Curr
i
cu
l
um
Development
O
v
er
vi
ew
Unit
P
l
ann
i
ng
for
5
th
G
r
ade
R
eading,
Wri
t
in
g
,
a
n
d
Comm
u
nicating
Au
t
h
o
r
s
o
f
t
h
e
Sa
m
p
l
e
:
L
i
s
a
B
usc
h
(
F
a
lco
n
49
)
; K
ell
y
O
z
awa
(
A
la
m
osa)
; E
lle
n
S
ch
r
eivo
g
e
l
(
Ea
s
t
O
t
ero)
5
t
h
G
r
ad
e
,
Re
ad
i
n
g, W
ri
t
in
g, and
C
o
m
m
u
nic
a
t
in
g
C
o
m
p
l
e
t
e
Sa
m
p
l
e
Cu
rri
cu
l
u
m
–
P
o
s
t
ed: Feb
r
ua
r
y
15, 2013
Page
5
o
f
16
Unit
Ti
t
le
T
he
Pow
e
r
of
P
e
r
s
pective
Le
n
gt
h
o
f
U
n
it
4
-
6
w
ee
k
s
Focus
i
ng
Lens(es)
Per
s
p
e
ctive
S
tandards
and
Gr
a
de
Level
E
x
pectations
A
ddressed
in
th
i
s
Un
i
t
RWC1
0
-
G
R
.5
-
S.
1
-
GL
E
.
1
RWC1
0
-
G
R
.5
-
S.
3
-
GL
E
.2
RWC1
0
-
G
R.5
-
S.
2
-
GL
E
.
1
RWC1
0
-
G
R.5
-
S.
3
-
GL
E
.
3
RWC1
0
-
G
R.5
-
S.
2
-
GL
E
.
2
RWC1
0
-
G
R.5
-
S.
4
-
GL
E
.
3
RWC1
0
-
G
R
.5
-
S.
2
-
GL
E
.3
Inqu
i
ry
Quest
i
ons
(
E
ng
a
gi
n
g
-
Debata
b
le):
•
Do
you
ha
v
e
your
o
w
n
p
e
r
s
pec
t
iv
e
s
/o
p
ini
o
ns
(o
r
did
y
ou
g
e
t
t
h
e
m
fr
om
s
o
m
ew
h
er
e
e
ls
e
)
?
•
W
h
at
makes
a
p
e
r
s
on
c
h
a
n
ge
their
min
d
?
•
How
do
multiple
points
of
view
of
the
s
a
m
e
e
v
e
nt
i
m
pact
o
ur
und
e
r
s
tanding
of
that
e
v
e
n
t?
Unit
St
r
ands
Oral
Expr
e
s
sion
and
Li
s
tening,
R
e
a
d
ing
for
all
Purpo
s
e
s
,
Wr
i
ting
and
C
o
mpo
s
ition,
Resea
r
ch
a
n
d
Reasoning
Concepts
In
c
ontent:
In
r
eading:
In
writing:
influenc
e
,
c
onf
l
ict,
re
s
olution,
compl
e
xit
y
,
c
o
n
n
e
ction
s
,
r
e
lati
o
n
s
hi
p
s
,
a
nal
y
s
i
s
,
p
e
r
s
p
ect
i
v
e,
point
of
vi
ew
,
c
ont
e
x
t
,
reliabi
l
ity,
n
arration
phonic
s
,
flu
e
ncy,
v
ocabulary,
c
o
m
pr
e
h
e
n
s
io
n
,
a
n
al
y
ze,
d
e
co
n
s
tr
u
ct,
infer,
q
ue
s
tion
Phonic
s
,
Fluency,
Vocabular
y
,
Compre
h
e
n
s
ion.
Spelling,
s
e
ntence
s
tr
u
cture,
i
m
plication,
mood,
tone
Gener
a
liza
t
ions
My
students
w
il
l
Under
st
and
t
h
at…
Gui
d
ing
Qu
e
st
i
ons
Factual
Conceptual
Compre
h
e
n
s
ion
strat
e
gies
h
e
l
p
rea
d
ers
de
v
e
lop
gr
e
at
e
r/
d
ee
p
e
r
und
e
r
s
tanding
of
v
arious
t
e
xt
s
.
