Weekly Objectives

Week of 2/24 (Black History Month Project)

  • I can integrate complex or inferred information from several texts on the same topic in order to write or speak about the subject  knowledgeably, using textual evidence as support.
  • I can conduct a research project that uses several high-quality sources to fully investigate a topic; uses relevant information gathered from sources; fully summarizes or paraphrases information in notes and finished work.
  • I can write informative/explanatory and opinion texts to thoroughly examine a topic and convey complex ideas and information clearly.
    • clearly and effectively introduces the topic, provides a specific observation and clear focus, and groups related information logically; includes effective and purposeful formatting (e.g., headings), illustrations, and multimedia to enhance comprehension
    • fully develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • smoothly links supported ideas within and across categories of information using purposeful transitional phrases and clauses
    • uses precise language and domain specific vocabulary efficiently and effectively to inform or explain about the topic.
    • provides a relevant and effective concluding statement related to the information or explanation presented.
  • I can demonstrate strong command of the conventions of standard English capitalization, punctuation, and spelling when writing; use  punctuation to separate items in a series; use a comma to separate an introductory element from the rest of the sentence; use a comma to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address; uses underlining, quotation marks, or italics to indicate titles of works; spells words correctly, consulting references as needed.

Week of 2/10 & 2/18 (Main Text: “Leonardo’s Horse”)

  • I can determine two or more main ideas of a text.
  • I can determine key details to support the identified main ideas.
  • I can summarize the text.
  • I can analyze complex relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, providing evidence based on specific information in the text.
  • I can write informatively about a topic.
    • I can write a clear topic/main idea sentence/paragraph that relates to the prompt.
    • I can organize my writing logically.
    • I can support my ideas with evidence and elaboration.
    • I can use transition phrases to connect ideas.
    • I can write a conclusion sentence/paragraph that relates to my main idea.
  • I can write an opinion piece, and support my opinion with reasons and evidence.
    • I can clearly state my opinion.
    • I can organize my writing logically.
    • I can support my reasons with evidence.
    • I can use transition phrases to connect ideas.
    • I can write a conclusion sentence/paragraph that relates to my main idea.

Week of 2/3 (Assortment of poems, dramas, and prose)

  • I can identify the differences between poetry, drama, and prose.
    • I know the elements of a poem (lines, stanzas, rhythm, rhyme, figurative language, tone, etc.)
    • I know the elements of a drama (scene, act, cast, characters, stage directions, dialogue, etc.)
    • know the parts of plot and can identify each within a piece of prose.
  • I can write opinion pieces on topics or texts, and support my point of view with reasons and information from the text.

Week of 1/13 & 1/21/2020 (Main Text: “The Midnight Ride of Paul Revere”)

  • I can determine 2 or more main ideas of a text and explain how they are supported by key details.
  • I can can compare/contrast the text structure of two texts.
  • I can analyze multiple accounts of the same event or topic, explain important similarities and differences in the point of view they represent, and evaluate the effectiveness of the accounts
    • I can identify whether a text is a firsthand or secondhand account.
    • I can compare and contrast the main idea, key details, and text structure of two texts about the same topic.
    • I can determine how accurate each account is, and determine if one is more accurate than the other.
    • I can infer how each author feels about the topic, based on their word choice.

Week of 1/6/2020 (Main Text: “Hold the Flag High”)

  • I can quote accurately from a text when explaining what it says explicitly, and I can use text evidence to support my inferences.
  • I can determine the main idea of a text and explain how it is supported by key details.
  • I can write a summary of a text.
  • I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • I can compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution, description) of events, ideas, concepts, or information in two or more texts.

Holes Objectives

  • I can determine a word’s meaning using context clues.
  • I can describe in depth a character, setting, or event.
  • I can compare and contrast two or more characters, settings, or events.
  • I can determine the author’s point-of-view.
  • I can refer to details in the text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can summarize.
  • I can determine the main idea and key details the author uses to support an idea.
  • I can explain the meaning of similes and metaphors (e.g., as pretty as a picture) in context.
  • I can identify figurative language within a text (idiom, personification, alliteration, etc.).
  • I can provide an opinion when writing and support it with reasoning.
  • I can write informatively about a text and provide evidence to support my ideas.

