Draft
HCPS CORE READING PACING GUIDE 2008-2009
GRADE 5 / Writing,LA SOLs / Comprehension / Phonics
(Decoding, Spelling) / Phonics
(Word Study, Vocabulary) / Grammar / Gifted /
Extension / Writing
Product
August 25 –
October 10, 2008 / Set routines and expectations
Strategies Review
Back To School
Theme 1
Nature’s Fury
Ganske
QRI
Aug. 26-Sept. 12, 2008 / Writing sample using prompt
Writing a news article
Response to a prompt
Adding details
Sentence kinds and parts
Capitalization/Punctuation
Singular and Plural / Introduce Strategy workshop
Skills: Sequence of events
Text Organization
Categorize and Classify
Strategies:
Predict/Infer
Question
Monitor/Clarify / Short vowels
Long vowels (a,e,i)
Long vowel sounds (o,oo,yoo)
Vowel pair (ea)
Spelling should be no more than an average of 10 minutes/day / High frequency word review and mastery
Base words
Syllabication
Word roots (rupt,struct)
Word roots (vis,vid)
Dictionary and thesaurus use / Kinds of sentences
Subjects and predicates
Conjunctions
Compound sentences, / Pre and post testing of theme assessments as necessary. Small group modified to meet reading level of students. / Descriptive writing
* Writing Evaluation Rubric - 5
October 13 –
November 25, 2008 / Theme 2
Give It All You’ve Got / Summary
Clarification composition
Business letter / Skills: Fact and Opinion
Story structure
Predicting Outcomes
Topic
Main Idea
Supporting details
All Comprehension
Strategies / Compound words
Suffixes
(-ward,-ous, -ive, -ic)
Silent consonants (ou,o,oi)
R sounds(or,ar,ur,ir) / Word families
Multiple meaning words
Homophones
Syllables
High frequency words / Common and proper nouns
Singular and plural possessives
Action, main,and helping verbs
Direct objects
Verb tenses / Pre and post testing of theme assessments as necessary. Small group modified to meet reading level of students. / Personal essay/Opinion
** H.M. Writing Rubric (Theme 2)
December 1, 2008 – January 16, 2009 / Theme 3
Voices of the Revolution
QRI (students below grade level)
Jan. 5-16, 2009 / Character sketch
Friendly letter
Biography / Skills:Author’s point of view
Cause and effect
Following directions
Strategies: Summarize, Evaluate, Question / Possessives and contractions
VCCV and VCV patterns
Prefix (sub-,sur-)
Final ar
Final diagraphs / Synonyms
Dictionary: spelling table and pronunciation key
Antonyms / Subject-verb agreement
Regular and irregular verbs
Verb phrases
Adjectives
Proper adjectives / Pre and post testing of theme assessments as necessary. Small group modified to meet reading level of students. / Story (using dialog)
** H.M. Writing Rubric (Theme 3)
January 21 - February 27, 2009 / Theme 4
Person to Person
Writing SOL Tests / Memos
Instructions
How to paragraph
Journal entry
Process writing: Personal narrative / Skills: Problem solving and decision making
Noting details
Compare and contrast
Making inferences
All Strategies / VCCCV and VV pattern
Double consonants
Words ending:
(ed ,ing, ly, ness, ment, ful and less)
Consonant clusters / Base words and inflected forms
Multiple meaning words
Dictionary: prefix
Word connotations / Comparing using adjectives
Commas in a series
Interjections
Quotations
Abbreviations / Pre and post testing of theme assessments as necessary. Small group modified to meet reading level of students. / * Writing Evaluation Rubric - 5
Personal Narrative
(voice)
** H.M. Writing Rubric (Theme 4)
March 2 –March 27, 20089 / Theme 5
One Land, Many Trails
No Theme Assessment
McDougal Littel DRP
QRI
April 13-24, 2009
SOLs / Speech
Problem solution composition
Explanation
Compare/contrast paragraph
Process writing : Research
Opinion paragraph
Compare and contrast essay
Process writing: Persuasive essay / Skills: Drawing conclusions
Propaganda
Making judgments
Story structure
Strategies: Monitor, Evaluate, Summarize / Prefixes and suffixes
Stress in syllables
Review syllabication
Changing final y to i
Initial and medial digraphs / Analogies
Dictionary: Parts of speech, suffixes, word history
High frequency words / Subject and object pronouns
Using I, me,we,us
Possessive pronouns
Contractions
Adverbs / Pre and post testing of theme assessments as necessary. Small group modified to meet reading level of students. / Research Report
(topic and supporting details)
** H.M. Writing Rubric (Theme 5)
March 30 – April 24, 2009 / Start Theme 6
Animal Encounters
No Theme Assessment
McDougal Littel DRP
QRI
April 13-24, 2009
SOLs / Speech
Problem solution composition
Explanation
Compare/contrast paragraph
Process writing : Research
Opinion paragraph
Compare and contrast essay
Process writing: Persuasive essay / Skills: Making generalizations
Topic
Main idea
Supporting details
Drawing conclusions
All Strategies / Prefixes(com,con,en,ex,
pre)
Three syllable words
K and kw sounds
Consonant and vowel alternations / Using context
Dictionary: pronunciation / Contractions with not
