Sulphur Spring ISD Curriculum
Subject / Grade / 6-Weeks / Estimated TimeLanguage Arts/ Reading / 5th / 1st
TEKS / Student Expectations / Examples/Specifications
5.1C Determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8). / · Including:
· • Identify the speaker’s main message(s)
· • Identify the support/elaboration/proof the
· speaker uses to support the main idea(s)
· Draws conclusions and supports them with information from an oral presentation
5.6B Use structural analysis to identify root words with prefixes including dis-, non-, in-; and suffixes including -ness, -tion, -able (4-6). / Including:
P: dis-, non-, in-, pre-, un-, non-, post-, inter-,
re-, il-, ir-, trans-, anti-,
S: -ness, -tion, -able, -er, -ful, -less, -ly,
-ment, -ology, -ian, -en.
-Determines the meaning of words with the prefixes mis-, re-, pre-, and un- and spells them correctly
-Determines the meaning of words with the suffixes –able, -er, -ish, -less, -ness, and –ful and spells them correctly
-Identifies suffixes that make words adjectives (e.g., ful, ish, ous, ic), nouns (e.g., ship, ment, tion, hood), and verbs (e.g., ize, fy)
5.7C Demonstrate characteristics of fluent and effective reading / · Uses study strategies to learn and recall important information from texts (e.g., preview, question, reread, record)
5.7E Read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8). / · Reads aloud fluently, distinctly, and expressively from fictional literature and poetry
· On-going process skill, including:
· • Individually read aloud at school and at home
· • Read with expression and diction that
· indicates understanding of meaning
· • Respond to “comprehension
· questions/prompts” (e.g., Why did a character do
· something? Where did the story/an event in the
· story take place? Describe a character/event in
· the story from adults or peers after reading
· aloud)
5.8B Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5). / · Differentiates among narrative, descriptive, explanatory, and persuasive nonfiction selections
5.9A Develop vocabulary by listening to selections read aloud (4-8). / On-going reading process skill with direct
instruction on 2-5 new words per text read in
model and/or shared reading
5.9B Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5). / · Support response with evidence from the text
· Utilize context clues and word parts (prefix, suffix, root words) to solve word meaning
· Including recognizing the Meaning of Figurative
· Language:
· • Similes
· • Metaphors
· • Colorful/Descriptive Words
· • Alliteration
· • Onomatopoeia
· • Idioms
· • Identifies synonyms for words in context at
· the fifth grade level
· • Identifies antonyms for words in context at
· the fifth grade level
· • Chooses the appropriate meaning for a word
· with multiple meanings in the context of a
· sentence
· • Completes analogies when words have the
· relationship of synonyms
· • Completes analogies when words have the
· relationship of antonyms
· (TAKS Note: An analysis of the words that are
· tested indicates that TAKS takes a very broad
· view of “figurative language.” Traditionally,
· figurative language has been defined as
· “language that is not literal; metaphorical
· language.” The figurative language that is tested
· appears to be language that is colorful or
· descriptive (e.g., slit, colossal, bogus, torrential).
5.9D Determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un-(4-8). / · Determines the meaning of words with the prefixes after, anti, inter, intra, multi, post, and trans and spells them correctly
· Determines the meaning of words with the numerical prefixes demi, hemi, semi, mono, di, du, quad, quin, pent, sex, hex, oct, dec, and cent and spells them correctly
· Determines the meaning of words with the suffixes ance/ence, dom, ess, ette, ic, hood, let, and like and spells them correctly
· Adds ly to adjectives to form adverbs (e.g., sweet + ly = sweetly)
· • P: dis-, non-, in-, pre-, un-, non-, post-,
inter-, re-, il-, ir-, trans-, anti-.
· • S: -like, -pay, or –happy, -ness, -tion, -
able, -er, -ful, -less, -ly, -ment, -ology, -
ian, -en.
5.10H Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8).
