Grade 5 English Language Arts

PA Core ELA Standards:
Reading Literature / Informational 

• CC.1.2.5.A Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text. (E05.B-K.1.1.2)
• CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.B-K.1.1.1)
• CC.1.2.5.C Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text based on specific information in the text. (E05.B-K.1.1.3)
• CC.1.2.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (E05.B-C.2.1.1)
• CC.1.2.5.E Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/ solution) 
• E05.B-C.2.1.2 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information and text features in two or more texts.
• CC.1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• E05.B-C.3.1.3 Interpret text features (e.g., headings, graphics, charts) and/or make connections between text and the content of text features.
• CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence.
• E05.B-C.3.1.1 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
• CC.1.2.5.J/CC.1.3.5.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
• CC.1.2.5.K/CC.1.3.5.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
• E05.A-V.4.1.1/ E05.B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 
  • Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  • Determine the meaning of general academic and domain-specific words and phrases used in a text.
• CC.1.3.5.A Determine a theme of a text 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. (E05.A-K.1.1.2)
• CC.1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.A-K.1.1.1)
• CC.1.3.5.C Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text. (E05.A-K.1.1.3)
• CC.1.3.5.K Read and comprehend literary fiction on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. 
• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
• CC.1.1.5.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.5.G Write opinion pieces on topics or texts.
• CC.1.4.5.H Introduce the topic and state an opinion on the topic. (E05.C.1.1.1)
• CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources. (E05.C.1.1.2)
• CC.1.4.5.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion. (E05.C.1.1.1, E05.C.1.1.3, E05.C.1.1.1)
• CC.1.4.5.K Write with an awareness of style. (E05.C.1.1.5, E05.D.2.1.1)
• Use sentences of varying length. 
• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 
• CC.1.4.5.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• E05.D.1.1.1 Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
• E05.D.1.1.5 Use correlative conjunctions (e.g., either/or, neither/nor).
• E05.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.
• E05.D.1.2.1 Use punctuation to separate items in a series.
• E05.D.1.2.2 Use a comma to separate an introductory element from the rest of the sentence.
• E05.D.1.2.3 Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
• E05.D.1.2.5 Spell grade-appropriate words correctly.
• CC.1.4.5.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. 
• E05.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
• E05.E.1.1.2 Develop the analysis using a variety of evidence from the text(s) to support claims, opinion, ideas, and inferences.
• E05.E.1.1.3 Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
• E05.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
• E05.E.1.1.5 Establish and maintain a formal style
• E05.E.1.1.6 Provide a concluding section related to the analysis presented. 
• CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CC.1.4.5.U With some guidance and support, 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.
• CC.1.4.5.V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• CC.1.4.5.W 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.
• CC.1.4.5.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

• CC.1.5.5.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
• CC.1.5.5.B Summarize the main points of written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CC.1.5.5.C Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
• CC.1.5.5.D Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

Building Knowledge

• Experiencing nature changes the way people think about it. 
• New technology has positive and negative effects.
• Word Work
• Different spelling patterns create short or long vowel sounds.
• Certain spelling patterns create the /ū/, /ü/, /ů/ sounds.
• Words with r-controlled vowels contain unexpected vowel spellings.
• The /ûr/ sound can be made by certain spelling patterns (er, ir, ur, or, and ear).

Comprehension

• Narrative nonfiction is a genre of writing that tells a true story using the structure and elements of fiction.
• Authors give perspective in informational text through their words and phrases. 
• Text structures (cause and effect, chronology, problem and solution) are used by authors to organize and help readers understand the text. 
• Primary sources give a first hand account and are written in a first person point of view (Pronouns: I, we, me) Examples of primary sources are journals, autobiographies, and letters. 
• Secondary source, or account, retells or interprets information from a primary source and is written in a third person point of view.
• Text evidence is information, facts, or details taken directly from a text (or multiple texts) to support a central idea or claim. 
• Homographs are words with multiple meanings that require context to determine meaning.
• Word meanings can be related to Greek/Latin prefixes, suffixes, and/or roots.
• Realistic fiction is a genre of writing that tells a story that could happen in real life.
• Elements of fiction include setting, characters, plot. (conflict, rising action, climax, falling action, and resolution).

Writing/Conventions

• Complete sentences contain a subject and predicate and express a complete thought. 
• Simple sentences express one idea.
• Compound sentences join two independent clauses with a comma and coordinating conjunction (and, or, but). 
• Complex sentences join one independent and one dependent clause with a subordinating conjunction. If the subordinating conjunction starts the sentence, a comma is needed to separate the clauses. 
• Argumentative essays support a claim using logical reasons and relevant evidence from sources. 
• The writing process includes planning, revising, editing, and publishing. 

• Experiencing nature can affect individuals' perceptions and attitudes, while new technologies can bring both benefits and challenges that shape our daily lives and communication.
• Proficient readers utilize text features, organizational structures, and contextual clues to enhance their comprehension of both narratives and informational texts.
• Writers use complete sentences, descriptive supporting details, and a variety of sentence types to clearly support a claim. 
• Understanding the relationship between spelling patterns, etymology, and vowel sounds enhances literacy skills.

Text Set 1

• Decode words with short and long vowels.
• Read and understand narrative nonfiction.
• Identify features of narrative nonfiction.
• Analyze the author's perspective or point of view in an informational text.
• Explain how text structures contribute to the understanding of a text.
• Understand cause and effect text structure.
• Explain the difference between a primary and a secondary source. 
• Provide text evidence to support a primary or secondary source. 
• Ask and answer questions to understand a text.
• Use text evidence to answer questions about a text.
• Use text evidence to write about a text.
• Determine the meaning of homographs based on context clues.
• Identify different types of sentences and sentence fragments. 
• Identify the subject and predicates of a sentence. 
• Proofread and correct sentences.
• Write an argumentative essay.