Negatives
Prepositions and prepositional phrases / Pre and post testing of theme assessments as necessary. Small group modified to meet reading level of students. / Persuasive Essay
** H.M. Writing Rubric (Theme 6)
(Stating reasons and answering objections)
* Writing Evaluation Rubric - 5
April 27 –
May 8, 2009 / Language Arts SOL Test Prep
May 11 – June 10, 2009 / Theme 6
Animal Encounters
No Theme Assessment / Speech
Problem solution composition
Explanation
Compare/contrast paragraph
Process writing : Research
Opinion paragraph
Compare and contrast essay
Process writing: Persuasive essay / Skills: Making generalizations
Topic
Main idea
Supporting details
Drawing conclusions
All Strategies / Prefixes(com,con,en,ex,
pre)
Three syllable words
K and kw sounds
Consonant and vowel alternations / Using context
Dictionary: pronunciation / Contractions with not
Negatives
Prepositions and prepositional phrases / Pre and post testing of theme assessments as necessary. Small group modified to meet reading level of students. / Persuasive Essay
** H.M. Writing Rubric (Theme 6)
(Stating reasons and answering objections)
* Writing Evaluation Rubric - 5
*Writing Evaluation Rubric used with SOL Writing rubric on a selected piece of student writing. Record score on database in the fall, mid-year, and spring.
**Houghton Mifflin (H.M.) Writing Rubric used for theme writing assessment
Theme Assessments/Assessments should be completed by the last day of each pacing period.
Gifted Extension - Pretesting and Post-testing of the theme assessment as necessary. Small group needs to be modified to meet reading level of students.
A minimum of one Running Record per child for each theme.
SOL Test Prep should happen during every theme.
Rev. 8/2008
Page 1 of 4
Draft
Houghton Mifflin
Writing Rubric
Grade 5, Theme 2: Opinion Essay
Directions: Reread your opinion essay. Which parts need improvement? Use this rubric to help you decide. Check the sentences that describe your essay.
Rings the Bell!
The introduction states my opinion in an interesting way.
My reasons are strong and are supported with details.
This essay really sounds like me!
My reasons are in a clear order of importance.
The conclusion sums up the important points.
There are almost no mistakes in capitalization, punctuation, or spelling.
Getting Stronger
The introduction could be more interesting.
Some reasons are vague or unclear. Some need more details.
In places, the writing doesn't sound like me.
My reasons are not in a clear order of importance.
The conclusion doesn't sum up the important points.
Mistakes make the story confusing in some places.
Try Harder
The introduction is dull!
I have fewer than three reasons. I need a lot more details.
This essay doesn't sound like me at all!
It's hard to follow the connections between my ideas.
This essay just ends. I didn't write a conclusion.
There are a lot of mistakes in capitalization, punctuation, or spelling.
Houghton Mifflin
Writing Rubric
Grade 5, Theme 3: Story
Directions: Reread your story. Use this rubric to help you decide which parts need improvement. Check the sentences that describe your story.
Rings the Bell!
An interesting beginning introduces the characters, the setting, and the problem or situation.
The middle shows how the characters deal with the problem. Events are in order.
The ending shows how the problem is solved or the situation turns out.
Dialogue and details make characters, events, and setting real.
The mood I chose for my story comes through loud and clear!
I made very few mistakes in capitalization, punctuation, or spelling.
Getting Stronger
The beginning could be more interesting.
The problem is not clear until the middle of the story.
Some events in the plot seem to be mixed up.
The ending isn't satisfying — I want to know more.
I often tell the story instead of showing it in details and dialogue.
My story has a mood, but it's not the one I wanted!
Mistakes make the story confusing in some places.
Try Harder
The beginning is dull and uninteresting.
There is no clear problem in the story.
Many story events are missing or told out of order.
The story just stops without telling how the problem worked out.
I haven't included enough details. There is no dialogue.
My story has no mood. It sounds flat and robotic.
There are a lot of mistakes in capitalization, punctuation, or spelling.
Houghton Mifflin
Writing Rubric
Grade 5, Theme 4: Personal Narrative
Reread your narrative. Which parts need improvement? Use this rubric to help you decide. Check the sentences that describe your personal narrative.
Rings the Bell!
The story starts with a surprising statement, a question, or a description.
I used dialogue and other details that highlight the five senses.
Every event is important to the story and is told in order.
I can hear my voice. My writing sounds like me.
