5-Q1

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Study Social Studies Science Math
First 20 days
• What are the expectations for your First 20 days: First 20 Days AKS: Civil War AKS: Cells AKS: Numbers and
reading time? • What are the expectations for writing time? Word Study: Operations in Base
• What are your expectations for your • What are your expectations for your students during Give Spelling Clarification: Civil 7. obtain, evaluate, and
students during minilessons.(This is my time minilessons.(This is my time (teacher to show my Inventory War is now a 4th communicate information Ten
(teacher to show my thinking) thinking) Pre assess students grade standard, to compare and contrast
• Create an anchor chart of the • Create an anchor chart of what you expect students to determine their however, for this the parts of plant and AKS 9.NBT.5 multiply
expectations. to do during your writing time. areas of strength transitional year, animal cells multi-digit whole
• Go over how they will use their reading • What does independent writing look like and and weakness. it must be taught 7a. gather evidence by numbers fluently using
notebooks. (reading response, reading log, collaborative writing look like? Establish routines for utilizing magnification the standard algorithm
graphic organizers, anchor chart, reading • Think about how you expect students to behave word study. in 5th grade. tools to construct an (or other strategies
goals etc.) during this sacred time. (management lessons) Where will your explanation that plants demonstrating
• What does my ELA schedule look like? • What is my notebook used for? students keep their 43. explain the and animals are understanding of
• Go over your literacy block which includes • Create an anchor chart about using your writer’s words/activities? causes, major events, comprised of cells too multiplication) up to a 3
writing time with your students. notebook. Will you use a word and consequences small to be seen without digit by a 2 digit factor
• Go over how it will be organized. • Amelia’s notebook is good for illustrating using a wall? portable word of the Civil War magnification (Aligns with
• Transitions from lesson to independent writing notebook. wall, individual 43a. Identify Uncle Math AKS 7.NBT.3_b)
work and or collaborative. • Model your own writer’s notebook.( decorate and word wall etc. Tom’s Cabin and
1 • How do we turn and tell? What does it share) Will the students John Brown’s raid on
8/7 – 8/11 look like and sound like? • Have students decorate their writer’s notebooks. keep a section in Harper’s Ferry and
• Where do we sit for lessons? Allow students to share. their reading explain how each of
(management) • Think about how you want your notebook organized notebook or writing these events was
Create and anchor chart to support (i.e. section for seed lists, writing section, anchor chart notebook or a related to the Civil
expectations for silent reading. section etc.) folder? War.
Discuss reading stamina- create a chart. ( • Create an anchor chart about writing stamina- What are your 44. locate important
This is a good time to set goals or have sustained writing. expectations for physical and man-
students set their own goals) • Think about how your students will transition from mini word study? made features
First 20 days lesson to independent work and or collaborative work. Will your word study related to the Civil
Guided Reading: • Where will the students sit for whole group lessons? lessons be War on a map
Begin to pull students for F/P assessments • Where will I store their notebooks and supplies to embedded in 44a Locate major
that you do not have records for. support writing instruction? guided reading man-made features
Groups can be formed from students that • Allow your students to practice the expectations. and or isolated of the United States:
you do have F/P records for. First 20 Days lessons? New York City, NY;
Mentor Sentence: Boston, MA;
AKS: Informational Text What routines need to be in place to support Philadelphia, PA;
implementation of mentor sentences? Washington, D.C.;
5LA.B.10: Quote accurately from a text Where will you post your mentor sentence work so that Gettysburg, PA; and
when explaining what the text says it is accessible to students? the Erie Canal.
explicitly and when drawing inferences Where will students keep their mentor sentences?
from the text (I) Explain the different invitations and go through what is
expected from students.
Choose a sentence to begin implementing mentor
sentence that supports your current language AKS.