Text Set 2

• Decode words with different vowel sound spellings and r-controlled vowels.
• Identify context clues to determine the meaning of a word. 
• Read and understand realistic fiction.
• Analyze how setting, events, conflict, and characterization contribute to the understanding of a text.
• Explain how the text structure of chronology contributes to the understanding of a text. 
• Use text evidence to answer questions about a text.
• Use text evidence to write about a text.
• Determine the meaning of homographs based on context clues. 
• Identify simple, compound, and complex sentences. 
• Combine simple sentences to form compound and complex sentences. 
• Identify coordinating and subordinating conjunctions.
• Proofread and correct sentences.
• Synthesize information from multiple sources. 
• Write to make a claim supporting a perspective with logical reasons and relevant evidence from sources.
• Write an argumentative essay.

Text Set 3

• Decode words with different vowel sound spellings and r-controlled vowels. 
• Read and understand an argumentative text.
• Explain how headings and graphs contribute to the understanding of a text. 
• Analyze the author’s perspective in an informational text.
• Identify the claim, evidence, and reasoning of argumentative text.
• Use text evidence to answer questions about a text.
• Use text evidence to write about a text.
• Apply knowledge of Greek and Latin prefixes to determine the meaning of unfamiliar words.
• Proofread and correct run-on sentences. 
• Synthesize information from multiple sources. 
• Write an argumentative essay (Extended Writing #2- optional).
   

• How can experiencing nature change the way you think about it?
• How do we get the things we need?
• What are the positive and negative effects of new technology?
   

• How do characters in our texts change the way they think about nature as they experience it?
• How does new technology have positive and negative effects?
• How do different spelling patterns create short or long vowel sounds?
• What are the characteristics of narrative nonfiction?
• How are primary and secondary sources identified?
• How do we determine the meaning of words based on context clues and Greek and Latin roots?
• What are the different structures of sentences?
• How can we use the writing process to write an argumentative essay?

Academic Vocabulary
Weeks 1-2

• debris
• emphasis
• encounter
• generations
• indicated
• naturalist
• sheer
• spectacular 

Weeks 3-4

• afford
• loan
• profit
• prosper
• risk
• savings
• scarce
• wages

Week 5

• access
• advance
• analysis, cite
• counterpoint
• data
• drawbacks
• reasoning

ELA Academic Language 
Grammar:

• coordinating and subordinating conjunctions
• appositives 
• fragment 
• complex sentence
• compound sentence 
• independent clause
• dependent clause

Writing:

• elaborate 
• claim
• synthesize 
• argumentative

Reading:

• rising action
• climax 
• falling action 
• plot 
• resolution
• perspective
• point of view
• 1st person, 2nd person, 3rd person 
• homograph
• primary source 
• secondary source 
• imagery
• dialogue 
• vivid 
• characterization 
• analyze 
• chronology
• suspense 

Genres:

• narrative nonfiction 
• autobiography

Phonics:

• multisyllabic 

Essential Question:

• nature
• technology
• wants vs. needs

• Written responses in “Respond to Reading”
• Argumentative Writing to Sources 
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5)
• Selection tests (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)

PA Core ELA Standards:
Reading Literature / Informational 

• CC.1.2.5.A Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text. (E05.B-K.1.1.2)
• CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.B-K.1.1.1)
• CC.1.2.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (E05.B-C.2.1.1)
• CC.1.2.5.E Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/ solution). (E05.B-C.2.1.2)
• CC.1.2.5.F/CC.1.3.5.F Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.
• E05.B-V.4.1.2 / E05.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Interpret figurative language (simile, metaphor, and personification)
  • Recognize and explain the meaning of common idioms, adages, and proverbs.
  • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 
• CC.1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• E05.B-C.3.1.3 Interpret text features (e.g., headings, graphics, charts) and/or make connections between text and the content of text features.
• CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence.
• E05.B-C.3.1.1 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
• CC.1.2.5.J/CC.1.3.5.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
• CC.1.2.5.K/CC.1.3.5.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
• E05.A-V.4.1.1/ E05.B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 
  • Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  • Determine the meaning of general academic and domain-specific words and phrases used in a text.
• CC.1.3.5.A Determine a theme of a text 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. (E05.A-K.1.1.2)
• CC.1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.A-K.1.1.1)
• CC.1.3.5.E Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
• CC.1.3.5.K Read and comprehend literary fiction on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. 
  • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
• CC.1.1.5.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.5.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
• CC.1.4.5.B Identify and introduce the topic clearly. (E05.C.1.2.1)
• CC.1.4.5.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aid comprehension. (E05.C.1.2.2)
• CC.1.4.5.D Group related information logically linking ideas within and across categories of information using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aid comprehension. (E05.C.1.2.1, E05.C.1.2.6)
• CC.1.4.5.E Write with an awareness of style. (E05.C.1.2.5)
• Use precise language and domain-specific vocabulary to inform about or explain the topic. (E05.C1.2.4)
• Use sentences of varying length.
• CC.1.4.5.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• E05.D.1.1.1 Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
• E05.D.1.2.5 Spell grade-appropriate words correctly.
• E05.D.1.2.4 Use underlining, quotation marks, or italics to indicate titles of works.
• CC.1.4.5.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. 
• E05.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
• E05.E.1.1.2 Develop the analysis using a variety of evidence from the text(s) to support claims, opinion, ideas, and inferences.
• E05.E.1.1.3 Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
• E05.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
• E05.E.1.1.5 Establish and maintain a formal style.
• E05.E.1.1.6 Provide a concluding section related to the analysis presented. 
• CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CC.1.4.5.U With some guidance and support, 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.
• CC.1.4.5.V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• CC.1.4.5.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

• CC.1.5.5.B Summarize the main points of written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CC.1.5.5.D Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.
• CC.1.5.5.E Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
• CC.1.5.5.F Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Building Knowledge

• Following a plan can help people accomplish a task. 
• People can be motivated to accomplish goals. 

