This document provides a curriculum map for 5th grade reading at the Isaac School District. It outlines the standards, knowledge, and skills that will be taught each quarter with a focus on different text types. In quarter one, students will learn about plot elements in fictional text and identifying main ideas and details in expository text. Quarter two focuses on cause and effect relationships in expository text and analyzing different types of poetry. The third quarter covers author's intentions in fictional text. Recurring concepts like vocabulary, fluency, and comprehension strategies are integrated throughout the year.

1. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Authors: School
Rationale
Rationale for selected performance objectives is based on data from the AIMS blueprint. We chose strands that are the most heavily weighted
on AIMS and are critical for students to master before promotion to sixth grade.
Linking performance objectives are scaffolded to guide the students towards mastery of priority objective(s). Each quarter both expository text
and literary elements are spiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote
student mastery.
As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to
support student mastery. These recurring performance objectives are listed in the Preamble, AND ARE SUBJECT TO TESTING WITHIN
ANY QUARTER ON GALILEO.

2. 5th Grade Reading Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs should be taught throughout the entire year:
AZ Essential Learning
Standard Knowledge Skills
VOCABULARY
S1C4PO1 Root Words and Affixes Use knowledge of root words and affixes to determine the meaning of unknown words.
S1C4PO2 Context Clues Use context to determine the relevant meaning of a word or the intended meaning of a
word with multiple meanings. (e.g., hatch, arm, boot).
S1C4PO5 Word Meanings Determine the meanings, pronunciations, syllabications, synonyms, antonyms, and parts of
speech of words, by using a variety of reference aids, including dictionaries, thesauri,
glossaries, and CD-ROM and Internet when available.
S1C4PO6 Antonyms, synonyms, homonyms Identify antonyms, synonyms, and homonyms for given words within text.
FLUENCY
S1C5PO1 Familiar prose, poetry Read from familiar prose and poetry with fluency and appropriate rhythm, pacing,
intonation, and expression relevant to the text.
COMPREHENSION STRATEGIES
S1C6PO1 Text, prior knowledge Predict text content using prior knowledge, and text features (e.g., illustrations, titles, topic
sentences, and key words).
S1C6PO2 Predictions, text Confirm predictions about text for accuracy.
S1C6PO3 Clarifying questions Generate clarifying questions in order to comprehend text.
S1C6PO4 Graphic organizers Use graphic organizers in order to clarify the meaning of the text.
S1C6PO6 Reading strategies [Utilize] reading strategies (drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

3. 5th Grade Reading Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ
Knowledge Skills
Standard
ELEMENTS OF LITERATURE
S2C1PO2 Literary selection, theme Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary
selection.
S2C1PO9 Various genres of fiction Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction,
adventures, fantasies, fables, myths) based upon their characteristics.
* = POs previously introduced Bold = Priority PO 3
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

4. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description- Fictional Text - Plot
Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)
A character’s traits and actions influence the plot. Why is conflict necessary in quality fictional text?
A plot is a necessary literary element of fictional text. How did the author sequence the events to lead up to the climax?
Components of plot support readers in summarizing fictional text. How did the major character resolve the conflict?
Readers use textual evidence to infer character traits. How do a character’s actions, thoughts, feelings, and word choice help you
form an opinion about the character?
In what ways does a minor character influence the major character’s
decisions?
How does the setting impact the events of the text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, plot
conflict, rising action, climax, falling action, resolution). components
main events
conflicts
rising action
climax
falling action
resolution
* = POs previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

5. 5th Grade Reading Curriculum Map
Isaac School District No. 5
S2C1PO3 Major characters & minor Distinguish between major characters and minor characters. major characters
characters minor characters
character traits
S2C1PO4 Character traits and actions Analyze how a character’s traits influence that character’s setting
actions. influence
narrator
S2C1PO6 Setting, literary selection Determine all the aspects of the setting (e.g., time of day or narrative point of
year, historical period, place, situation) in a literary selection. view
first person
S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third third person limited
person, omniscient) in a literary selection. omniscient
* = POs previously introduced Bold = Priority PO 5
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

6. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Expository Text – Main Idea And Details
Cluster: 2
Big Ideas/Enduring Understandings Essential Question(s)
The main idea is what the text is mostly about. How you determine the main idea of the text?
Supporting details provide evidence of the main idea. What details support the main idea of the text?
Expository text presents viewpoints based on facts and opinions. Why is it important to differentiate fact from opinion?
Organizational features help readers clarify text and provide additional How do the graphic features support the text?
information.
What text features give clues about the author’s purpose?
The author’s purpose influences the organization of text and choice of words.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Main idea, supporting details, Identify the main idea and supporting details in expository expository text
expository text text. evidence
fact
opinion
S3C1PO2 Fact & opinion, expository text, Distinguish fact from opinion in expository text, using maps
supporting evidence supporting evidence from text. main idea
supporting detail
charts
S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, diagrams
to describe, to explain) for writing the expository text. illustrations
tables
* = POs previously introduced Bold = Priority PO 6
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

7. 5th Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO4 Specific information, organizational [Cite] specific information by using organizational features timelines
features, expository text (e.g., table of contents, headings, captions, bold print, table of contents
glossaries, indices, italics, key words, topic sentences, headings
concluding sentences) of expository text. captions
S3C1PO6 Information from graphic features, [Apply] information from graphic features (e.g., charts, maps, bold print
expository text diagrams, illustrations, tables, timelines) in expository text. glossaries
S3C1PO5 Print & electric reference resources Locate appropriate print and electronic reference sources (e.g., indices
encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, italics
textbooks, CD-ROM, website) for a specific purpose. key words
topic sentences
concluding
sentences
illustrations
titles
topics
sentences
encyclopedia
atlas
almanac
dictionary
thesaurus
periodical
* = POs previously introduced Bold = Priority PO 7
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

8. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Functional Text
Cluster: 3
Big Ideas/Enduring Understandings Essential Question(s)
Each type of functional text serves a different purpose. How is functional text organized differently from other expository text?
Interpreting details from functional text helps readers execute a specific task. What purposes do the various types of functional text serve?
Graphic features and organizational features support comprehension of What knowledge do you gain from each type of functional text?
expository text.
What details help you interpret the functional text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO2 Details, functional text, specific Interpret details from functional text for a specific purpose functional text
purpose (e.g., to follow directions, to solve problems, to perform expository text
procedures, to answer questions). charts
maps
*S3C1PO6 Expository text, information from Interpret information from graphic features (e.g., charts, diagrams
graphic features maps, diagrams, illustrations, tables, timelines) in expository illustrations
text. tables
timelines
S3C2PO1 Specific information, functional text Locate specific information from functional text (e.g., letters, letters
memos, directories, menus, schedules, pamphlets, search memos
engines, signs, manuals, instructions, recipes, labels, forms). directories
menus
* = POs previously introduced Bold = Priority PO 8
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

9. 5th Grade Reading Curriculum Map
Isaac School District No. 5
*S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, schedules
to describe, to explain) for writing the expository text. pamphlets
*S3C1PO4 Expository text, organizational [Summarize] specific information by using organizational search engines
features features (e.g., table of contents, headings, captions, bold print, signs
glossaries, indices, italics, key words, topic sentences, manuals
concluding sentences) of expository text. instructions
recipes
labels
forms
table of contents
headings
captions
bold print
glossaries
indices
italics
key words
topic sentences
concluding
sentence
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

10. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expository Text - Cause and Effect
Cluster: 4
Big Ideas/Enduring Understandings Essential Question(s)
Cause and effect relationships in expository text can be stated or inferred with How does the relationship between cause and effect help you understand text?
textual evidence.
What are some questions you can ask yourself when you are trying to identify
Expository text organizes main idea and details using cause and effect the cause and effect?
relationships.
How does understanding the cause and effect relationships help you
determine the main idea of the text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO7 Cause and effect Identify cause and effect relationships (stated and cause
implied). effect
identify
*S3C1PO1 Main idea, supporting details, Identify the main idea and supporting details in expository inform
expository text text. main idea
supporting details
*S3C1PO3 Author’s purpose, expository text [Evaluate] author’s main purpose for writing (e.g., to inform, author’s purpose
to describe, to explain) for writing the expository text. describe
explain
expository text
* = POs previously introduced Bold = Priority PO 10
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

11. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Poetry
Cluster: 5
Big Ideas/Enduring Understandings Essential Question(s)
Figurative language enhances the details that can support the comprehension How is poetry organized differently from other text?
of text.
What are the characteristics of each type of poetry?
Poetry has a unique text structure.
How can determining the literal meaning of figurative expression support
Each type of poetry possesses its own specific characteristics. comprehension?
How does figurative language enhance the sensory details of a poem?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO8 Types of poetry Identify types of poetry (e.g., free verse, haiku, cinquain, poetry
limericks). rhyme
rhythm
stanza
S1C4PO3 Figurative language, literal Determine the difference between figurative language and
free verse
language literal language.
haiku
limericks
S1C4PO4 Figurative language Determine the meaning of figurative language, including cinquain
similes, personification, and idioms. figurative language
literal language
personification
simile
idiom
* = POs previously introduced Bold = Priority PO 11
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

12. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Fictional Text – Author’s Intentions
Cluster: 6
Big Ideas/Enduring Understandings Essential Question(s)
Authors’ use of words can influence a reader’s feelings and attitudes. What details did the author include to make the plot and characters believable?
Authors are intentional with their literary decisions when crafting text. How do authors try to influence readers’ feelings and attitudes?
Authors write text from different points of view. How does the language an author uses influence a reader’s feelings and
attitude?
Characters have specific traits that readers can connect to.
What can we learn about a character based on his actions, thoughts, feelings
and choice of words?
What clues helped you determine the point of view of the text?
What are the historical and cultural aspects found in this work of literature?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal intended effect
influence of readers’ feelings and of characters, believability of characters and plot, use of appeal of characters
attitudes figurative language) that the author uses to influence plot
readers’ feelings and attitudes. figurative language
similes
*S1C4PO4 Figurative language [Analyze] the meaning of figurative language, including personification
similes, personification, and idioms. idioms
literal language
*S2C1PO4 Character’s traits, character’s [Justify] how a character’s traits influence that character’s character traits
actions actions. major characters
* = POs previously introduced Bold = Priority PO 12
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

13. 5th Grade Reading Curriculum Map
Isaac School District No. 5
*S2C1PO3 Major characters & minor [Compare and contrast] major characters and minor minor characters
characters characters. setting
point of view
*S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, conflict, first person
rising action, climax, falling action, resolution). third person limited
third person
*S1C4PO3 Figurative language, literal Determine and [discuss] the difference between figurative omniscient
language language and literal language.
*S2C1PO6 Setting, literary selection [Analyze] all the aspects of the setting (e.g., time of day or
year, historical period, place, situation) in a literary selection.
*S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third
person, omniscient) in a literary selection.
S2C2PO1 Historical & cultural aspects, Describe the historical and cultural aspects found in cross-
works of literature cultural works of literature.
S1C6PO5 Information, events, text, Connect information and events in a text to experience and to
experience, sources related text and sources.
* = POs previously introduced Bold = Priority PO 13
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

14. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Persuasive Text
Cluster: 7
Big Ideas/Enduring Understandings Essential Question(s)
Expository text uses organizational features to support readers’ How do authors try to influence the attitudes and feelings of readers?
understanding.
What techniques did the author use to persuade the audience?
Expository text is presented as facts and opinions that communicate the
author’s position. How do I determine the author’s position and justify my thinking?
Specific strategies are used to persuade readers. How did persuasive vocabulary influence the reader’s opinion?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C3PO3 Author’s influence, reader’s Identify the intended effect of persuasive strategies (e.g., author’s position
perspective, intended effect of peer pressure, bandwagon, repetition) that the author uses supporting evidence
persuasive strategies to influence readers' perspectives. main purpose
persuasive language
persuasive strategies
*S3C1PO3 [Justify] the author's main purpose (e.g., to inform, to perspective
Author’s main purpose
describe, to explain) for writing the expository text. peer pressure
bandwagon
S3C3PO2 Intended effect of persuasive Identify the intended effect of persuasive vocabulary (e.g., repetition
vocabulary loaded/emotional words, exaggeration, euphemisms) that the intended effect
author uses to influence readers' opinions. author’s purpose
inform
describe
* = POs previously introduced Bold = Priority PO 14
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

15. 5th Grade Reading Curriculum Map
Isaac School District No. 5
S3C3PO1 Author’s position, supporting Determine an author’s position regarding a particular idea, explain
evidence subject, concept, or object, using supporting evidence from expository text
the text. loaded/emotional
words
euphemisms
exaggeration
* = POs previously introduced Bold = Priority PO 15
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

16. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Expository Text – Drawing Valid Conclusions
Cluster: 8
Big Ideas/Enduring Understandings Essential Question(s)
Schema helps readers draw valid conclusions about the text. What prior knowledge do I have about the topic that will help me draw valid
conclusions?
Readers use textual evidence to validate their conclusions.
What information/details/features from the text helped me draw valid
conclusions?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO8 Valid conclusion, information, Draw valid conclusions based on information gathered from draw conclusions
expository text expository text. main purpose
fact
*S3C1PO4 Specific information, [Summarize] specific information by using organizational opinion
organizational features, expository features (e.g., table of contents, headings, captions, bold print, expository
text glossaries, indices, italics, key words, topic sentences, main idea
concluding sentences) of expository text. supporting detail
*S3C1PO1 Main idea and supporting details, [Interpret] the main idea and supporting details in expository charts
text. maps
diagrams
illustrations
tables
timelines
*S3C1PO6 Information from graphic features, [Apply] information from graphic features (e.g., charts, maps,
expository text diagrams, illustrations, tables, timelines) in expository text. table of contents
headings
*S3C1PO2 Fact & opinion, expository text, Distinguish and [justify] fact from opinion in expository text,
captions
supporting evidence using supporting evidence from text.
* = POs previously introduced Bold = Priority PO 16
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

17. 5th Grade Reading Curriculum Map
Isaac School District No. 5
*S3C1PO3 Author’s purpose, expository text [Justify] author’s main purpose for writing (e.g., to inform, to bold print
describe, to explain) for writing the expository text. glossaries
indices
*S1C6PO5 Information, events, text, Connect information and events in a text to experience and to
italics
experience, sources related text and sources.
key words
topic sentences
concluding
sentences
illustrations
titles
topics
sentences
* = POs previously introduced Bold = Priority PO 17
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

18. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Fictional Text – Plot Revisited
Cluster: 9
Big Ideas/Enduring Understandings Essential Question(s)
A character’s traits and actions influence the plot. Why is conflict necessary in quality fictional text?
A plot is a necessary literary element of fictional text. How did the author sequence the events to lead up to the climax?
Components of plot support readers in summarizing fictional text. How did the major character resolve the conflict?
Readers use textual evidence to infer character traits. How do a character’s actions, thoughts, feelings, and word choice help you
form an opinion about the character?
In what ways does a minor character influence the major character’s
decisions?
What details did the author include to make the plot and characters
believable?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
*S2C1PO1 Components of a plot Identify the components of a plot (e.g., main events, plot
conflict, rising action, climax, falling action, resolution). conflict
climax
main events
*S2C1PO3 Major characters & minor [Compare and contrast] between major characters and minor rising action
characters characters. falling action
* = POs previously introduced Bold = Priority PO 18
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