(CC
S
S.5.4
a
)
(RWC10
-
G
R
.
5
-
S.2
-
GLE
.
3
-
EO.b.i)*
Identify
5
strateg
i
es
good
rea
d
ers
us
e
to
h
e
lp
make
mea
n
ing
of
text.
W
h
y
d
o
g
ood
r
ea
d
er
s
n
ee
d
a
nd
u
s
e
a
wid
e
a
rr
ay
of
comprehe
n
s
ion
strat
e
gi
e
s
?
Kno
w
l
e
d
g
e
and
und
e
r
s
tanding
of
morphology
and
word
relation
s
hips
h
e
lp
facilitate
t
h
e
d
e
velo
pm
ent
of
rea
d
ing
s
kill
(
s
)
and
voca
b
ular
y
.
(C
C
SS
.
RF.5.3
a
)
(
R
WC
1
0
-
GR.
5
-
S.
2
-
GL
E
.3
-
E
O.
a)
How
are
the
wor
d
s
“
s
p
e
ctato
r
”
and
“r
e
s
p
e
c
t
”
r
e
lat
e
d
?
E
x
pl
ai
n
h
ow
the
c
o
mm
on
p
arts
of
th
e
s
e
wor
d
s
g
i
v
e
u
s
clues
a
s
to
their
d
e
finition
a
nd
relation
s
hip
to
one
a
n
oth
e
r.
How
mi
g
ht
a
broad
kno
w
l
e
d
g
e
of
sp
e
ll
i
ng
morphology
h
e
lp
stud
e
nt
s
?
Writing
con
v
e
ntions
and
gr
a
mm
ar
i
m
pact
an
a
u
t
h
or/
s
pea
k
er’s
ability
to
e
ff
e
cti
v
ely
co
m
m
unicate.
(RWC
1
0
-
G
R
.
5
-
S.
3
)
*
Co
m
pare
and
contra
s
t
m
e
thods
of
com
m
unication.
Are
s
o
m
e
more
formal
t
h
an
oth
e
r
s
?
W
h
y
d
o
e
s
the
u
s
e
of
gr
a
mma
r
im
pa
c
t
the
e
f
fect
i
v
e
n
e
s
s
of
a
m
e
ssa
g
e
?
How
might
a
per
s
on
’
s
m
es
s
a
g
e
b
e
i
n
fl
u
e
n
c
e
d
b
y
the
formality
of
the
s
e
ttin
g
?
Rea
d
e
r
s
a
s
k
(c
o
m
plex)
q
u
e
s
t
i
o
n
s
to
h
e
lp
u
nder
s
tand
a
text
more
de
eply
a
nd
furt
h
e
r
inform
p
e
r
s
onal
p
e
r
s
p
e
ct
i
v
e
s
.
(
RWC10
-
G
R.
5
-
S
.
4
-
GL
E.
3
-
EO.a)
Name
and
d
ef
ine
the
typ
e
s
o
f
qu
e
s
tions?
How
do
our
qu
e
s
tions
h
e
lp
us
und
e
r
s
tand
the
p
e
r
s
p
e
ct
i
v
e(
s)
of
oth
e
r
s
?
(RW
C1
0
-
G
R
.
5
-
S
.
1
-
GL
E.2
-
IQ.3)
Curr
i
cu
l
um
Development
O
v
er
vi
ew
Unit
P
l
ann
i
ng
for
5
th
G
r
ade
R
eading,
Wri
t
in
g
,
a
n
d
Comm
u
nicating
Au
t
h
o
r
s
o
f
t
h
e
Sa
m
p
l
e
:
L
i
s
a
B
usc
h
(
F
a
lco
n
49
)
; K
ell
y
O
z
awa
(
A
la
m
osa)
; E
lle
n
S
ch
r
eivo
g
e
l
(
Ea
s
t
O
t
ero)
5
t
h
G
r
ad
e
,
Re
ad
i
n
g, W
ri
t
in
g, and
C
o
m
m
u
nic
a
t
in
g
C
o
m
p
l
e
t
e
Sa
m
p
l
e
Cu
rri
cu
l
u
m
–
P
o
s
t
ed: Feb
r
ua
r
y
15, 2013
Page
6
o
f
16
C
le
arly
exp
r
e
s
s
e
d
opinions
c
a
n
in
f
orm
and
p
e
rhaps
in
f
lu
e
nce
the
p
e
r
s
p
e
c
t
ive
of
o
th
e
r
s
.