Word Work

• Different spelling patterns create variant vowel sounds and diphthongs. 
• Nouns can be irregular and follow different spelling patterns when forming a plural. 
• Contractions combine two other words using an apostrophe. 
• When adding inflectional endings to a word, spelling rules are followed. 
• Closed syllables typically follow a short vowel spelling pattern. 

Comprehension

• Expository text is informational text that is supported with factual details, structure, and text features.
• Text evidence is information, facts, or details taken directly from a text (or multiple texts) to support a central idea or claim. 
• Text features such as headings, timelines, and other print and graphic features add to the overall meaning of expository text. 
• Homographs are words with multiple meanings that require context to determine meaning.
• Folktales are fictional texts which are set in the past, describe a hero or heroine’s quest, or a set of tasks he or she must accomplish, and often include foreshadowing and imagery. 
• The setting contributes to the plot of a folktale by reflecting a historical time period or the land specific to the place where the people who first told the story lived. 
• Personification is a form of figurative language that gives traits of humans to inanimate objects.
• Narrative poems tell a story, have characters and dialogue, and may rhyme. 
• Free verse poetry shares feelings and ideas with no particular rhythm or rhyme. 
• Themes of poems can be determined by the speaker and/or poet’s word choice, important details, rhythm, and the feeling it evokes. 
• Form and line breaks, and language work together in a poem to create a voice for the speaker.  

Writing/Conventions

• Nouns can be either concrete or abstract. 
• Plural nouns can be irregular and follow a different rule than adding -s or -es. 
• Expository essays support a central idea using supporting details and relevant evidence in the author’s own words, or quoted from a source. 

• Strong readers use text structures, features, and evidence to comprehend and analyze a variety of literary and informational texts. 
• Literary elements such as theme, setting, character perspective, and figurative language contribute to the deeper meaning of a text. 
• Writers communicate effectively by using descriptive supporting details from multiple sources, and using proper writing conventions. 
   

Text Set 1

• Spell words correctly that contain variant vowel sounds and diphthongs. 
• Spell plural nouns correctly. 
• Read and understand expository text.
• Use text evidence to respond to expository text.
• Explain how headings and timelines contribute to the overall meaning of a text. 
• Explain how a problem and solution text structure contributes to the overall meaning of a text.
• Explain how print and graphic features contribute to the overall meaning of a text. 
• Use context clues to determine the meaning of multiple-meaning words. 
• Identify different kinds of nouns. 
• Capitalize proper nouns. 
• Identify singular and plural nouns. 
• Form plural nouns correctly. 
• Write an expository essay.

Text Set 2

• Spell words correctly using inflectional endings. 
• Spell words correctly as contractions. 
• Read and understand a folktale.
• Analyze how setting contributes to a plot in a literary text. 
• Explain the development of stated or implied theme(s) throughout a literary text. 
• Describe how an author develops a character’s perspective in a literary text. 
• Explain how a sequential text structure contributes to the overall meaning of a text. 
• Use text evidence to respond to a folktale.
• Explain the use of personification. 
• Identify plural nouns.
• Use plural forms and appositives correctly. 
• Identify possessive nouns. 
• Add an -s or ‘s to form possessive nouns correctly. 
• Write an expository essay.

Text Set 3

• Spell words correctly with closed syllables. 
• Read and understand poetry. 
• Identify the structure of narrative and free verse poetry. 
• Explain the development of stated or implied themes throughout a literary text. 
• Explain how poetic elements such as form and line breaks work together in a poem. 
• Use text evidence to respond to poetry.
• Identify prepositional phrases. 
• Punctuate titles and letters correctly. 
• Write an expository essay. (Extended Writing #2- optional)

• What do good problem solvers do?
• When has a plan helped you accomplish a task?
• What motivates you to accomplish a goal?
   

• How do I spell words correctly, including those with variant vowel sounds, diphthongs, contractions, inflectional endings, and closed syllables?
• What are the rules for identifying and forming plural and possessive nouns correctly?
• How can I identify and use different types of nouns, including proper nouns and appositives, effectively in my writing?
• How does understanding context clues and Green and Latin roots help me determine word meaning?
• How do I read and comprehend different types of texts, such as expository texts, folktales, and poetry?
• How do I use text evidence to support my understanding of what I read?
• How do text structures like sequence, problem and solution, and cause and effect shape the meaning of a text?
• How do text features like headings, timelines, and graphics help me understand informational texts?
• How do poetic elements such as structure, form, and line breaks contribute to a poem’s meaning?
• How are themes developed in literary texts and poetry, whether stated or implied?
• How does the setting contribute to the plot and themes of a literary text?
• How does an author develop a character’s perspective in a story?
• How does the use of figurative language, such as personification, enhance meaning in texts?
• How do I identify and use prepositional phrases correctly in writing?
• What are the key components of writing a clear, organized, and well-supported expository essay?
   

Academic Vocabulary
Weeks 1-2

• committees
• convention
• debate 
• proposal
• representatives 
• resolve 
• Situation
• union

Weeks 3-4

• assuring 
• detected
• emerging 
• gratitude 
• guidance
• outcome
• previous
• pursuit

Week 5

• ambitious
• memorized
• satisfaction
• shuddered
• free verse
• narrative
• repetition

ELA Academic Language 
Grammar:

• concrete noun
• abstract noun
• collective noun
• possessive noun 
• preposition
• prepositional phrase 

Reading:

• headings
• timelines
• text structure 
• stanza
• repetition
• comprehension
• problem
• solution
• arrangement 
• repetition 
• theme
• voice 
• tone 
• rhythm
• imagery
• speaker
• sequence
• dialogue 
• rhyme 
• emphasis 

Genres:

• expository 
• folktale 
• poetry 
• free verse poem
• narrative poem

Phonics:

• diphthongs 
• inflectional ending
• contractions 
• closed syllable 

Essential Question:

• motivates 

• Written responses in “Respond to Reading”
• Expository Writing to Sources 
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5)
• Selection tests (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)

