GRADE 5 Language Arts/Reading

2. Apply knowledge of root words, prefixes and suffixes, derivations, affixes, synonyms, antonyms, homonyms, contractions, multiple meanings, idioms and analogies to determine meanings of words and phrases

3. Use context clues to choose correct meanings of identified words within a reading passage

4. Recognize words that signal transitions to determine sequence as well as contribute to the text's meaning

5. Use knowledge of written language to anticipate words when reading

6. Use knowledge of written language to comprehend text

7. Use a variety of techniques and resources for understanding and remembering vocabulary, phrases, and information from reading material

COMPREHENSION

1. Explain and identify the literary elements of:

a. characters and their traits and motivations to determine causes for actions and character voice

b. setting (determine all aspects of setting; time of day, year or place) *LOW ISAT AREA!

c. main events of plot, chronological order and relevant causes and effects

d. point of view

e. plot structure (identify main problem or conflict of plot and explain how it is resolved) *LOW ISAT AREA!

f. theme

g. conflict and resolution

2. Use text elements such as table of contents, index, headings, captions, illustrations, and graphics during the reading process to predict, clarify text structure and content and/or categorize information from a variety of sources (Ex. traditional, content area, technical and electronic).

3. Activate and draw upon prior experiences to connect to reading selections

4. Explain the meaning of the title of a story

5. Describe how an author creates suspense

6. Describe the role of narrator in a story

7. Identify the main idea of a given selection from a variety of sources (Ex. Traditional, content area, technical and electronic).

8. Identify relevant details that support the main idea and irrelevant details that do not support the main idea

9. Determine sequence of key events from complex paragraph (including informational text)

10. Use personal or objective criteria to do the following:

a. draw conclusions

b. make inferences

c. decide meanings

d. form opinions

e. make judgments

f. make generalizations and predictions

g. compare and contrast

h. predict and forecast

i. understand Vocabulary

11. Distinguish between fact and opinion

12. Recognize and understand sentences containing explanatory phrases sometimes set off by commas

13. Paraphrase and summarize text from a variety of sources (Ex. Traditional, content area, technical and electronic).

14. Examine and assess chronological/sequential order in literary and informational text

15. Identify the author’s purpose (to inform, to entertain, to describe, to persuade)

16. Demonstrate understanding of reading's role to enrich, inform, and serve as a tool for lifelong learning

17. Use appropriate strategies when reading for full comprehension, locating information, or personal enjoyment

18. Locate, gather, and synthesize information for a variety of purposes from traditional, content area (Ex. Science, social studies), technical and electronic sources

19. Analyze literary and informational text using supporting details

20. Analyze literary and informational text to identify a title representing the main idea

21. Use questions to guide reading

22. Reading directions

a. Recipe

b. product labels

c. medicine labels

LITERATURE

1. Identify defining characteristics of the following literary forms and genres: fiction, nonfiction, fantasy, science fiction, mythology, legend, historical fiction, realistic fiction, folk tales, and fable

2. Read and respond to a variety of literature appropriate for fifth graders to compare and contrast the many dimensions of human experience

3. Read, identify and respond to a variety of poems appropriate for fifth graders

4. Identify language and literary devices such as:

a. Mood

b. Tone

c. Idioms

d. Metaphors

e. Style

f. Analogies

g. Exaggeration

h. Symbolism

i. figurative language

j. format

k. structure

FLUENCY

v Demonstrate fluency in oral reading when given a grade level passage: 110-140 wcpm:

Ø First Quarter: 110 wcpm (Benchmark (cold read) Scott Foresman Fresh Read On Level (OL)

· p.21 “Satchel Paige”

· p.27 “Shutting Out the Sky”

· p.33 “Inside Out”

Ø Second Quarter: 120 wcpm (Benchmark (cold read) Scott Foresman Fresh Read On Level (OL)

· p.69 “Leonardo’s Horse

· p.75 “Waterhouse Hawkins”

· p.81 “Mahalia Jackson”

Ø Third Quarter: 130 wcpm (Benchmark (cold read) Scott Foresman Fresh Read On Level (OL)

· p.111 “Stormi Giovanni”

· p.117 “The Gymnast”

· p.123 “Three-Century Woman”

Ø Fourth Quarter: 140 wcpm (Benchmark (cold read) Scott Foresman Fresh Read On Level (OL)

· p.159 “Saint Matthew Island”

· p.165 “King Midas”

· p.173 “The Hindenburg”

REFERENCE AND LIBRARY SKILLS CURRICULUM

The reference and library skills curriculum is to be taught by both classroom teachers and the district media specialist. However there are some objectives which are specific to library usage. These objectives are marked to denote that they are specifically introduced by the district media specialist and reinforced by the classroom teacher.

