Adjectives
DAY #
GLE’S
CCSS
29
L.5.1
29
L.5.1
29
L.5.1
29
L.5.1
TE
page #
116119
120121
122123
124125
STORYtown
RESOURCES
TLA 191-192
GPB 107-108
UNIT
#
Day 1
Using exact verbs and review
Day 2
Verb Asssessment
Day 3
What is an adjective? Writing with adjectives
Day 4
Articles and Demonstratives
Day 5
Comparing Adjectives
GLE’S
CCSS
29
L.5.1
29
L.5.1
29
L.5.1
29
L.5.1
ACT.
#
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
PAGE
#
TE
page #
128135
152155
156157
STORYtown
RESOURCES
TLA 159-160
GPB 90
TLA 116-117
GPB 63-65
PB 109
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
FIFTH Grade
UNIT 4
Adjectives and
Unit 5
Capitalization
DAY #
LANGUAGE ARTS
Comprehensive Curriculum Guide
Second SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
Day 1
Proper Adjectives and choosing different adjectives
Day 2
Review
Day 3
Adjective assessment
Day 4
Correct Sentences/Proper Nouns and Adjectives
Day 5
Commas in a series/More uses for commas
UNIT Unit 5
Capitalization
and
Punctuation
DAY #
GLE’S
CCSS
29
L.5.1
27
L.5.2
26
L.5.2
TE
page #
162164
170173
STORYtown
RESOURCES
TLA 116-117
GPB 63-65
PB109
180183
UNIT
#
Day 1
Interjections
Day 2
Quotations
Day 3
Abbreviations and Titles
ACT.
#
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
PAGE
#
GLE’S
CCSS
page #
26
L.5.2
2
L.5.4
192193
194195
196199
TE
STORYtown
RESOURCES
TLA 186-187
GPB 103-105
PB 174
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
?
?
?
Day 4
Review
Day 5
2nd Six weeks assessment
204206
FIFTH Grade
UNIT 6
Pronouns
LANGUAGE ARTS
Comprehensive Curriculum Guide
?
?
?
?
?
Third SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
GLE’S
CCSS
TE
page #
Day 1
Subject Pronouns
28
L.5.1
216217
Day 2
Object Pronouns
28
L.5.1
218219
Day 3
Using I and me
28
L.5.1
Day 4
Possesive Pronouns
28
L.5.1
Day 5
Assessment and Writing with pronouns
UNIT 6
Pronouns
?
GRAMMAR/WRITING SKILLS
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
TLA 90-91,
96 GPB 4951
PB 83, 90,91
?
?
?
?
?
?
220221
TLA 98-99
GPB 55-57
?
?
?
222223
TLA 10 PB
97
GPB59-61
TLA 128
PB103
?
?
?
?
?
?
COMPREHENSIVE
CURRICULUM
DAY #
GLE’S
CCSS
TOPIC
Day 1
Contractions with Pronouns
Day 2
Double Subjects
Day 3
Day 4
Using we and us with nouns Using Homophones
correctly
Review
Day 5
Pronoun Assessment
FIFTH Grade
UNIT 7 Adverbs
and
Prepositions
28
L.5.1
28
L.5.1
29
L.5.1
TE
page #
226227
228229
230232
236237
LANGUAGE ARTS
Comprehensive Curriculum Guide
STORYtown
RESOURCES
TLA 174
UNIT
#
TOPIC
Day 1
Adverbs
Day 2
Writing with Adverbs
Day 3
Comparing with Adverbs
Day 4
Adjective or Adverbs
GLE’S
CCSS
28,29
L.5.1
28
L.5.1
28
L.5.1
28
L.5.1
ACT.
#
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
Third SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
PAGE
#
TE
page #
246246
248249
250251
252253
STORYtown
RESOURCES
TLA 180-181
GPB 99-100
PB 169
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
?
?
?
?
?
?
Day 5
?
Adverb Assessment
UNIT Unit 7
Adverbs and
Prepositions
TOPIC
Day 1
Negatives
Day 2
Prepositions
Day 3
Prepostional Phrases
Day 4
Writing with prepositional phrases
Day 5
Assessment
FIFTH Grade
UNIT 7 Adverbs
and
Prepositions
GLE’S
CCSS
page #
29
L.5.1
29
L.5.1
29
L.5.1
29
L.5.1
254255
256257
258259
260261
TE
LANGUAGE ARTS
Comprehensive Curriculum Guide
STORYtown
RESOURCES
UNIT
#
TOPIC
Day 1
Pronouns in Preposional Phrases
Day 2
Adverb or Preposition?
