Imagine It!
th
5 Grade Curriculum Map
2015-2016
Unit 2 Energy at Work
Suggested Dates: 10/19-12/4
About the Unit:
This unit will provide students the opportunity to learn about the use and conservation of energy and how humankind has harnessed energy for its own needs. The unit also
encourages students to study the scientific process and the innovative experiments of early scientists and learn how modern scientists study weather patterns and tornados to
better understand the world around us.
Big Idea: How does energy affect your life?
Focus Standards for this Unit: * means assessed in this Unit/Review the Assessments for this Unit prior to teaching the Unit. May need to supplement.
(RL)
(RIT)
(RFS)
(L)
(W)
(SL)
Reading Literature
Reading: Informational
Reading
Language
Writing
Speaking/Listening
Use stories from the “Red”
The focus for writing is
The focus is making sure
Text
Foundational Skills Taught primarily in the “Blue”
section but supplement
using stories and other
media to teach the standard
fully
Use stories from the “Red”
section but supplement using
articles and other media to
teach the standard fully.
RL 5.2* (Assessment 4)
RL 5.4* (Assessment 4)
RIT 5.2* (Assessment 3)
RIT 5.3* (Assessment 3)
RIT 5.4* (Assessment 3&4)
RIT 5.5* (Assessment 4)
RIT 5.7* (Assessment 3)
RIT 5.9* (Assessment 4)
RIT 5.1 (embedded)
RIT 5.8
RIT 5.9
RIT 5.10
RL 5.2
RL 5.3
Optional Assessments: CCSS Assessment 3
Taught in the “Green”
Section. May have to
supplement with CCSS
Handbook and other
resources to teach the
standards fully.
RFS 5.4 (Fluency)
RFS 5.3
& “Green” section. Many CCSS
Language Standards aren’t
covered in Imagine It. Use the
CCSS Literacy Handbook and
other resources to teach these
standards fully
W5.2 (Informative) the
other standards help
support the students
through the writing process.
W 4.7 & W 4.8 are met
through research and
Inquiry projects
L 5.1b* (Assessment 4)
L 5.1d* (Assessment 3)
L 5.2a* (Assessment 4)
L 5.2b* (Assessment 3)
L 5.2c* (Assessment 3)
L 5.2d* (Assessment 4)
L 5.3a* (Assessment 4)
L 5.4b* (Assessment 4)
L 5.5c* (Assessment 3)
L 5.2e (Spelling)
L 5.1a
L 5.1c
L 5.2
L 5.4a
L 5.4c
W 5.2*(a-e)
W 5.4
W5.5
W 5.6
W 5.7
W 5.8
W 5.9b
CCSS Assessment 4 CCSS Informative/Explanatory Writing Assessment
students follow discussion
protocols, contribute to class
conversations, and work
collaboratively. There is also an
emphasis on speaking clearly
and developing presentation
skills
SL 5.1 (a-d)
SL 5.2
SL 5.3
SL 5.4
SL 5.5
SL 5.6
End of Unit Fluency
Informative/Explanatory Writing Ideas:
Inquiry Topic/ Ideas: What are tornadoes, and how do they form? Why is it important to conserve energy? What is renewable energy? Study one in-depth.
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
1
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Unit 2 Lesson 1:
Read Aloud: Saving Energy
The Sparks Fly
Genre: Expository Text
Science Link: The Science of Energy
Fifth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content
Objectives for each standard. These objectives show
WHAT students will be learning.
Reading Informational Text
 I can quote accurately from a text when
explaining what the text says and when drawing
inferences from the text. (RIT 5.1) (ELD 1.6)
 I can explain the relationships or interactions
between two or more individuals, events, or
concepts in a historical or scientific text based on
specific information in the text. (RIT 5.3)* (ELD
1.6)
 I can explain how an author uses reasons and
evidence to support particular points in a text.
(RIT 5.8) (ELD 1.7)
 I can determine the meaning of general academic
and domain-specific words and phrases in a text.
(RIT 5.4)* (ELD 1.6, 1.8)
 I can contrast (determine differences) events,
ideas, concepts, and/or information in two or
more texts. (RIT 5.5)* (ELD 1.6, 1.8, 2.1-2) (Could
use read aloud and story selection)
Reading Foundational Skills
 I can read expository text with purpose and
understanding. (RFS 5.4)*
Academic Services Department 2015-2016
Reading Informational Text
 Asking Questions
 Adjust Reading Speed
 Summarizing
 Visualizing
 Appositives/Apposition
 Expository Text
 Expository Text Structure
 Cause/Effect
 KWL
 Handing Off
Reading Foundational Skills
 Compound Words
 Levels of Specificity
 Homographs
 Fluency
Approximately Five Days
Suggested Dates: 10/19-10/23
Selection Vocabulary



