GRADE 5 - QUARTER 1 FRAMEWORK

UNIT 1
(2 Weeks)
READING:
My Readers Toolbox
ENGLISH LANGUAGE ARTS:
My Writers Toolbox
Big Ideas:
What will students understand, know,
or be able to do at the end of this
unit?
Readers are able to choose a just right
text.
Readers understand that reading is
thinking.
Readers document their thinking.
Writers use the writing process to create,
improve, and publish their writing.
Writers use the general and sentence-
specific function of the parts of speech as
the building blocks of strong sentences.
Anchor Standards & Key Concepts:
What Common Core standards are
highlighted in this unit?
5RL1: Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
5RL10: By the end of the year, read and
comprehend literature and informational texts,
at the high end of the 4-5 text complexity
band independently and proficiently.
5W5: With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, and editing.
5L1: Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
5L2: Demonstrate command of the
conventions of Standard English capitalization,
punctuation, and spelling when writing.
Anchor Texts:
What authentic texts will we turn to in
order to explore and deepen our
understanding of these big ideas?
Teachers Choice
Example: Mercedes and the
Chocolate Pilot by Margot Theis Raven
Teachers Choice
Example: Where Im From by George
Ella Lyon




Assessments:
How will we measure student growth
towards these objectives?
Beginning of the Year Benchmarks:
Fountas & Pinnell Benchmark
Assessment System
STAR Reading


Beginning of the Year Benchmarks:
Baseline Writing Sample
UNIT 2
(7 weeks)
READING:
Historical Fiction:
A Tale As Old As Time
ENGLISH LANGUAGE ARTS:
My Story, My History:
Personal Narratives/Memoirs
Big Ideas:
What will students understand, know,
or be able to do at the end of this
unit?
Readers use what they know to make
sense of a text.
Readers recognize how story elements
work together to make a story work.
Readers identify and understand how
characters interact, create, and move
the plot.
Readers support their opinions and
inferences by quoting direct evidence
from the text.
Writers expand on a small moment to tell
a bigger story.
Writers recognize how story elements
work together to make a story work.
Writers use transition words and sensory
details to convey their story more
clearly.
Writers use the general and sentence-
specific function of the parts of speech
as the building blocks of strong
sentences.
Anchor Standards & Key Concepts:
What Common Core standards are
highlighted in this unit?
5RL1: Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
5RL3: Compare and contrast two or more
characters, settings, or events in a story or
drama, drawing on specific details in the text.
5RL6: Describe how a narrators or speakers
point of view influences how events are
described.
5RL9: Compare and contrast stories in the
same genre on their approaches to similar
themes and topics.
5W3a: Orient the reader by establishing a
situation and introducing a narrator and/or
characters; organize an event sequence that
unfolds naturally.
5W3b: Use narrative techniques, such as
dialogue, description, and pacing, to develop
experiences and events or show the responses
of characters to situations.
5W3c: Use a variety of transitional words,
phrases, and sensory details to convey
experiences and events precisely.
5W3d: Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
5W3e: Provide a conclusion that follows from
the narrated experiences or events.
5L1: Demonstrate command of the
conventions of Standard English grammar and
usage when writing or speaking.
5L2: Demonstrate command of the
conventions of Standard English capitalization,
punctuation, and spelling when writing.
Anchor Texts:
What authentic texts will we turn to in
order to explore and deepen our
understanding of these big ideas?
I Survived the Battle of Gettysburg, 1863
by Lauren Tarshis
Turn Homeward, Hannalee by Patricia
Beatty
An Island Far From Home by John
Donahue
Across the Lines by Carolyn Reeder
Teachers Choice
Example: Homesick by Jean Fritz or Bill
Peet: An Autobiography by Bill Peet
Assessments:
How will we measure student growth
towards these objectives?
Bi-weekly Quizzes on Key Concepts
Bi-weekly Quizzes on Word Olympians
Unit 2 Test
Unit 2 Performance Task #1 (Reader
Profile)
Unit 2 Performance Task #2 (Project-
Based)
Bi-weekly Quizzes on Key Grammar
Concepts
Bi-Weekly Quizzes on Words Their Way
Unit 2 Test (Grammar)
Quarter 1 Writing Performance Task
(Writing Narrative)

A Note to 5
th
Grade Families:
These first units are our most foundational, as we work collaboratively to establish the routines,
procedures, and ideas that will carry our Reading and Writing Workshops for the rest of the school
year.

The workshop model is embedded with time for the introduction and explicit modeling of skills and
strategies, small group instruction, differentiated work across the curriculum, and opportunities for
independent practice. It is what allows us to grow our students collectively as readers and writers,
while also reaching them at their individual levels.