Week of 10/4 (Main Text: Student’s choice- nonfiction text)

  • I can write about a chosen informational topic using various text structures (description, compare and contrast, problem and solution, chronological order, cause and effect).
  • I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • I can conduct a short research project that uses several sources to build knowledge through investigation of different aspects of the topic.
  • I can write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • I can gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Week of 10/28 (Main Text: “Chinese Railroad Workers” & “Transcontinental Railroad Connected the United States from East to West” (NewsELA))

  • I can identify the text structure of a paragraph and of an entire text.
  • I can compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution, description) of events, ideas, concepts, or information in two or more texts.
  •  I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can determine the meaning of general academic and domain-specific words and phrases in a text.
  • I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Week of 10/21 (Main Text: “Ten Mile Day”, Unit 1, Week 5) 

  • I can identify the text structure of a paragraph and of an entire text.
  • I can list the 5 text structures, provide a definition for each, and explain clue words for each structure.
  •  I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can determine the meaning of general academic and domain-specific words and phrases in a text.
  • I can explain the meaning of the genre- expository.

Week of 10/14 (Main Text: “Who is Christopher Columbus?”, “The Arawak People”, and “Columbus Day vs. Native American Day”)

  •  I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can determine the meaning of general academic and domain-specific words and phrases in a text.
  • I can write a comprehensive summary of a text that includes all major events in chronological order.
  • I can research an answer to a specific question I have about a text.
  • I can write an opinion paragraph.
    • I can write a clear topic sentence with my opinion to address the prompt.
    • I can provide a reason to support my opinion, along with evidence from the text.
    • I can explain my reason and evidence.
    • I can write a clear conclusion sentence.
    • I can use correct conventions.

Week of 9/23 & 9/30 (Main Text: “Satchel Paige”: Unit 1, Week 4)

  • I can identify the main idea and key details of a paragraph.
  • I can identify the main idea and key details of a text.
  • I can identify a second main idea of a text and identify the details that support the main idea.
  • I can identify a third main idea of a text and identify the details that support the main idea.
  • I can use a partial-multi flow map to identify main idea and key details.
  • I can explain the meaning of the genre biography.
  • I can write a comprehensive summary of a text.

Week of 9/9 & 9/16 (Main Text: “Island of the Blue Dolphins”: Unit 1, Week 3)

  • I can use a double bubble map to compare and contrast characters, events, and settings within a text.
  • I can analyze the similarities and differences between two or more characters, settings, or events in a story or drama, drawing on implicitly stated details in the text (5.RL.3).
  • I can explain what it means to compare or to contrast.
  • I can use information from the text and inferences I make to analyze similarities and differences.
  • I can explain what both an explicit and implicit detail means.
  • I can quote accurately when explaining the text (5.RL.1).
  • I can summarize a text (5.RL.2).

Week of 8/26 & 9/3 (Main Text: “Thunder Rose”: Unit 1, Week 2)

  • I can use the Thinking Map: Multi-Flow map to organize my thinking about a text (ex. cause and effect relationships).
  • I can quote accurately when explaining what the text says (5.RL.1).
  • I can explain the causes and effects of an event within a text.
  • I can identify figurative language within a text, determine its meaning, and explain the author’s purpose for writing it (5.RL.4).
  • I can write an informative paragraph about a text.
    • I can introduce a topic clearly.
    • I can use transition words to connect ideas.
    • I can provide evidence from the text to support my ideas.
    • I can provide details to explain my ideas.
    • I can use correct capitalization, punctuation, and spelling.

Week of 8/19/19 (Main Text: “Red Kayak”: Unit 1, Week 1)

  • I can use the Thinking Map: Flow map to organize my thinking about a text (ex. sequence of events).
  • I can state the parts of plot (exposition, rising action, climax, falling action, resolution) and identify each part within a given text.
  • I can write an informative essay using the writing process (brainstorm, draft, revise, edit, publish).
    • I can introduce a topic clearly.
    • I can use transition words to connect ideas.
    • I can provide details to explain an idea.
    • I can use correct capitalization, punctuation, and spelling.
  • I can quote accurately when explaining what the text says.

Week of 8/12/2019 (Main Text: “Red Kayak”: Unit 1, Week 1)

  • I can state the parts of plot (exposition, rising action, climax, falling action, resolution) and identify each part within a given text.
  • I can identify the author’s purpose for writing a text.
  • I can identify the point of view a text is told from.

