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Fifth Grade Reading Curriculum Map 2011 2012

This document provides a curriculum map for 5th grade reading at the Isaac School District. It outlines the standards, knowledge, and skills that will be taught each quarter with a focus on different text types. In quarter one, students will learn about plot elements in fictional text and identifying main ideas and details in expository text. Quarter two focuses on cause and effect relationships in expository text and analyzing different types of poetry. The third quarter covers author's intentions in fictional text. Recurring concepts like vocabulary, fluency, and comprehension strategies are integrated throughout the year.

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5th Grade Reading Curriculum Map Isaac School District No. 5 Authors: School Rationale Rationale for selected performance objectives is based on data from the AIMS blueprint. We chose strands that are the most heavily weighted on AIMS and are critical for students to master before promotion to sixth grade. Linking performance objectives are scaffolded to guide the students towards mastery of priority objective(s). Each quarter both expository text and literary elements are spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery. As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN ANY QUARTER ON GALILEO.
5th Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE These POs should be taught throughout the entire year: AZ Essential Learning Standard Knowledge Skills VOCABULARY S1C4PO1 Root Words and Affixes Use knowledge of root words and affixes to determine the meaning of unknown words. S1C4PO2 Context Clues Use context to determine the relevant meaning of a word or the intended meaning of a word with multiple meanings. (e.g., hatch, arm, boot). S1C4PO5 Word Meanings Determine the meanings, pronunciations, syllabications, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available. S1C4PO6 Antonyms, synonyms, homonyms Identify antonyms, synonyms, and homonyms for given words within text. FLUENCY S1C5PO1 Familiar prose, poetry Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. COMPREHENSION STRATEGIES S1C6PO1 Text, prior knowledge Predict text content using prior knowledge, and text features (e.g., illustrations, titles, topic sentences, and key words). S1C6PO2 Predictions, text Confirm predictions about text for accuracy. S1C6PO3 Clarifying questions Generate clarifying questions in order to comprehend text. S1C6PO4 Graphic organizers Use graphic organizers in order to clarify the meaning of the text. S1C6PO6 Reading strategies [Utilize] reading strategies (drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. * = POs previously introduced Bold = Priority PO 2 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge Skills Standard ELEMENTS OF LITERATURE S2C1PO2 Literary selection, theme Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection. S2C1PO9 Various genres of fiction Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. * = POs previously introduced Bold = Priority PO 3 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 1 Unit Name and Description- Fictional Text - Plot Cluster: 1 Big Ideas/Enduring Understandings Essential Question(s) A character’s traits and actions influence the plot. Why is conflict necessary in quality fictional text? A plot is a necessary literary element of fictional text. How did the author sequence the events to lead up to the climax? Components of plot support readers in summarizing fictional text. How did the major character resolve the conflict? Readers use textual evidence to infer character traits. How do a character’s actions, thoughts, feelings, and word choice help you form an opinion about the character? In what ways does a minor character influence the major character’s decisions? How does the setting impact the events of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, plot conflict, rising action, climax, falling action, resolution). components main events conflicts rising action climax falling action resolution * = POs previously introduced Bold = Priority PO 4 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 S2C1PO3 Major characters & minor Distinguish between major characters and minor characters. major characters characters minor characters character traits S2C1PO4 Character traits and actions Analyze how a character’s traits influence that character’s setting actions. influence narrator S2C1PO6 Setting, literary selection Determine all the aspects of the setting (e.g., time of day or narrative point of year, historical period, place, situation) in a literary selection. view first person S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third third person limited person, omniscient) in a literary selection. omniscient * = POs previously introduced Bold = Priority PO 5 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 1 Unit Name and Description: Expository Text – Main Idea And Details Cluster: 2 Big Ideas/Enduring Understandings Essential Question(s) The main idea is what the text is mostly about. How you determine the main idea of the text? Supporting details provide evidence of the main idea. What details support the main idea of the text? Expository text presents viewpoints based on facts and opinions. Why is it important to differentiate fact from opinion? Organizational features help readers clarify text and provide additional How do the graphic features support the text? information. What text features give clues about the author’s purpose? The author’s purpose influences the organization of text and choice of words. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO1 Main idea, supporting details, Identify the main idea and supporting details in expository expository text expository text text. evidence fact opinion S3C1PO2 Fact & opinion, expository text, Distinguish fact from opinion in expository text, using maps supporting evidence supporting evidence from text. main idea supporting detail charts S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, diagrams to describe, to explain) for writing the expository text. illustrations tables * = POs previously introduced Bold = Priority PO 6 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 S3C1PO4 Specific information, organizational [Cite] specific information by using organizational features timelines features, expository text (e.g., table of contents, headings, captions, bold print, table of contents glossaries, indices, italics, key words, topic sentences, headings concluding sentences) of expository text. captions S3C1PO6 Information from graphic features, [Apply] information from graphic features (e.g., charts, maps, bold print expository text diagrams, illustrations, tables, timelines) in expository text. glossaries S3C1PO5 Print & electric reference resources Locate appropriate print and electronic reference sources (e.g., indices encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, italics textbooks, CD-ROM, website) for a specific purpose. key words topic sentences concluding sentences illustrations titles topics sentences encyclopedia atlas almanac dictionary thesaurus periodical * = POs previously introduced Bold = Priority PO 7 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 1 Unit Name and Description: Functional Text Cluster: 3 Big Ideas/Enduring Understandings