(
R
W
C1
0
-
G
R
.
5
-
S
.
3
-
GL
E
.
2
-
E
O.
a
.
i
-
v
)
W
h
a
t
i
s
the
d
i
ffe
r
e
n
c
e
b
etw
e
e
n
fac
t
a
nd
op
i
n
io
n?
(
RW
C
1
0
-
G
R
.
5
-
S
.
3
-
GL
E
.
2
-
E
O.
a
.
i
i
i
)
Name
c
h
aracte
r
s
fr
o
m
the
te
x
t
a
n
d
li
s
t
t
h
e
p
ers
p
ect
i
v
es
/
b
eli
e
f
s
th
e
y
r
e
p
r
e
s
e
n
t.
W
h
y
is
it
d
i
f
f
icult
to
acc
e
pt
a
n
oth
e
r
per
s
on’s
p
e
r
s
p
e
ct
i
v
e
?
How
d
o
p
re
s
ente
r
s
/a
u
t
h
ors
t
r
y
to
en
s
ure
that
their
m
e
ss
a
g
e
is
c
l
e
arly
articulated
(
RWC
1
0
-
G
R.
5
-
S.
1
-
GL
E
.1
-
IQ.
1
)?
T
he
d
iv
er
s
it
y
of
p
ers
p
e
cti
v
e
s
o
ffe
r
e
d
th
r
ough
li
t
er
at
u
re
ma
y
s
ha
p
e
per
s
onal
bel
i
e
f
s
,
a
ction
s
,
and
v
alu
e
s
(R
WC
1
0
-
GR.
5
-
S.
1
-
GL
E
.
2
-
E
O.
a)
W
h
en
rea
d
ing
(a
text),
w
ha
t
wa
y
s
d
o
e
s
the
main
characte
r
cau
s
e
con
f
lict
?
(
R
WC1
0
-
GR.
5
-
S.2
-
GL
E
.2
-
E
O.
b
.ii
i
)
How
d
oes
u
nder
s
tanding
a
c
e
rtain
c
h
aracter
informed
your
t
h
inking
reg
a
rding
the
text?
…the
author’s
m
e
ssa
g
e
?
How
has
your
und
e
r
s
tanding
of
a
charact
e
r
in
f
orm
e
d
your
thinking?
R
e
s
p
e
ctful
c
o
mm
unication
c
o
nc
e
rning
di
f
f
e
ring
v
al
u
e
s
a
n
d
p
e
r
s
p
e
cti
v
e
s
can
h
e
lp
bu
ild
healthy
relation
s
hip
s
.
(
RW
C
1
0
-
G
R
.
5
-
S.
4
-
GL
E
.
3
-
E
O.
b
)
W
h
at
is
the
p
e
r
s
p
e
ctive
of
the
n
arrator?
How
d
o
e
s
the
n
arrator’s
p
e
r
s
p
ecti
v
e
i
n
fl
u
e
n
c
e
h
ow
the
s
tory
is
told?
(
R
WC1
0
-
G
R.
5
-
S
.
2
-
GL
E
.
1
.
C.
i
v
)
How
d
o
y
ou
k
now
when
som
e
one
val
ue
s
y
our
opinion?
Cri
t
ical
C
onte
n
t:
My
students
w
il
l
Know
…
Key
Skill
s
:
My
students
w
il
l
be
ab
l
e
to
(Do)
…
•
T
he
wa
y
s
p
ers
p
ecti
v
e
i
n
fl
u
e
n
c
e
s
h
ow
one
th
i
n
ks
.
(
R
WC
1
0
-
G
R
.5
-
S
.
1
-
GL
E
.2
-
E
O.
a)
•
T
he
d
i
f
f
ere
n
c
e
b
e
t
wee
n
fac
t
a
nd
op
i
n
io
n.
(RWC1
0
-
G
R.
5
-
S.
