ENGLISH LANGUAGE ARTS CURRICULUM GRADE 5 - · PDF file · 2012-02-26ENGLISH LANGUAGE ARTS CURRICULUM GRADE 5 Curriculum Writers: Tricia Dougherty, Deb Marcellino, Angela Nunes, and

ENGLISH LANGUAGE ARTS CURRICULUM GRADE 5

Curriculum Writers: Tricia Dougherty, Deb Marcellino, Angela Nunes, and Janice Roehr

2/24/2012 Middletown Public Schools 1




STANDARDS Book Chapter BENCHMARKS

Middletown Public Schools INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT

EVIDENCE 1. READING

1.1 Comprehension

1.1.1 Demonstrate ability to monitor comprehension for different

types of texts and purposes by using a range of self-

monitoring and self-correction approaches R–8–12.1 e.g.,

• predicting and confirming

• rereading

• adjusting rate

• sub-vocalizing

• consulting resources

• questioning

• skimming

• scanning

• using syntax/language structure, semantics/meaning, or

other context cues

1.1.2 Use comprehension strategies (flexibly and as needed)

before, during, and after reading literary and informational

text. EXAMPLES of reading comprehension strategies might

include:

• using prior knowledge

• sampling a page for readability

• summarizing; predicting and making text based inferences

• determining importance

• generating literal, clarifying, and inferential questions

• constructing sensory images (e.g., making pictures in one’s

mind)

• making connections (text to self, text to text, and text to

world)

• taking notes

• locating, using, and analyzing text features (e.g. transition

words, subheadings, bold/italicized print, parts of the book)

• using text structure clues (e.g. chronological, cause/effect,

compare/contrast, proposition and support, description,

classification, logical/sequential)

Models the following reading strategies



• summarizing

• predicting and making text based

inferences


• generating literal, clarifying, and

inferential questions

• constructing sensory images (making

pictures in one’s mind)

• making connections (text to self, text

to text, and text to world)

• taking notes

• locating, using and analyzing text

features e.g. transition words,

subheadings, bold/italicized

• using text structure clues, e.g.

chronological, cause/effect,

compare/contrast, proposition and

support, description, classification,

logical sequential

• using metacognition strategies for

understanding text

Facilitates comprehension strategies

• making connections

• questioning

• visualizing

• inferring


• synthesizing information

• self-monitoring or fix-up

• predicting

• summarizing

Models the use of graphic organizers:

• sequence organizers (chains, cycle),

• concept development (mind map),

• compare/contrast organizers (Venn

diagrams, comparison charts),

• organizers (word web, concept map),

• evaluation organizers (charts, scales),

• categorize/classify organizers

(categories, tree)

• relational organizers (fish bone, pie

chart)

Employs best practice reading strategies

Textbook

• Daybook of Critical Reading

and Writing, Great Source

(division of Houghton

Mifflin)

Core Books Lexile rates

770-980

LITERATURE, REQUIRED

• Hoot, Hiassen (760)

• Island of the Blue Dolphins,

O’Dell (1000)

• Tuck Everlasting, Babbitt

(770)

LITERATURE, SUGGESTED

• Al Capone Does My Shirts,

Choldenko (660)

• Anything But Typical, Nora

Raleigh Baskin (640)

• Chasing Redbird, Creech

(860)

• Hailstones and Halibut

Bones, O’Neill

• Hatchet, Paulsen (1020)

• Journey, MacLachlan (630)

• Joyful Noise, Fleischman

• Love That Dog, Creech

(1010)

• On My Honor, Marion Bauer,

(750)

• Pictures of Hollis Woods, P.

Reilly Giff (650)

• Ruby Holler, Creech (660)

• Rules, Lord (780)

• Shooting the Moon, Dowell

(890)

• Sign of the Beaver, George

Speare (770)

Stargirl, Spinelli (590)

• The Cay, Theodore Taylor

(860)

• The Wanderer, Creech

(830)

• Tiger Rising, Dicamillo (520)

• Wringer, Spinelli (690)

REQUIRED

COMMON

ASSESSMENTS • NECAP RELEASED ITEMS

• NWEA

• Writing prompts and/or

common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS • AIMSweb

• Anecdotal records

(observations)