AKS: Literary Text Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

AKS: Narrative Writing

5LA.A.4: determine the meaning of words *Administer On Demand Narrative Assessment*
and phrases as they are used in a text,
including figurative language such as Ongoing:
metaphors and similes (I) 5LA.D.25: produce clear and coherent writing in which
the development and organization are appropriate to
5LA.A.9: read and comprehend literature, task, purpose, and audience (I)
including stories, dramas, and poetry, at 5LA.D.26: develop and strengthen writing as needed
the high end of the grades 4–5 text by planning, revising, editing, rewriting, or trying a new
complexity band independently and approach, with guidance and support from peers and
proficiently by the end of grade 5 (I) adults (I)

AKS: Reading Foundation Spiral:
5.LA.D.24: write narratives to develop real or imagined
5LA.C.21: read with sufficient accuracy and experiences or events, using effective
fluency to support comprehension (I) technique, descriptive
details, and clear event
5LA.C.21.a- read on-level text with purpose sequences (I)
and understanding (I)

5LA.C.21.c- use context to confirm or self- NEW FOCUS:
correct word recognition and 5LA.D.24.a
understanding, rereading as necessary (I) orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
AKS: Speaking and Listening event sequence that unfolds naturally (I)

5LA.E.32: engage effectively in a range of AKS: Language
collaborative discussions (e.g., one-on-one,
in groups, and teacher-led) with diverse 5LA.F.38: demonstrate
partners on grade 5 topics and text, command of the
building on others’ ideas and expressing conventions of standard
their own clearly (I) English grammar and usage when writing or speaking
5LA.E.32b- follow agreed-upon rules for (I)
discussions and carry out assigned roles(I) 5LA.F.39: demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling when writing (I)
5LA.F.40: use knowledge of language and its
conventions when writing, speaking, reading, or
listening (I)

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Study Social Studies Science Math
First 20 Days
Continue to review rituals and routines set from previous First 20 Days First 20 AKS: Civil War AKS: Cells AKS: Number and
lessons. Continue to review the expectations and allow the Days Operations in Base
Create chart of expectations for using the classroom library students to practice with reminders. Refer to charts Continue to Clarification: 7. obtain,
during the literacy block.( Check in/out procedures) made with expectations implement Civil War is now evaluate, and Ten
How will you use book baggies book boxes?( set Create a conference schedule and post it for students rituals and communicate
expectations) to see who you are conferring with. routines to a 4th grade information to AKS 9.NBT.5 multiply
Responding to books using sticky notes Where will you conference with students and for how support standard, compare and multi-digit whole
How do we choose books? (just right, easy, challenging) long each day?(establish this time as a time that word study however, for this contrast the parts numbers fluently using
Create an anchor chart should not be interrupted) instruction. transitional year, of plant and the standard algorithm
How will we track our reading? Model for students how to create a seed list( ex. Road it must be animal cells (or other strategies
2 (reading log for school and home reading) map, close to your heart, Issues, people, moments taught in 5th 7a. gather demonstrating
8/14 – 8/18 etc.) evidence by understanding of
Guided Reading Use your own writer’s notebook to model. grade. utilizing multiplication) up to a 3
Continue to pull students for F/P assessments that you do Create a classroom chart of Things we can write magnification tools digit by a 2 digit factor
not have records for. about. 43. explain the to construct an
Groups can be formed from students that you do have F/P Model for students how to write from the seed list. Refer causes, major explanation that AKS 10.NBT.6 find
records for. to lessons in the units of study. This is the time students events, and plants and animals whole-number
Create a guided reading schedule to post. should be gathering entries in their writing notebooks consequences of are comprised of quotients of whole
the Civil War cells too small to numbers with up to four-
Go over expectations during guided reading groups. First 20 Days 43b. Discuss how be seen without digit dividends and two-
What do you expect from your groups and what to do you Mentor Sentences the issues of states’ magnification digit divisors, using
expect from students not in groups. Go over how you will Continue to implement and practice routines for rights and slavery (Aligns with Math strategies based on
transition from group to group. mentor sentence work while using your current increased tensions AKS 7.NBT.3_b) place value, the
Set rituals for students to adhere to while you are working language AKS. between the North properties of
with a guided reading group. and South. operations, and/or the
Create a chart displaying fifth grade reading level for 5.LA.D.24, 5.LA.D.25, 5.LA.D.26, 5LA.F.38, 5LA.F.39, 44. locate relationship between
beginning, middle and end of year expectations. ongoing important physical multiplication and
and man-made division. Illustrate and
AKS: Literary Text AKS: Narrative Writing features related to explain the calculation
the Civil War on a by using equations or
5LA.A.1: quote accurately from a text when explaining what NEW FOCUS STANDARD: map concrete models (e.g.,
the text says explicitly and when drawing inferences from 5LA.D.24.b- use narrative techniques, such as dialogue, 44a Locate major rectangular arrays
the text (I) description, and pacing, to develop experiences and man-made features and/or area models)
events or show the responses of characters to situations of the United States:
5LA.A.4: determine the meaning of words and phrases as (I) New York City, NY;
they are used in a text, including figurative language such 5LA.D.24.c- use a variety of transitional words, phrases, Boston, MA;
as metaphors and similes (I) and clauses to manage the sequence of events (I) Philadelphia, PA;
5LA.F.39c- use a comma to set off the words yes and Washington, D.C.;
5LA.A.9: read and comprehend literature, including stories, no (e.g., Yes, thank you.), to set off a tag question from Gettysburg, PA;
dramas, and poetry, at the high end of the grades 4–5 text the rest of the sentence (e.g., It’s true, isn’t it?), and to and the Erie Canal.
complexity band independently and proficiently by the end indicate direct address (e.g., Is that you, Steve?) (I)
of grade 5 (I) ongoing *Use dialogue to help teach this language standard!*