Week of 8/5/2019

  • I can follow the procedures, routines, and expectations of fourth grade.
  • I can use the Thinking Map: Circle Map to brainstorm and define words.
  • I can state the parts of plot (exposition, rising action, climax, falling action, resolution) and identify each part within a given text.
  • I can write an opinion paragraph, providing reasons and elaboration to support my ideas.

Week of 3/25-3/29 (Main Text: “Exploding Ants”)

  • I can determine two or more main ideas of a text, and the key details to support each main idea.
  • I can summarize the text.
  • I can determine the meaning of challenging words.
  • I can compare and contrast text structure in two or more texts.

Week of 3/18-3/22 (Main Text: “Special Effects in Film and Television”)

  • I can quote accurately when explaining what the text says explicitly.
  • I can provide a quote to support an inference.
  • I can determine the meaning of words in a fifth grade-level text.

Week of 2/25-3/1 (Black History Month Project)

  • I can integrate complex or inferred information from several texts on the same topic in order to write or speak about the subject knowledgeably, using textual evidence as support. (RI.9)
  • I can conduct research projects that use several high-quality sources to fully investigate a topic; uses relevant information from experiences and gathered from sources; fully summarizes or paraphrases information in notes and finished work.  (W.7-8)
  • I can write informative/explanatory texts to thoroughly examine a topic and convey complex ideas and information clearly. (W.2)
  • I can write well-organized, multi-paragraph opinion pieces, supporting a point of view with effective reasons and relevant information.  (w.1)
  • I can demonstrate strong command of the conventions of standard English capitalization, punctuation, and spelling when writing; uses punctuation to separate items in a series; uses a comma to separate an introductory element from the rest of the sentence; uses a comma to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address; uses underlining, quotation marks, or italics to indicate titles of works; spells words correctly, consulting references as needed. (L.2)

Week of 2/19/2019 (Main Text: “The Fabulous Perpetual Motion Machine”)

  • I can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Week of 2/11/2019 (Main Text: “Mahalia Jackson”)

  • I can explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
  • I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Week of 1/28/2019 and 2/4 (Main Text: “The Dinosaurs of Waterhouse Hawkins”)

  • I can determine and analyze the meaning and effect of advanced academic and domain-specific words and phrases in a text.
  • I can analyze multiple accounts of the same event or topic, explains important similarities and differences in the point of view they represent, and evaluates the effectiveness of the accounts.
  • I can write about my opinion and provide evidence from the text to support it.

Week of 1/14/2019 and 1/21 (Main Text: “Leonardo’s Horse”)

  • I can determine two or more main ideas of a text.
  • I can determine key details to support the identified main ideas.
  • I can summarize the text.
  • I can analyze complex relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, providing evidence based on specific information in the text.
  • I can write informatively about a topic.

Week of 1/7/2019 (Main Text: “Hold the Flag High”)

  • I can quote accurately from a text when explaining what it says explicitly, and I can use text evidence to support my inferences.
  • I can determine the main idea of a text and explain how it is supported by key details.
  • I can write a summary of a text.

Holes Objectives

  • I can fluently read grade-level appropriate text.
  • I can determine a word’s meaning using context clues.
  • I can describe in depth a character, setting, or event.
  • I can compare and contrast two or more characters, settings, or events.
  • I can determine the author’s point-of-view.
  • I can refer to details in the text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can summarize.
  • I can determine the main idea and key details the author uses to support an idea.
  • I can explain the meaning of similes and metaphors (e.g., as pretty as a picture) in context.
  • I can identify figurative language within a text (idiom, personification, alliteration, etc.).
  • I can provide an opinion when writing and support it with reasoning.
  • I can write informatively about a text and provide evidence to support my ideas.

Week of 10/22/2018 (Main Text: “The Midnight Ride of Paul Revere”, Unit 2, Week 5)

  • I can identify the parts of a poem (ex. stanzas, tone, rhyme, etc.).
  • I can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  • I an analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  • I can differentiate between a firsthand account and a secondhand account and explain the differences between them.