PA Core ELA Standards:
Reading Literature / Informational 

• CC.1.2.5.A Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text. (E05.B-K.1.1.2)
• CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.B-K.1.1.1)
• CC.1.2.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (E05.B-C.2.1.1)
• CC.1.2.5.E Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/ solution). (E05.B-C.2.1.2)
• CC.1.2.5.F/CC.1.3.5.F Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.
• E05.B-V.4.1.2 / E05.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Interpret figurative language (simile, metaphor, and personification)
  • Recognize and explain the meaning of common idioms, adages, and proverbs.
  • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 
• CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence (E05.B-C.3.1.1)
• CC.1.2.5.K/CC.1.3.5.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
• E05.A-V.4.1.1/ E05.B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 
  • Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  • Determine the meaning of general academic and domain-specific words and phrases used in a text.
• CC.1.2.5.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.5.A Determine a theme of a text 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. (E05.A-K.1.1.2)
• CC.1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.A-K.1.1.1)
• CC.1.3.5.C Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text. (E05.A-K.1.1.3)
• CC.1.3.5.K Read and comprehend literary fiction on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. 
• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
• CC.1.1.5.E Read with accuracy and fluency to support comprehension: 
• Read on-level text with purpose and understanding. 
• Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.5.G Write opinion pieces on topics or texts.
• CC.1.4.5.H Introduce the topic and state an opinion on the topic. (E05.C.1.1.1)
• CC.1.4.5.I Provide reasons that are supported by facts and details; draw from credible sources. (E05.C.1.1.2)
• CC.1.4.5.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion. (E05.C.1.1.1, E05.C.1.1.3, E05.C.1.1.1)
• CC.1.4.5.K Write with an awareness of style. (E05.C.1.1.5, E05.D.2.1.1)
• Use sentences of varying length. 
• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 
• CC.1.4.5.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• E05.D.1.1.2 Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
• E05.D.1.1.3 Use verb tense to convey various times, sequences, states, and conditions.
• E05.D.1.1.4 Recognize and correct inappropriate shifts in verb tense.
• E05.D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement.
• E05.D.1.2.5 Spell grade-appropriate words correctly.
• CC.1.4.5.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. 
• E05.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
• E05.E.1.1.2 Develop the analysis using a variety of evidence from the text(s) to support claims, opinions, ideas, and inferences.
• E05.E.1.1.3 Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
• E05.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
• E05.E.1.1.5 Establish and maintain a formal style
• E05.E.1.1.6 Provide a concluding section related to the analysis presented. 
• CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CC.1.4.5.U With some guidance and support, 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.
• CC.1.4.5.V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• CC.1.4.5.W 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.
• CC.1.4.5.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

• CC.1.5.5.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
• CC.1.5.5.C Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
• CC.1.5.5.G Demonstrate command of the conventions of standard English when speaking based on grade 5 level and content.

Building Knowledge

• Learning about different cultures can teach us to view situations with a different perspective. 
• People working as a group helps them attain their goals more efficiently and allows them to share knowledge. 
• The past is studied to determine how people lived. 

Word Work

• Syllables can be divided after the first vowel (V/CV). These syllables, which end in vowels, are called open syllables. 
• Syllables can be divided after the consonant that follows the first vowel. (VC/V) These syllables, which end in consonants, are called closed syllables. 
• Vowel teams are formed when the vowel sound is spelled using more than one letter. 
• When a word ends in a consonant + le it creates the last syllable of the word. 
• When a vowel is followed by the letter r, both the vowel and the r must remain in the same syllable because the two combine to make a special vowel sound. 

Comprehension

• Characterization contributes to the plot of literary text by revealing perspective, attitude toward characters, relationships, and conflicts. 
• A character’s perspective and what they think, say, and do develop the theme of a literary text. 
• An author’s purpose is to persuade, inform, or entertain. 
• Homographs are words with multiple meanings that require context to determine meaning.
• Problem and solution text structure contributes to the overall meaning of text by organizing it in a clear and purposeful manner. 
• Relevant details provide additional information to support a central idea. 
• Literal and figurative language contribute to the meaning of text by either stating facts or ideas directly, or by helping readers visualize ideas, or feel emotion. 
• Unfamiliar word meanings can be determined through knowledge of Green and Latin roots.
• Compare and contrast text structure contributes to the overall meaning of text by organizing it in a clear and purposeful manner.  
• Authors give perspective in informational text through their words and phrases.
• Claims, evidence, and reasoning can be found in argumentative text supporting each point the author writes. 

Writing/Conventions

• Action verbs are verbs that express and action. 
• The tense of a verb tells when the action takes place.
• Present progressive verb tense shows an action that is continuing. 
• Past tense verbs tell about actions in the past by adding -ed to most verbs. 
• Future tense verbs are formed with the helping verb will. 
• Past and future progressive tenses show action that was or will be continuing. 
• Do not mix verb tenses when describing the same incident.  
• When talking or writing about the past, present, or future, always use the correct verb tense. 
• Main verbs show what the subject does or is, and a helping verb helps the main verb show an action or make a statement. 
• Sentences can be in the active (the subject is doing something) or passive (the subject is the object of an action) voice. 
• An argumentative essay contains claims, reasoning, and supporting evidence.

• Learning about different cultures, the past, and how people work together helps us understand the world from new perspectives and see how people solve problems and reach goals.
• Authors use text structures, word choices, and both literal and figurative language to organize ideas, reveal character perspectives, and help readers understand themes and central ideas.
• Recognizing syllable patterns, vowel combinations, and root words helps readers decode and understand unfamiliar words and how they’re structured.
   

Text Set 1

• Spell words with open syllables. 
• Spell words open syllables (V/V).
• Analyze how characterization contributes to the plot in a literary text. 
• Explain the development of stated or implied theme(s) throughout a literary text.
• Analyze the author’s purpose in an informational text. 
• Use context to determine the meaning of multiple-meaning words. 
• Identify action verbs. 
• Identify different verb tenses. 
• Avoid shifting verb tenses. 
• Use correct subject-verb agreement. 
• Write an argumentative essay.