At every grade level students will read increasingly complex and sophisticated narrative and expository texts, and poetry to draw conclusions and generalizations in all of the following ways: / Draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8). (I) (M)
At every grade level students will read increasingly complex and sophisticated narrative and expository texts, and poetry to draw conclusions and generalizations in all of the following ways:
· Draw inferences - taking specific information (from text and/or prior experience/learning) in order to draw a conclusion or form a generalization (an inductive process); "reading between the line" (The writer implies; the reader infers)
· Draw conclusions and support them with text evidence and/or personal experience (a conclusion is a statement about an individual person, place, thing, or event that can be supported by accurate information. Conclusions are "some" or "sometimes" statements.) Conclusions may be statements about the past or present, statements about the future (prediction), or conclusions about why something happened (cause/effect).
· Draw generalizations and support them with text evidence and/or personal experience (a generalization is a statement about a group/class of persons, places, things, or events supported by accurate information. Generalizations are “all” and “always” statements.) Generalizations may be statements about the past or present, statements about the future (prediction), or generalizations about why something happened (cause/effect). Sometimes a generalization is “qualified” by using words like: almost always, most of the time, typically, usually, more often than note, etc.
· Inductive process: draw conclusions and then validate/support it with text evidence, primarily direct quotations from the text
· Deductive process: validate/support conclusions and generalizations with text evidence (primarily direct quotations from the text)
Process Steps for Validating A Conclusion (Deductive Process)
· Hypothesize or take a given conclusion
· Gather data through research, observation, and/or experimentation
· Verify the accuracy and relevance (and sometimes objectivity) of the data
· Determine whether or not there is sufficient data to support the conclusion you started with
· “Sufficiency” is typically determined by the stakes involved in accepting and/or acting on the conclusion.
5.11C Support responses by referring to relevant aspects of text and his/her own experiences (4-8). (M)
At every grade level students will read increasingly complex and sophisticated narrative and expository texts in all of the following ways: / · When given a conclusion, support the conclusions with evidence from the text including paraphrased ideas and/or sentences explicitly stated in text (deductive process).
· Write short responses by drawing conclusions and supporting those conclusions with clearly relevant text evidence
· Including Analyze and Draw Conclusions About:
· • Characters/Motivation
· • Characters/Traits
· • Characters/Conflict
· • Characters/Changes They Undergo
· • Point of View
· • Setting
· and
· • Analyze and Interpret Literary Language
· • Analyze and explain cause/effect relationships
· • Compare/Contrast other literary elementssuch as characters, symbols
· Support those responses with accurate,connected text evidence.
Note: Use deductive thinking to validate a conclusion given by the teacher or in a multiple
choice question (e.g., "Which of the followingsentences/statements from the passage supports
the conclusion?”).
5.12A At every grade level students will read increasingly complex and sophisticated narrative and expository texts in all of the following ways: / · Determine which statements are unreasonable inferences/conclusions based on the information presented in a text [Note: This is “backwards thinking,” i.e., the student is speculating about what could not have happened, based on the information in the passage: Which statement would not be reasonable? Or Which statement does not make sense?]
· Identify text proof to support each inference
5.12B Recognize that authors organize information in specific ways (4-5).
At every grade level students will read increasingly complex and sophisticated narrative and expository texts in all of the following ways: / · Identify and explain the significance of the ways that authors organize and present their ideas including:
o Chronological ordering of events
o Cause and effect relationships, particularly the causes of a character’s actions or feelings/emotions
o Problem/solution,
o Comparison/contrast,
o Pro/con,
o Advantages/disadvantages, etc.
o Description
5.12C Identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8).
At every grade level students will read increasingly complex and sophisticated narrative and expository texts in all of the following ways: / Including:
Inform
• To tell about…
• Describe…
• Share information about…
Influence
• Persuade
• Encourage
• Convince
Express
• To tell about…
• To show…
Entertain
• To tell a story
• To tell about…
1. Why did the author probably write
story?