• Conferencing

• Exhibits

• Interviews

• Graphic organizers

• Journals

• Multiple Intelligences

assessments e.g. role playing

– bodily kinesthetic, graphic

organizing – visual,

collaboration- interpersonal

• Oral presentations

• Performance/problem-

based/common tasks

• Rubrics/checklists

• Tests and quizzes

• Writing genres

o Informative

o Narrative







EVIDENCE REQUIRED ASSESSMENTS – REMOVED FOR PUBLIC VIEW

• read aloud

• think aloud

• shared reading

• guided reading

• self-selected reading

Models readers’/writers’ workshop

Facilitates

• literature circles

• readers’ theater

Literary text

• Poetry, plays, fairytales,

fantasy, fables, realistic

fiction, folktales, historical

fiction, mysteries

INFORMATIONAL

• National Geographic trade

books TBD

• And Then What Happened

to Paul Revere, Jean Fritz

(830)

• What’s the Big Idea, Ben

Franklin, Jean Fritz (830)

• Where was Patrick Henry on

the 29th of May, Jean Fritz

(1000)

• Will You Sign Here John

Hancock? Jean Fritz (970)

• Can’t You Make Them

Behave King George? Jean

Fritz

• Face Magazine

• Cobblestone Magazine

• Scholastic News

• Science trade books

o Plant and life cycles o Solar system

Informational text

• Reports, encyclopedias,

children’s magazines,

content trade books,

student newspapers,

textbooks, biographies,

Internet websites, etc.

Supplementary books/material

• 7 Keys to Comprehension: How to Help Your Kids Read

It and Get It, Zimmermann,

Hutchins

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Formative Assessment and

o Opinions

o Research

o Responding to literary

and informational

text







EVIDENCE Standards-Based Grading,,

Classroom Strategies That

Work, Marzano

• Grade Level and Grade Span Expectations for English Language Arts

• Literature Circles, Daniels • Mosaic of Thought, Keene,

Zimmerman

• Reading Essentials, Routman

• Rhode Island PreK-12 Literacy Policy

• Strategies that Work, Non

Fiction Matters, Harvey

Technology

• Computers

• LCD projectors

• Smartboards

• explorelearning.com

(Gizmo™)

• www.commoncore.org/maps • www.corestandards.org

• www.ride.ri.gov

1. READING –

LITERATURE

1.2 Key Ideas and

Details

U 2, #8

Students

1.2.1 Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text. (RL.5.1)

• Make inferences about problem, conflict, solution, or

the relationship among elements (plot, character,

setting) within text (e.g.

o how the setting affects a character

o plot development. R–5–5.3 (state

assessment)

• Make logical predictions. R–5–5.1 (state assessment)

1.2.2 Determine a theme of a story, drama, or poem from details in the

text, including how characters in a story or drama respond to

challenges or how the speaker in a poem reflects upon a topic;

summarize the text. (RL.5.2) Daybook, “The Golden Touch”




• summarizing


inferences








• taking notes








logical sequential


understanding text

Textbook




Mifflin)


770-980




O’Dell (1000)


(770)



Choldenko (660)




(860)


REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits







EVIDENCE

U 1, #3

U 2, #7

U3, #4

• Identify or describe

o character(s) setting, problem/solution, major

events, or plot, as appropriate to text

o identifying any significant changes in

character(s) over time. R–5–4.1 (state

assessment),

o e.g. Daybook, “The American Story”

e.g. Daybook, “The Golden Touch”

e.g. Daybook, “Miracle’s Boys”

• Paraphrase or summarize key ideas/plot, with major

events sequenced, as appropriate to text. R–5–4.2

(state assessment)

• Identify author’s message or theme (implied or stated,

as in a fable). R–5–5.5 (state assessment)

1.2.3 Compare and contrast two or more characters, settings, or events

in a story or drama, drawing on specific details in the text (e.g., how characters interact). (RL.5.3)

• Describe characters’ physical characteristics,

personality traits, or interactions; or provide examples

of thoughts, words, or actions that reveal characters’

personality traits or their changes over time. R–5–5.2

(state assessment)

o e.g. Daybook, “Heartbeat”

e.g. Daybook, “Bud not Buddy”

• Identify or describe

o character(s) setting, problem/solution, major

events, or plot, as appropriate to text

o identify any significant changes in

character(s) over time. R–5–4.1 (state

assessment)



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Bones, O’Neill





(1010)


(750)


Reilly Giff (650)




(890)


Speare (770)



(860)


(830)



Literary text




fiction, mysteries




Hutchins



Standards-Based Grading,,


Work, Marzano


• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • Literature Circles, Daniels • Mosaic of Thought, Keene,

Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

1. READING –

LITERATURE

1.3 Craft and

Structure

Students

1.3.1 Determine the meaning of words and phrases as they are used in

a text, including figurative language such as metaphors and

similes. (RL.5.4)

• Identify literary devices as appropriate to genre:

o rhyme

o alliteration

o simile o dialogue

o imagery

o simple metaphors. R–5–4.5

• Demonstrate knowledge of use of literary elements and

devices (i.e., imagery, exaggeration) to analyze literary

works. R–5–6.1 (state assessment)