Text Set 2

• Spell words with vowel team syllables. 
• Spell words with consonant + le syllables. 
• Explain how the text structure of problem and solution contributes to the overall meaning of a text. 
• Explain how relevant details support the central idea(s), implied or explicit. 
• Analyze how literal and figurative language contributes to the meaning of a text. 
• Apply knowledge of Latin roots to determine the meaning of unfamiliar words. 
• Identify main and helping verbs. 
• Recognize special helping verbs; contractions; troublesome words. 
• Identify linking verbs. 
• Punctuate titles and product names correctly. 
• Write an argumentative essay.

Text Set 3

• Spell words with r-controlled vowel syllables.
• Explain how the text structure of compare and contrast contributes to the overall meaning of a text. 
• Analyze an author’s perspective in an informational text. 
• Identify the claim, evidence, and reasoning of an argument. 
• Analyze how figurative language contributes to the meaning of a text. 
• Use the past tense of irregular verbs correctly. 
• Apply and understand correct verb usage. 
• Write an argumentative essay (Extended Writing #2- optional).

• What can learning about different cultures teach us?
• What benefits come from people working as a group?
• How do we explain what happened in the past?

• How do we spell words with open syllables, vowel teams, consonant + le, and r-controlled vowels?
• How can understanding vowel patterns and syllable division rules (like V/CV and V/V) improve our spelling and decoding skills?
• How do characters' actions, thoughts, and dialogue help develop the plot and reveal the theme in a story?
• What clues can we use to determine a theme that is stated or implied in a literary text?
• How can we use context clues and word structure, like Greek and Latin roots, to determine the meaning of unfamiliar or multiple-meaning words?
• How do we identify and correctly use different types of verbs, including action, helping, and linking verbs?
• Why is it important to use the correct verb tense, and how can we avoid shifting tenses in our writing?
• What is the purpose of an argumentative essay, and how do we develop a strong claim with evidence and reasoning?
• How can we find and analyze the claim, evidence, and reasoning in argumentative texts?
• How do different text structures—like problem and solution or compare and contrast—affect the meaning and organization of a text?
• How do literal and figurative language choices shape the meaning of a text?

Academic Vocabulary
Weeks 1-2

• appreciation
• blurted
• complementing
• congratulate
• contradicted
• critical
• cultural
• misunderstanding

Weeks 3-4

• artificial
• collaborate
• dedicated
• flexible
• function
• mimic
• obstacle
• techniques

Week 5

• archaeologist
• era
• fragments
• historian
• intact
• preserved
• reconstruct
• remnants

Skill Vocabulary
Grammar:

• action verbs
• verb tenses
• subject-verb agreement
• main & helping verbs
• linking verbs
• past tense irregular verbs

Reading:

• dialogue
• summarize
• context
• cause & effect
• monitor
• descriptive details
• perspective
• characterization
• theme
• paraphrase
• inference
• author’s craft
• technique
• conflict
• attitude
• research
• outline
• illustrations
• author’s purpose: inform, persuade, stereotype
• clarify
• monitor
• central idea
• technique
• skim
• bias
• inquiry
• central idea
• literal language
• figurative language
• visualize
• relative details
• claim
• perspective
• diagram
• reason
• convincing
• support
• compare & contrast

Genres:

• realistic fiction
• pamphlet
• expository text
• article
• argumentative text

Phonics:

• syllables
• open syllables
• vowel team syllables
• consonant + le
• r-controlled vowels

Essential Question:

• culture
• celebration
• collaboration
• goal/accomplish

• Written responses in “Respond to Reading”
• Argumentative Writing to Sources
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5)
• Selection tests (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)
   

PA Core ELA Standards:
Reading Literature / Informational 

• CC.1.2.5.A Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text. (E05.B-K.1.1.2)
• CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.B-K.1.1.1)
• CC.1.2.5.F/CC.1.3.5.F Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.
• E05.B-V.4.1.2 / E05.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Interpret figurative language (simile, metaphor, and personification)
  • Recognize and explain the meaning of common idioms, adages, and proverbs.
  • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 
• CC.1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• E05.B-C.3.1.3 Interpret text features (e.g., headings, graphics, charts) and/or make connections between text and the content of text features.
• CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence. (E05.B-C.3.1.1)
• CC.1.2.5.I Integrate information from several texts on the same topic to demonstrate understanding of that topic. (E05.B-C.3.1.2)
• CC.1.2.5.J/CC.1.3.5.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
• CC.1.2.5.K/CC.1.3.5.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
• E05.A-V.4.1.1/ E05.B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 
  • Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  • Determine the meaning of general academic and domain-specific words and phrases used in a text.
• CC.1.2.5.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.5.A Determine a theme of a text 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. (E05.A-K.1.1.2)
• CC.1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.A-K.1.1.1)
• CC.1.3.5.D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
• E05.A-C.2.1.1 Describe how a narrator’s or speaker’s point of view influences how events are described; describe an author’s purpose and explain how it is conveyed in the text.
• CC.1.3.5.E Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
• CC.1.3.5.G Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
• CC.1.3.5.H Compare and contrast texts in the same genre on their approaches to similar themes and topics as well as additional literary elements. (E05.A-C.3.1.1)
• CC.1.3.5.K Read and comprehend literary fiction on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. 
• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
• CC.1.1.5.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.5.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
• CC.1.4.5.B Identify and introduce the topic clearly. (E05.C.1.2.1)
• CC.1.4.5.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aid comprehension. (E05.C.1.2.2)
• CC.1.4.5.D Group related information logically linking ideas within and across categories of information using words, phrases, and clauses; provide a concluding statement or section; include formatting when useful to aid comprehension. (E05.C.1.2.1, E05.C.1.2.6)
• CC.1.4.5.E Write with an awareness of style. (E05.C.1.2.5)
  • Use precise language and domain-specific vocabulary to inform about or explain the topic. (E05.C1.2.4)
  • Use sentences of varying length.
• CC.1.4.5.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• E05.D.1.2.5 Spell grade-appropriate words correctly.
• CC.1.4.5.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. 
• E05.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
• E05.E.1.1.2 Develop the analysis using a variety of evidence from the text(s) to support claims, opinion, ideas, and inferences.
• E05.E.1.1.3 Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
• E05.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
• E05.E.1.1.5 Establish and maintain a formal style
• E05.E.1.1.6 Provide a concluding section related to the analysis presented. 
• CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CC.1.4.5.U With some guidance and support, 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.
• CC.1.4.5.V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• CC.1.4.5.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