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

AKS: Reading Foundation

Ongoing:
5LA.C.21: read with sufficient accuracy and fluency to
support comprehension (I)

5LA.C.21.a- read on-level text with purpose and
understanding (I)

5LA.C.21.c- use context to confirm or self-correct word
recognition and understanding, rereading as necessary (I)

AKS: Speaking and Listening

5LA.E.32: engage effectively in a range of collaborative
discussions (e.g., one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and text, building on
others’ ideas and expressing their own clearly (I)
5LA.E.32b- follow agreed-upon rules for discussions and
carry out assigned roles(I)

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Study Social Studies Science Math
First 20 Days
Continue to implement and practice expectations First 20 days First 20 Days AKS: Civil War AKS: Cells AKS: Numbers and
and routines set. Continue to implement rituals and routines to Continue to Operations in Base
Create chart of expectations for collaborative support writing instruction. Students should begin to implement and Clarification: Civil 7. obtain, evaluate,
work. have writing entries and increasing their writing allow students to War is now a 4th and communicate Ten
stamina. practice any grade standard, information to compare
Guided Reading: First 20 Days rituals and however, for this and contrast the parts of AKS 10.NBT.6 find
Continue to implement and practice routines Mentor Sentences expectations set transitional year, it plant and animal cells whole-number
specific to guided reading. Your groups should be Continue to implement and practice routines for specific to word must be taught in 7b. develop a model to quotients of whole
formed and running as a part of your literacy mentor sentence work while using your current study. identify and label parts numbers with up to
block. language AKS 5th grade. of a plant cell four-digit dividends
(membrane, wall, and two-digit
AKS: Literary Text AKS: Narrative Writing 43. explain the causes, cytoplasm, nucleus, divisors, using
major events, and chloroplasts) and of an strategies based on
5LA.A.1: quote accurately from a text when 5.LA.D.24, 5.LA.D.25, 5.LA.D.26, 5LA.F.38, 5LA.F.39, consequences of the animal cell (membrane, place value, the
explaining what the text says explicitly and when ongoing Civil War cytoplasm, and properties of
drawing inferences from the text (I) ongoing 43c. Identify major nucleus) operations, and/or
battles, campaigns, the relationship
3 5LA.A.4: determine the meaning of words and FOCUS STANDARD: and events: Fort between
8/21 – 8/25 phrases as they are used in a text, including 5LA.D.24.b- use narrative techniques, such as Sumter, Gettysburg, multiplication and
figurative language such as metaphors and similes dialogue, description, and pacing, to develop the Atlanta division. Illustrate
(I) ongoing experiences and events or show the responses of Campaign, Sherman’s and explain the
characters to situations (I) March to the Sea, and calculation by using
5LA.A.9: read and comprehend literature, 5LA.D.24.c- use a variety of transitional words, Appomattox Court equations or
including stories, dramas, and poetry, at the high phrases, and clauses to manage the sequence of House. concrete models
end of the grades 4–5 text complexity band events (I) 44. locate important (e.g., rectangular
independently and proficiently by the end of physical and man- arrays and/or area
grade 5 (I) ongoing AKS: Language made features related models)
to the Civil War on a
AKS: Speaking and Listening 5LA.F.39c- use a comma to set off the words yes map
and no (e.g., Yes, thank you.), to set off a tag 44a Locate major
5LA.E.32: engage effectively in a range of question from the rest of the sentence (e.g., It’s true, man-made features of
collaborative discussions (e.g., one-on-one, in isn’t it?), and to indicate direct address (e.g., Is that the United States: New
groups, and teacher-led) with diverse partners on you, Steve?) (I) York City, NY; Boston,
grade 5 topics and text, building on others’ ideas *Use dialogue to help teach this language MA; Philadelphia, PA;
and expressing their own clearly (I) standard!* Washington, D.C.;
5LA.E.32b- follow agreed-upon rules for discussions 5LA.F.40.a: expand, combine, and reduce Gettysburg, PA; and
and carry out assigned roles(I) sentences for meaning, reader/listener interest, and the Erie Canal.
style (I)