19. 5th Grade Reading Curriculum Map
Isaac School District No. 5
*S2C1PO4 Character traits and actions [Justify] how a character’s traits influence that character’s resolution
actions. character traits
major characters
minor characters
connections
*S1C6PO5 Information, events, text, Connect information and events in a text to experience and to intended effect
experience, sources related text and sources. influences
appeal of characters
believability
*S2C1PO6 Setting, literary selection [Analyze] of all the aspects of the setting (e.g., time of day or figurative language
year, historical period, place, situation) in a literary selection. setting
*S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal of
influence of readers’ feelings and characters, believability of characters and plot, use of
attitudes figurative language) that the author uses to influence readers’
feelings and attitudes.
*S1C4PO3 Figurative language, literal Determine and [discuss] the difference between figurative
language language and literal language.
*S1C4PO4 Figurative language [Analyze] the meaning of figurative language, including
similes, personification, and idioms.
* = POs previously introduced Bold = Priority PO 19
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

20. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4
Unit Name and Description: Functional Text - Revisited
Cluster: 10
Big Ideas/Enduring Understandings Essential Question(s)
Interpreting details from functional text helps readers execute a specific task. How is functional text organized differently from other expository text?
What knowledge do you gain from each type of functional text?
What details help you interpret the functional text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO2 Details, functional text, specific Interpret details from functional text for a specific purpose functional text
purpose (e.g., to follow directions, to solve problems, to perform letters
procedures, to answer questions). memos
directories
S3C2PO1 Specific information, functional text Locate specific information from functional text (e.g., letters, menus
memos, directories, menus, schedules, pamphlets, search schedules
engines, signs, manuals, instructions, recipes, labels, forms). pamphlets
search engines
manuals
instructions
recipes
labels
forms
* = POs previously introduced Bold = Priority PO 20
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

21. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4
Unit Name and Description: Fictional Text – Author’s Intentions – Revisited
Cluster: 11
Big Ideas/Enduring Understandings Essential Question(s)
Authors’ use of words can influence a reader’s feelings and attitudes. What details did the author include to make the plot and characters believable?
Authors are intentional with their literary decisions when crafting text. How do authors try to influence readers’ feelings and attitudes?
Authors write text from different points of view. How does the language an author uses influence a reader’s feelings and
attitude?
What clues helped you determine the point of view of the text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO7 Intended effect, techniques, Identify the intended effect of the techniques (e.g., appeal intended effect
influence of readers’ feelings and of characters, believability of characters and plot, use of appeal of
attitudes figurative language) that the author uses to influence characters
readers’ feelings and attitudes. plot
events
*S2C1PO4 Character traits and actions [Justify] how a character’s traits influence that character’s climax
actions. rising action
falling action
*S2C1PO1 believability
Components of a plot Identify the components of a plot (e.g., main events, conflict,
point of view
rising action, climax, falling action, resolution).
first person
third person limited
*S2C1PO5 Narrative point of view Identify the narrative point of view (e.g., first person, third
third person
person, omniscient) in a literary selection.
omniscient
* = POs previously introduced Bold = Priority PO 21
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

22. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4
Unit Name and Description: Expository Text - Cause and Effect – Revisited
Cluster: 12
Big Ideas/Enduring Understandings Essential Question(s)
Cause and effect relationships in expository text can be stated or inferred with How does the relationship between cause and effect help you understand text?
textual evidence.
What are some questions you can ask yourself when you are trying to identify
Expository text organizes main idea and details using cause and effect the cause and effect?
relationships.
How does understanding the cause and effect relationships help you
determine the main idea of the text?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO7 Cause and effect [Interpret] cause and effect relationships (stated and cause
implied). effect
main idea
*S3C1PO1 Main idea, supporting details, [Interpret] the main idea and supporting details in expository supporting details
expository text text. expository text
* = POs previously introduced Bold = Priority PO 22
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

23. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Page Left Blank Intentionally!!!
* = POs previously introduced Bold = Priority PO 23
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

24. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4
Unit Name and Description: Comprehension Strategies
Cluster: 10
Big Ideas/Enduring Understandings Essential Question(s)
Good readers use strategies to comprehend text. How can reading strategies help you comprehend what you read?
Building background develops comprehension. How can organizational structures aide the comprehension?
Making predictions give readers a reason to read further. How does building background knowledge facilitate comprehension?
How and why do good readers make predictions?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S1C6PO7 Reading strategies Use reading strategies (e.g., drawing conclusion, cause and effect
determining cause and effect, making inferences, drawing conclusion
sequencing) to comprehend text. inference
sequencing
S1C6PO6 Knowledge of the organizational Apply knowledge of the organizational structures (e.g., chronological order
structures chronological order, time-sequence order, cause and effect time-sequence
relationships) of text to aid comprehension. predict
prior knowledge
S1C6PO1 Predicting Predict text content using prior knowledge and text features titles
(e.g., illustrations, titles, topic sentences, key words). illustrations
evaluate
S1C6PO2 Confirming predictions [Evaluate] predictions about text for accuracy. accuracy
clarifying questions
* = POs previously introduced Bold = Priority PO 24
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

25. 5th Grade Reading Curriculum Map
Isaac School District No. 5
S1C6PO3 Clarifying questions Generate clarifying questions in order to comprehend text. information
experience
S1C6PO5 Making connections [Make use of] information and events in text to experience and relate
to related text and sources. sources
genres
S1C5PO1 Genres Read from a variety of genres with accuracy, automaticity prosody
(immediate recognition), and prosody (expression). automaticity
affixes
S1C4PO1 Affixes Determine the effect of affixes on root words. root words
prefixes
S1C4PO2 Meaning of words Use context to identify the meaning of unfamiliar words (e.g. suffixes
definition, example, restatement, synonym, contrast). unfamiliar words
restatement
* = POs previously introduced Bold = Priority PO 25
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

26. 5th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following clusters are from the subsequent grade level (6th grade)
Unit Name and Description: Literary Text
Cluster: 11
Big Ideas/Enduring Understandings Essential Question(s)
All narratives contain elements of plot. What are the elements of plot?
Authors intentionally use literary techniques to influence readers’ feeling and How do good readers use setting, characters and conflict to understand the
attitudes. plot of the story?
Authors use clues to help readers identify character traits. How have you seen an author’s attitude expressed through text?
Reading is a crucial life skill. How do good readers identify characters’ traits?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO1 Plot components Describe the plot and its components (e.g., main events, plot
conflict, rising action, climax, failing action, resolution). main events
conflict
S2C1PO8 Genres of fiction [Compare] various genres of fiction (e.g., mysteries, science rising action
fiction, historical fiction, adventures, fantasies, fables, myths) climax
based upon their characteristics. failing action
resolution
S2C1PO4 Narrative point of view Identify the narrative point of view (e.g., first person, first genre
person, third person, omniscient) in a literary selection. fiction
mysteries
S2C1PO3 Characters [Identify] the motivations of major and minor characters. adventures
fantasies
* = POs previously introduced Bold = Priority PO 26
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District

27. 5th Grade Reading Curriculum Map
Isaac School District No. 5
S2C1PO5 Setting Analyze the influence of setting (e.g., time of day or year, fables
historical period, place, situation) on the problem and myths
resolution. first person
third person
S2C1PO6 Drawing conclusions Draw conclusions about the style, mood, and meaning of omniscient
literary text based on the author’s word choice. motivation
minor
S2C1PO2 Themes [Examine] the theme in works of prose, poetry, and drama. major
analyze
S2C2PO2 Stylistic elements in literature Identify common structures and stylistic elements in literature resolution
folklore, and myths from a variety of cultures. style mood
prose
poetry
drama
compare
contrast
stylistic elements
folklore
cultures
literature
* = POs previously introduced Bold = Priority PO 27
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/28/2011
Underlining = Cognitive rigor Isaac School District