• CC.1.5.5.B Summarize the main points of written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CC.1.5.5.E Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
• CC.1.5.5.F Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
• CC.1.5.5.G Demonstrate command of the conventions of standard English when speaking based on grade 5 level and content.

Building Knowledge

• People can help bring about a positive change through their actions and words. 
• When you give things a second look you can see something from a different perspective and gain more knowledge. 
• You can use your words and descriptions to express something important to you. 

Word Work

• Words ending in /ǝl/ an /ǝn/ follow spelling patterns. 
• Prefixes are a group of letters added to the beginning of a word that changes the word’s meaning. 
• Meanings of homographs must be determined in order to spell the word correctly. 
• Words ending in /chǝr/ and /zhǝr/ follow spelling patterns. 
• Suffixes -ence and -ance mean quality of or state.

Comprehension

• Photographs provide visual evidence to contribute to the understanding of text and captions provide a description of what is in the photograph. 
• Author’s perspective or point of view in informational text is conveyed through the author’s use of words and descriptions. 
• Chronological text structure contributes to the overall meaning of text by organizing it in a clear and purposeful manner. 
• Setting, events, conflict, and characterization each play an important role in helping readers understand and interpret literary text.
• Character perspective (character’s point of view) or attitude is developed through what they think, say, or do.
• Similes and metaphors are examples of figurative language that help readers visualize through comparison.  
• Lyric poetry expresses the personal thoughts and feelings of a speaker who is not the poet. It also uses a regular meter or pattern of sounds and is grouped into stanzas. 
• Free verse poetry expresses a speaker's thoughts and feelings by using carefully chosen words. It has no set rhyming pattern, meter, or line length. 
• Figurative Language and imagery work together in a poem to create clear descriptions to help readers visualize what is happening or portray what the speaker or voice of the poem is feeling.  
• Meaning of unknown words and phrases can be determined by context clues.
• Poets use capital letters at the beginning of complete thoughts or at the beginning of each line. 
• Hyphens connect double adjectives that modify a noun in poetry. 
• Dashes show examples or breaks in thought in poetry. 
• Italics or underlines add emphasis to certain words in poetry. 

Writing/Conventions

• A pronoun takes the place of a noun or nouns and may be singular or plural.
• An antecedent is a noun to which the pronoun refers. 
• Pronouns should be clearly identified by their antecedent. 
• Quotation marks are used at the beginning and end of direct quotations. 
• Pronouns must agree with their verbs in number and tense. 
• Abbreviations are shortened forms of words, most of them begin with a capital letter and end in a period, but postal abbreviations are capital letters with no period. 
• Possessive pronouns take the place of a possessive noun and show who or what has or owns something. 
• Apostrophes are used in pronouns to create contractions.
• Possessive pronouns never use apostrophes.
• Reflexive pronouns refer back to the subject. 
• Homophones are words which sound the same but have different spellings and meanings. 
• Expository essays support a central idea using supporting details and relevant evidence in the author’s own words, or quoted from a source.

• People can create positive change, gain new understanding, and express what matters to them by reflecting thoughtfully and using their words and actions with purpose.
• Text features and structures support comprehension and convey an author’s purpose and perspective.
• Literary elements and figurative language deepen understanding and emotional impact in literature and poetry.
• Writers use structure, evidence, and precise language to communicate ideas and information.

Text Set 1

• Spell words with final  /ǝl/ an /ǝn/.
• Spell words with prefixes.
• Explain how photographs and captions contribute to the understanding of a text.
• Analyze an author’s perspective, or point of view, in an informational text.
• Explain how a chronological text structure contributes to the understanding of a text.
• Identify pronouns and antecedents.
• Use correct pronoun-antecedent agreement.
• Identify different kinds of pronouns.
• Use quotation marks correctly in dialogue.
• Write an expository essay.

Text Set 2

• Spell homographs.
• Spell words with /chǝr/ and /zhǝr/.
• Analyze how setting, events, conflict, and characterization contribute to the understanding of a literary text.
• Describe how an author develops a character’s perspective in a literary text.
• Analyze how similes and metaphors contribute to meaning in a text.
• Use correct pronoun-verb agreement.
• Use abbreviations correctly.
• Identify possessive pronouns.
• Use apostrophes, possessives, and reflexive pronouns correctly.
• Write an expository essay.

Text Set 3

• Spell words with suffixes -ance and -ence.
• Identify the structure of lyric and free verse poetry.
• Explain the development of stated or implied theme(s) throughout a literary text.
• Explain how figurative language such as imagery and other poetic elements work together in a poem.
• Use context clues to determine the meaning of unknown words and phrases, including similes and metaphors.
• Identify pronouns and homophones.
• Punctuate poetry correctly.
• Write an expository essay (Extended Writing #2- optional).

• What can people do to bring about a positive change?
• What can you discover when you give things a second look?
• How do you express something that is important to you?
   