Essential Question(s) Each type of functional text serves a different purpose. How is functional text organized differently from other expository text? Interpreting details from functional text helps readers execute a specific task. What purposes do the various types of functional text serve? Graphic features and organizational features support comprehension of What knowledge do you gain from each type of functional text? expository text. What details help you interpret the functional text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C2PO2 Details, functional text, specific Interpret details from functional text for a specific purpose functional text purpose (e.g., to follow directions, to solve problems, to perform expository text procedures, to answer questions). charts maps *S3C1PO6 Expository text, information from Interpret information from graphic features (e.g., charts, diagrams graphic features maps, diagrams, illustrations, tables, timelines) in expository illustrations text. tables timelines S3C2PO1 Specific information, functional text Locate specific information from functional text (e.g., letters, letters memos, directories, menus, schedules, pamphlets, search memos engines, signs, manuals, instructions, recipes, labels, forms). directories menus * = POs previously introduced Bold = Priority PO 8 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 *S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, schedules to describe, to explain) for writing the expository text. pamphlets *S3C1PO4 Expository text, organizational [Summarize] specific information by using organizational search engines features features (e.g., table of contents, headings, captions, bold print, signs glossaries, indices, italics, key words, topic sentences, manuals concluding sentences) of expository text. instructions recipes labels forms table of contents headings captions bold print glossaries indices italics key words topic sentences concluding sentence * = POs previously introduced Bold = Priority PO 9 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Expository Text - Cause and Effect Cluster: 4 Big Ideas/Enduring Understandings Essential Question(s) Cause and effect relationships in expository text can be stated or inferred with How does the relationship between cause and effect help you understand text? textual evidence. What are some questions you can ask yourself when you are trying to identify Expository text organizes main idea and details using cause and effect the cause and effect? relationships. How does understanding the cause and effect relationships help you determine the main idea of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO7 Cause and effect Identify cause and effect relationships (stated and cause implied). effect identify *S3C1PO1 Main idea, supporting details, Identify the main idea and supporting details in expository inform expository text text. main idea supporting details *S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, author’s purpose to describe, to explain) for writing the expository text. describe explain expository text * = POs previously introduced Bold = Priority PO 10 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Poetry Cluster: 5 Big Ideas/Enduring Understandings Essential Question(s) Figurative language enhances the details that can support the comprehension How is poetry organized differently from other text? of text. What are the characteristics of each type of poetry? Poetry has a unique text structure. How can determining the literal meaning of figurative expression support Each type of poetry possesses its own specific characteristics. comprehension? How does figurative language enhance the sensory details of a poem? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO8 Types of poetry Identify types of poetry (e.g., free verse, haiku, cinquain, poetry limericks). rhyme rhythm stanza S1C4PO3 Figurative language, literal Determine the difference between figurative language and free verse language literal language. haiku limericks S1C4PO4 Figurative language Determine the meaning of figurative language, including cinquain similes, personification, and idioms. figurative language literal language personification simile idiom * = POs previously introduced Bold = Priority PO 11 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Fictional Text – Author’s Intentions Cluster: 6 Big Ideas/Enduring Understandings Essential Question(s) Authors’ use of words can influence a reader’s feelings and attitudes. What details did the author include to make the plot and characters believable? Authors are intentional with their literary decisions when crafting text. How do authors try to influence readers’ feelings and attitudes? Authors write text from different points of view. How does the language an author uses influence a reader’s feelings and attitude? Characters have specific traits that readers can connect to. What can we learn about a character based on his actions, thoughts, feelings and choice of words? What clues helped you determine the point of view of the text? What are the historical and cultural aspects found in this work of literature? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal intended effect influence of readers’ feelings and of characters, believability of characters and plot, use of appeal of characters attitudes figurative language) that the author uses to influence plot readers’ feelings and attitudes. figurative language similes *S1C4PO4 Figurative language [Analyze] the meaning of figurative language, including personification similes, personification, and idioms. idioms literal language *S2C1PO4 Character’s traits, character’s [Justify] how a character’s traits influence that character’s character traits actions actions. major characters * = POs previously introduced Bold = Priority PO 12 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 *S2C1PO3 Major characters & minor [Compare and contrast] major characters and minor minor characters characters characters. setting point of view *S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, conflict, first person rising action, climax, falling action, resolution). third person limited third person *S1C4PO3 Figurative language, literal Determine and [discuss] the difference between figurative omniscient language language and literal language. *S2C1PO6 Setting, literary selection [Analyze] all the aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection. *S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. S2C2PO1 Historical & cultural aspects, Describe the historical and cultural aspects found in cross- works of literature cultural works of literature. S1C6PO5 Information, events, text, Connect information and events in a text to experience and to experience, sources related text and sources. * = POs previously introduced Bold = Priority PO 13 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Persuasive Text Cluster: 7 Big Ideas/Enduring Understandings Essential Question(s) Expository text uses organizational features to support readers’ How do authors try to influence the attitudes and feelings of readers? understanding. What techniques did the author use to persuade the audience? Expository text is presented as facts and opinions that communicate the author’s position. How do I determine the author’s position and justify my thinking? Specific strategies are used to persuade readers. How did persuasive vocabulary influence the reader’s opinion? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C3PO3 Author’s influence, reader’s Identify the intended effect of persuasive strategies (e.g., author’s position perspective, intended effect of peer pressure, bandwagon, repetition) that the author uses supporting evidence persuasive strategies to influence readers' perspectives. main purpose persuasive language persuasive strategies *S3C1PO3 [Justify] the author's main purpose (e.g., to inform, to perspective Author’s main purpose describe, to explain) for writing the expository text. peer pressure bandwagon S3C3PO2 Intended effect of persuasive Identify the intended effect of persuasive vocabulary (e.g., repetition vocabulary loaded/emotional words, exaggeration, euphemisms) that the intended effect author uses to influence readers' opinions. author’s purpose inform describe * = POs previously introduced Bold = Priority PO 14 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 S3C3PO1 Author’s position, supporting Determine an author’s position regarding a particular idea, explain evidence subject, concept, or object, using supporting evidence from expository text the text. loaded/emotional words euphemisms exaggeration * = POs previously introduced Bold = Priority PO 15 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Expository Text – Drawing Valid Conclusions Cluster: 8 Big Ideas/Enduring Understandings Essential Question(s) Schema helps readers draw valid conclusions about the text. What prior knowledge do I have about the topic that will help me draw valid conclusions? Readers use textual evidence to validate their conclusions. What information/details/features from the text helped me draw valid conclusions? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO8 Valid conclusion, information, Draw valid conclusions based on information gathered from draw conclusions expository text expository text. main purpose fact *S3C1PO4 Specific information, [Summarize] specific information by using organizational opinion organizational features, expository features (e.g., table of contents, headings, captions, bold print, expository text glossaries, indices, italics, key words, topic sentences, main idea concluding sentences) of expository text. supporting detail *S3C1PO1 Main idea and supporting details, [Interpret] the main idea and supporting details in expository charts text. maps diagrams illustrations tables timelines *S3C1PO6 Information from graphic features, [Apply] information from graphic features (e.g., charts, maps, expository text diagrams, illustrations, tables, timelines) in expository text. table of contents headings *S3C1PO2 Fact & opinion, expository text, Distinguish and [justify] fact from opinion in expository text, captions supporting evidence using supporting evidence from text. * = POs previously introduced Bold = Priority PO 16 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 *S3C1PO3 Author’s purpose, expository text [Justify] author’s main purpose for writing (e.g., to inform, to bold print describe, to explain) for writing the expository text. glossaries indices *S1C6PO5 Information, events, text, Connect information and events in a text to experience and to italics experience, sources related text and sources. key words topic sentences concluding sentences illustrations titles topics sentences * = POs previously introduced Bold = Priority PO 17 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Fictional Text – Plot Revisited Cluster: 9 Big Ideas/Enduring Understandings Essential Question(s) A character’s traits and actions influence the plot. Why is conflict necessary in quality fictional text? A plot is a necessary literary element of fictional text. How did the author sequence the events to lead up to the climax? Components of plot support readers in summarizing fictional text. How did the major character resolve the conflict? Readers use textual evidence to infer character traits. How do a character’s actions, thoughts, feelings, and word choice help you form an opinion about the character? In what ways does a minor character influence the major character’s decisions? What details did the author include to make the plot and characters believable? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment *S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, plot conflict, rising action, climax, falling action, resolution). conflict climax main events *S2C1PO3 Major characters & minor [Compare and contrast] between major characters and minor rising action characters characters. falling action * = POs previously introduced Bold = Priority PO 18 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 *S2C1PO4 Character traits and actions [Justify] how a character’s traits influence that character’s resolution actions. character traits major characters minor characters connections *S1C6PO5 Information, events, text, Connect information and events in a text to experience and to intended effect experience, sources related text and sources. influences appeal of characters believability *S2C1PO6 Setting, literary selection [Analyze] of all the aspects of the setting (e.g., time of day or figurative language year, historical period, place, situation) in a literary selection. setting *S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal of influence of readers’ feelings and characters, believability of characters and plot, use of attitudes figurative language) that the author uses to influence readers’ feelings and attitudes. *S1C4PO3 Figurative language, literal Determine and [discuss] the difference between figurative language language and literal language. *S1C4PO4 Figurative language [Analyze] the meaning of figurative language, including similes, personification, and idioms. * = POs previously introduced Bold = Priority PO 19 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Functional Text - Revisited Cluster: 10 Big Ideas/Enduring Understandings Essential Question(s) Interpreting details from functional text helps readers execute a specific task. How is functional text organized differently from other expository text? What knowledge do you gain from each type of functional text? What details help you interpret the functional text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C2PO2 Details, functional text, specific Interpret details from functional text for a specific purpose functional text purpose (e.g., to follow directions, to solve problems, to perform letters procedures, to answer questions). memos directories S3C2PO1 Specific information, functional text Locate specific information from functional text (e.g., letters, menus memos, directories, menus, schedules, pamphlets, search schedules engines, signs, manuals, instructions, recipes, labels, forms). pamphlets search engines manuals instructions recipes labels forms * = POs previously introduced Bold = Priority PO 20 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Fictional Text – Author’s Intentions – Revisited Cluster: 11 Big Ideas/Enduring Understandings Essential Question(s) Authors’ use of words can influence a reader’s feelings and attitudes. What details did the author include to make the plot and characters believable? Authors are intentional with their literary decisions when crafting text. How do authors try to influence readers’ feelings and attitudes? Authors