1.3.2 Explain how a series of chapters, scenes, or stanzas fits together

to provide the overall structure of a particular story, drama, or

poem. (RL.5.5)




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring

Textbook




Mifflin)


770-980




O’Dell (1000)


(770)



Choldenko (660)




(860)


Bones, O’Neill





(1010)

REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals







EVIDENCE 1.3.3 Describe how a narrator’s or speaker’s point of view influences

how events are described. (RL.5.6)

• Identify the narrator. R–5–5.4 (state assessment)




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates




(750)


Reilly Giff (650)




(890)


Speare (770)



(860)


(830)



Literary text




fiction, mysteries




Hutchins





Work, Marzano



Zimmerman










based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • Strategies that Work, Non


Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

1. READING –

LITERATURE

1.4 Integration of

Knowledge and

Ideas

Students

1.4.1 Analyze how visual and multimedia elements contribute to the

meaning, tone, or beauty of a text (e.g., graphic novel, multimedia

presentation of fiction, folktale, myth, poem). (RL.5.7)

1.4.2 Compare and contrast stories in the same genre (e.g. mysteries

and adventure stories) on their approaches to similar themes and

topics. . (RL.5.9)

• Read from a wide range of genres/kinds of text and a

variety of authors (e.g., literary, informational, and

practical texts). R–5–14.2

• Read multiple texts for depth of understanding an

author, subject, theme, or genre. R–5–14.3




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing

Textbook




Mifflin)


770-980




O’Dell (1000)


(770)



Choldenko (660)




(860)


Bones, O’Neill





(1010)


(750)


Reilly Giff (650)



REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals












EVIDENCE Models the use of graphic organizers:








(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates




(890)


Speare (770)



(860)


(830)



Literary text




fiction, mysteries




Hutchins





Work, Marzano



Zimmerman





Technology

• Computers

• LCD projectors



based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • Smartboards


(Gizmo™)


• www.ride.ri.gov

1. READING –

LITERATURE

1.5 Range of Reading

and Level of Text

Complexity

Students

1.5.1 By the end of the year, read and comprehend literature, including

stories, dramas, and poetry, at the high end of the grades 4–5 text

(Lexile rates 770–980 complexity band independently and

proficiently.) (RL.5.1)

• Read with frequency, including in-school, out-of-school,

and summer reading. R–5–14.1

• Read from a wide range of genres/kinds of text and a





• Self-select reading materials aligned with reading

ability and personal interests. R–5–17.1




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing







Textbook




Mifflin)


770-980




O’Dell (1000)


(770)



Choldenko (660)




(860)


Bones, O’Neill





(1010)


(750)


Reilly Giff (650)




(890)


Speare (770)



REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks







EVIDENCE • evaluation organizers (charts, scales),


(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



(860)


(830)



Literary text




fiction, mysteries




Hutchins





Work, Marzano



Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE 1. READING –

INFORMA-

TIONAL TEXT

1.6 Key Ideas and

Details

Students

1.6.1 Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text. (RI.5.1)

• Draw inferences about text, including author’s purpose

(e.g., to inform, explain, entertain, persuade) or

message; or form and support opinions/judgments and

assertions about central ideas that are relevant. R–5–

8.3 (state assessment)

• Make inferences about causes or effects. R–5–8.5

(state assessment)

1.6.2 Determine two or more main ideas of a text and explain how they

are supported by key details; summarize the text. (RI.5.2)

• Use information from the text to answer questions

related to main/central ideas or key details. R–5–7.2

(state assessment)

• Organize information to show understanding e.g.,

representing main/central ideas or details within text

through

o charting

o mapping

o paraphrasing

o summarizing

o comparing/contrasting. R–5–7.3 (state

assessment)

1.6.3 Explain the relationships or interactions between two or more

individuals, events, ideas, or concepts in a historical, scientific, or

technical text based on specific information in the text. (RI.5.3)

• Connect information within a text or across texts. R–5–8.1 (state assessment)




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


Textbook




Mifflin)


770-980

INFORMATIONAL


books TBD



(830)





(1000)





Fritz

• Face Magazine


• Scholastic News



Informational text




student newspapers,






Hutchins

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies,

REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative







EVIDENCE • Make inferences about causes or effects. R–5–8.5

(state assessment)

• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Science and Technical Subjects




Work, Marzano



Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

o Opinions

o Research


and informational

text

1. READING –

INFORMA-

TIONAL TEXT

1.7 Craft and

Structure

Students

1.7.1 Determine the meaning of general academic and domain-specific

words and phrases in a text relevant to a grade 5 topic or

subject area. (RI.5.4)

