ACPS Curriculum Template

Subject: Text Features and Text Structures

Unit: Week 1

Essential Questions:
How do text features help in previewing informational text? How does using text features of informational text help in locating information? How
does analyzing and evaluating text structures help a reader to understand and find information?

Time: Weeks

Standards:

Vocabulary

5.RI.5 Compare and

contrast the
overall structure
(e.g., chronology,
comparison,
cause/effect,
problem/solution)
of events, ideas,
concepts, or
information in two
or more texts

bold, italics, outline,

title, heading,
subheading,
captions, photos,
illustrations
index, footnotes,
table of contents,
glossary, diagrams
/charts,
bibliography

Grammar: Subject
and Verb
Agreement

Embedded Writing:

Text Features

Text Structures
chronological order,
problem and
solution, cause and
effect, compare
and contrast

Resources
(Include hyperlink
when possible)

Skills/
Strategies

Authentic
Tasks

Assessments

TE 1: 100, 101,
106, 111, 112
113, 119, 120,
125, 126, 130,
131, 133, 133b,
DI46, DI47,
DI56; 2: 176, 180,
182, 185, 216,
217, 229, 246,
253; 3: 302, 315,
345, 370, 372,
383; 4: 435, 446,
450, 457, 503; 5:
542, 559, 570,
581, 612, 618,
625; 6: 654655,
662, 667, 671,
673, 708, 718,
725, DI16, DI17

Signal words

White out
headings for a
piece of
informational text
and have students
generate new
ones bases off the
information.

Q2 Assessment

Graphic
Organizers

Use magazines,
newspapers, etc to
find and identify
different types of
text structures.
Students explain
to partners who
they determined
the structure.

Authentic task

Subject: Fact and Opinion

Unit: Week 2

Essential Questions:
Why is it important to know the difference between fact and opinion? Can it be proved?

Time: Weeks

Standards:

Vocabulary

Resources
(Include hyperlink
when possible)

Skills/
Strategies

Authentic
Tasks

Assessments

N/A

Fact

Signal Words

Opinion

Find examples
from text that can
be proven. FInd
examples of
characters
opinions in fiction
text that students
are currently
reading.

Q2 Assessment

Grammar:
Past, Present, and
Future Tenses

http://www.gobook
ee.net/fact-andopinion-passages5th-grade/

Signal Words
Proof
Disproven

Embedded Writing:

http://www.internet
4classrooms.com/
grade_level_help/l
ogic_fact_or_opini
on_language_arts
_fifth_5th_grade.ht
m

Teacher
Observation
Authentic task

Subject: Main Idea

Unit: Week 3

Essential Questions: How do you find the main idea of a text?

Time: Weeks

Standards:

Vocabulary

Resources
(Include hyperlink
when possible)

Skills/
Strategies

Authentic
Tasks

Assessments

1 Week

5.RI.2 Determine two or

more main ideas
of a text and
explain how they
are supported by
key details;
summarize the
text.

Main Idea

TE: 112 - 113

TE: 125 - 127
TE: 133.

Main Idea
Details
Summarize
Supporting
Details.

Students read
Esperanza
Rising and 5
articles from the
Universal
Declaration of
Human Rights.
Students then
identify and
summarize the
central theme of
the book and the
articles.

Q2 Assessment

Grammar:
Principal Parts of
Regular Verbs

Summarize
Key Details
Analyze

(This is from
engaging module
1)

Embedded Writing:

Subject: Point of View

Unit: Week 4

Essential Questions:

How does the authors point of view affect the story?

What do good readers do?

Time: Weeks

Standards:

Vocabulary

Resources
(Include hyperlink
when possible)

Skills/
Strategies

Authentic
Tasks

Assessments

5.RL.6 Describe how a

narrators or
speakers point of
view influences
how events are
described.

Point of View

Reading Street TE
1: 41b; 2: 184,
185b; 4: 410

QAR

Students identify
POV of a text
using a complete
sentence with
support from the
text.

Written Work
Quarter 1
Assessment
Authentic Task
Teacher
Observation

Grammar:
Principal Parts of
Irregular Verbs

Influence

First
Second
Third person

Embedded Writing:

Students identify POV of a text using a complete sentence with support from the text.

Using a current or
historic event (i.e.
The American
Revolution),
students will
analyze both
sides points of
view.

Subject: Drawing Conclusions and Quoting from Text

Unit: Week 5

Essential Questions:
What explicit evidence from the text supports your answer? What evidence from the text helps you draw that conclusion?

Time: Weeks

Standards:

Vocabulary

Resources
(Include hyperlink
when possible)

Skills/
Strategies

Authentic
Tasks

Assessments

5.RI.I Quote accurately

from a text when
explaining what
the text says
explicitly and when
drawing inferences
from the text.

Inference

TE 1: 108; 2: 172;
3: 310, 324, 330,
354; 4: 452, 496,
498; 5: 544, 546,
552, 570;
6: 668, 720

Making Inferences

See inferencing
Authentic Tasks
below.

Q2 Assessment

Quote
Inference
Explicit
Drawing

Grammar:
Troublesome
Verbs

Embedded Writing:

Conclusions

Drawing
Conclusions

Authentic task

Subject: Inferencing and Making Connections

Unit: Week 6

Essential Questions:
Why do readers draw conclusions or inferences?

Time: Weeks

Standards:

Vocabulary

1 Weeks

RI. 5.1 Quote accurately

from a text when
explaining what
the text says
explicitly and when
drawing inferences
from the text.
RL. 5.1

Inference

Grammar:
Prepositions and
Prepositional
Phrases

Drawing
Conclusion
Quote
Explicit

Resources
(Include hyperlink
when possible)

Skills/
Strategies

Authentic
Tasks

Assessments

QAR
Quote
Drawing
Conclusion
Inference

Students conduct
a mock trial or
debate. Using a
current
event/political
debate:
(The Kansas
Voting Laws, Use
of technology in
schools, the
recess debate, or
school dress
codes.) Students
research and
present
information to the
class.

Q2 Assessment

Embedded Writing: Students will have to research and present their findings to the class. Students will also cite evidence directly from
text.

Subject: Summarize and Retell

Unit: Week 7

Essential Questions:

Time:
Weeks

Standards:

Vocabulary

Resources
(Include hyperlink
when possible)

Skills/
Strategies

Authentic
Tasks

Assessments

1 Week

5.RI.2 2. Determine two or more

main ideas of a text and explain
how they are supported by key
details; summarize the text.

Theme

TE: 112 - 114

TE: 125 - 127
TE: 133

Main Idea
Key Details
Summarize
Retell

Students will read

a book and create
and develop a
book cover with a
summary.

Q2 Assessment

Summarize
Main Idea

RL. 5.2 - Determine a theme of a

story, drama, or poem 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.

Details
Topic

Grammar:
Subject and Object Pronouns

Embedded Writing: See short story activity in authentic tasks.

Students create
their own short
stories and will
create a book
cover with an
illustration that
includes a
summary of their
short story.

Subject: Writing Project Christmas

Unit: Week 8

Essential Questions:
What did the others do?

Time: Weeks

Standards:

Vocabulary

5.SL.4
5.W.3
5.L.2

Fact

Grammar:
Pronouns and
Antecedents

Evidence

Opinion

Skills/
Strategies

Authentic
Tasks

Assessments

Writing Process

Report on different
countries
Christmas
traditions. How do
they compare and
contrast?

Q2 Assessment

Support
Proof
Thought
Personal
Writing Process

Embedded Writing:

Resources
(Include hyperlink
when possible)

Create a
Christmas story
using each of the
text structures.