LANGUAGE ARTS Fifth Grade

[Pages:48]OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

LANGUAGE ARTS

Fifth Grade

Office of Quality Assurance and Curriculum Support Guyla Hendricks, Chief Officer

OKALOOSA COUNTY SCHOOL DISTRICT

Curriculum Guide for Language Arts

CONT ENT S

Mission Statement............................................................................................................................................................. 3 Suggestions for Impleme nting Curriculum Guides ........................................................................................................ 3 Florida Department of Education Website ..................................................................................................................... 3 OCSD Curriculum and Pacing Guide Overview .................................................................................................... 4 Language Arts Curriculum Guide ............................................................................................................................... 5

Quarter 1 ........................................................................................................................ 5 Quarter 2 ........................................................................................................................ 8 Quarter 3 ...................................................................................................................... 11 Quarter 4 ...................................................................................................................... 14 OCSD's Elementary Comprehensive Literacy Model Overview ................................................................................17 Language Arts K-5 Resources.......................................................................................................................................20 Writing Pacing Guide ...................................................................................................................................................21 Writing Resources...........................................................................................................................................................26 Assessment / Curriculum / Monitoring Information from FLDOE ...............................................................................27 Additional Literature (by writing process topic, by grade level) ...............................................................................28 2011 FCAT 2.0 Reading Grade 5 ..................................................................................................................................44 FLORIDA COMPREHENSIVE ASSESSMENT TEST? DESIGN SUMMARY ........................................................45

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Curriculum Guide for Language Arts

Mission Statement

Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to: Teach students the Next Generation Standards as dictated by state law for their grade level, Implement the OCSD Comprehensive Balanced Literacy Model, Enhance the curriculum by uuing resources and instructional technology, and Differentiate instruction as needs are identified by assessments/progress monitoring.

In addition, teachers should: Collaborate with the reading leadership team to maximize school resources and expertise, Document questions and suggestions for improvement of the Curriculum Guide, Stay abreast of the Florida Department of Education website and Just Read, Florida!, and Provide students the opportunity to assess on-line textbooks.

Florida Department of Education Website

Next Generation Sunshine State Standards: andar ds.or g/homepage/ index.as px

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Curriculum Guide for Language Arts

OCSD Curriculum and Pacing Guide Overview

This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period.

Purpose: This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description: The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Column One ? Benchmark/Text Alignment Lists the specific Benchmark by number and states the Benchmark

Column Two ? Focus Skill Generally based on the sequence of instruction as presented in the textbook adoption

Column Three ? Progress Monitoring / Assessment Provides teachers with myriad of assessment and monitory resources available

Column Four ? Literacy Connection/Vocabulary/Reading Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks

Column Five ? Open: Specific to Teacher/Grade/Subject/School Serves as a placeholder for teachers to add information that is specific to their school's or student's needs

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at .

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Curriculum Guide for Language Arts

Language Arts Curriculum Guide

Quarter 1

Benchm ark

Reading Unit and Focus Skill

Progress Monitoring and Assessm ent Schedule

Additional Reading Resources

LA.5.1.6.7 or 5.L.4.b The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words.

LA.5.1.6.8 or 5.L.4.c The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.

LA.5.1.6.3 or 5.L.4.a The student will use context clues to determine meanings of unfamiliar words.

LA.5.1.4.1 or 5.FS.3.a The student will understand spelling patterns.

LA.5.2.1.3 or 5.RL.4 The student will demonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem.

LA.5.1.7.5 or 5.RIT.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.

Vocabulary: Context Clues: Synonym Word Parts: compound words Dictionary: Homographs, Context Clues: Description or

Explanation, Thesaurus: Synonyms

Phonics/Decoding: Short Vowels a,e,i,o,u Long vowel, VCe Words with /u/ R-controlled Vowel

Fluency: Intonation Pausing Commas Exclamation Points Adjusting Rate

Comprehension: Plot Development Compare and contrast Main idea and details Cause and Effect

Text Features/Literary

FCAT Format Weekly Assessments

Screening, Diagnostic, Placement Assessment Grade 5: Can use Placement

Assessment for determining Approaching, On Level, or Beyond Level Instruction (Fall) Fluency Assessment (Fall) Running Record (suggested every 4 weeks)

Florida Treasures Unit 1 Theme Titled: Challenges (Week 1-5)

1. School Contests 2. American Legends 3. Trees for Life 4. Exploring Space 5. Rescue Dogs



Electronic textbook and dictionary

Essential Word Sorts for Intermediate Grades



Synonyms/antonyms

Compound words

Grammar Types of sentences Subject and predicate Run-on sentences Keys to Good Language Wordly Wise 300



Great graphic organizers for cause/effect, compare and contrast

Topic and theme connections

languagearts.

free resource to Power Point presentations on reading and grammar skills

Open: Specific to teacher, grade, subject, school

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LA.5.1.7.3 or 5.RIT.2 The student will determine the

main idea or essential message in grade-level text through inferring, paraphrasing,

summarizing, and identifying relevant details.