• How can people use their words and actions to bring about positive change?
• How does looking at something from a new perspective help us learn more?
• How can descriptive language help us express what matters to us?
• What spelling patterns help us accurately spell words ending in /ǝl/ and /ǝn/?
• How do prefixes change the meaning of a word?
• Why do we need to understand homographs to spell and use them correctly?
• What are the common spelling patterns for words ending in /chǝr/ and /zhǝr/?
• What do the suffixes -ence and -ance mean, and how do they change a word?
• How do photographs and captions help readers understand a text more deeply?
• How does an author’s word choice reveal their perspective in informational texts?
• How does chronological organization help the reader understand the text?
• How do setting, events, conflict, and characterization help us understand a story’s plot?
• How can a character’s thoughts, words, and actions show their point of view?
• How do similes and metaphors help readers picture what is happening in a story or poem?
• What makes lyric poetry unique, and how does its structure support the speaker’s feelings?
• How does free verse poetry use word choice and line structure to express ideas and emotions?
• How do figurative language and imagery work together to create powerful descriptions in poetry?
• How can we use context clues to figure out the meaning of unfamiliar words or phrases?
• How do poets use punctuation—like capital letters, dashes, italics, and hyphens—to shape meaning?
• How do pronouns and their antecedents work together to make writing clear and grammatically correct?
   

Academic Vocabulary
Weeks 1-2

• anticipation
• defy
• entitled
• neutral
• outspoken
• reserved
• sought
• unequal

Weeks 3-4

• astounded
• concealed
• inquisitive
• interpret
• perplexed
• precise
• reconsider
• suspicious

Week 5

• barren
• expression
• meaningful
• plumes

ELA Academic Language 
Grammar:

• pronouns
• antecedents
• quotation marks & dialogue
• pronoun-verb agreement
• abbreviations
• possessive pronouns
• apostrophes
• possessives
• reflexive pronouns
• poetry punctuation

Reading:

• effect
• express
• sequential
• logical
• characteristics
• technique
• evaluate
• prompt
• structure
• figurative language
• simile
• metaphor
• perspective
• text structure
• signal
• chronology
• author’s perspective
• caption
• visualize
• adage
• proverb
• relationships
• logical
• first-person
• third-person
• suspense
• clues
• solve
• evidence
• interview character
• stanza
• sound device
• meter
• rhythm
• rhyme
• beat
• alliteration
• repetition
• speaker
• author’s craft
• point of view
• timeline
• credible
• relevant
• voice
• tone
• personification

Genres:

• biography
• fiction
• mystery
• play/drama
• poem
• free verse poem
• lyric poem
• realistic fiction
• perform
• audience
• act
• scene
• setting
• dialogue
• stage directions
• speaker
• narrator
• Phonics:
• final /ǝl/ and /ǝn/
• prefixes
• homographs
• /chǝr/ & /zhǝr/
• suffixes -ance & -ence

Essential Question:

• perspective
• injustice
• equality
• boycott

• Written responses in “Respond to Reading”
• Expository Writing to Sources 
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5)
• Selection tests (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)
   

PA Core ELA Standards:
Reading Literature / Informational 

• CC.1.2.5.A Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text. (E05.B-K.1.1.2)
• CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.B-K.1.1.1)
• CC.1.2.5.C Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text based on specific information in the text. (E05.B-K.1.1.3)
• CC.1.2.5.F/CC.1.3.5.F Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.
• E05.B-V.4.1.2 / E05.A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Interpret figurative language (simile, metaphor, and personification)
  • Recognize and explain the meaning of common idioms, adages, and proverbs.
  • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 
• CC.1.2.5.G Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• E05.B-C.3.1.3 Interpret text features (e.g., headings, graphics, charts) and/or make connections between text and the content of text features.
• CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence. (E05.B-C.3.1.1)
• CC.1.2.5.J/CC.1.3.5.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
• CC.1.2.5.K/CC.1.3.5.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
• E05.A-V.4.1.1/ E05.B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 
  • Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  • Determine the meaning of general academic and domain-specific words and phrases used in a text.
• CC.1.2.5.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
• CC.1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. (E05.A-K.1.1.1)
• CC.1.3.5.C Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text. (E05.A-K.1.1.3)
• CC.1.3.5.K Read and comprehend literary fiction on grade-level, reading independently and proficiently.

Foundational Skills

• CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. 
• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.
• CC.1.1.5.E Read with accuracy and fluency to support comprehension: 
  • Read on-level text with purpose and understanding. 
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

• CC.1.4.5.M Write narratives to develop real or imagined experiences or events.
• CC.1.4.5.N Orient the reader by establishing a situation and introducing a narrator and/or characters. (E05.C.1.3.1)
• CC.1.4.5.O Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely. (E05.C.1.3.2, E05.C.1.3.4)
• CC.1.4.5.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events. (E05.C.1.3.1, E05.C.1.3.3, E05.C.1.3.5)
• CC.1.4.5.Q Write with an awareness of style. 
  • Use sentences of varying length. 
  • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 
• E05.D.2.1.1 Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
• E05.D.2.1.2 Choose words and phrases to convey ideas precisely
• E05.D.2.1.3 Choose punctuation for effect
• E05.D.2.1.4 Choose words and phrases for effect
• CC.1.4.5.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
• E05.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).
• E05.D.1.2.5 Spell grade-appropriate words correctly.
• CC.1.4.5.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts. 
• E05.E.1.1.1 Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
• E05.E.1.1.2 Develop the analysis using a variety of evidence from the text(s) to support claims, opinion, ideas, and inferences.
• E05.E.1.1.3 Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
• E05.E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
• E05.E.1.1.5 Establish and maintain a formal style
• E05.E.1.1.6 Provide a concluding section related to the analysis presented. 
• CC.1.4.5.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• CC.1.4.5.U With some guidance and support, 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.
• CC.1.4.5.V Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
• CC.1.4.5.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Speaking/Listening

• CC.1.5.5.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
• CC.1.5.5.B Summarize the main points of written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CC.1.5.5.D Report on a topic or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.
• CC.1.5.5.G Demonstrate command of the conventions of standard English when speaking based on grade 5 level and content.

Building Knowledge

• Scientific knowledge changes over time as people continue to learn more. 
• Shared experiences help people adapt to change. 
• Both natural events and human activities affect the environment. 

