Longview ISD5th Grade ELA Unit 6-1-7

5th Grade TEKS with Specificities
5.1ADetermine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate
Including:
Responds overtly to the question
“Why are we listening to (each other, the teacher, the speaker, the recording)?”
5.1BEliminate barriers to effective listening (4-8).
Including:
  • Concentrating on the speaker and his/ her message
  • Avoiding distractions from the speaker
  • Listening and attempting to understand rather than mentally composing a response
  • Being empathetic (placing himself/herself in the speaker’s position)
5.1Cunderstand the major ideas and supporting evidence in spoken messages (4-8).
Including:
  • Interpret the speaker’s main message
Identify the support/ elaboration/ proof for the speaker’s main ideas
Including:
  • Paraphrasing
  • Oral summarization/ retelling
Beginning note-taking
5.2Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s).
5.2AInterpret speaker’s messages (both verbal and nonverbal), purposes, and perspectives (4-8).
Including:
  • Identify the speaker’s message (verbal/ nonverbal)
  • Identify the speaker’s purpose e.g. (persuade, inform, entertain, express)
  • Identify the speaker’s point of view and bias (fact/ non-fact)
5.2BIdentify and analyze a speaker’s persuasive techniques such as promises, dares, and flattery (4-5).
Including:
Identify the verbal / nonverbal persuasive techniques used by a speaker (for example: raising his or her voice, using/ appealing to an emotion, giving examples, citing/ quoting authority.
5.2CDistinguish between the speaker’s opinion and verifiable fact (4-8).
Including applying the concepts:
  • A fact statement contains no value language
  • An opinion statement contains value language (good, difficult, easy, beautiful, should, etc….)
/ 5.2C continued
*Note: Fact statements (no value language) and opinion statements (have value language) speak to the form of the statement- not to its truth. DO NOT teach students “If you can prove it, it’s a fact. If you can’t it’s an opinion.”
For example: There are many opinions for which a mountain of evidence could be assembled as truth. That is “George Washington was a good president.”
5.2DMonitor his/her own understanding of the spoken message and seek clarification as needed
Including asking himself/herself questions such as:
  • What is the speaker’s purpose?
  • What is the speaker’s main idea?
  • Does the speaker support/ elaborate the main idea?
  • Is the support fact or opinion?
  • Do I agree/ disagree with the speaker?
  • What is not clear to me?
  • What else do I need to know?
5.5AAdapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion.
Including:
  • Accurate and appropriate spoken language in formal and informal presentations to a variety of audiences for various purposes and occasions.
  • Adapt presentations according to the audience and purpose
  • What is the speaker’s main idea?
  • Does the speaker support/ elaborate the main idea?
  • Is the support fact or opinion?
  • Do I agree/ disagree with the speaker?
  • What is not clear to me?
  • What else do I need to know?
5.5BDemonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information
Including:
  • Develop effective questioning techniques.
  • Paraphrase/ summarize information that has been gathered.
Provide accurate oral reports based on data.
5.5CPresent dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8).
Including:
  • Use fluent, expressive speech to convey meaning of oral interpretations..
  • Differentiate expressions based on genre.
/ 5.5C continued
  • Read a variety of genres of literature with fluency and expression.
5.5DUse effective rate, volume, pitch, and tone for the audience and setting (4-8).
Including:
  • Repeated opportunities for practice in public speaking in a variety of settings.
  • Adjusting rate, volume, pitch and tone depending on the audience and purpose for speaking.
5.5EGive precise directions and instructions such as in games and tasks (4-5).
On- going process skill that includes:
  • Giving logical, sequential directions
  • Increase/ simplify the complexity of instructions based on the ability level of the audience.
5.5FGive precise directions and instructions such as in games and tasks (4-5).
On- going process skill that includes:
  • Giving logical, sequential directions
  • Increase/ simplify the complexity of instructions based on the ability level of the audience.
Reading/Inquiry/Research. The student inquires and conducts research using a variety of sources
5.13AForm and revise questions for investigations, including questions arising from interests and units of study (4-5).
5.13BUse text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8).
5.13CUse multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8).
5.13ESummarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8).
5.13FProduce research projects and reports in effective formats using visuals to support meaning as appropriate
5.13GDraw conclusions from information gathered from multiple sources (4-8)
NOTES:

8/27/2007DRAFT