write text from different points of view. How does the language an author uses influence a reader’s feelings and attitude? What clues helped you determine the point of view of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal intended effect influence of readers’ feelings and of characters, believability of characters and plot, use of appeal of attitudes figurative language) that the author uses to influence characters readers’ feelings and attitudes. plot events *S2C1PO4 Character traits and actions [Justify] how a character’s traits influence that character’s climax actions. rising action falling action *S2C1PO1 believability Components of a plot Identify the components of a plot (e.g., main events, conflict, point of view rising action, climax, falling action, resolution). first person third person limited *S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third third person person, omniscient) in a literary selection. omniscient * = POs previously introduced Bold = Priority PO 21 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Expository Text - Cause and Effect – Revisited Cluster: 12 Big Ideas/Enduring Understandings Essential Question(s) Cause and effect relationships in expository text can be stated or inferred with How does the relationship between cause and effect help you understand text? textual evidence. What are some questions you can ask yourself when you are trying to identify Expository text organizes main idea and details using cause and effect the cause and effect? relationships. How does understanding the cause and effect relationships help you determine the main idea of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO7 Cause and effect [Interpret] cause and effect relationships (stated and cause implied). effect main idea *S3C1PO1 Main idea, supporting details, [Interpret] the main idea and supporting details in expository supporting details expository text text. expository text * = POs previously introduced Bold = Priority PO 22 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Page Left Blank Intentionally!!! * = POs previously introduced Bold = Priority PO 23 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Comprehension Strategies Cluster: 10 Big Ideas/Enduring Understandings Essential Question(s) Good readers use strategies to comprehend text. How can reading strategies help you comprehend what you read? Building background develops comprehension. How can organizational structures aide the comprehension? Making predictions give readers a reason to read further. How does building background knowledge facilitate comprehension? How and why do good readers make predictions? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S1C6PO7 Reading strategies Use reading strategies (e.g., drawing conclusion, cause and effect determining cause and effect, making inferences, drawing conclusion sequencing) to comprehend text. inference sequencing S1C6PO6 Knowledge of the organizational Apply knowledge of the organizational structures (e.g., chronological order structures chronological order, time-sequence order, cause and effect time-sequence relationships) of text to aid comprehension. predict prior knowledge S1C6PO1 Predicting Predict text content using prior knowledge and text features titles (e.g., illustrations, titles, topic sentences, key words). illustrations evaluate S1C6PO2 Confirming predictions [Evaluate] predictions about text for accuracy. accuracy clarifying questions * = POs previously introduced Bold = Priority PO 24 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 S1C6PO3 Clarifying questions Generate clarifying questions in order to comprehend text. information experience S1C6PO5 Making connections [Make use of] information and events in text to experience and relate to related text and sources. sources genres S1C5PO1 Genres Read from a variety of genres with accuracy, automaticity prosody (immediate recognition), and prosody (expression). automaticity affixes S1C4PO1 Affixes Determine the effect of affixes on root words. root words prefixes S1C4PO2 Meaning of words Use context to identify the meaning of unfamiliar words (e.g. suffixes definition, example, restatement, synonym, contrast). unfamiliar words restatement * = POs previously introduced Bold = Priority PO 25 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 Quarter: 4 The POs in the following clusters are from the subsequent grade level (6th grade) Unit Name and Description: Literary Text Cluster: 11 Big Ideas/Enduring Understandings Essential Question(s) All narratives contain elements of plot. What are the elements of plot? Authors intentionally use literary techniques to influence readers’ feeling and How do good readers use setting, characters and conflict to understand the attitudes. plot of the story? Authors use clues to help readers identify character traits. How have you seen an author’s attitude expressed through text? Reading is a crucial life skill. How do good readers identify characters’ traits? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO1 Plot components Describe the plot and its components (e.g., main events, plot conflict, rising action, climax, failing action, resolution). main events conflict S2C1PO8 Genres of fiction [Compare] various genres of fiction (e.g., mysteries, science rising action fiction, historical fiction, adventures, fantasies, fables, myths) climax based upon their characteristics. failing action resolution S2C1PO4 Narrative point of view Identify the narrative point of view (e.g., first person, first genre person, third person, omniscient) in a literary selection. fiction mysteries S2C1PO3 Characters [Identify] the motivations of major and minor characters. adventures fantasies * = POs previously introduced Bold = Priority PO 26 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
5th Grade Reading Curriculum Map Isaac School District No. 5 S2C1PO5 Setting Analyze the influence of setting (e.g., time of day or year, fables historical period, place, situation) on the problem and myths resolution. first person third person S2C1PO6 Drawing conclusions Draw conclusions about the style, mood, and meaning of omniscient literary text based on the author’s word choice. motivation minor S2C1PO2 Themes [Examine] the theme in works of prose, poetry, and drama. major analyze S2C2PO2 Stylistic elements in literature Identify common structures and stylistic elements in literature resolution folklore, and myths from a variety of cultures. style mood prose poetry drama compare contrast stylistic elements folklore cultures literature * = POs previously introduced Bold = Priority PO 27 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District

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Fifth Grade Reading Curriculum Map 2011 2012

  • 1.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Authors: School Rationale Rationale for selected performance objectives is based on data from the AIMS blueprint. We chose strands that are the most heavily weighted on AIMS and are critical for students to master before promotion to sixth grade. Linking performance objectives are scaffolded to guide the students towards mastery of priority objective(s). Each quarter both expository text and literary elements are spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery. As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN ANY QUARTER ON GALILEO.