* Generate questions and locate, gather and synthesize information to draw conclusions using the following:

1. Organization of Materials

a. Understand that the on-line catalog is an index to the library media center collection

b. Locate materials using call numbers from search results

c. Use the on-line catalog to locate materials by author, title, and subject

i. Subject headings

ii. Convert own terminology into key words that are used in subject headings

iii. Be specific when looking up a subject

d. Descriptive information

i. Interpret information from an on-line search

ii. Use search results to compile a bibliography

iii. Use search results to identify author, title, subject, illustrator

2. Fiction and Non-fiction

a. Know various kinds of fiction: adventure, science, realistic, mystery, historical, fantasy, sports, humorous

b. Read some of each type of fiction

c. Use the non-fiction collection as a source of information

3. Dewey Decimal System

a. Understand the purpose of the system

b. Understand the ten main classes

c. Understand the ten main classes can be divided and subdivided into more specific subjects

d. Locate materials using call numbers

4. Reference Collection/ Library Materials

a. Distinguish the unique characteristics of various reference sources, i.e. almanac, atlas, dictionary, encyclopedia

b. Determine the reference source most appropriate for a specific purpose

i. Encyclopedias

1. Use cross-reference to locate information

2. Use indexes to locate information

ii. Dictionaries

1. Use alphabetical order and guide words

2. Obtain definitions from dictionary entries

3. Use pronunciation key

4. Use dictionary to determine syllabication

5. Use dictionary to determine correct word usage

6. Use dictionary to determine correct spelling

iii. Other Reference Tools

1. Use almanacs to find statistics and other facts

2. Use atlases to locate places

3. Know that an atlas can show landforms, population density, precipitation, land use, and political boundaries

4. Know that a glossary is a small, specific dictionary located in the back of many non-fiction books

5. Use a thesaurus to find word substitutions

5. Biographical Sources

a. Locate information about a person

b. Know the different types of biographical materials and locate information in each

c. Locate information about a person in a collective biography

d. Be aware of the biographical dictionary and its use

6. Periodicals

a. Be familiar with periodicals of varying scope and purpose

b. Know that periodicals are a source of current information

c. Determine which magazine would have information on a specific topic or subject area

7. Newspapers

a. Identify parts of a newspaper

8. Indexes

a. Know indexes provide access to information by subject in books and reference sources

b. Locate information using a book’s index

c. Locate information in an encyclopedia using an index

d. Use cross-references in an index

e. Be aware of indexes to information beyond the library media center collection

9. Audiovisual Materials and Equipment

a. Know information comes in a variety of formats

b. Locate materials in the audio visual collection

c. Operate equipment in order to use materials

d. Produce audiovisual materials when appropriate, e.g. to illustrate a report or make a presentation

10. Evaluation and Selection Techniques

a. Understand the various forms of literature

b. Be acquainted with various authors and their works

c. Select materials for leisure reading

d. Use the various parts of a book to determine scope, format, timeliness, also to locate and document information

e. Use an announcement, an advertisement, and food labels to find and understand specific information

11. Research and Reporting Techniques

a. Locate materials to discover what others have found out about a topic

b. Use ideas gained through different materials

c. Carry research through to a conclusion

d. Present information in a written report and/or oral presentation or multi-media presentation

e. Make a bibliography of author, title, publisher, and copyright date for research assignments

f. Graphs, charts, tables, and diagrams

12. Listening and Viewing Skill

a. Recall, summarize, and paraphrase what is listened to and viewed

13. Literature Appreciation

a. Interpret meaning from various forms of literature

b. Be developing an awareness of Newberry Award winners

Standard 3: WRITING PROCESS

3.1 Acquire prewriting skills

1. Generate ideas using prewriting strategies (CL assess in classroom)

2. Generate a main idea appropriate to the type of writing (CL: D, Items may require a statement of purpose, audience, and format that will allow students to select the most appropriate main idea from several options. Main idea Writer’s focus)

3. Select organizational strategies appropriate for writing. (CL: D, Supporting details Concluding statement)

4. Select an appropriate writing format for purpose and audience. (CL: D, Story writing that incorporates a setting, character, conflict (problem), and resolution (solution) Purpose Format Audience)

5. Plan writing to produce a piece of writing within a set time period. (CL: Assess in classroom)

6. Brainstorm

3.2 Acquire Skills for Writing a Draft

1. Use ideas generated and organized in prewriting to write a draft with a main idea. (CL: Assess in classroom)

2. Write a draft with a main idea and appropriate details in a logical sequence. (CL: Assess in classroom)

3.3 Acquire Skills for Revising a Draft

1. Revise draft for meaning, clarity and effective sequencing. (CL: Sequence, Precise word choice/ language)

2. Revise draft by adding details to enhance audience understanding. (CL: Adding relevant details, Removing irrelevant details)

3. Apply and add transition words to clarify sequence.

4. Rearrange words, sentences, and paragraphs as needed to clarify meaning. (CL: Modifier placement, Rearranging words or sentences to create flow)

5. Use literary models to refine writing style. (CL: Assess in classroom)

6. Apply strategies to guide the revision process. (CL: Assess in classroom)

3.4 Acquire Skills for Editing a Draft

1. Edit the draft using an editing checklist with common editing marks. (CL: E)

2. Acquire Skills to Publish Writing

a. Publish writing in an appropriate format for the purpose and audience. (CL: Assess in classroom)

b. Share writing with intended audience. (CL: Assess in classroom)