• Select appropriate words or explain the use of words

in context, including content specific vocabulary, words

with multiple meanings, or precise vocabulary. R–5–3.2

(state assessment) • Obtain information from text features (e.g., table of

contents, glossary, index, transition words/phrases,

bold or italicized text, headings, subheadings, graphic

organizers, charts, graphs, or illustrations). R-5-7.1




• summarizing


inferences








• taking notes








Textbook




Mifflin)


770-980

INFORMATIONAL


books TBD



(830)





(1000)


REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing







EVIDENCE

(state assessment)

1.7.2 Compare and contrast the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of events, ideas,

concepts, or information in two or more texts. (RI.5.5)

• Identify the characteristics of a variety of types of text e.g.

o reference:

� dictionaries

� glossaries

� report

� encyclopedias

� children’s magazines

� content trade books

� textbooks

� student newspapers

� internet websites � biographies

o practical/functional texts: � Procedures

� instructions

� book orders

� announcements

� invitations

� recipes

� menus R–5–7.5

1.7.3 Analyze multiple accounts of the same event or topic, noting

important similarities and differences in the point of view they

represent. (RI.5.6)

• Synthesize information within or across text(s) e.g.

o constructing appropriate titles

o formulating assertions or controlling ideas.

R–5–8.2 (state assessment)



logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates






Fritz

• Face Magazine


• Scholastic News



Informational text




student newspapers,






Hutchins





Work, Marzano



Zimmerman





Technology

• Computers

• LCD projectors

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE message; or form and support opinions/judgments and


8.3 t (state assessment)

• Distinguish fact from opinion. R–5–8.4 (state

assessment)

• Smartboards


(Gizmo™)


• www.ride.ri.gov

1. READING –

INFORMA-

TIONAL TEXT

1.8 Integration of

Knowledge and

Ideas

Students

1.8.1 Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question

quickly or to solve a problem efficiently. (RI.5.7)

• Evaluate information presented, in terms of relevance.

R–5–15.2

• Gather, organize, and interpret the information. R–5–

15.3

• Use evidence to support conclusions. R–5–15.4

1.8.2 Explain how an author uses reasons and evidence to support

particular points in a text, identifying which reasons and evidence

support which point(s). (RI.5.8)



message; or form and support opinions/judgments and


8.3 (state assessment)

1.8.3 Integrate information from several texts on the same topic in

order to write or speak about the subject knowledgeably. (RI.5.9)

• Connect information within a text or across texts. R–5–8.1 (state assessment)

• Synthesize information within or across text(s) e.g.

o constructing appropriate titles




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing






Textbook




Mifflin)


770-980

INFORMATIONAL


books TBD



(830)





(1000)





Fritz

• Face Magazine


• Scholastic News



Informational text




student newspapers,




REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks







EVIDENCE o formulating assertions or controlling ideas.

R–5–8.2 (state assessment)




(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates





Hutchins





Work, Marzano



Zimmerman





Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING –

INFORMA-

TIONAL TEXT

1.9 Range of Reading

Level of Text

Complexity

Students

1.9.1 By the end of the year, read and comprehend informational texts,

including history/social studies, science, and technical texts, at the

high end of the grades 4–5 text (Lexile rates 770- 980)

complexity band independently and proficiently. (RI.5.10)

• Read with frequency, including in-school, out-of-school,

and summer reading. R–5–14.1




• summarizing


inferences








Textbook




Mifflin)


770-980

INFORMATIONAL


books TBD


REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/







EVIDENCE • Read from a wide range of genres/kinds of text and a





• Self-select reading materials aligned with reading

ability and personal interests. R–5–17.1

• Obtain information from text features e.g.,

o table of contents

o glossary

o index

o transition words/phrases

o bold or italicized text, headings

o subheadings

o graphic organizers

o charts, graphs

o illustrations R–5–7.1 (state assessment)

• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates




(830)





(1000)





Fritz

• Face Magazine


• Scholastic News



Informational text




student newspapers,






Hutchins





Work, Marzano



Zimmerman


SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • Rhode Island PreK-12

Literacy Policy • Strategies that Work, Non


Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

1. READING

STANDARDS:

1.10 Foundational

Phonics and

Word

Recognition

1.10.1 Know and apply grade-level phonics and word analysis skills in

decoding words. (RF.5.3)

• Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology

(e.g., roots and affixes) to read accurately unfamiliar

multisyllabic words in context and out of context.