Elements/Study Skills: Photo and Captions Toolbar and Link Using the Library or

Media Center Rhyme Scheme and Rhythm

Charts

LA.5.2.2.2 or 5.RL.1, 5.RIT.1 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details.

LA.5.1.7.4 or 5.RL.3, 5.RIT.3 The student will identify causeand-effect relationships in text.

Grammar: Sentence Types Subject and Predicates Sentence Combining Run-on Sentences

LA.5.1.7.1 or 5.RIT.5, 5.RL.7 The student will explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm predictions, and establish a purpose for reading.

Spelling: Words with Short Vowels Words with Long Vowels Words with /u/ Words with /ar/

LA.5.3.5.1 or 5.W.6, 5.W.4 The student will prepare writing

using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia).

LA.5.2.2.1 or 5RIT.5 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations).

web free resource to games that support reading and grammar skills

Weekly Spelling Practice

Time for Kids FACT Edition Issue 1, 4 Main idea Issue 5,9,12 Cause and Effect Issue 3,14,15 Compare and

Contrast Issue 1,4,6 Photo/Captions Issue 5,15 synonyms Issue 3,5,15 charts

Theme Bibliography in textbook provides supplemental books on each theme

Read alouds: "Owen and Mzee"

Compare/contrast photo and captions website () "Thank You Mr. Falker" Great for teaching cause and effect "Spider and the Fly"

Rhyme Scheme/Rhythm

Daily News/Newspapers (main idea/details)

Reader's Theater available in Anthology of MacMillan/McGrawHill Reading Series

Various Readers Theater script resources available on-line

MacMillan/McGraw-Hill Fluency CD-Rom

Caught Ya!: Grammar with a Giggle by Jane Bell Kiester

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LA.5.3.4.5 or 5.W.5, 5.L.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.

LA.5.1.6.4 or 5.RIT.4 The student will categorize key vocabulary and identify salient features.

LA.5.1.6.5 or 5.FS.4.c The student will relate new vocabulary to familiar words.

LA.5.1.7.8 or 5.FS.4.a & c The student will use strategies to repair comprehension of gradeappropriate text when selfmonitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.

LA.5.2.1.4 or 5.RL.2 The student will identify an author's theme, and use details from the text to explain how the author developed that theme.

LA.5.2.1.5 or 5.RL.2, 5.RIT.2 The student will demonstrate an understanding of a literary selection, and depending on the selection, include evidence from the text, personal experience, and comparison to other text/media.

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Mountain Language Steck-Vaughn Poetry Comprehension Series Grade 5 (use quarterly as needed) Random House Book of Children's Poetry (use quarterly as needed)

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Curriculum Guide for Language Arts

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Benchm ark

Focus Skill

SS.5.C.2.1 Differentiate Political Ideas of Patriots, Loyalists, and "Undecideds" during the American Revolution.

SS.5.C.2.2 Compare forms of political participation in the colonial period to today.

LA.5.1.6.1 or 5.RIT.4 The student will use new vocabulary that is introduced and taught directly.

LA.5.1.4.2 or 5.RL.5, 5.RIT.5 The student will recognize structural analysis.

LA.5.2.1.2 or 5.RL.5 The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction.

LA.5.2.1.7 or 5.RL.6, 5.RIT.6 The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

Vocabulary: Dictionary: idioms,

pronunciation key Context clues: look for

restatement Word Parts: inflectional

endings Word families Word parts: suffixes Analogies: antonyms

Phonics/Decoding: Compound words Plural endings Inflected endings Words with /o/, /ou/, /oi/ VCCV pattern V/CV and VC/V patterns V/V patterns

Fluency: Quotation marks Question marks Pauses Phrasing Chunks

Comprehension: Plot development Make inferences Main idea and details Problem and solution Plot development: draw

Progress Monitoring and Assessm ent Schedule

Running Record

FCAT Format Weekly Assessment

FCAT Format Benchmark Assessment Form A (administer middle of unit 2)

Unit Assessments

Fluency Assessment (Winter)

Mountain Language

Additional Reading and Resources

Grammar

Idioms and clich?s Prefixes, roots, suffixes

(PRS) Dialogue Antonyms, synonyms, homonyms Compound words

Open: Specific to teacher, grade, subject, school

Florida Treasures: Unit 2 Theme Titled:

Discoveries 1. People Helping Animals 2. Slithery Snakes 3. Remembering the Past 4. The Caribbean Islands 5. Cowboys and Cowgirls

Partial Unit 3 (Week 1-2) Theme Titled: Turning Points 1. The American Revolution

Unit 3.1: Letters from the Revolution and Sleds on Boston Common (SS.5.C.2.1/2)

2. The Right to Vote Unit 3.2 : Your Vote, Your Voice and When Esther Morris

Headed West (SS.5.C.2.3/4) 3. Protecting the Environment 4. Desert Habitats 5. Into the Future

Inference: The Gardener by Sarah

Stewart

Van Gogh Caf? by Cynthia Rylant

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