Read Aloud
Plentiful
Environment
Industrial




















The Sparks Fly
Retirement
Inefficient
Charged
Demonstration
Uproariously
Intrigued
Donors
Electrocute
Gild
Attract
Dissolve
Insulators
Spew
Patent
Reproduce
Jolt
Spindly
Linen
Lead
Universal
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
.
Reading Informational Text
 2.1.A Quote Accurately
 2.1.D Read Historic Text
 2.1.E Read Scientific Text
 2.2.A Understand Precise
Vocab
 2.2.B Understand Content
Words
 2.3.B Reasons and Evidence in
Text
Reading Foundational Skills
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
*These Curriculum Maps are a work in progress
2
Imagine It!
th
5 Grade Curriculum Map
2015-2016



I can use knowledge of phonics, syllabication
patterns, roots and affixes to read unfamiliar
words. (RFS 5.3)
Writing
 I can write informative/explanatory text by
introducing and developing a topic with facts and
details and a concluding statement. (W 5.2)* (ELD
1.10, 2.1-2, 2.6-7):
o I can use domain-specific vocabulary to
inform or explain. (W 5.2e) (ELD 1.10,
2.1-2, 2.6-7)
o I can link ideas using words, phrases, and
clauses (e.g., in contrast, especially).
(W 5.2c) (ELD 1.10, 2.1-2, 2.6-7)
 I can use the writing process and collaborate with
peers when revising and editing. (W 5.5) (ELD 1.4,
1.10, 1.12, 2.1, 2.3-7)
 I can write clearly and write appropriate to task,
purpose, and audience. (W 5.4) (ELD 1.4, 1.10-12,
2.1-2)
 I can use technology, including the Internet, to
produce and publish writing and to collaborate
with others; develop keyboarding skills to type a
minimum of two pages in a single sitting. (W 5.6)
(ELD 1.2, 1.10)
Orrery
Conductor
Writing
 Science Observation Report:
Observe a Science Experiment
 Problem, Hypotheses,
Procedure, Observations, and
Conclusion
 Writing Process
 Organization
 Sentence Fluency
Speaking and Listening
 Interacting: Asking Questions
Writing
 4.1.B Write Informative/
Explanatory Text
 4.2.A The Writing Process
 4.3.B Use Text Evidence
Speaking and Listening
 5.1.A Collaborative Discussions
Speaking and Listening
 I can be prepared and participate in a discussion,
having read or studied required materials, follow
agreed-upon rules, and carry out assigned roles.
(SL 5.1a-b) (ELD 1.1, 1.3-5)
 I can pose questions, elaborate on remarks, and
draw conclusions about the topic of discussion
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
3
Imagine It!
th
5 Grade Curriculum Map
2015-2016