(RF.5.3a) Words Their Way

• Identify multi-syllabic words by using knowledge of

o sounds

o six syllable types*/ syllable division,

o word patterns (including prefixes, and

suffixes) R–5–1.1

• Read multi-syllabic words, by using knowledge of

sounds, syllable types, or word patterns. R–5–1.2

• Read grade-level appropriate words (in connected text)

with automaticity. R–5–1.3




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

Textbook




Mifflin)




Hutchins





Work, Marzano



Zimmerman





• Words Their Way • Word Study for Spelling,

REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals










EVIDENCE • summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Phonics and Vocabulary

• Word Sorts for Letter

Name- Alphabetic

Spellers

• Word Sorts for Within

Word Pattern Spellers

• Word Sorts for Syllables

and Affixes Spellers

• Word Sort for

Derivational Relations

Spellers

Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)

• www.commoncore.org/maps

• www.corestandards.org

• www.ride.ri.gov





based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING

STANDARDS

1.11 Foundational

Skills Fluency

1.11.1 Read with sufficient accuracy and fluency to support

comprehension. (RF.5.4)

• Read on-level text with purpose and understanding.

(RF.5.4a)

• Read on-level prose and poetry orally with accuracy,

(RF.5.4b)

• Appropriate rate, and expression on successive readings.

(RF.5.4c)

• Use context to confirm or self-correct word recognition

and understanding, rereading as necessary. (RF.5.4d)

• Accuracy: reading material appropriate for grade 5

with 90-94% accuracy. R–5–11.1




• summarizing


inferences








• taking notes








logical sequential

Textbook




Mifflin)




Hutchins





Work, Marzano

• Grade Level and Grade Span

REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing







EVIDENCE • Fluency: reading with appropriate silent and oral

reading fluency rates as determined by text demands

and purpose for reading. R–5–11.2

• Fluency: reading familiar text with phrasing and

expression, and with attention to text features, such

as punctuation, italics, and dialogue. R–5–11.3


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Word sort activities

Expectations for English Language Arts


Zimmerman





• Words Their Way • Word Study for Spelling,

Phonics and Vocabulary

• Word Sorts for Letter

Name- Alphabetic

Spellers

• Word Sorts for Within

Word Pattern Spellers

• Word Sorts for Syllables

and Affixes Spellers

• Word Sort for

Derivational Relations

Spellers

Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

2. WRITING

2.1 Text Types and

Purposes

Students

2.1.1 Write opinion pieces on topics or texts, supporting a point of

view with reasons and information. (W.5.1)

• Introduce a topic or text clearly, state an opinion, and

Models the rituals and routines of writers’

workshop using the 10/40/10 model

• focus lesson (10 minutes)

• guided practice (40)

• share (10)

Textbook Daybook of Critical Reading


(division of Houghton Mifflin)

Writing and Grammar, Write

Source, (division of Houghton

REQUIRED

COMMON


• NWEA








EVIDENCE

create an organizational structure in which ideas are

logically grouped to support the writer’s purpose. (W.5.1a)

• Provide logically ordered reasons that are supported by

facts and details. (W.5.1b)

• Link opinion and reasons using words, phrases, and clauses

(e.g., consequently, specifically). (W.5.1c)

• Provide a concluding statement. (W.5.1d)

• Use an organizational text structure appropriate

to focus/controlling idea. W–5–6.1

• Select appropriate information to set the context.

W–5–6.2

• Use transition words or phrases appropriate to

organizing text structure. W–5–6.3

• Write a conclusion that provides closure. W–5–

6.4

• Provide a list of resources (e.g. materials used in a

task; sources used for references). W–5–6.5

• Establish a topic. W–5–7.1

• State and maintain a focus/controlling idea on a

topic. W–5–7.2

• Include facts and details relevant to

focus/controlling idea, and exclude extraneous

information . W–5–8.1

• Include sufficient details or facts for appropriate

depth of information:

Models characteristics of good writing,

e.g.

• organization

• idea

• voice

• sentence fluency

• convention

• word choice

Models the writing process

• prewriting/planning

• drafting

• revising

• editing

• publishing









(categories, tree)


chart)

Mifflin)

Core Books Lexile rates 770-980

Supplementary

books/material • 7 Keys to Comprehension:

How to Help Your Kids Read


Hutchins

• Common Core State

Standards for English

Language Arts and Literacy

in History/Social Studies,

Science and Technical

Subjects




Work, Marzano

• Grade Level and Grade Span Expectations for English

Language Arts


Zimmerman





Technology • Computers

• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov

common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE

o naming

o describing

o explaining

o comparing

o use of visual images. W–5–8.2

2.1.2 Write informative/explanatory texts to examine a topic and

convey ideas and information clearly. (W.5.2)

• Introduce a topic clearly, provide a general observation and

focus, and group related information logically; include

formatting (e.g., headings), illustrations, and multimedia

when useful to aiding comprehension. (W.5.2a)

• Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to

the topic. (W.5.2b)

• Link ideas within and across categories of information using

words, phrases, and clauses (e.g., in contrast, especially).