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Study Social Studies Science Math
First 20 days
First 20 days Continue to implement rituals and routines set and First 20 Days AKS: Civil War AKS: Cells AKS: Operations in
Continue to implement rituals and routines allow students to practice. Continue to create writing Continue to Algebraic Thinking
set and allow students to practice. stamina with independent writing tasks. implement Clarification: Civil War is 7. obtain, evaluate,
Continue to build reading stamina through and allow now a 4th grade and communicate AKS 1.OA.1 use
independent reading. First 20 Days students to information to parentheses, brackets,
Mentor sentences practice any standard, however, for compare and contrast or braces in numerical
Guided Reading: Continue to implement and practice expectations rituals and this transitional year, it the parts of plant and expressions, and
Continue to implement and practice specific to mentor sentences with your current AKS. expectations must be taught in 5th animal cells evaluate expressions
routines specific to guided reading. Your set specific 7c. construct an with these symbols
groups should be formed and running as a AKS: Language to word grade. explanation that
part of your literacy block. study. differentiates between AKS 2.OA.2 write simple
43. explain the causes, major the structure of plant expressions that record
4 AKS: Literary Text 5.LA.D.24, 5.LA.D.25, 5.LA.D.26, 5LA.F.38, 5LA.F.39, events, and consequences and animal cells calculations with
8/28 – 9/1 ongoing of the Civil War 7d. construct an numbers and interpret
5LA.A.3: compare and contrast two or 43d. Describe the roles of explanation to explain numerical expressions
more characters, settings, or events in a FOCUS STANDARD Abraham Lincoln, Robert E. the function of plant without evaluating
story or drama, drawing on specific details 5LA.D.24.d- use concrete words and phrases and Lee, Ulysses S. Grant, and animal organelles them (e.g., express the
in the text (e.g., how characters interact) sensory details to convey experiences and events Jefferson Davis, Thomas (Limited to: cell calculation "add 8 and
(I) precisely (I) “Stonewall” Jackson, and membrane, cell wall, 7, then multiply by 2" as
5LA.F.42. Demonstrate understanding of figurative William T. Sherman. cytoplasm, nucleus, 2 x (8 + 7)) and
5LA.A.1, A.9 21. 21a, 21c ongoing language, word relationships, and nuances in word 44. locate important physical and chloroplasts) recognize that 3 x
meanings and man-made features (18932 + 921) is three
AKS: Speaking and Listening 5LA.F.42.a: interpret figurative language, including related to the Civil War on a times as large as 18932
similes and metaphors, in context (I) map + 921, without having to
5LA.E.32c- pose and respond to specific 5LA.F.39b-use a comma to separate an introductory 44a Locate major man- calculate the indicated
questions by making comments that element made features of the United sum or product)
contribute to the discussion and elaborate from the rest of the sentence and to punctuate a States: New York City, NY;
on the remarks of others (I) compound, Boston, MA; Philadelphia, PA;
5LA.E.32d- review the key ideas expressed complex, or compound-complex sentence (I) Washington, D.C.;
and draw conclusions in light of *Teach in conjunction with reading* Gettysburg, PA; and the Erie
information and knowledge gained from Canal.
the discussions (I) AKS: Narrative Writing