2
-
GL
E
.2
-
E
O.
a
.
i
v)
•
T
he
wa
y
s
in
which
di
f
f
ering
v
i
ewpoints
can
b
e
fai
r
ly
a
s
s
e
s
s
e
d
.
(RWC1
0
-
G
R
.
5
-
S.4
-
GL
E
.3
-
E
O.
b)
•
Met
h
ods
for
s
ynth
e
s
izing
inf
o
rmation
from
d
i
f
ferin
g
v
i
ew
p
o
ints
.
(RW
C
1
0
-
GR.
5
-
S
.
2
-
GL
E
.
2
-
EO.b.iii)
•
Morphology
and
word
relation
s
hip
s
.
•
Con
v
e
ntions
and
gram
m
ar
•
Apply
grade
-
l
e
v
e
l
p
honics
and
word
anal
y
s
is
ski
l
ls
in
d
e
co
d
i
ng
word
s
.
C
C
SS
.
RF.5
.
3
(R
W
C1
0
-
GR
.
5
-
S
.
3
-
GL
E
.3)
•
U
s
e
co
m
bin
e
d
kno
w
l
e
dge
of
a
ll
l
e
tt
e
r
-
s
ound
corre
s
pond
e
nc
e
s
,
syllabication
pattern
s
,
and
morphology
(e.
g
.,
roots
and
affix
e
s
)
to
read
accurately
unfamiliar
m
u
lti
s
yllabic
words
in
con
t
ext
and
out
of
context.
C
C
SS.RF.
5
.3
a
(RWC
1
0
-
GR.
5
-
S.
3
-
GL
E
.
3
-
E
O.
a)
•
Read
with
su
f
f
ic
i
e
nt
accuracy
and
flu
e
ncy
to
support
compr
e
h
e
n
s
ion.
C
CSS
.
RF.
5
.
4
(RWC
1
0
-
GR.
5
-
S.
3
-
GL
E
.
3
-
EO.g)
•
Read
grade
-
l
e
v
e
l
text
with
purpo
s
e
and
und
e
r
s
tanding.
C
C
S
S.RF.5.4
a
(RW
C
10
-
G
R
.
5
-
S.3
-
G
LE
.
3
-
EO
.
g
.
i
)
•
R
e
ad
grade
-
l
e
vel
p
ro
s
e
and
p
oetry
orally
w
ith
acc
u
racy,
a
p
propriate
rat
e
,
and
ex
pr
e
s
sio
n.
C
C
SS
.
RF.5.4b
(
R
W
C
10
-
G
R
.
5
-
S
.
3
-
GL
E
.
3
-
EO.g
.
ii)
•
U
s
e
context
to
con
f
irm
or
s
e
l
f
-
corr
e
ct
w
ord
r
e
cognition
and
und
e
r
s
tanding,
rerea
d
ing
as
ne
c
e
ss
ary.
C
CSS
.
R
F.5.4
c
(
RW
C
10
-
G
R.
5
-
S.
3
-
GL
E
.
3
-
EO.g.ii
i
)
•
Com
p
a
re
a
nd
c
ont
r
a
s
t
po
i
n
t
s
of
vi
e
w
u
s
i
ng
evi
d
e
n
c
e
f
rom
t
he
t
ex
t.
(
R
W
C
10
-
GR
.
5
-
S.2
-
GL
E
.1
-
E
O.
b
.ii
i
)
•
Anal
y
ze
multiple
accounts
of
t
he
sa
m
e
e
v
e
n
t
or
topic,
noting
important
s
imila
r
iti
e
s
a
n
d
d
i
ffere
n
c
e
s
i
n
the
p
o
i
nt
of
v
i
e
w
th
e
y
r
e
pr
es
e
n
t
.
(
R
WC
1
0
-
G
R.5
-
S.2
-
GL
E
.