  • 2.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 PREAMBLE These POs should be taught throughout the entire year: AZ Essential Learning Standard Knowledge Skills VOCABULARY S1C4PO1 Root Words and Affixes Use knowledge of root words and affixes to determine the meaning of unknown words. S1C4PO2 Context Clues Use context to determine the relevant meaning of a word or the intended meaning of a word with multiple meanings. (e.g., hatch, arm, boot). S1C4PO5 Word Meanings Determine the meanings, pronunciations, syllabications, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available. S1C4PO6 Antonyms, synonyms, homonyms Identify antonyms, synonyms, and homonyms for given words within text. FLUENCY S1C5PO1 Familiar prose, poetry Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text. COMPREHENSION STRATEGIES S1C6PO1 Text, prior knowledge Predict text content using prior knowledge, and text features (e.g., illustrations, titles, topic sentences, and key words). S1C6PO2 Predictions, text Confirm predictions about text for accuracy. S1C6PO3 Clarifying questions Generate clarifying questions in order to comprehend text. S1C6PO4 Graphic organizers Use graphic organizers in order to clarify the meaning of the text. S1C6PO6 Reading strategies [Utilize] reading strategies (drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. * = POs previously introduced Bold = Priority PO 2 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 3.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge Skills Standard ELEMENTS OF LITERATURE S2C1PO2 Literary selection, theme Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection. S2C1PO9 Various genres of fiction Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics. * = POs previously introduced Bold = Priority PO 3 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 4.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 1 Unit Name and Description- Fictional Text - Plot Cluster: 1 Big Ideas/Enduring Understandings Essential Question(s) A character’s traits and actions influence the plot. Why is conflict necessary in quality fictional text? A plot is a necessary literary element of fictional text. How did the author sequence the events to lead up to the climax? Components of plot support readers in summarizing fictional text. How did the major character resolve the conflict? Readers use textual evidence to infer character traits. How do a character’s actions, thoughts, feelings, and word choice help you form an opinion about the character? In what ways does a minor character influence the major character’s decisions? How does the setting impact the events of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, plot conflict, rising action, climax, falling action, resolution). components main events conflicts rising action climax falling action resolution * = POs previously introduced Bold = Priority PO 4 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 5.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 S2C1PO3 Major characters & minor Distinguish between major characters and minor characters. major characters characters minor characters character traits S2C1PO4 Character traits and actions Analyze how a character’s traits influence that character’s setting actions. influence narrator S2C1PO6 Setting, literary selection Determine all the aspects of the setting (e.g., time of day or narrative point of year, historical period, place, situation) in a literary selection. view first person S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third third person limited person, omniscient) in a literary selection. omniscient * = POs previously introduced Bold = Priority PO 5 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 6.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 1 Unit Name and Description: Expository Text – Main Idea And Details Cluster: 2 Big Ideas/Enduring Understandings Essential Question(s) The main idea is what the text is mostly about. How you determine the main idea of the text? Supporting details provide evidence of the main idea. What details support the main idea of the text? Expository text presents viewpoints based on facts and opinions. Why is it important to differentiate fact from opinion? Organizational features help readers clarify text and provide additional How do the graphic features support the text? information. What text features give clues about the author’s purpose? The author’s purpose influences the organization of text and choice of words. AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO1 Main idea, supporting details, Identify the main idea and supporting details in expository expository text expository text text. evidence fact opinion S3C1PO2 Fact & opinion, expository text, Distinguish fact from opinion in expository text, using maps supporting evidence supporting evidence from text. main idea supporting detail charts S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, diagrams to describe, to explain) for writing the expository text. illustrations tables * = POs previously introduced Bold = Priority PO 6 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 7.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 S3C1PO4 Specific information, organizational [Cite] specific information by using organizational features timelines features, expository text (e.g., table of contents, headings, captions, bold print, table of contents glossaries, indices, italics, key words, topic sentences, headings concluding sentences) of expository text. captions S3C1PO6 Information from graphic features, [Apply] information from graphic features (e.g., charts, maps, bold print expository text diagrams, illustrations, tables, timelines) in expository text. glossaries S3C1PO5 Print & electric reference resources Locate appropriate print and electronic reference sources (e.g., indices encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, italics textbooks, CD-ROM, website) for a specific purpose. key words topic sentences concluding sentences illustrations titles topics sentences encyclopedia atlas almanac dictionary thesaurus periodical * = POs previously introduced Bold = Priority PO 7 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 8.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 1 Unit Name and Description: Functional Text Cluster: 3 Big Ideas/Enduring Understandings Essential Question(s) Each type of functional text serves a different purpose. How is functional text organized differently from other expository text? Interpreting details from functional text helps readers execute a specific task. What purposes do the various types of functional text serve? Graphic features and organizational features support comprehension of What knowledge do you gain from each type of functional text? expository text. What details help you interpret the functional text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C2PO2 Details, functional text, specific Interpret details from functional text for a specific purpose functional text purpose (e.g., to follow directions, to solve problems, to perform expository text procedures, to answer questions). charts maps *S3C1PO6 Expository text, information from Interpret information from graphic features (e.g., charts, diagrams graphic features maps, diagrams, illustrations, tables, timelines) in expository illustrations text. tables timelines S3C2PO1 Specific information, functional text Locate specific information from functional text (e.g., letters, letters memos, directories, menus, schedules, pamphlets, search memos engines, signs, manuals, instructions, recipes, labels, forms). directories menus * = POs previously introduced Bold = Priority PO 8 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 9.