(W.5.2c)

• Use precise language and domain-specific vocabulary to

inform about or explain the topic. (W.5.2d)

• Provide a concluding statement or section related to the

information or explanation presented. (W.5.2e)

• Use an organizational text structure appropriate

to focus/controlling idea. W–5–6.1

• Select appropriate information to set the context.

W–5–6.2

• Use transition words or phrases appropriate to

organizing text structure. W–5–6.3

• Write a conclusion that provides closure. W–5–







EVIDENCE 6.4

• Provide a list of resources (e.g. materials used in a

task; sources used for references). W–5–6.5

• Establish a topic. W–5–7.1

• State and maintain a focus/controlling idea on a

topic. W–5–7.2

• Include facts and details relevant to

focus/controlling idea, and exclude extraneous

information. W–5–8.1

• Include sufficient details or facts for appropriate

depth of information: naming, describing, explaining, comparing, use of visual images. W–5–

8.2

2.1.3 Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear

event sequences. (W.5.3)

• Orient the reader by establishing a situation and

introducing a narrator and/or characters; organize an event

sequence that unfolds naturally. (W.5.3a)

• Use narrative techniques, such as dialogue, description, and

pacing, to develop experiences and events or show the responses of characters to situations. (W.5.3b)

• Experiences and events or show the responses of

characters to situations. (W.5.3c)

• Use a variety of transitional words, phrases, and clauses to

manage the sequence of events. (W.5.3d)







EVIDENCE • Use concrete words and phrases and sensory details to

convey experiences and events precisely. (W.5.3d)

• Provide a conclusion that follows from the narrated

experiences or events. (W.5.3e)

• Use relevant and descriptive details to advance

the plot/story line . W–5–5.1

• Use dialogue to advance plot/story line. W–5–5.2

• Develop characters through description. W–5–5.3

• Establish a focus when writing about observations

and experiences. W–5–5.5

• Select and elaborate on important ideas; and

exclude extraneous details. W–5–5.6

2. WRITING

2.2 Production and

Distribution of

Writing

Students

2.2.1 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are

defined in standards 1–3 above.) (W.5.4)

• Write in a variety of genres. W–5–11.4

2.2.2 With guidance and support from peers and adults, develop and

strengthen writing as needed by

• Planning/prewriting

• Revising/drafting

• Editing/revising

• Rewriting/publishing or trying a new approach.

(Editing for conventions should demonstrate command of

Language standards) (W.5.5)

2.2.3 Use the writing process. (GSEs)





• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing






Mifflin)


Supplementary




Hutchins






REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits







EVIDENCE

• Prewriting

o establish a purpose and central/controlling idea or

focus

o generate ideas – mapping, webbing, note taking,

interviewing, researching, etc.

o organize ideas – consider other models of good

writing, appropriate text structures to match

purpose, various ways to organize information, etc.

• Drafting

o written draft(s) for an intended audience

o develop topic, elaborate, explore sentence variety

and language use

• Revising (Content/Ideas)

o reflect, add, delete, define/redefine content by

self, teacher, peer

o consider voice, tone, style, intended audience,

coherence, transitions, pacing

o compare with rubric criteria and benchmark

papers/models

• Editing (Conventions and Mechanics)

o check for correctness with self, teacher, peer

o compare with rubric criteria and benchmark

papers/models

o use resources to support editing

o read aloud with self, teacher, peer

• Publishing

o share final draft with intended audience – orally,

in print, electronically, etc.

2.2.4 With some guidance and support from adults, use technology,

including the internet, to produce and publish writing as well as

to interact and collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum of two pages in

a single sitting. (W.5.6)









(categories, tree)


chart)

Subjects




Work, Marzano


Language Arts


Zimmerman






• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE 2 WRITING

2.3 Research to Build

and Present

Knowledge

Students

2.3.1 Conduct short research projects that use several sources to

build knowledge through investigation of different aspects of a

topic. (W.5.7)

2.3.2 Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or

paraphrase information in notes and finished work, and provide a

list of sources. (W.5.8)

2.3.3 Draw evidence from literary or informational texts to support

analysis, reflection, and research. (W.5.9)

• 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]”). (W.5.9a)