Week of 10/15/2018 (Main Text: Student’s choice- nonfiction)

  • I can write about a chosen informational topic using various text structures (description, compare and contrast, problem and solution, chronological order, cause and effect).
  • I can research information about a topic in order to write about the subject knowledgeably.
  • I can write an informative text.

Week of 10/1/2018 (Main Text: “Ten Mile Day” ctd, Unit 1, Week 5) 

  • I can identify the text structure of a paragraph or text.
  • I can compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution, description) of events, ideas, concepts, or information in two or more texts.
  • I can write an informative paragraph, using evidence from the text to support my main idea.
  • I can summarize a text.
  • I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing my own clearly.

Week of 9/24/2018 (Main Text: “Ten Mile Day”, Unit 1, Week 5) 

  • I can identify the text structure of a paragraph or text.
  • I can compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution, description) of events, ideas, concepts, or information in two or more texts.
  •  I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can determine the meaning of general academic and domain-specific words and phrases in a text.
  • I can explain the meaning of the genre- expository.

Week of 9/17/2018 (Main Text: “Island of the Blue Dolphins”, Unit 1, Week 3) continued

  • I can compare and contrast two or more characters, settings, or events in a story, drawing on specific details in the text (e.g., how characters interact).
    • I can use a double bubble map to communicate this information effectively.
  •  I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can explain the meaning of the genre-novel.

Week of 9/10/2018 (Main Text: “Island of the Blue Dolphins”, Unit 1, Week 3)

  • I can compare and contrast two or more characters, settings, or events in a story, drawing on specific details in the text (e.g., how characters interact).
    • I can use a double bubble map to communicate this information effectively.
  •  I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can summarize.
  • I can explain the meaning of the genre-novel.

Week of 9/4/2018 (Main Text: “Satchel Paige”, Unit 1, Week 4) continued

  • I can identify the main idea and key details of a paragraph.
  • I can identify the main idea and key details of a text.
  • I can identify 2 or more main ideas of a text and identify the details that support the main idea.
  • I can use a partial-multi flow map to identify main idea and key details.
  • I can explain the meaning of the genre biography.

Week of 8/27/2018 (Main Text: “Satchel Paige”, Unit 1, Week 4)

  • I can identify the main idea and key details of a paragraph.
  • I can identify the main idea and key details of a text.
  • I can identify 2 or more main ideas of a text and identify the details that support the main idea.
  • I can use a partial-multi flow map to identify main idea and key details.
  • I can explain the meaning of the genre biography.

Week of 8/20/2018 (Main Text: “Thunder Rose”, Unit 1, Week 2)

  • I can use the Thinking Map: Multi-Flow map to organize my thinking about a text (ex. cause and effect).
  • I can write an informative/explanatory essay to connect the information from two texts.
  • I can quote accurately when explaining what the text says.
  • I can explain the causes and effects of an event from a text.
  • I can identify figurative language within a text and explain what the author’s purpose was for using it.
  • I can explain the meaning of the genre tall tale.

Week of 8/13/2018 (Main Text: “Red Kayak”: Unit 1, Week 1)

  • I can use the Thinking Map: Flow map to organize my thinking about a text (ex. sequence of events).
  • I can state the parts of plot (exposition, rising action, climax, falling action, resolution) and identify each part within a given text.
  • I can identify the author’s purpose for writing a text.
  • I can identify the point of view a text is told from.

Week of 8/6/2018

  • I can follow the procedures, routines, and expectations of fourth grade.
  • I can use the Thinking Map: Circle Map to brainstorm and define words.
  • I can state the parts of plot (exposition, rising action, climax, falling action, resolution) and identify each part within a given text.

Week of 2/20/18 (Main Text: Special Effects)

  • I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
  • I  can determine two main ideas of a text and identify details to support.
  • I can summarize a text.

Week of 2/12 (Assortment of poetry, drama, and prose)

  • I  can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  • I can identify the parts of plot within a text.