5LA.E.37: adapt speech to a variety of 5LA.D.30. Draw evidence from literary or informational
contexts and tasks, using formal English texts to support analysis, reflection, and research (I)
when appropriate to task and situation (I) 5LA.D.30.a: apply grade 5 Reading standards to
literature (e.g., “Compare and contrast two or more
characters, settings, or events in a story or a drama,
drawing on specific details in the text [e.g., how
characters interact]”) (I)

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Study Social Studies Science Math

AKS: Literary Text AKS: Narrative Writing AKS: Civil War AKS: AKS: Numbers and
Classification of Operations in Base
5 5LA.A.2: determine a theme of a story, drama, 5.LA.D.24, 5.LA.D.25, 5.LA.D.26, 5LA.F.38, 5LA.F.39, Clarification: Civil War is
9/5 – 9/8 or poem from details in the text, including how ongoing now a 4th grade Animals and Ten
Holiday (9/4) characters in a story or drama respond to Plants
challenges or how the speaker in a poem NEW FOCUS STANDARD: standard, however, for AKS 4.NBT.1 recognize
reflects upon a topic; summarize the text (I) 5LA.D.24.d- use concrete words and phrases and this transitional year, it 6. obtain, that in a multi-digit
sensory details to convey experiences and must be taught in 5th evaluate, and number, a digit in one
5LA.A.3: compare and contrast two or more events precisely (I) communicate place represents 10
characters, settings, or events in a story or 5LA.F.42. Demonstrate understanding of grade. information to times as much as it
drama, drawing on specific details in the text figurative language, word relationships, and group organisms represents in the place
(e.g., how characters interact) (I) ongoing nuances in word meanings 43. explain the causes, major using scientific to its right and 1/10 of
5LA.F.42.a: interpret figurative language, events, and consequences classification what it represents in the
5LA.A.1, A.9 21. 21a, 21c ongoing including similes and metaphors, in context (I) of the Civil War procedures place to its left
5LA.F.39b-use a comma to separate an 43e. Describe the effects of 6a. develop a AKS 5.NBT.2 explain
AKS: Speaking and Listening introductory element war on the North and South. model that patterns in the number
from the rest of the sentence and to punctuate 44. locate important physical illustrates how of zeros of the product
5LA.E.32a-come to discussions prepared, having a compound, and man-made features animals are sorted when multiplying a
read or studied required material; explicitly complex, or compound-complex sentence (I) related to the Civil War on a into groups number by powers of 10
draw on that preparation and other information map (vertebrate and and explain patterns in
known about the topic to explore ideas under *Teach in conjunction with reading* 44a Locate major man- invertebrate) and the placement of the
discussion (I) 5LA.D.30. Draw evidence from literary or made features of the United how vertebrates decimal point when a
informational texts to support analysis, reflection, States: New York City, NY; are further sorted decimal is multiplied or
5LA.E.33: summarize a written text read aloud or and research (I) ongoing Boston, MA; Philadelphia, PA; into groups (fish, divided by a power of
information presented in diverse media and 5LA.D.30.a: apply grade 5 Reading standards to Washington, D.C.; amphibians, reptile, 10; use whole-number
formats, including visually, quantitatively, and literature (e.g., “Compare and contrast two or Gettysburg, PA; and the Erie bird, and mammal) exponents to denote
orally (I) more characters, settings, or events in a story or Canal. using data from powers of 10
a drama, drawing on specific details in the text multiple sources
[e.g., how characters interact]”) (I) ongoing