• Apply grade 5 Reading standards to informational texts

(e.g., “ Explain how an author uses reasons and evidence to

support particular points in a text, identifying which

reasons and evidence support which point[s]”). (W.5.9b)





• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)






Mifflin)


Supplementary




Hutchins






Subjects




Work, Marzano


Language Arts


Zimmerman






• LCD projectors

• Smartboards


(Gizmo™)


REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative







EVIDENCE • www.corestandards.org

• www.ride.ri.gov

o Opinions

o Research


and informational

text

2 WRITING

2.4 Range of

Writing

Students

2.4.1 Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting

or a day or two) for a range of discipline-specific tasks, purposes,

and audiences. (W.5.10)

• Write with frequency, including in-school, out-of-

school, and during the summer. W–5–11.1

• Share thoughts, observations, or impressions. W–5–

11.2

• Generate topics for writing. W–5–11.3

• Write in a variety of genres. W–5–11.4





• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)






Mifflin)


Supplementary




Hutchins






Subjects




Work, Marzano


Language Arts


Zimmerman





Technology

REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks








EVIDENCE • Computers

• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov


• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

3. SPEAKING and

LISTENING

3.1 Comprehension

and Collaboration

Students

3.1.1 Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher led) with diverse partners on

grade 5 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.5.1)

• Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation and

other information known about the topic to explore ideas

under discussion. (SL.5.1a)

• Follow agreed-upon rules for discussions and carry out

assigned roles. (SL.5.1b)

• Pose and respond to specific questions by making comments

that contribute to the discussion and elaborate on the

remarks of others. (SL.5.1c)

• Review the key ideas expressed and draw conclusions in

light of information and knowledge gained from the discussions. (SL.5.1d)

• Follow verbal instructions to perform specific

tasks, to answer questions, or to solve problems.

OC–5–1.1

• Summarize, paraphrase, question, or contribute to









(categories, tree)


chart)

Employs ELA best practices e.g.

• balanced literacy


• think/read/write aloud

• conferencing







Mifflin)


Supplementary




Hutchins






Subjects




Work, Marzano


Language Arts


Zimmerman



REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals













EVIDENCE information presented. OC–5–1.2

• Participate in large and small group discussions

showing respect for a range of individual ideas.

OC–5–1.4

• Reach consensus to solve a problem, make a

decision, or achieve a goal. OC–5–1.5

3.1.2 Summarize a written text read aloud or information presented in

diverse media and formats, including visually, quantitatively, and

orally. (SL.5.2)

• Summarize, paraphrase, question, or contribute to

information presented. OC–5–1.2

• Tell stories, give information, use details and

provide a coherent conclusion. OC–5–2.3

3.1.3 Summarize the points a speaker makes and explain how each

claim is supported by reasons and evidence. (SL.5.3) • Provide effective and appropriate feedback to

audience and small groups. OC–5–2.4




• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov


based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

3 SPEAKING AND

LISTENING

3.2 Presentation of

Knowledge and

Ideas

Students

3.2.1 Report on a topic or text or present an opinion, sequencing

ideas logically and using appropriate facts and relevant,

descriptive details to support main ideas or themes; speak

clearly at an understandable pace. (SL.5.4)

• Use a variety of strategies to engage audience

(e.g., eye contact, voice tone, and gestures). OC–

5–2.5

3.2.2 Include multimedia components (e.g., graphics, sound) and visual

displays in presentations when appropriate to enhance the









(categories, tree)


chart)





• conferencing







Mifflin)


Supplementary




REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE








EVIDENCE development of main ideas or themes. (SL.5.5)

• Use a variety of strategies to engage audience

(e.g., eye contact, voice tone, and gestures). OC–

5–2.5

3.2.3 Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate.

(SL.5.6)

• Demonstrate skills required in interpersonal, small

group, and public exchanges (e.g., discussions,

interviews). OC–5–2.1

• Use verbal and nonverbal choices to convey

consistent focus. OC–5–2.2

• Tell stories, give information, use details, and

provide a coherent conclusion. OC–5–2.3

Hutchins






Subjects




Work, Marzano


Language Arts


Zimmerman






• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov


(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

4. LANGUAGE

4.1 Conventions of

Standard English

Students

4.1.1 Apply and use background knowledge of:

• Nouns

• Verbs,

• Adverbs

• Adjectives

• Pronouns









(categories, tree)


chart)






Mifflin)


REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED







EVIDENCE

4.1.2 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. (L.5.1)

• Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular

sentences. (L.5.1a)

• Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (L.5.1b)

• Use verb tense to convey various times, sequences, states, and conditions. (L.5.1c)

