Grade 5 Reading Curriculum

Grade 5 Reading Course Description:

Students will learn about the structure, expectations and purpose of reader’s and writer’s workshop as they learn about themselves and others as a community of learners and expand their identity as a reader, as well as develop the understandings, knowledge, and skills to be a proficient life-long reader and writer. Research says, “the amount of time kids spend practicing, on-task, with eyes on print, makes the biggest difference to their success as readers, and across content areas” (Serravallo, 2015). With this goal in mind, the purpose of teaching and learning in reader’s and writer’s workshop is to cultivate a classroom atmosphere and structure that supports independent reading and writing. Teachers utilize our SCASD Workshop Framework to differentiate teaching and provide respectful tasks that support student learning.

As fifth grade students move into reading more complex literature and nonfiction texts, they will explore ideas and concepts in texts by reflecting, inquiring, collaborating, and researching about these ideas and concepts reading closely, analyzing text, and responding to text. Unit instruction will focus on specific goals that support the Standards for Literature and Informational Texts, as well as goals to support fluency and accuracy as needed. Students will begin to apply more critical thinking strategies to unpack and understand a variety of texts. Learning will continue to be grounded in conversations guided by our Speaking and Listening scope and sequence as well as through responding to text orally and in writing.

Reader's Workshop Instructional Framework

Reader's Workshop Brochure for Families

Unit 1 Building A Community of Readers and Writers: Inquiring about Ourselves through Literacy

Standards

1.3.5.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

1.2.5.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Unit 2 Literature: Understanding Myself and Others through Stories

Standards

1.3.5.A - Theme - 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.

1.3.5.B - Text Analysis - Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.

1.3.5.C - Literary Elements - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

1.3.5.D - Point of View - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

1.3.5.E - Text and Structure -Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

1.3.5.F - Vocabulary -Determine the meaning of words and phrases as they are used in grade-level text, including interpretation of figurative language.

1.3.5.G - Sources of Information - 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).

1.3.5.H - Text Analysis - Compare and contrast texts in the same genre on their approaches to similar themes and topics as well as additional literary elements.

1.3.5.I - Vocabulary Strategies -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.

1.3.5.J Vocabulary 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.

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.

Unit 3 Nonfiction: Learning about Myself and the World

Standards

1.2.5.A Main Idea - Determine two or more main ideas in a text and explain how they are supported by key details; summarize the text.

1.2.5.B Text Analysis - Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.

1.2.5.C Text Analysis - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text based on specific information in the text.

1.2.5.D Point of View - Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

1.2.5.E Text Structure - Use text structure, in and among texts, to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).

1.2.5.F Vocabulary - Determine the meaning of words and phrases as they are used in grade-level text including interpretation of figurative language.

1.2.5.G Diverse Media - 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.

1.2.5.H Evaluating Arguments -Determine how an author supports particular points in a text through reasons and evidence.

1.2.5.I Analysis Across Texts - Integrate information from several texts on the same topic to demonstrate understanding of that topic.

1.2.5.J Vocabulary 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.

1.2.5.K Vocabulary 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.

Unit 4 Literature: Understanding Myself and Others through Stories