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Study Social Studies Science Math

AKS: Literary Text AKS: Narrative Writing AKS: Reconstruction AKS: AKS: Numbers and
Classification of Operations in Base
5LA.A.2: determine a theme of a story, drama, or poem 5LA.D.24.e- provide a conclusion that Clarification: Civil War is
from details in the text, including how characters in a story follows from the narrated now a 4th grade Animals and Ten
or drama respond to challenges or how the speaker in a experiences or events (I) Plants
poem reflects upon a topic; summarize the text (I) standard, however, for AKS 6.NBT.3_a. read, write,
this transitional year, it 6. obtain, evaluate, order, and compare place
5LA.A.1, B.10, A.9 21. 21a, 21c ongoing must be taught in 5th and communicate value of decimals to
information to group thousandths using base ten
AKS: Speaking and Listening grade. organisms using numerals, number names,
scientific classification and expanded form (e.g.,
6 5LA.E.32a-come to discussions prepared, having read or 45. analyze the effects of procedures 347.392 = 3 x 100 + 4 x 10 +
9/11 – 9/15 studied required material; explicitly draw on that Reconstruction on American 6a. develop a model 7 x 1 + 3 x (1/10) + 9 x
preparation and other information known about the topic life that illustrates how (1/100) + 2 x (1/1000))
to explore ideas under discussion (I) 45a. Describe the purposes animals are sorted
of the 13th, 14th, and 15th into groups AKS 7.NBT.3_b. compare
5LA.E.33: summarize a written text read aloud or information Amendments. (vertebrate and two decimals to
presented in diverse media and formats, including visually, invertebrate) and thousandths based on
quantitatively, and orally (I) how vertebrates are meanings of the digits in
further sorted into each place, using >, =,
groups (fish, and < symbols to record
amphibians, reptile, the results of comparisons
bird, and mammal)
using data from AKS 8.NBT.4 use place
multiple sources value understanding to
round decimals to any
place

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Social Studies Science Math
Study
AKS: Literary Text *Administer Narrative On Demand Post AKS: Numbers and
7 Assessment* AKS: Reconstruction AKS: Classification of Operations in Base
9/18 – 9/22 5LA.A.6: describe how a narrator’s or speaker’s Animals and Plants
CogAT (1,2,5) point of view influences how events are 5.LA.D.31: write routinely over extended time Clarification: Civil War is Ten
described (I) frames (time for research, reflection, and revision) now a 4th grade 6. obtain, evaluate, and
and shorter time frames (a single sitting or a day communicate information AKS 11.NBT.7 add and
5LA.A.1, B.10, A.9 21. 21a, 21c ongoing or two) for a range of discipline-specific tasks, standard, however, for to group organisms using subtract, multiply and
purposes, and audiences (I) this transitional year, it scientific classification divide decimals to
AKS: Speaking and Listening Ongoing must be taught in 5th procedures hundredths, using concrete
6a. develop a model that models or drawings and
5LA.E.32a-come to discussions prepared, AKS: Informational Writing grade. illustrates how animals are strategies based on place
having read or studied required material; sorted into groups value, properties of
explicitly draw on that preparation and other NEW FOCUS STANDARD 45. analyze the effects of (vertebrate and operations, and/or the
information known about the topic to explore 5LA.D.28: conduct short research projects that use Reconstruction on American invertebrate) and how relationship between
ideas under discussion (I) several sources to build knowledge through life vertebrates are further addition and subtraction;
investigation of different aspects of a topic (I) 45b Explain the work of the sorted into groups (fish, relate the strategy to a
5LA.E.33: summarize a written text read aloud 5LA.F.39a- use punctuation to separate items in a Bureau of Refugees, Freedmen, amphibians, reptile, bird, written method and
or information presented in diverse media and series (I) and Abandoned Lands and mammal) using data explain the reasoning used
formats, including visually, quantitatively, and (Freedmen’s Bureau). from multiple sources
orally (I)