based on knowledge gained. (SL 5.1c) (ELD 1.1,
1.3-5)
I can explain my own ideas and tell what I’ve
learned from a discussion. (SL 5.1d) (ELD 1.1, 1.35)
I can identify information from a text being read
aloud. (SL 5.2) (ELD 1.5-6)
Language
 Possessive Nouns
 Action Verbs, Helping Verbs,
and Linking Verbs
 Regular/Irregular Plurals
Language
 I can use verb tense to convey times, sequences,
and conditions. (L 5.1c) (ELD 1.1-4, 1.9-12, 2.2-7)
 I can show command of the conventions of
standard English capitalization, punctuation, and
spelling when writing. (L 5.2) (ELD 1.10-11)
 I can spell grade level words correctly. (L 5.2e)*
(ELD 1.10-11)
 I can expand, combine, and reduce sentences for
meaning, interest, and style. (L 5.3a)* (ELD 1.112, 2.2-7)
 I use context (e.g., cause/effect relationships and
comparisons in text) as a clue to the meaning of a
word. (L 5.4a) (ELD 1.6-8)
 I can use grade-appropriate and domain-specific
words, including those that signal contrast (e.g.,
however, although, nevertheless, similarly,
moreover, in addition). (L 5.6) (ELD 1.1-4, 1.6-12,
2.3-7)
Resources:
Language
 6.1.C
 6.1.K
 6.2.A
 6.2.B
Effect
 6.2.C
 6.2.D
 6.3.A
 6.3.B
 6.3.C
 6.3.H
Verbs
Spelling
Use of Precise Language
Choose Punctuation for
Effective Sentences
Compare Language Use
Multiple-Meaning Words
Use Context Clues
Understand Word Parts
Building Vocabulary
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Launching the Theme: 133A & 133B
Concept/Question Board: 134T, 136F, 146, 149, 149F
Leveled Readers:
Strategic Level: Racing with the Wind
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
4
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Benchmark Level: My Class Trip
English Learner: Good Friends
Advanced Level: Racing with the Sun
Standards for Lesson 1:
RIT 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 5.3: Explain the relationships or interactions between two or more individuals, events, or concepts in a historical, scientific, or technical text based on
specific information in the text. *
RIT 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. *
RIT 5.5: Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.*
RIT 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).
RF5.3a: 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.
RFS 5.4: Read with sufficient accuracy and fluency to support comprehension.*
W5.2a: 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. *
W5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific
expectations of writing types are defined in standards 1-3.)
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.
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.
W5.9b: 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 points”).
SL5.1a-d: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing
their own clearly.
SL 5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L5.1c: Use verb tense to convey various times, sequences, states, and conditions.
L 5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
5
Imagine It!
th
5 Grade Curriculum Map
2015-2016
L 5.2e:
L5.3a:
L5.4a:
L 5.6:
Spell grade-appropriate words correctly, consulting references as needed. *
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. *
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
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.) *
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
6
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Unit 2 Lesson 2:
Tailing Tornadoes
Genre: Tailing Tornadoes
Science Link: A Fresh Idea For the New Century
Fifth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content
Objectives for each standard. These objectives show
WHAT students will be learning.
Reading Informational Text
 I can quote accurately from a text when explaining
what the text says and when drawing inferences
from the text. (RIT 5.1) (ELD 1.6)
 I can use specific ideas and concepts from the
informational reading that I do to explain what
happened and why. (RIT 5.3)* (ELD 1.6)
 I can determine the meaning of general academic
and domain-specific words and phrases in a text
relevant to a grade 5 topic. (RIT 5.4)* (ELD 1.6, 1.8)
Reading Foundational Skills
 I can use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
multisyllabic words. (RFS 5.3)
 I can read with sufficient accuracy and fluency to
support comprehension. (RFS 5.4)*
Writing
 I can write informative/explanatory text by
introducing and developing a topic with facts and
details and a concluding statement. (W 5.2)*
(W 5.2a) (ELD 1.10, 2.1-2, 2.6-7)
 I can implement the writing process, plan, revise,
Academic Services Department 2015-2016
Reading Informational Text
 Adjust Reading Speed
 Clarifying and Visualizing
 Expository Text
 Author’s Purpose
Reading Foundational Skills
 Word Origins
 Prefix/Root Word
 Fluency
Approximately Five Days
Suggested Dates: 10/26-10/30
Selection Vocabulary





















Layer
Raging
Severe
Stovepipe
Spiraling
Adrenaline
Alert
Survey
Opposing
Prediction
Vortex
Inspiration
Meteorologist
Radiosonde
Humidity
Satellite
Supercell
Anvil clouds
Wall cloud
Funnel cloud
Barreling
Common Core Literacy Handbook
Use these lessons to further align Imagine
It! to the Common Core Standards.
Reading Informational Text
 2.1.E Read Scientific Text
 2.2.A Understand Precise Vocabulary
 2.2.B Understand Content Words
 2.3.C Use Multiple Sources
Writing
 Five-Step Writing Process
(prewrite, draft, revise,
edit, publish)
Reading Foundational Skills
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
Writing
 4.1.B Write Informative/Explanatory
Texts
*These Curriculum Maps are a work in progress
7
Imagine It!
th
5 Grade Curriculum Map
2015-2016