2. The author wrote this article to ____
3. The reader can tell this story ______
TAKS
assess the writer's motive/intent for writing a
text. The items available for analysis generally
ask, "Why did the author write the passage?"
The student is then expected to find text
purpose.
5.12F Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5). / Including:
• Title
• Author
• Illustrator
• Playwright
• Theater
• Stage
• Act
• Dialogue and
• Scene across a variety of literary forms
texts)
5.12G Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7). / Including:
• Stories
• Poems
• Myths
• Fables
• Tall tales
• Limericks
• Plays
• Biographies
Autobiographies
·
5.12H Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8).
At every grade level students will read increasingly complex and sophisticated narrative and expository texts to analyze characters in all of the following ways: / 8).
Including:
1. Conflicts: Types
• Man vs. Man (external)
• Man vs. Society (external)
• Man vs. Environment (external)
• Man vs. Self (internal)
2. Conflicts: How they are addressed and
resolved
• Everybody wins
• Flight/run away/avoid
• Fight /resist
• Death
• Compromise
• Someone wins; someone loses
• Acceptance
Including:
• Analyzing individual characters and
• Comparing/contrasting characters
3. Traits of Characters
• Physical Traits
• Personal Traits (e.g., moral, ethical,
evil, compassionate, loving,
wealthy/poor)
• Emotional Traits
4. Feelings/Emotions of Characters
5. Motivation of Characters (for decisions,
actions, and)
• Intellectual changes Motivation
• Emotional Motivation
• Physical Motivation
6. Relationships
• Between/among other characters
• With self
• With society
• With nature/ environment
7. Change
• Intellectual
• Emotional
• Physical
• Change from beginning to end
• Change before an event and after
an event in the plot
8. Point of view
5.12I Recognize and analyze story plot, setting, and problem resolution (4-8). (M)
At every grade level students will read increasingly complex and sophisticated narrative and expository texts and poetry to analyze characters in all of the following ways: / · Identify the time (may include historical time and/or clock time) and place of a story (may include real, imaginary, or science fiction)
· Recognize/Infer how time and place contribute to the meaning of a story (may include:
o To establish or develop a unique plot line,
o To establish or develop unique traits/characteristics/belief of characters,
o To establish or develop unique conflicts and/or resolution of conflicts,
o To influence the reader’s perception/reactions of events/characters,
· Defend responses using text evidence
· Recognize/Infer the events in a story that significantly affect the storyline.
· Recognize/Infer the story problem as the narrative hook
· Analyze and verbalize or write about the elements of plot development, conflict, and conflict resolution and their importance
· Recognize/Infer conflict types: man v. man, man v. environment/nature, man v. society
· Recognize/Infer how conflicts are addressed and resolved: everybody wins, fight, compromise, someone wins (someone loses), flight, death, acceptance
· Recognize and use a plot diagram to illustrate plot elements (when they are used and for what purpose):
o Exposition (introduction of characters, setting, etc, includes narrator and point of view),
o Complication (Narrative hook) (inciting incident – introduction of the conflict or the story problem),
o Rising Action (events leading up to climax),
o Climax (highest point of interest or the turning point),
o Falling Action (leading down to the resolution of the story problem/line),
o Resolution/Denouement (conclusion or end)
· Recognize development devices/story telling technique (narrative/literary text):
o Real timed/chronological events in the order in which they occur,
o Foreshadowing (hints of events to come),
o Flashback (method author uses to give information about the past; movement to the past),
o Cliff Hangers
513C Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8). (D) / · Records and organizes information from multiple print, non-print, and online sources on a topic (e.g., taking notes, outlining ideas, making charts) and draws appropriate conclusions
5.13G Draw conclusions from information gathered from multiple sources (4-8). / · Records and organizes information from multiple print, non-print, and online sources on a topic (e.g., taking notes, outlining ideas, making charts) and draws appropriate conclusions
· Evaluates information obtained from multiple print, non-print, and online sources on a topic