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 *S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, schedules to describe, to explain) for writing the expository text. pamphlets *S3C1PO4 Expository text, organizational [Summarize] specific information by using organizational search engines features features (e.g., table of contents, headings, captions, bold print, signs glossaries, indices, italics, key words, topic sentences, manuals concluding sentences) of expository text. instructions recipes labels forms table of contents headings captions bold print glossaries indices italics key words topic sentences concluding sentence * = POs previously introduced Bold = Priority PO 9 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 10.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Expository Text - Cause and Effect Cluster: 4 Big Ideas/Enduring Understandings Essential Question(s) Cause and effect relationships in expository text can be stated or inferred with How does the relationship between cause and effect help you understand text? textual evidence. What are some questions you can ask yourself when you are trying to identify Expository text organizes main idea and details using cause and effect the cause and effect? relationships. How does understanding the cause and effect relationships help you determine the main idea of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO7 Cause and effect Identify cause and effect relationships (stated and cause implied). effect identify *S3C1PO1 Main idea, supporting details, Identify the main idea and supporting details in expository inform expository text text. main idea supporting details *S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, author’s purpose to describe, to explain) for writing the expository text. describe explain expository text * = POs previously introduced Bold = Priority PO 10 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 11.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Poetry Cluster: 5 Big Ideas/Enduring Understandings Essential Question(s) Figurative language enhances the details that can support the comprehension How is poetry organized differently from other text? of text. What are the characteristics of each type of poetry? Poetry has a unique text structure. How can determining the literal meaning of figurative expression support Each type of poetry possesses its own specific characteristics. comprehension? How does figurative language enhance the sensory details of a poem? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO8 Types of poetry Identify types of poetry (e.g., free verse, haiku, cinquain, poetry limericks). rhyme rhythm stanza S1C4PO3 Figurative language, literal Determine the difference between figurative language and free verse language literal language. haiku limericks S1C4PO4 Figurative language Determine the meaning of figurative language, including cinquain similes, personification, and idioms. figurative language literal language personification simile idiom * = POs previously introduced Bold = Priority PO 11 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 12.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 2 Unit Name and Description: Fictional Text – Author’s Intentions Cluster: 6 Big Ideas/Enduring Understandings Essential Question(s) Authors’ use of words can influence a reader’s feelings and attitudes. What details did the author include to make the plot and characters believable? Authors are intentional with their literary decisions when crafting text. How do authors try to influence readers’ feelings and attitudes? Authors write text from different points of view. How does the language an author uses influence a reader’s feelings and attitude? Characters have specific traits that readers can connect to. What can we learn about a character based on his actions, thoughts, feelings and choice of words? What clues helped you determine the point of view of the text? What are the historical and cultural aspects found in this work of literature? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal intended effect influence of readers’ feelings and of characters, believability of characters and plot, use of appeal of characters attitudes figurative language) that the author uses to influence plot readers’ feelings and attitudes. figurative language similes *S1C4PO4 Figurative language [Analyze] the meaning of figurative language, including personification similes, personification, and idioms. idioms literal language *S2C1PO4 Character’s traits, character’s [Justify] how a character’s traits influence that character’s character traits actions actions. major characters * = POs previously introduced Bold = Priority PO 12 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 13.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 *S2C1PO3 Major characters & minor [Compare and contrast] major characters and minor minor characters characters characters. setting point of view *S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, conflict, first person rising action, climax, falling action, resolution). third person limited third person *S1C4PO3 Figurative language, literal Determine and [discuss] the difference between figurative omniscient language language and literal language. *S2C1PO6 Setting, literary selection [Analyze] all the aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection. *S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. S2C2PO1 Historical & cultural aspects, Describe the historical and cultural aspects found in cross- works of literature cultural works of literature. S1C6PO5 Information, events, text, Connect information and events in a text to experience and to experience, sources related text and sources. * = POs previously introduced Bold = Priority PO 13 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 14.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Persuasive Text Cluster: 7 Big Ideas/Enduring Understandings Essential Question(s) Expository text uses organizational features to support readers’ How do authors try to influence the attitudes and feelings of readers? understanding. What techniques did the author use to persuade the audience? Expository text is presented as facts and opinions that communicate the author’s position. How do I determine the author’s position and justify my thinking? Specific strategies are used to persuade readers. How did persuasive vocabulary influence the reader’s opinion? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C3PO3 Author’s influence, reader’s Identify the intended effect of persuasive strategies (e.g., author’s position perspective, intended effect of peer pressure, bandwagon, repetition) that the author uses supporting evidence persuasive strategies to influence readers' perspectives. main purpose persuasive language persuasive strategies *S3C1PO3 [Justify] the author's main purpose (e.g., to inform, to perspective Author’s main purpose describe, to explain) for writing the expository text. peer pressure bandwagon S3C3PO2 Intended effect of persuasive Identify the intended effect of persuasive vocabulary (e.g., repetition vocabulary loaded/emotional words, exaggeration, euphemisms) that the intended effect author uses to influence readers' opinions. author’s purpose inform describe * = POs previously introduced Bold = Priority PO 14 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 15.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 S3C3PO1 Author’s position, supporting Determine an author’s position regarding a particular idea, explain evidence subject, concept, or object, using supporting evidence from expository text the text. loaded/emotional words euphemisms exaggeration * = POs previously introduced Bold = Priority PO 15 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 16.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Expository Text – Drawing Valid Conclusions Cluster: 8 Big Ideas/Enduring Understandings Essential Question(s) Schema helps readers draw valid conclusions about the text. What prior knowledge do I have about the topic that will help me draw valid conclusions? Readers use textual evidence to validate their conclusions. What information/details/features from the text helped me draw valid conclusions? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO8 Valid conclusion, information, Draw valid conclusions based on information gathered from draw conclusions expository text expository text. main purpose fact *S3C1PO4 Specific information, [Summarize] specific information by using organizational opinion organizational features, expository features (e.g., table of contents, headings, captions, bold print, expository text glossaries, indices, italics, key words, topic sentences, main idea concluding sentences) of expository text. supporting detail *S3C1PO1 Main idea and supporting details, [Interpret] the main idea and supporting details in expository charts text. maps diagrams illustrations tables timelines *S3C1PO6 Information from graphic features, [Apply] information from graphic features (e.g., charts, maps, expository text diagrams, illustrations, tables, timelines) in expository text. table of contents headings *S3C1PO2 Fact & opinion, expository text, Distinguish and [justify] fact from opinion in expository text, captions supporting evidence using supporting evidence from text. * = POs previously introduced Bold = Priority PO 16 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 17.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 *S3C1PO3 Author’s purpose, expository text [Justify] author’s main purpose for writing (e.g., to inform, to bold print describe, to explain) for writing the expository text. glossaries indices *S1C6PO5 Information, events, text, Connect information and events in a text to experience and to italics experience, sources related text and sources. key words topic sentences concluding sentences illustrations titles topics sentences * = POs previously introduced Bold = Priority PO 17 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 18.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 3 Unit Name and Description: Fictional Text – Plot Revisited Cluster: 9 Big Ideas/Enduring Understandings Essential Question(s) A character’s traits and actions influence the plot. Why is conflict necessary in quality fictional text? A plot is a necessary literary element of fictional text. How did the author sequence the events to lead up to the climax? Components of plot support readers in summarizing fictional text. How did the major character resolve the conflict? Readers use textual evidence to infer character traits. How do a character’s actions, thoughts, feelings, and word choice help you form an opinion about the character? In what ways does a minor character influence the major character’s decisions? What details did the author include to make the plot and characters believable? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment *S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, plot conflict, rising action, climax, falling action, resolution). conflict climax main events *S2C1PO3 Major characters & minor [Compare and contrast] between major characters and minor rising action characters characters. falling action * = POs previously introduced Bold = Priority PO 18 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 19.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 *S2C1PO4 Character traits and actions [Justify] how a character’s traits influence that character’s resolution actions. character traits major characters minor characters connections *S1C6PO5 Information, events, text, Connect information and events in a text to experience and to intended effect experience, sources related text and sources. influences appeal of characters believability *S2C1PO6 Setting, literary selection [Analyze] of all the aspects of the setting (e.g., time of day or figurative language year, historical period, place, situation) in a literary selection. setting *S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal of influence of readers’ feelings and characters, believability of characters and plot, use of attitudes figurative language) that the author uses to influence readers’ feelings and attitudes. *S1C4PO3 Figurative language, literal Determine and [discuss] the difference between figurative language language and literal language. *S1C4PO4 Figurative language [Analyze] the meaning of figurative language, including similes, personification, and idioms. * = POs previously introduced Bold = Priority PO 19 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 20.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Functional Text - Revisited Cluster: 10 Big Ideas/Enduring Understandings Essential Question(s) Interpreting details from functional text helps readers execute a specific task. How is functional text organized differently from other expository text? What knowledge do you gain from each type of functional text? What details help you interpret the functional text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C2PO2 Details, functional text, specific Interpret details from functional text for a specific purpose functional text purpose (e.g., to follow directions, to solve problems, to perform letters procedures, to answer questions). memos directories S3C2PO1 Specific information, functional text Locate specific information from functional text (e.g., letters, menus memos, directories, menus, schedules, pamphlets, search schedules engines, signs, manuals, instructions, recipes, labels, forms). pamphlets search engines manuals instructions recipes labels forms * = POs previously introduced Bold = Priority PO 20 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 21.