Word Work

• Suffixes change the meaning and part of speech of the base word.
• Homophones are words that have the same pronunciation but different spellings and meanings.
• Prefixes are a group of letters added to the beginning of a word that changes the word’s meaning. 

Comprehension

• Text features such as charts, headings, subheadings, and diagrams add to the overall meaning of expository text and can support an author’s perspective. 
• Diagrams and photographs enable readers to visualize ideas and information related to the text. 
• Relevant or key details in a text support the central or main idea either directly or implied. 
• Homographs are words with multiple meanings that require context to determine meaning. 
• Conflict and how it is handled by characters brings interest and understanding to the plot of a story. 
• Meaning of unknown words and phrases, including idioms, can be determined by context clues and knowledge of root words. 
• Idioms are a form of figurative language that has a different meaning than the literal meaning of the words. 
• Claims, evidence, and reasoning can be found in argumentative text supporting each point the author writes. 

Writing/Conventions

• Adjectives are words that describe a noun. 
• Comparative adjectives compare two nouns or pronouns and usually end in -er. 
• Superlative adjectives compare more than two nouns or pronouns and usually end in -est.
• More and most are used to create comparative and superlative adjectives with most long adjectives. 
• Good has an irregular comparative and superlative form. Better to compare two people, places or things and best to compare more than two. 
• Bad has an irregular comparative and superlative form. Worse is used to compare two people, places, or things and worst is used to compare more than two.  
• Personal narratives are true accounts of the author, include dialogue, express an experience in a realistic way and use story elements.  

• Scientific knowledge and human understanding grow over time as we gather information, analyze evidence, and clearly communicate ideas.
• Shared experiences, including stories and real-world events, help people connect, adapt, and understand different perspectives.
• Natural events and human choices can impact the environment in lasting ways, and texts can help us explore these changes through facts, claims, and opinions.
• Knowing how words work—from spelling patterns and affixes to grammar and punctuation—helps us express ideas clearly and accurately.
   

Text Set 1

• Spell words with suffixes.
• Spell homophones.
• Explain how text features contribute to the understanding of a text.
• Explain how relevant, or key, details in a text support the central or main idea(s), implied or explicit.
• Use context to determine the meaning of multiple-meaning words.
• Identify independent and dependent clauses.
• Write a research report (Extended Writing #1- optional).

Text Set 2

• Spell words with prefixes.
• Spell words with suffixes -less and -ness.
• Analyze how conflict and characterization contribute to the plot in a literary text.
• Use context clues to determine the meaning of unknown words and phrases, including idioms.
• Explain the functions of adjectives.
• Use correct capitalization and punctuation.
• Identify adjectives that compare.
• Use more and most with adjectives.
• Write a research report (Extended Writing #1- optional).

Text Set 3

• Spell words with the suffix -ion.
• Explain how charts and heading contribute to the understanding of a text.
• Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.
• Apply knowledge of root words to determine the meaning of unfamiliar words.
• Use good and bad to make comparisons.
• Use irregular comparative forms correctly.
• Write a personal narrative.

• How can scientific knowledge change over time?
• How do shared experiences help people adapt to change?
• How do natural events and human activities affect the environment?
   

• How do suffixes change the meaning or function of a word?
• How can knowing the difference between homophones help us read and write more clearly?
• How do text features like charts, headings, and visuals help readers understand a text?
• What makes a detail relevant when supporting a central idea?
• How can context clues help us figure out the meaning of multiple-meaning words?
• How do conflict and characterization help contribute to the plot of a literary text?
• What strategies help us figure out the meaning of idioms and other unfamiliar phrases?
• What is the function of adjectives, and how do they add detail to writing?
• How do we use capitalization and punctuation to make our writing correct and clear?
• What are adjectives that compare, and how do we use “more” and “most” correctly?
• How does the suffix -ion change the meaning or usage of a word?
• How can we identify and evaluate a claim, the evidence supporting it, and the author’s reasoning in an argument?
• How does understanding a root word help us figure out the meaning of unfamiliar words?
• What is the difference between regular and irregular comparative forms like “good” and “bad,” and how do we use them correctly?
   

Academic Vocabulary
Weeks 1-2

• approximately
• astronomical
• calculation
• criteria
• diameter
• evaluate
• orbit
• spheres

Weeks 3-4

• assume
• guarantee
• nominate
• obviously
• rely
• supportive
• sympathy
• weaning

Week 5

• agricultural
• declined
• disorder
• identify
• probable
• thrive
• unexpected
• widespread

Skill Vocabulary
Grammar:

• independent clause
• dependent clause
• complex sentence
• commas w/clauses
• appositive
• adjectives
• capitalization
• punctuation

Reading:

• narrate
• interpret
• pose
• headings
• subheadings
• photographs
• diagrams
• central ideas
• relevant details
• comparison
• text structure
• prompt
• analyze
• sequence
• paraphrase
• plagiarism
• organization
• features
• imagery
• mood
• characteristics
• sensory
• preview
• predict
• relevant
• compare
• idiom
• context clues
• make predictions
• confirm/revise
• dialect
• compare/contrast
• perspective
• text evidence
• unbiased
• text structure
• graphic organizer
• collaborative
• clarify
• persuade
• opinion
• heading
• perspective
• position
• evidence
• viewpoint
• opposing
• argument
• reason
• pun
• message

Genres:

• expository text
• podcast
• historical fiction
• argumentative text

Phonics:

• suffixes
• homophones
• Greek roots
• prefixes
• suffixes -less & -ness
• suffix -ion

Essential Question:

• scientific knowledge
• adapt
• natural events
• human activities
• environment

• Written responses in “Respond to Reading”
• Personal Narrative
• Weekly spelling tests (weeks 1-5)
• Weekly grammar tests (weeks 1-5)
• Selection tests (weeks 2, 4, 5)
• Progress Monitoring Assessments (after Text Set 1 and Text Set 2)