edit (for conventions, grammar), with a peer or
adult. (W 5.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
I can develop the topic with facts, details,
quotations, or other information. (W 5.2b) (ELD
1.10, 2.1-2, 2.6-7)
I can conduct short research projects from multiple
sources and synthesize the information. (W 5.7) (ELD
1.10)
I can use technology, including the Internet, to
produce and publish writing; interact and
collaborate with others; demonstrate sufficient
command of keyboarding skills. (W 5.6) (ELD 1.2,
1.10)
I can compose written responses and include textual
evidence to strengthen my analysis and research.
(W 5.9b) (ELD 1.10)
Speaking and Listening
 I can be prepared and participate in a discussion,
having read or studied required materials, follow
agreed-upon rules, and carry out assigned roles.
(SL 5.1a-b) (ELD 1.1, 1.3-5)
 I can engage in collaborative discussions (one-onone, in groups, and teacher-led) building
on others’ ideas and expressing ideas clearly. (SL 5.1)
(ELD 1.1, 1.3-5)
 I can ask and answer questions and make comments
that contribute to the discussion. (SL 5.1c) (ELD 1.1,
1.3-5)
 I can explain my own ideas and tell what I’ve learned
from a discussion. (SL 5.1d) (ELD 1.1, 1.3-5)



Taking Notes
Traits: Ideas/Presentation
Multiple Sources
Speaking and Listening
 Speaking Publicly
 Standard/Informal English
Language
 Conjunctions
 Electronic Technology
 Retrieve Information
 Word-Processing Program
4.2.A The Writing Process
4.3.B Use Text Evidence
Speaking and Listening
 5.1.A Collaborative Discussions
 5.1.B Listening Skills
Language
 6.1.A Sentences
 6.1.G Prepositions, Conjunctions, and
Interjections
 6.1.H Capitalization
 6.1.I Punctuation
 6.1.K Spelling





Language
 I can spell grade level words correctly. (L 5.2e)* (ELD
Academic Services Department 2015-2016


6.3.A
6.3.B
6.3.C
6.3.D
6.3.H
Multiple Meaning Words
Use Context Clues
Understand Word Parts
Use Print and Digital Resources
Build Vocabulary
*These Curriculum Maps are a work in progress
8
Imagine It!
th
5 Grade Curriculum Map
2015-2016




1.10-11)
I can explain the function of conjunctions,
prepositions, and interjections and their function in
particular sentences. (L 5.1a) (ELD 1.1-4, 1.9-12, 2.27)
I can expand, combine, and reduce sentences for
meaning, interest, and style. (L 5.3a)* (ELD 1.1-12,
2.2-7)
I can use context as a clue to the meaning of a word.
I can acquire and use grade-appropriate general
academic and domain-specific words, including
those that signal relationships (e.g., however,
although, nevertheless, similarly, moreover, in
addition). (L 5.6) (ELD 1.1-4, 1.6-12, 2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 152E,162,165, 165F
Leveled Readers:
Strategic Level: Racing with the Wind
Benchmark Level: My Class Trip
English Learner: Good Friends
Advanced Level: Racing with the Sun
Standards for Lesson 2:
RIT 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RIT 5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical text based
on specific information in the text.*
RIT 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. *
RF5.3a: 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.
RFS 5.4: Read with sufficient accuracy and fluency to support comprehension.*
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
9
Imagine It!
th
5 Grade Curriculum Map
2015-2016
W 5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. *
W5.2a: 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.*
W5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. *
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.)
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 and up to including grade 5.)
W 5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W 5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W5.9b: 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 points”).
SL5.1a-d: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing
their own clearly.
L5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L5.2e: Spell grade-appropriate words correctly, consulting references as needed. *
L5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L5.4c: 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 5.6: 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). *
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
10
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Unit 2 Lesson 3:
Jake Drake Know-It-All
Genre: Realistic Fiction
Science Link: The Scientific Method
Fifth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content
Objectives for each standard. These objectives show
WHAT students will be learning.
Reading Literature
 I can compare and contrast two or more
characters, settings, or events in a text, drawing
upon specific details in the text. (RL 5.3) (ELD 1.67)
 I can determine a theme of a story, drama, or
poem from details in the text, including how
characters in a story or drama respond to
challenge; summarize the text. (RL 5.2) (ELD 1.6)
Reading Informational Text
 I can determine the meaning of general academic
and domain-specific words and phrases in a text.
(RIT 5.4)* (ELD 1.6, 1.8)
Reading Foundational Skills
 I can read fluently and accurately, with
appropriate rate and expression, by rereading
text, as needed. (RFS 5.4)*
 I can use phonics, syllabication, and word analysis
skills to decoding words and determine the
meaning of unfamiliar words. (RFS 5.3)
Academic Services Department 2015-2016
Reading Literature
 Realistic Fiction
 Summarizing/Clarifying
 Asking Questions
 Author’s Purpose
 Character Development
 CPW/Handing Off
 Cause and Effect
 Content Words (e.g.,
conjecture/hypothesis)
Reading Foundational Skills
 Synonyms
 Word Structure
 Word Relationships
 Prefix
 Inflectional ending –ed
Approximately Five Days
Suggested Dates: 11/2-11/6
Selection Vocabulary