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Fictional Text – Author’s Intentions – Revisited Cluster: 11 Big Ideas/Enduring Understandings Essential Question(s) Authors’ use of words can influence a reader’s feelings and attitudes. What details did the author include to make the plot and characters believable? Authors are intentional with their literary decisions when crafting text. How do authors try to influence readers’ feelings and attitudes? Authors write text from different points of view. How does the language an author uses influence a reader’s feelings and attitude? What clues helped you determine the point of view of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal intended effect influence of readers’ feelings and of characters, believability of characters and plot, use of appeal of attitudes figurative language) that the author uses to influence characters readers’ feelings and attitudes. plot events *S2C1PO4 Character traits and actions [Justify] how a character’s traits influence that character’s climax actions. rising action falling action *S2C1PO1 believability Components of a plot Identify the components of a plot (e.g., main events, conflict, point of view rising action, climax, falling action, resolution). first person third person limited *S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third third person person, omniscient) in a literary selection. omniscient * = POs previously introduced Bold = Priority PO 21 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 22.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Expository Text - Cause and Effect – Revisited Cluster: 12 Big Ideas/Enduring Understandings Essential Question(s) Cause and effect relationships in expository text can be stated or inferred with How does the relationship between cause and effect help you understand text? textual evidence. What are some questions you can ask yourself when you are trying to identify Expository text organizes main idea and details using cause and effect the cause and effect? relationships. How does understanding the cause and effect relationships help you determine the main idea of the text? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S3C1PO7 Cause and effect [Interpret] cause and effect relationships (stated and cause implied). effect main idea *S3C1PO1 Main idea, supporting details, [Interpret] the main idea and supporting details in expository supporting details expository text text. expository text * = POs previously introduced Bold = Priority PO 22 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 23.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Page Left Blank Intentionally!!! * = POs previously introduced Bold = Priority PO 23 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 24.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 4 Unit Name and Description: Comprehension Strategies Cluster: 10 Big Ideas/Enduring Understandings Essential Question(s) Good readers use strategies to comprehend text. How can reading strategies help you comprehend what you read? Building background develops comprehension. How can organizational structures aide the comprehension? Making predictions give readers a reason to read further. How does building background knowledge facilitate comprehension? How and why do good readers make predictions? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S1C6PO7 Reading strategies Use reading strategies (e.g., drawing conclusion, cause and effect determining cause and effect, making inferences, drawing conclusion sequencing) to comprehend text. inference sequencing S1C6PO6 Knowledge of the organizational Apply knowledge of the organizational structures (e.g., chronological order structures chronological order, time-sequence order, cause and effect time-sequence relationships) of text to aid comprehension. predict prior knowledge S1C6PO1 Predicting Predict text content using prior knowledge and text features titles (e.g., illustrations, titles, topic sentences, key words). illustrations evaluate S1C6PO2 Confirming predictions [Evaluate] predictions about text for accuracy. accuracy clarifying questions * = POs previously introduced Bold = Priority PO 24 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 25.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 S1C6PO3 Clarifying questions Generate clarifying questions in order to comprehend text. information experience S1C6PO5 Making connections [Make use of] information and events in text to experience and relate to related text and sources. sources genres S1C5PO1 Genres Read from a variety of genres with accuracy, automaticity prosody (immediate recognition), and prosody (expression). automaticity affixes S1C4PO1 Affixes Determine the effect of affixes on root words. root words prefixes S1C4PO2 Meaning of words Use context to identify the meaning of unfamiliar words (e.g. suffixes definition, example, restatement, synonym, contrast). unfamiliar words restatement * = POs previously introduced Bold = Priority PO 25 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 26.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 Quarter: 4 The POs in the following clusters are from the subsequent grade level (6th grade) Unit Name and Description: Literary Text Cluster: 11 Big Ideas/Enduring Understandings Essential Question(s) All narratives contain elements of plot. What are the elements of plot? Authors intentionally use literary techniques to influence readers’ feeling and How do good readers use setting, characters and conflict to understand the attitudes. plot of the story? Authors use clues to help readers identify character traits. How have you seen an author’s attitude expressed through text? Reading is a crucial life skill. How do good readers identify characters’ traits? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment S2C1PO1 Plot components Describe the plot and its components (e.g., main events, plot conflict, rising action, climax, failing action, resolution). main events conflict S2C1PO8 Genres of fiction [Compare] various genres of fiction (e.g., mysteries, science rising action fiction, historical fiction, adventures, fantasies, fables, myths) climax based upon their characteristics. failing action resolution S2C1PO4 Narrative point of view Identify the narrative point of view (e.g., first person, first genre person, third person, omniscient) in a literary selection. fiction mysteries S2C1PO3 Characters [Identify] the motivations of major and minor characters. adventures fantasies * = POs previously introduced Bold = Priority PO 26 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District
  • 27.
    5th Grade ReadingCurriculum Map Isaac School District No. 5 S2C1PO5 Setting Analyze the influence of setting (e.g., time of day or year, fables historical period, place, situation) on the problem and myths resolution. first person third person S2C1PO6 Drawing conclusions Draw conclusions about the style, mood, and meaning of omniscient literary text based on the author’s word choice. motivation minor S2C1PO2 Themes [Examine] the theme in works of prose, poetry, and drama. major analyze S2C2PO2 Stylistic elements in literature Identify common structures and stylistic elements in literature resolution folklore, and myths from a variety of cultures. style mood prose poetry drama compare contrast stylistic elements folklore cultures literature * = POs previously introduced Bold = Priority PO 27 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011 Underlining = Cognitive rigor Isaac School District