2
-
Curr
i
cu
l
um
Development
O
v
er
vi
ew
Unit
P
l
ann
i
ng
for
5
th
G
r
ade
R
eading,
Wri
t
in
g
,
a
n
d
Comm
u
nicating
Au
t
h
o
r
s
o
f
t
h
e
Sa
m
p
l
e
:
L
i
s
a
B
usc
h
(
F
a
lco
n
49
)
; K
ell
y
O
z
awa
(
A
la
m
osa)
; E
lle
n
S
ch
r
eivo
g
e
l
(
Ea
s
t
O
t
ero)
5
t
h
G
r
ad
e
,
Re
ad
i
n
g, W
ri
t
in
g, and
C
o
m
m
u
nic
a
t
in
g
C
o
m
p
l
e
t
e
Sa
m
p
l
e
Cu
rri
cu
l
u
m
–
P
o
s
t
ed: Feb
r
ua
r
y
15, 2013
Page
7
o
f
16
EO.b.iii)
•
Expre
s
s
their
opinion
in
order
to
p
e
r
s
u
ad
e
or
inform
an
audience.
(
R
WC1
0
-
G
R.
5
-
S.1
-
GL
E
.1
-
EO.a.
i
-
ii
)
a
n
d
(RW
C
10
-
GR.
5
-
S.
1
-
GL
E
.
1
-
EO.
d)
a
n
d
(RWC1
0
-
G
R.5
-
S.
3
-
GL
E
.2
-
E
O.a.i)
•
Li
s
ten
r
e
s
pec
t
f
ully
to
the
opinions
of
oth
e
r
s
.
(
RW
C
10
-
G
R.
5
-
S.1
-
GL
E
.
2
-
EO.
a
-
d)
•
Defi
n
e
p
ers
p
ecti
v
e
.
(
R
W
C1
0
-
GR.
5
-
S.
3
-
GL
E
.
2
-
E
O.
b
.i
v
)
.
•
Co
m
pare
and
contra
s
t
v
ario
u
s
m
e
thods
of
c
o
mm
unication.
C
r
itica
l
La
n
guage
:
includ
e
s
the
Acad
e
m
ic
and
T
e
chnical
v
o
c
a
b
ular
y
,
s
e
ma
n
tic
s
,
and
d
i
s
c
o
ur
s
e
which
a
r
e
p
articular
to
and
n
e
ce
s
s
ary
for
acc
e
s
s
ing
a
gi
v
e
n
d
iscipline.
EXAMPL
E
:
A
st
u
dent
in
La
n
guage
Arts
can
de
mon
s
trate
the
a
b
ility
to
apply
and
co
m
pr
e
h
e
nd
critical
language
through
the
follo
w
i
ng
s
tat
e
m
ent:
“Mark
T
w
ain
expo
s
es
the
hypoc
r
i
s
y
of
slav
e
r
y
th
r
ough
the
u
s
e
of
sati
r
e.”
A
s
tudent
i
n
c
an
d
em
o
ns
t
r
at
e
the
a
b
ili
t
y
to
a
p
p
l
y
a
n
d
c
ompr
e
h
end
c
r
itica
l
la
n
g
u
age
throu
g
h
t
he
fo
ll
ow
i
ng
state
m
ent(s):
My
pe
r
s
pectives
and
opinions
should
be
f
o
r
med
and
d
e
f
en
d
ed
u
s
ing
relevant
eviden
c
e.
A
cadem
i
c
Vocabu
l
ar
y
:
compare
and
co
n
tra
s
t,
fact,
opinion,
p
e
r
s
ua
d
e
,
inform,
anal
y
ze,
interpret,
compl
e
x,
confl
i
ct,
sy
n
t
h
e
s
ize,
p
e
r
s
p
e
ct
i
v
e
,
ev
id
e
nce
Techn
i
cal
Vocabu
l
ar
y
:
Character(ization),
chara
c
ter
de
v
e
lo
p
m
ent,
Point
of
Vi
e
w
*These
generali
z
at
i
ons
r
ef
l
ect t
h
e si
g
n
ificant
d
evelo
p
ment
a
l
c
o
m
p
onents
o
f
re
a
di
n
g
and
writi
n
g instr
u
ct
i
o
n essential
f
o
r
stude
n
t
ma
s
tery
of
the
C
o
l
ora
d
o
Aca
d
e
m
ic
Stan
d
ar
d
s;
th
e
y
t
h
read across t
h
e
enti
r
e
ye
a
r an
d
, t
hus
,
ar
e
include
d
i
n
e
v
e
r
y
uni
t
o
v
e
r
vie
w
a
t
thi
s
gra
d
e
le
v
e
l.
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