Electromagnet
Squinted
Crane
Trial
Positive
Negative
Practically
Conclusion
Observe
Scientific method
Hypothesis
Gram
Fright
Master list
Pass
Junkyard
Spool
Holler
KIA/DIA
Terminal
Pantry
Duct tape
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Literature
 1.1.B
Determine Theme
 1.1.C
Summarize
Reading Foundational Skills
 3.1.A Multisyllabic Words
 3.2.A
Develop Fluency
*These Curriculum Maps are a work in progress
11
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Writing
 I can write informative/explanatory text by
introducing and developing a topic with facts and
details and a concluding statement. (W 5.2)* (ELD
1.10, 2.1-2, 2.6-7)
 I can implement the writing process, plan, revise,
edit (for conventions, grammar), with a peer or
adult. (W 5.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
 I can continue to research my inquiry topic.
(W 5.7) (ELD 1.10)
Speaking and Listening
 I can be prepared and participate in a discussion,
having read or studied required materials, follow
agreed-upon rules, and carry out assigned roles.
(SL 5.1a/b) (ELD 1.1, 1.3-5)
 I can pose questions and provide feedback to
contribute to the discussion. (SL 5.1c) (ELD 1.1,
1.3-5)
 I can explain my own ideas and tell what I’ve
learned from a discussion. (SL 5.1d) (ELD 1.1, 1.35)
Language
 I can spell grade level words correctly. (L 5.2e)*
(ELD 1.10-11)
 I can apply correct capitalization, punctuation,
spelling, and grammar when writing. (L 5.2) (ELD
1.10-11)
 I can determine when to use varied sentence
structures to create meaning, interest, and style
in my writing. (L 5.3a)* (ELD 1.1-12, 2.2-7)
Academic Services Department 2015-2016
Writing
 Writing Process
 Paragraph
 Research
 Inquiry
Speaking and Listening
 Discussion/Collaboration
 Interacting with others
 Identify Key Points/Ideas
Language
 Paraphrase
 Summarize
Writing
 4.1.B
 4.2.A
Write to Inform/Explain
The Writing Process

Use Text Evidence
4.3.B
Speaking and Listening
 5.1.A Collaborative Discussions
 5.1.B Listening Skills
Language
 6.1.H
 6.1.I
 6.1.K
 6.3.H
Capitalization
Punctuation
Spelling
Build Vocabulary
*These Curriculum Maps are a work in progress
12
Imagine It!
th
5 Grade Curriculum Map
2015-2016

I can acquire and use academic and contentspecific vocabulary, including words that signal
relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
(L 5.6) (ELD 1.1-4, 1.6-12, 2.3-7)
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 168F, 183,185,185F
Leveled Readers:
Strategic Level: Rain Dance!
Benchmark Level: Sleeping to Save Energy
English Learner: A Long Winter Nap
Advanced Level: Energy in the Sky
Standards for Lesson 3:
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.
RIT 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. *
RF 5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF5.3a: 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.
RF5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. *
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.
W 5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
SL5.1a-d: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
13
Imagine It!
th
5 Grade Curriculum Map
2015-2016
their own clearly.
L 5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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 5.6: 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).
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
14
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Unit 2 Lesson 4:
The Wind at Work
Genre: Expository Text
Science Link: Fossil Fuels: Ancient Technology
Fifth Grade
Language Arts
Content Objectives
Academic Vocabulary
Throughout each lesson teachers have Content
Objectives for standard. These objectives show WHAT
students will be learning.
Reading Informational Text
 I can accurately find the words or phrases from a
text that supports my answer. (RIT 5.1) (ELD 1.6)
 I can identify several main ideas and connect the
supporting details. (RIT 5.2)* (ELD 1.6-7)
 I can explain the relationships between two or more
events, ideas, or concepts in a scientific text based
on specific information in the text. (RIT 5.3) (ELD 1.6)
 I can explain how an author uses reasons and
evidence to support particular points in an
informational text. (RIT 5.8) (ELD 1.7)
 I can read and understand informational texts at my
grade level. (RIT 5.10) (ELD 1.6)
Reading Foundational Skills
 I can apply grade level phonics and word analysis
skills when decoding. (RFS 5.3a)
 I can use root words and affixes to determine the
meaning of unknown words. (RFS 5.3a)
 I can read text with purpose, understanding,
accuracy, and appropriate rate. (RFS 5.4)
Writing
 I can write an informational report (on windmills or
any other related topic) that includes (W 5.2)* (ELD
Academic Services Department 2015-2016
Reading Informational Text
 Main Idea
 Expository Text
 Summarizing
 Text Structure Techniques
 Handing Off
Reading Foundational Skills
 Fluency
 Word Structure/Structural
Analysis
 Prefix re Greek Roots: chron
 Comparatives/Superlatives
Approximately Five Days
Suggested Dates: 11/9-11/13
Selection Vocabulary






