GLE’S
CCSS
29
L.5.1
29
PAGE
#
ACT.
#
TLA 52-53
?
?
?
GPB 27-29
?
?
?
PB 47
?
?
?
?
?
?
?
?
?
Third SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
?
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
?
TE
page #
262263
264-
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
?
?
?
?
?
?
L.5.1
265
Day 3
Review
?
?
?
Day 4
Review
?
?
?
Day 5
3rd Six Week Assessment
?
?
?
UNIT 8 Writing
a Personal
Narrative
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
Day 1
Published model What makes a great personal
narrative?
Day 2
Student model
GLE’S
CCSS
20,21,
22
L.5.3,
W.5.5
W.5.1
20,21,
22
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
295298
TLA100,112,
156
?
?
?
299303
TLA101,102,
113,114,157,
158
?
?
?
305306
?
?
?
307309
?
?
?
L.5.3,
W.5.5
W.5.1
Day 3
Prewriting
21,22
W.5.5
W.5.1
Day 4
Drafting
20,21,
22
L.5.3,
W.5.5
W.5.1
Day 5
Revising
20,21,
22
?
310311
?
?
L.5.3,
W.5.5
W.5.1
FIFTH Grade
LANGUAGE ARTS
Fourth SIX WEEKS:
Comprehensive Curriculum Guide
UNIT 8 Writing
a Personal
Narrative
DAY #
Day 1
Day 2
Day 3
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
GLE’S
CCSS
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
Revising Strategies
21,22
312
?
?
?
Proofreading
W.5.5
W.5.1
21,22
313
?
?
?
Publishing and Reflecting
W.5.5
W.5.1
21,22
314
?
?
?
W.5.5
W.5.1
Day 4
Writing prompts and Test Practice/Writing a Friendly
letter
20,21,
22,25
315318
?
?
?
?
?
?
L.5.3,
W.5.5
W.5.1
W.4.9
Day 5
UNIT 9 Writing
a Story
DAY #
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
GLE’S
TE
page #
Day 1
Published model What makes a great story?
20, 21,
22
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
320 325
?
?
?
320325
?
?
?
L.5.3,
W.5.5
W.5.1
Day 2
Published model What makes a great story?
20,21,
22
L.5.3,
W.5.5
W.5.1
Day 3
Day 4
Day 5
Student model
326329
?
?
?
W.5.5
W.5.1
20,21,
22
331332
?
?
?
L.5.3,
W.5.5
W.5.1
20,21,
22
333336
?
?
?
21,22
Prewriting
Drafting
L.5.3,
W.5.5
W.5.1
FIFTH Grade
UNIT
Fourth SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
9 Writing a
Story
DAY #
Day 1
LANGUAGE ARTS
Comprehensive Curriculum Guide
TOPIC
Revising
GLE’S
CCSS
21,22
W.5.5
W.5.1
TE
page #
337339
STORYtown
RESOURCES
UNIT
#
?
PAGE
#
?
ACT.
#
?
Day 2
Proofreading
340
?
?
?
21,22
341
?
?
?
W.5.5
W.5.1
20,21,
22
342343
?
?
?
?
?
?
21,22
W.5.5
W.5.1
Day 3
Day 4
Publishing and Reflecting
Writing Prompts and Test Practice
L.5.3,
W.5.5
W.5.1
Day 5
UNIT 10 Writing
to Compare and
Contrast
DAY #
Day 1
Writing a Play
20
L.5.3
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
Published model What makes a great compare-contrast
essay
GLE’S
CCSS
page #
20,21,
25
365367
L.5.3,
W.5.5,
TE
STORYtown
RESOURCES
UNIT
#
?
PAGE
#
?
ACT.
#
?
W.4.9
Day 2
Day 3
Day 4
Day 5
Student model
Prewriting
Drafting
Revising
20,21,
25
368373
?
?
?
L.5.3,
W.5.5,
W.4.9
20,21,
25
375378
?
?
?
