Grade 5
Overview
Fifth-grade students continue to use the skills they have acquired in the earlier grades to comprehend more challenging texts. They read a variety of informational texts as well as four major types of literary texts: fiction, literary nonfiction, poetry, and drama. Students respond to literary and informational texts in a variety of ways. They begin to examine how an author uses words to convey meaning. Fifth graders learn how the structure of a text supports meaning and how the graphic features included in a text aid the reader’s understanding. Students make connections among their personal experiences, the texts they read, and the world.
Fifth graders develop vocabulary strategies and word analysis skills. Students construct meaning in context through a knowledge of Greek and Latin roots and various affixes. The vocabulary students acquire through reading transfers to their oral and written communication.
Students write for various audiences to inform, to describe, and to entertain. In the fifth grade, students plan, draft, revise, and edit narrative and informational writing. They pay attention to the content and development, the organization, the quality of voice, and the correct use of Standard American English in their written works.
Students in the fifth grade are actively involved in gathering information through reading, oral communication, and research about topics that are relevant to their lives. They access information using print and electronic reference materials. Students create a list of the sources they use and demonstrate in their writing a clear distinction between their own ideas and the ideas of others.
Grade 5
Big Idea: Reading
Understanding and Using Literary Texts
Standard 5-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.
Essential Question: How do people make meaning of literary print
and non-print text?
Students in grade five read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, picture books, folktales, legends, tall tales, and myths. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicators:
5-1.1 Analyze literary texts to draw conclusions and make inferences.
5-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view.
5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
5-1.4 Analyze literary texts to distinguish between direct and indirect characterization.
5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.
5-1.6 Analyze the details that support the expression of the main idea in a given literary text.
5-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
5-1.8 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics.
5-1.9 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain).
5-1.10 Predict events in literary texts on the basis of cause-and-effect relationships.
5-1.11 Read independently for extended periods of time for pleasure.
GRADE 5
Big Idea: READING
Understanding and Using Literary Texts
Help Page for Standard 5-1: The student will read and comprehend a
variety of literary texts in print and non-print
formats.
See support document attached for 1.1, 1.3, & 1.5
Notes:
Assessments*Teacher observation/anecdotal records
*Writing rubrics (included)
*Teacher made tests and quizzes
Textbook Correlation
“
“Going with the Flow”” (drawing conclusions) p.246-259
““Missing Links”” (drawing conclusions, making inferences,
creative response, cause and effect) p.218-231
“Just Telling the Truth” (inferences, cause and effect) p. 672-
691
“Faith and Eddie” (point of view) p.42-61
“Everglades” (point of view) p. 198-213
“Meeting Mr. Henry” (characterization, cause and effect) p.88-
103
“I Want To Vote!” (characterization) p. 486-503
“The Long Path To Freedom” (characterization) p.510-528)
“Babe To the Rescue” (characterization) p. 328-346
“Kate Shelley: Bound For Legend” (characterization, legend)
p.264-283)
“Jr. Iditarod Race” (main idea) p. 384-399
“The Baker’s Neighbor” (creative response, cause and effect) p.
614-630
“Is It Real? (creative response)
“In the Days of King Adobe” (myths and legends) p. 656-667
“How the Sun Came” (myth) p. 421
“Why the Bears Have Short Tails” (myth) p. 402
“From the Diary of Leigh Botts” (cause and effect) p.22-36
“The Night Alone” (cause and effect) p. 404-420)
Poems
“Valuables” (rhyme scheme) p.234 poetry section
“Since Hanna Moved Away” (rhyme scheme) p. 234
“You and I” (rhyme scheme) p. 124 poetry section
“Thistles” (alliteration) p. 234 poetry section
“De Colores” (onomatopoeia) p. 234 poetry section
“Curb Your Cloud” (personification) p.124 poetry section
“Stars” (simile and metaphor, free verse) p.348 poetry section
“Limericks” (assonance and alliteration) p. 348 poetry section
“Babe To the Rescue” (characterization) p. 328-346
“Kate Shelley: Bound For Legend” (characterization, legend)
p.264-283)
“Jr. Iditarod Race” (main idea) p. 384-399
“The Baker’s Neighbor” (creative response, cause and effect) p.
614-630
“Is It Real? (creative response)
“In the Days of King Adobe” (myths and legends) p. 656-667
“How the Sun Came” (myth) p. 421
“Why the Bears Have Short Tails” (myth) p. 402
“From the Diary of Leigh Botts” (cause and effect) p.22-36
“The Night Alone” (cause and effect) p. 404-420)
Literature:
An Illustrated Treasury of Read-Aloud Myths and Legends: More than 40 of the World's Best-Loved Myths and Legends Including Greek, Roman, Celtic, Scandinavian, Indian, Mexican, and Many More by Joan C. Verniero and Robin Fitsimmons (Hardcover - April 1, 2004)
D'Aulaires' Book of Greek Myths by Ingri d’Aulaire
Greek Myths for Young Children (Stories for Young Children) by Heather Amery and Linda Edwards (Hardcover - Jan 2000)Mallet, Jerry and Keith Polette. World Folktales. Fort Atkinson: Alleyside Press, C 1994. “Giants and Mosquitoes”
Read and Understand Myths & Legends, Grades 4-6 by Jill Norris, Tekla White, and Evan-Moor Educational Publishers
(Paperback - Jan 1, 2000)
Usborne Illustrated Guide to Greek Myths and Legends by Cheryl Evans, Anne Millard, and Rodney Matthews (Paperback - Jul 1986)
Why Mosquitoes Buzz in People’s Ears by Verna Aardema
Technology:
United Streamline Videos:
(Ancient Greek and Roman gods and goddesses)
http://www.scetv.org/education/streamlineSC/html
websites:
Gods and goddesses:
www.mythweb.com
www.prometheanplanet.com
www.magickeys.com
Warm-up activity about colors using “Giants and Mosquitoes” : http://artsedge.kennedy-center.org/content/2231/
Native American legends: www.ilhawaii.net/~stony/lore145.html
“Why Bat Has No Friends” and other myths: http://www.planetozkids.com/oban/whybat2.html
Characterization: (character trait list) http://home.att.net/~teaching/litcircl/charact.pdf
Poetry lessons:
http://volweb.utk.edu/Schools/bedford/harrisms/spotlight.htm
http://www.english.emory.edu/classes/Handbook/Handbook.html
Club Write series grades 4-6:
Poetry (14:37 in length)
Point of View (14:43 in length)
http://www.scetv.org/education/streamlineSC/html
metaphors:
http://edsitement.neh.gov
Discovering Language Arts: Writing (grades 3-5)
Fiction (47:33 in length)
Nonfiction (38:23 in length)
http://www.scetv.org/education/streamlineSC/html
South Carolina Department of Education
Support Document
Standard 5-1: The student will read and comprehend a variety of literary texts in print and
nonprint formats.