Flickering
Subsided
Expands
Propel
Billowing
Gusty
Reliable
Converts
Generator
Current
Fossil fuel
Economical
Dike
Harnessed
Millstone
Trudge
Predict
Wind turbine
Windmill
Version
Whirling
Renewable
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Informational Text
 2.1.E Reading Scientific Text

2.3.B
Text
Reasons and Evidence in
Reading Foundational Skills
 3.1.A Multisyllabic Words

3.2.A
Develop Fluency
Writing
 Persuasive Letter
 Formal Language
 Audience
*These Curriculum Maps are a work in progress
15
Imagine It!
th
5 Grade Curriculum Map
2015-2016




1.10, 2.1-2, 2.6-7):
o Introduction to the topic
o Development of topic with facts, definitions,
details, quotes, and examples.
o Linking words to connect ideas.
o Precise academic vocabulary
o A conclusion related to the information
presented
I can implement the writing process, plan, revise,
edit (for conventions, grammar), with a peer or
adult. (W 5.5) (ELD 1.4, 1.10, 1.12, 2.1, 2.3-7)
I can conduct short research projects that use
several sources to build knowledge. (W 5.7) (ELD
1.10)
I can recall and gather important information from
print and digital sources. (W 5.8) (ELD 1.10)
I can compose written responses and include textual
evidence to strengthen my analysis and research.
(W 5.9b) (ELD 1.10)
Speaking and Listening
 I can be prepared and participate in a discussion,
having read or studied required materials, follow
agreed-upon rules, and carry out assigned roles. (SL
5.1a/b) (ELD 1.1, 1.3-5)
 I can pose questions and provide feedback to
contribute to the discussion. (SL 5.1c) (ELD 1.1, 1.35)
 I can explain my own ideas and tell what I’ve learned
from a discussion. (SL 5.1d) (ELD 1.1, 1.3-5)
Language
 I can apply correct capitalization, punctuation, and
spelling at a grade-appropriate level. (L 5.2) (ELD
Academic Services Department 2015-2016





Writing Process
Convincing Argument
Traits: Voice
Proofreading Marks
Indent
Writing
 4.1.B

4.2.A
The Writing Process


4.3.A
4.3.B
Use the Research Process
Use Text Evidence
Speaking and Listening
 5.1.A Collaborative Discussions
 5.1.B Listening Skills
Speaking and Listening
 Discussion/Collaboration
 Interacting with others
 Identify Key Points/Ideas
Language

Language
Compound Sentences
Regular/Irregular Plurals
*These Curriculum Maps are a work in progress
16
Imagine It!
th
5 Grade Curriculum Map
2015-2016
1.10-11)
I can spell grade appropriate words correctly.
(L 5.2e)* (ELD 1.10-11)
 I can use print and digital reference materials (e.g.,
dictionary, glossary, thesaurus). (L 5.4c) (ELD 1.6-8)
 I can use Greek and Latin affixes and roots as clues
to the meaning of a word. (L 5.4b)* (ELD 1.6-8)
 I can recognize word relationships and use the
relationships to further understand each of the
words. (L 5.5c)* (ELD 1.7-8, 1.12)
 I can acquire and use grade- appropriate academic
and domain specific words and phrases. (L 5.6) (ELD
1.1-4, 1.6-12, 2.3-7)
Resources:

Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 188E, 196, 199
Leveled Readers:
Strategic Level: Rain Dance!
Benchmark Level: Sleeping to Save Energy
English Learner: A Long Winter Nap
Advanced Level: Energy in the Sky
Standards for Lesson 4:
RIT 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.*
RIT 5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.*
RIT 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.
RIT 5.8: Explain how an author used reasons and evidence to support particular points in a text, identifying which reasons and evidence support which
point(s).
RIT 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 bands independently and proficiently.
RF5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
17
Imagine It!
th
5 Grade Curriculum Map
2015-2016
unfamiliar multisyllabic words in context and out of context.
RF5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.2 (a-e): Write informative/explanatory texts to examine a topic and convey ideas and information clearly. *
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.
W 5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
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.
W5.9b: 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 points”).
SL 5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
SL5.1a: 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.
SL5.1b: 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.
L5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 5.2e: Spell grade-appropriate words correctly, consulting references as needed. *
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, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L 5.5c: Use the relationship between particular words 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 logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)*
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
18
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Unit 2 Lesson 5:
What Are Food Chains and Webs?
Genre: Expository Text
Science Link: Urban Predators
Poetry: Landscape, The Hurricane
Content Objectives
Throughout each lesson teachers have Content Objectives
for each standard. These objectives show WHAT students
will be learning.
Reading Literature (Poems at end of Unit):
 I can identify metaphors as a type of figurative language.
(RL 5.4)* (ELD 1.6-8)
Reading Informational Text
 I can accurately find the words or phrases from text that
supports my answer. (RIT 5.1) (ELD 1.6)
 I can determine two or more main ideas of a text and
explain how they are supported by details; summarize
the text. (RIT 5.2)* (ELD 1.6-7)
 I can determine the meaning of general academic and
domain-specific words in a text, using context clues to
unlock meaning. (RIT 5.4) (ELD 1.6, 1.8)
 I can integrate information from several texts on the
same topic in order to write and speak knowledgeably.
(RIT 5.9) (ELD 1.6)
Reading Foundational Skills
 I can apply phonics and word analysis skills in decoding
words. (RFS 5.3)
 I can practice reading prose or poetry, reading
accurately, with appropriate rate, and understanding.
(RFS 5.4)*
Academic Services Department 2015-2016
Fifth Grade
Language Arts
Academic Vocabulary
Reading Informational Text
 Expository Text
 Asking Questions
 Clarifying
 Summarizing
 Classify and Categorize
 Text Structure
 Appositives/Apposition
 Identify
 Determine
 KWL
 Handing Off
Reading Foundational Skills
 Possessives
 Prefix, non Homographs
 Latin Root, vor
 Fluency
Approximately 10 days
Suggested Dates: 11/16-12/4
Selection Vocabulary






















Absorbs
Ridges
Tertiary
Diet
Food chain
Food web
Ecosystem
Carbon dioxide
Algae
Predator
Scavenger
Omnivore
Survival
Nutrient
Energy
Herbivore
Carnivore
Primary producer
Digest
Prey
Recycle
Larva

Lift
Common Core Literacy Handbook
Use these lessons to further align
Imagine It! to the Common Core
Standards.
Reading Informational Text
 2.1.E Read Scientific Text
 2.2.A Understand Precise
Vocabulary
 2.2.B Understand Content Words
 2.3.C Use Multiple Sources
Reading Foundational Skills
 3.1.A Multisyllabic Words
 3.2.A Develop Fluency
Poetry
Writing
*These Curriculum Maps are a work in progress
19
Imagine It!
th
5 Grade Curriculum Map
2015-2016

Writing

 I can write my (or group) informative inquiry report on a 
topic I researched throughout this unit of study. (W 5.2)* 
(ELD 1.10, 2.1-2, 2.6-7)
 I can plan, revise, edit, and rewrite with guidance and
support from peers and adults. (W 5.5) (ELD 1.4, 1.10,
1.12, 2.1, 2.3-7)
 I can use technology, including the internet, to produce
and publish writing and to collaborate with peers;
demonstrate keyboarding skills. (W 5.6) (ELD 1.2, 1.10)
 I can compose written responses and include textual
evidence to strengthen my analysis and research.
(W 5.9b) (ELD 1.10)
Speaking and Listening
 I can report on my inquiry topic using sequencing ideas
and using appropriate facts and details. (SL 5.4) (ELD 1.9,
1.11-12, 2.1-2, 2.5-7)
 I can speak clearly and enunciate words at an
understandable pace. (SL 5.4) (ELD 1.9, 1.11-12, 2.1-2,
2.5-7)
 I can include multimedia components (e.g., graphics,
sound) and visual displays in presentations when
appropriate. (SL 5.5) (ELD 1.9)
 I can summarize a speaker’s points using reasons and
evidence he/she provides to support his/her claim.
(SL 5.3) (ELD 1.5-8)
 I can follow agreed-upon rules for discussions and carry
out assigned roles. (SL 5.1b) (ELD 1.1, 1.3-5)
 I can ask and answer questions and make comments that
contribute to the discussion. (SL 5.1c) (ELD 1.1, 1.3-5)
 I can examine ideas and draw conclusions from the
Academic Services Department 2015-2016
Graphic Organizer
Writing Process
Facts, Examples
Explanations