• Recognize and correct inappropriate shifts in verb tense.*

(L.5.1d)

• Use correlative conjunctions (e.g., either/or, neither/nor). (L.5.1e)

• Identify or correct grammatical errors. W–5–9.1

4.1.3 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (L.5.2)

• Use punctuation to separate items in a series.* (L.5.2a)

• Use a comma to separate an introductory element from the

rest of the sentence. (L.5.2b)

• Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). (L.5.2c)

• Use underlining, quotation marks, or italics to indicate titles

of works. (L.5.2d)

• Spell grade-appropriate words correctly, consulting

references as needed. (L.5.2e)





• conferencing


Supplementary




Hutchins






Subjects




Work, Marzano


Language Arts


Zimmerman






• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE

• Apply basic capitalization rules. W–5–9.2

• Use punctuation to clarify meaning. W–5–9.4

• Correctly spell grade-appropriate, high-frequency

words, including

o homonyms and homophones

o applying syllables

o affix spelling patterns/rules. W–5–9.5

4 LANGUAGE

4.2 Knowledge of

Language

Students

4.2.1 Use knowledge of language and its conventions when writing,

speaking, reading, or listening. (L.5.3)

• Expand, combine, and reduce sentences for meaning,

reader/listener interest, and style. (L.5.3a)

• Compare and contrast the varieties of English (e.g.,

dialects, registers) used in stories, dramas, or poems.

(L.5.3b)

• Use varied sentence length and structure to

enhance meaning (e.g., including phrases and

clauses). W–5–1.1









(categories, tree)


chart)





• conferencing







Mifflin)


Supplementary




Hutchins






Subjects




Work, Marzano


Language Arts


REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews


• Journals











EVIDENCE Zimmerman






• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov




based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

4 LANGUAGE

4.3 Vocabulary

Acquisition and

Use

Students

4.3.1 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (L.5.4)

• Use context (e.g., cause/effect relationships and

comparisons in text) as a clue to the meaning of a word or

phrase. (L.5.4a)

• Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (L.5.4b)

• Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the

pronunciation and determine or clarify the precise meaning

of key words and phrases. (L.5.4c)

• Use strategies to unlock meaning, e.g.

o knowledge of word structure, including

prefixes/suffixes and base words

o context clues

o other resources, such as dictionaries,









(categories, tree)


chart)





• conferencing







Mifflin)


Supplementary




Hutchins






Subjects




Work, Marzano

REQUIRED

COMMON


• NWEA


common tasks for

required literature

SUGGESTED

FORMATIVE/

SUMMATIVE



(observations)

• Conferencing

• Exhibits

• Interviews








EVIDENCE

glossaries; or prior knowledge. R–5–2.1

(state assessment)

• Select appropriate words or explain the use of

words in context, including content specific

vocabulary, words with multiple meanings, or

precise vocabulary. R–5–3.2 (state assessment)

4.3.2 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. (L.5.5) • Interpret figurative language, including similes and

metaphors, in context. (L.5.5a)

• Recognize and explain the meaning of common idioms,

adages, and proverbs. (L.5.5b)

• Use the relationship between particular words (e.g.,

synonyms, antonyms, homographs) to better understand

each of the words. (L.5.5c).

• Use strategies to unlock meaning (e.g., knowledge

of word structure, including prefixes/suffixes and

base words; or context clues; or other resources,

such as dictionaries, glossaries; or prior

knowledge). R–5–2.1 (state assessment)

• Identify synonyms, antonyms, homonyms/

homophones, or shades of meaning. R–5–3.1

(state assessment)

• Identify literary devices as appropriate to genre:

rhyme, alliteration, simile, dialogue, imagery, or

simple metaphors. R–5–4.5

• Demonstrate knowledge of use of literary

elements and devices (i.e., imagery, exaggeration)

to analyze literary works. R–5–6.1 (state


Language Arts


Zimmerman






• LCD projectors

• Smartboards


(Gizmo™)



• www.ride.ri.gov

• Journals








based/common tasks



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE assessment)

4.3.3 Acquire and use accurately grade-appropriate general academic

and domain-specific words and phrases, including those that

signal contrast, addition, and other logical relationships (e.g.,

however, although, nevertheless, similarly, moreover, in addition). (L.5.6)

• Use transition words/phrases to establish clear

chronology and to enhance meaning. W–5–4.3

Documents

ENGLISH LANGUAGE ARTS CURRICULUM GRADE 5 - · PDF file · 2012-02-26ENGLISH LANGUAGE ARTS CURRICULUM GRADE 5 Curriculum Writers: Tricia Dougherty, Deb Marcellino, Angela Nunes, and