Students in grade five read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following
specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, picture books, folktales, legends, tall tales, and myths. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.
The teacher should continue to address earlier indicators as they apply to more difficult texts.
Indicator 5-1.1: Analyze the details that support the expression of the main idea in a given
literary text.
Definition of Revised Bloom’s Verb
Analyze Break material into its constituent parts and determine how the parts relate to one
another and to an overall structure or purpose. Other verb terminology that speaks to
the notion of analyzing might be differentiating, organizing, and attributing.
Explanation of Indicator
Details are the individual bits of information about a subject or topic.
The main idea is the major topic of a passage or work that may be stated directly or inferred.
Finding the Main Idea
Teaching the strategy of how to find the main idea is important. Once the subject of the paragraph is discovered, the main idea (what the author wants the reader to remember) will be determined by analyzing the details.
Subject
+ What the author says about the subject
Main Idea
Stated Main Idea
Locating important details in a passage is an important key in the process of isolating the main idea or the main point the author wants his readers to understand. The main idea may be found anywhere in a passage but is often stated in the first sentence followed by the details or in the last sentence after the author has given an explanation of the details.
Implied Main Idea
If the main idea is not directly stated by the author, the reader must think about how the details in the sentences connect to support the main subject or topic and decide what the author wants his readers to remember most. Establishing a plan of action is important for a successful analysis of the details in a passage. Separating important details from non-essential details is another critical skill. Asking the question, “What do the details tell me about the subject?’ and/or including an organizer is part of the process. These steps will enable students to analyze details to arrive at the main idea.
Instructional Progression of Indicator
The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for main idea and details differ at each grade level.
What do students need to know before they can understand main idea and details in a literary text?
· Students should understand that main idea is the “big idea” of a single paragraph or an entire work. It is what the author wants the reader to remember most.
· Details will provide the specific information that the reader will analyze.
· Essays, stories, and articles consist of a series of paragraphs. One paragraph builds on another to present a writer’s thoughts.
· While each paragraph has its own main idea, all the paragraphs in a selection relate to each other and to the subject of the piece.
· The student must find the main idea in each paragraph and determine its relationship to the subject.
Within the study of main idea and details, what have students been taught and what will they be taught in the future?
The words in bold indicate a change from grade to grade.
K-1.1 Summarize the main idea and details from literary texts read aloud.
1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion.
2-1.1 Analyze the details that support the expression of the main idea in a given literary text.
3-1.1 Analyze the details that support the expression of the main idea in a given literary text.
4-1.1 Analyze the details that support the expression of the main idea in a given literary text.
5-1.6 Analyze the details that support the expression of the main idea in a given literary text.
6-1.6 Compare/contrast main ideas within and across literary texts.
When teaching main idea and details, what connections, links, or ties can be made to other indicators?
5-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
5-1.11 Read independently for extended periods of time for pleasure.
5-2.1 Summarize evidence that supports the central idea of a given informational text.
5-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).
5-2.9 Read independently for extended periods of time to gain information.
5-4.3 Create multiple paragraph compositions that include a central idea
with supporting details and use appropriate transitions between
paragraphs.
5-5.1 Create informational pieces (for example, book reviews and newsletter
articles) that use language appropriate for the specific audience.
5-5.2 Create narratives that have a fully developed plot and a consistent
point of view.
5-5.3 Create written descriptions using precise language and vivid details.
5-5.4 Create written pieces (for example, picture books, comic books, and
graphic novels) to entertain a specific audience.
5-6.2 Use print sources (for example, books, magazines, charts, graphs,
diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers,
and almanacs) and nonprint sources to access information.
5-6.4 Paraphrase research information accurately and meaningfully.
Classroom Assessment
Students should be taught and assessed using similar methods. In this indicator, the verb is “analyze”. In grade 5, analysis of details and how they express the author’s main idea, should be assessed as they were instructed. For example, if the students used graphic organizers during instruction to identify important details then a graphic organizer should also be used during assessment. Students should read cold text (text the students have not previously experienced) to find the important details and establish the main idea based on their analysis of the details.
Students should also demonstrate an understanding of details and main idea through their own writing. Students should be able to read a text, separate the important details from the non-essential details, explain the analysis, and determine the main idea in their own writing.
The primary focus of assessment for the analysis of details supporting the author’s expression of the main idea is to determine if students can choose the essential details, complete an analysis of those details, and comprehend what the author wants the reader to remember most. Students’ reading and comprehension should be assessed using a sample literary text or cold text, with multiple choice or constructed response questions or through teacher observations and conferences.