Fierce
Accordion
Speaking and Listening
 Scientific Presentation
 Demonstration
 Visuals/Props
Writing
 4.1.A
 4.2.A
 4.3.A
 4.3.B
Write Opinion Pieces
The Writing Process
Use Research Process
Use Text Evidence
Speaking and Listening
 5.1.A Comprehension and
Collaboration
 5.2.A Present a Report
 5.2.C Levels of Language
Language
*These Curriculum Maps are a work in progress
20
Imagine It!
th
5 Grade Curriculum Map
2015-2016

information and knowledge gained during discussions.
(SL 5.1d) (ELD 1.1, 1.3-5)
I can adapt speech to variety of contexts, using formal
English when appropriate. (SL 5.6) (ELD 1.1, 1.3-4, 1.9,
1.11-12, 2.3-7)



Conjunctions
Prepositions
Interjections
Language
 I can explain the use of conjunctions, prepositions, and
interjections and their function in sentences. (L 5.1a)
(ELD 1.1-4, 1.9-12, 2.2-7)
 I can apply correct capitalization, punctuation, and
spelling when writing. (L 5.2) (ELD 1.10-11)
 I can spell grade level appropriate words correctly.
(L 5.2e)* (ELD 1.10-11)
 I can use print and digital reference materials (e.g.,
dictionaries, glossaries, thesauri) to determine the
meaning of key words and phrases. (L 5.4c) (ELD 1.6-8)
 I can determine the meaning of unknown and multiplemeaning words by using common Latin and Greek affixes
and roots as clues to the meanings of words (e.g.,
photograph, photosynthesis). (L 5.4b)* (ELD 1.6-8)
 I can use the relationship between words (e.g.,
synonyms) to better understand each of the words.
(L 5.5c)* (ELD 1.7-8, 1.12)
Language
 6.1.A Conventions of Standard
English-Sentences
 6.1.G Prepositions, Conjunctions,
and Interjections
 6.1.K Spelling
 6.3.B Use Context Clues
 6.3.C Understand Word Parts
 6.3.G Understand Word
Relationships
Resources:
Imagine It selections Aligned to CCSS Packet from the Edmodo Basal Alignment Project
Concept/Question Board: 214, 215F, 217, 217F
Unit Celebration: 223K & 223L
Leveled Readers:
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
21
Imagine It!
th
5 Grade Curriculum Map
2015-2016
Strategic Level: The Ultimate Energy Challenge
Benchmark Level: Harnessing the Wind
English Learner: Wind Work
Advanced Level: Fueling Cars for the Future
Standards for Lesson 5:
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.
RIT 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.*
RI 5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. *
RI 5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based
on specific information in the text.
RI 5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI 5.9: Integrate information from several texts of the same topic in order to write or speak about the subject knowledgeably.
RF 5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF5.4: Read with sufficient accuracy and fluency to support comprehension.*
W 5.2 (a-e): Write informative/explanatory texts to examine a topic and convey ideas and information clearly. *
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.
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.
W5.9b: 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 points”).
SL5.1a-d: Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
SL 5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL 5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
SL 5.5: 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 variety of contexts and tasks, using formal English when appropriate to task and situation.
L 5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
22
Imagine It!
th
5 Grade Curriculum Map
2015-2016
L5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L 5.2e: Spell grade-appropriate words correctly, consulting references as needed. *
L 5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photosynthesis, photograph). *
L 5.4c: consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L 5.5c: Use the relationship between particular words (e.g., synonyms, antonyms homographs) to better understand each of the words. *
Academic Services Department 2015-2016
*These Curriculum Maps are a work in progress
23