L.5.3,
W.5.5,
W.4.9
20,21,
25
379380
?
?
?
L.5.3,
W.5.5,
W.4.9
20,21,
25
381382
?
?
?
L.5.3,
W.5.5,
W.4.9
FIFTH Grade
LANGUAGE ARTS
Comprehensive Curriculum Guide
Fourth SIX WEEKS:
UNIT 10 Writing
to Compare and
Contrast
DAY #
Day 1
Day 2
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
Revising Strategies and Proofreading
Publishing and Reflecting
GLE’S
CCSS
20,21,
25
L.5.3,
W.5.5,
W.4.9
20,21,
25
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
383384
?
?
?
385
?
?
?
386387
?
?
?
?
?
?
?
?
?
L.5.3,
W.5.5,
W.4.9
Day 3
Writing prompts and test practice
20,21,
25
L.5.3,
W.5.5,
W.4.9
Day 4
Writing Instructions
Day 5
Giving and Following Instructions
23
W.5.3
38,39
SL.5.4
388393
394395
TLA182,183,
184
UNIT 11 Writing
a Research
Report
DAY #
Day 1
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
Day 2
Published model What makes a great research
report?
Student model
Day 3
Prewriting
GLE’S
CCSS
page #
45
W.5.7
21
W.5.5
21,42,
43
399403
404408
410416
?
?
?
?
?
?
?
?
?
21,42,
43,45
417419
?
?
?
W.5.5,
W.5.7
21,42,
43,45
417419
?
?
?
TE
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
W.5.5,
W.5.7
Day 4
Day 5
Drafting
Drafting
W.5.5,
W.5.7
FIFTH Grade
UNIT 11 Writing
a Research
Report
LANGUAGE ARTS
Comprehensive Curriculum Guide
GRAMMAR/WRITING SKILLS
Fifth SIX WEEKS:
COMPREHENSIVE
CURRICULUM
DAY #
TOPIC
GLE’S
TE
page #
Day 1
Day 2
Revising
Revising strategies
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
21,43,
44,45
420422
?
?
?
W.5.5,
W.5.7,
W.5.8
21,43,
44,45
423424
?
?
?
425
?
?
?
426
?
?
?
427
?
?
?
W.5.5,
W.5.7,
W.5.8
Day 3
Day 4
Proofreading
Publishing and Reflecting
21,43,
44
W.5.5,
W.5.7,
W.5.8
21,43,
44,45
W.5.5,
W.5.7,
W.5.8
Day 5
Writing Prompts
21
W.5.5
UNIT 12 Writing
to Express an
Opinion
DAY #
GLE’S
CCSS
TOPIC
Day 1
Published model What makes a great opinion
essay?
Day 2
Student model
Day 3
Prewriting
Day 4
Drafting
Day 5
Revising
FIFTH Grade
UNIT 12 Writing
to express and
opinion
DAY #
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
TE
page #
STORYtown
RESOURCES
ACT.
#
?
?
?
451454
?
?
?
456458
?
?
?
460
?
?
?
461463
?
?
?
Fifth SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
GLE’S
CCSS
PAGE
#
447450
LANGUAGE ARTS
Comprehensive Curriculum Guide
TOPIC
UNIT
#
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
Day 1
Proofreading
Day 2
Publishing and reflecting
Day 3
Writing prompts and test practice
Day 4
Writing a book report
Day 5
Writing a poem
UNIT
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
464
?
?
?
465
?
?
?
466467
?
?
?
468469
?
?
?
21,22
W.5.5
W.5.1
470475
?
?
?
TLA150,151,
152
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
13 Writing to
persuade
DAY #
TOPIC
Day 1
Published model what makes a great persuasive essay?
Day 2
Student model
Day 3
Prewriting
GLE’S
CCSS
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
481484
TLA144,
?
?
?
485488
TLA145,146
?
?
?
?
?
?
490493
Day 4
Drafting
Day 5
Revising strategies
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
FIFTH Grade
UNIT 13 Writing
to Persuade
494495
?
?
?
496498
?
?
?
LANGUAGE ARTS
Comprehensive Curriculum Guide
Fifth SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
Day 1
Proofreading
Day 2
Publishing and Reflecting
Day 3
Writing prompts and test practice
Day 4
Writing a business letter
GLE’S
CCSS
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22,
25
W.5.5
W.5.1
W.4.9
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
499
?