Week of 2/5 (Main Text: “Mahalia Jackson”)

  • I  can determine two main ideas of a text and identify details to support.
  • I can summarize a text.
  • I can explain the relationships or interactions between 2 or more individuals, events, ideas or concepts in a historical text based on specific information within the text.
  • I can explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Week of 1/29

  • I can write my opinion in essay format in which I:
    • introduce a topic clearly
    • organize my ideas logically
    • provide logically ordered reasons that are supported by details and evidence
    • use linking words to connect opinion and reasons
    • provide a concluding statement

Week of 1/22 (Main Text: “Leonardo’s Horse”)

  • I can identify the main idea of a paragraph.
  • I can identify key details to support the main idea of a paragraph.
  • I can identify the main idea of a text.
  • I can identify key details to support the main idea of a text.
  • I can write an informative text on a topic.
  • I can summarize a text.
  • I can provide evidence to support my answer.

Week of 1/8/2018 (Main Text: “The Perpetual Motion Machine”)

  • I can write informatively about a topic and provide reasoning to support my ideas.
  • I can use correct grammar when writing.
  • I can produce writing that is appropriate to task, purpose, and audience.
  • I can quote accurately from the text when explaining what the text says.
  • I can inference.
  • I can determine the causes and effects of an event.
  • I can summarize text.

Holes Objectives

  • I can read fluently grade-level appropriate text.
  • I can determine word meaning using context clues.
  • I can describe in depth a character, setting, or event.
  • I can compare and contrast two or more characters, settings, or events.
  • I can determine the author’s point-of-view.
  • I can refer to details in the text when explaining what the text says explicitly and when drawing inferences from the text.
  • I can summarize.
  • I can determine the main idea and key details the author uses to support an idea.
  • I can explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
  • I can identify figurative language within a text (idiom, personification, alliteration, etc.).
  • I can provide an opinion when writing and support it with reasoning.
  • I can write informatively about a text.

Week of 10/2/2017

  • I can use the Thinking Map: Bridge map to organize my thinking about a text.
  • I can explain the different point of views a story might be told from and identify the POV based on a specific text.
  • I can explain the possible purposes an author has for writing a text and identify what the author’s purpose is for a specific text.

Week of 9/25/2017 (Main Text: “Ten Mile Day”)

  • I can use the Thinking Map: Tree map to organize my thinking about a text.
  • I can identify main idea and key details.
  • I can explain the interactions and relationships between 2 or more characters in an informational text.
  • I can use two informational texts to write an informative essay.

Week of 9/18/2017 (Main Text: “Ten Mile Day”)

  • I can use the Thinking Map: Brace map to organize my thinking about a text.
  • I can write a 5 paragraph explanatory essay about a text.
  • I can identify main idea and key details.
  • I can explain the interactions and relationships between 2 or more characters in an informational text.

Week of 9/11/2017 (Main Text: “Island of the Blue Dolphins”)

  • I can use the Thinking Map: Double Bubble map to organize my thinking about a text.
  • I can compare and contrast events within a text.
  • I can provide evidence to support my answer.
  • I can explain the difference between explicit and implicit information.

Week of 9/5/2017 (Main Text: “Satchel Paige”)

  • I can use the Thinking Map: Double Bubble map to organize my thinking about a text.
  • I can compare and contrast characters, events, and settings from a text.
  • I can quote accurately when explaining the text.
  • I can summarize text.

Week of 8/28/2017 (Main Text: “Thunder Rose”)

  • I can use the Thinking Map: Bubble map to organize my thinking about a text.
  • I can use context clues to determine the meaning of a challenging word.
  • I can summarize text.
  • I can describe in depth a character.
  • I can quote accurately when explaining what the text says.

Week of 8/21/2017 (Main Text: “Thunder Rose”)

  • I can use the Thinking Map: Multi-Flow map to organize my thinking about a text.
  • I can write an explanatory text using the writing process (brainstorm, draft, revise, edit, publish).
  • I can quote accurately when explaining what the text says.
  • I can explain the causes and effects of an event from a text.

Week of 8/14/2017 (Main Text: “Red Kayak”)

  • I can use the Thinking Map: Flow map to organize my thinking about a text.
  • I can write an explanatory text.
  • I can provide instructions in sequential order.
  • I can quote accurately when explaining what the text says.

Week of 8/7/2017

  • I can follow the procedures, routines, and expectations of fourth grade.
  • I can use the Thinking Map: Circle Map to organize my thinking about a text.
  • I can identify the 4 types of sentences (imperative, declarative, exclamatory, interrogative) and the correct punctuation to go with each.
  • I can identify the parts of plot and identify each part within a text.