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Social Studies Science Math
Study
AKS: Reconstruction AKS: Classification of AKS: Numbers and
AKS: Literary Text AKS: Informational Writing Animals and Plants Operations in Base Ten
Clarification: Civil War
8 5LA.A.5: explain how a series of chapters, scenes, or 5.LA.D.31 ongoing is now a 4th grade 6. obtain, evaluate, and AKS 11.NBT.7 Add, subtract,
9/25 – 9/29 stanzas fits together to provide the overall structure FOCUS STANDARD communicate information multiply and divide decimals to
Early Release (9/27 and 9/28) of a particular story, drama, or poem (I) 5LA.D.28: conduct short research standard, however, for to group organisms using hundredths, using concrete
DA Window begins projects that use several sources to this transitional year, it scientific classification models or drawings and
5LA.A.1, B.10, A.9 21. 21a, 21c ongoing build knowledge through investigation must be taught in 5th procedures strategies based on place value,
of different aspects of a topic (I) 6b. develop a model that properties of operations, and/or
AKS: Speaking and Listening grade. illustrates how plants are the relationship between
*Teach in conjunction with reading* sorted into groups addition and subtraction; relate
5LA.E.32a-come to discussions prepared, having 5LA.F.40b- compare and contrast the 45. analyze the effects of (vascular, nonvascular) the strategy to a written method
read or studied required material; explicitly draw on varieties of English (e.g. dialects, Reconstruction on and how vascular plants and explain the reasoning used
that preparation and other information known registers) used in stories, dramas, or American life are further sorted into
about the topic to explore ideas under discussion (I) poems 45c. Explain how slavery groups (seed producers,
was replaced by non-seed producers)
5LA.E.33: summarize a written text read aloud or sharecropping and how using data from multiple
information presented in diverse media and formats, freed Blacks were sources
including visually, quantitatively, and orally (I) prevented from exercising
their newly won rights.

Meadowcreek Cluster Grade 5-Quarter 1- Pacing Guide

Week Reading Writing Word Social Studies Science Math
Study
AKS: Informational Text AKS: Informational Writing AKS: Informational Text AKS: Classification of AKS: Numbers and
Animals and Plants Operations in Base
5LA.B.10: Quote accurately from a text when 5.LA.D.31 ongoing 5LA.B.15: analyze multiple
explaining what the text says explicitly and NEW FOCUS STANDARD accounts of the same event 6. obtain, evaluate, and Ten
when drawing inferences from the text (I) 5LA.D.28: conduct short research projects or topic, noting important communicate information to
that use several sources to build knowledge similarities and differences in group organisms using scientific AKS 11.NBT.7 Add,
5LA.B.15: analyze multiple accounts of the through investigation of different aspects of a the point of view they classification procedures subtract, multiply and
same event or topic, noting important topic (I) represent (I) 6b. develop a model that divide decimals divide
similarities and differences in the point of view illustrates how plants are sorted decimals to hundredths,
9 they represent (I) AKS: Reconstruction into groups (vascular, using concrete models
10/2 – 10/6 nonvascular) and how vascular or drawings and
DA Window open 5LA.A.1, B.10, A.9 21. 21a, 21c ongoing Clarification: Civil War is plants are further sorted into strategies based on
now a 4th grade groups (seed producers, non- place value, properties
AKS: Speaking and Listening seed producers) using data from of operations, and/or the
standard, however, for multiple sources relationship between
5LA.E.35: report on a topic or text or present this transitional year, it addition and
an opinion, sequencing ideas logically and must be taught in 5th subtraction; relate the
using appropriate facts and relevant, strategy to a written
descriptive details to support main ideas or grade. method and explain the
themes; speak clearly at an understandable reasoning used
pace (I)
45. analyze the effects of
Reconstruction on American
life
45d. Describe the effects of
Jim Crow laws and practices.