?
?
500
?
?
?
501502
?
?
?
?
?
?
503504
TLA124,125,
125
Day 5
?
iLEAP Review
UNIT iLEAP
Review
GLE’S
TOPIC
?
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
?
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
Day 1
iLEAP Review
?
?
?
Day 2
iLEAP Review
?
?
?
Day 3
iLEAP Review
?
?
?
Day 4
iLEAP Review
?
?
?
Day 5
No School Good Friday
?
?
?
FIFTH Grade
LANGUAGE ARTS
Sixth SIX WEEKS:
Comprehensive Curriculum Guide
UNIT
DAY #
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
TOPIC
GLE’S
TE
page #
Day 1
No School – Easter Break
STORYtown
RESOURCES
UNIT
#
?
PAGE
#
?
ACT.
#
?
Day 2
iLEAP Review
?
?
?
Day 3
iLEAP Review
?
?
?
Day 4
iLEAP Testing
?
?
?
Day 5
iLEAP Testing
?
?
?
UNIT
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
GLE’S
TE
page #
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
Day 1
iLEAP Testing
?
?
?
Day 2
iLEAP Testing
?
?
?
Day 3
iLEAP Testing
?
?
?
Day 4
?
?
?
Day 5
?
?
?
FIFTH Grade
UNIT 13 Writing
to Persuade
LANGUAGE ARTS
Comprehensive Curriculum Guide
GRAMMAR/WRITING SKILLS
Sixth SIX WEEKS:
COMPREHENSIVE
CURRICULUM
DAY #
TOPIC
GLE’S
TE
page #
Day 1
Published model what makes a great persuasive essay?
Day 2
Student model
Day 3
Prewriting
Day 4
Drafting
Day 5
Revising strategies
UNIT 13 Writing
to Persuade
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
STORYtown
RESOURCES
UNIT
#
TOPIC
GLE’S
?
?
?
485488
?
?
?
490493
?
?
?
494495
?
?
?
496498
?
?
?
TLA145,146
COMPREHENSIVE
CURRICULUM
TE
page #
Day 1
Published model what makes a great persuasive essay?
Day 2
Student model
Day 3
Prewriting
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
ACT.
#
481-484 TLA144,
GRAMMAR/WRITING SKILLS
DAY #
PAGE
#
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
481484
TLA144,
?
?
?
485488
TLA145,146
?
?
?
?
?
?
490-
Day 4
Drafting
Day 5
Revising strategies
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
FIFTH Grade
UNIT 13 Writing
to Persuade
493
494495
?
?
?
496498
?
?
?
LANGUAGE ARTS
Comprehensive Curriculum Guide
Sixth SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
GLE’S
TE
page #
Day 1
Published model what makes a great persuasive essay?
Day 2
Student model
Day 3
Prewriting
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
481-484 TLA144,
?
?
?
485488
?
?
?
?
?
?
490493
TLA145,146
W.5.1
Day 4
Drafting
Day 5
Revising strategies
UNIT 13 Writing
to Persuade
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
494495
?
?
?
496498
?
?
?
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
GLE’S
TE
page #
Day 1
Published model what makes a great persuasive essay?
Day 2
Student model
Day 3
Prewriting
Day 4
Drafting
Day 5
Revising strategies
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
481484
TLA144,
?
?
?
485488
TLA145,146
?
?
?
490493
?
?
?
494495
?
?
?
496498
?
?
?
FIFTH Grade
UNIT 13 Writing
to Persuade
LANGUAGE ARTS
Comprehensive Curriculum Guide
Sixth SIX WEEKS:
COMPREHENSIVE
CURRICULUM
GRAMMAR/WRITING SKILLS
DAY #
TOPIC
GLE’S
TE
page #
Day 1
Published model what makes a great persuasive essay?
Day 2
Student model
Day 3
Prewriting
Day 4
Drafting
Day 5
Revising strategies
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
21,22
W.5.5
W.5.1
STORYtown
RESOURCES
UNIT
#
PAGE
#
ACT.
#
481484
TLA144,
?
?
?
485488
TLA145,146
?
?
?
490493
?
?
?
494495
?
?
?
496498
?
?
?