The ending ties my story ideas together in a satisfying way.
There are very few mistakes.
Getting Stronger
The beginning needs more spark.
More details are needed to make this experience come alive.
Some sentences aren't important. More time clues are needed.
My voice could be stronger. It doesn't always sound like me.
The ending doesn't tie things together.
Mistakes make my story hard to follow in some places.
Try Harder
The beginning is dull.
Where are the details? It's hard to picture what happened.
Some events are unimportant or are told out of order.
I can't hear my voice at all.
The story just stops. There is no ending.
There are a lot of mistakes.
Houghton Mifflin
Writing Rubric
Grade 5, Theme 5: Research Report
Directions: Reread your research report. Which parts need improvement? Use this rubric to help you decide. Check the sentences that describe your report.
Rings the Bell!
My report is thoroughly researched.
An interesting introduction and conclusion present the main idea.
The report is well organized. Good transitions connect ideas.
Each paragraph has a topic sentence and supporting details.
The report gives factual information in my own words.
My list of sources is complete and accurate.
There are almost no mistakes in spelling or grammar.
Getting Stronger
I used only one or two sources of information.
The introduction and conclusion tell the main idea but are boring.
The paragraphs are in a good order, but I need better transitions.
Some paragraphs need topic sentences or details.
In some places I mix opinions with facts.
I have a list of sources, but it is incomplete.
There are a few mistakes.
Try Harder
I did very little research.
The report needs an introduction and a conclusion.
The paragraphs are not in a logical order.
I have few topic sentences and few supporting details.
I need to check that the report is in my own words.
I forgot to include a list of sources.
Mistakes make the report hard to read.
Houghton Mifflin
Writing Rubric
Grade 5, Theme 6: Persuasive Essay
Directions: Reread your persuasive essay. Use this rubric to help you decide how to make it better. Check the sentences that describe your essay.
Rings the Bell!
The introduction tells my goal clearly and grabs my readers.
At least three strong reasons, listed in a clear order, support my goal.
Facts and examples back up each reason. I answer objections.
My voice is confident and persuasive.
My conclusion sums up my reasons and calls my audience to action.
I made very few mistakes in spelling, grammar, or punctuation.
Getting Stronger
The introduction tells my goal but could be more lively.
I have three reasons, but some aren't strong or are out of order.
Some reasons need more support. I mention objections but don't answer them.
My voice sounds negative or lacks confidence.
My conclusion doesn't sum up my reasons or restate my goal.
I made at least one mistake in every paragraph.
Try Harder
The introduction does not tell my goal.
My reasons are unclear and not well ordered.
Every reason needs support. I don't mention objections.
I don't sound as if I care at all about this goal.
I forgot to write a conclusion.
I made a lot of grammar, spelling, or punctuation mistakes.
Rev. 7/07
Page 1 of 11
Draft
SOL Writing Rubric - 5th Grade
(Student/Teacher Checklist)
Composing / Usage/Mechanics / Written Expression / Final Check___ I use brainstorming or a story map to create and organize my idea.
___ My writing has a central idea.
___ My story has several paragraphs on the same topic.
___ My story has a good introduction and closing.
___ I describe my characters and the setting of my story.
___ My ideas flow and are well connected. / ___ I use correct end punctuation.
___ I use commas between words in a list.
___ I use apostrophes in contractions and possessives. / ___ I use correct capitalization at the beginning and end of a sentence.
___ I capitalize proper nouns in my writing. / ___ I use synonyms, adjectives and adverbs in my writing.
___ My story has good descriptive words.
___ I have sentences that are complete and begin in different ways.
___ I made sure my subjects and verbs agree.
___ I made sure my noun and pronoun agree. / ___ My final copy is neat and easy to read.
___ I spell my sight words correctly.
___ I use available resources to spell words I don’t know.
Rev. 7/07
Page 1 of 11
Draft
FIFTH GRADE WRITING EVALUATION
NAME______TITLE______
Score of 4 points: The writer shows consistent, though not necessarily
perfect, control of the composing, written expression, usage and mechanics in writing.
Score of 3 points: The writer shows reasonable, but not consistent, control of the composing, written expression, usage and mechanics of writing.
Score of 2 points: The writer shows inconsistent control of the composing, written expression, usage and mechanics in writing.
Score of 1 point: The writer shows little or no control of the composing, written expression, usage and mechanics in writing.
______Composing
*Develops a plan for writing
*Focuses on one topic
*Organizes ideas clearly using main idea and details
*Writes several related paragraphs on same topic
*Elaborates with details
______Written Expression______Usage/Mechanics
*Sentence types vary*Uses correct capitalization,
*Text flows smoothlyend punctuation and commas
*Uses descriptive words*Uses correct grammar
and sensory details(subject- verb agreement, noun-pronoun agreement)
*Uses correct spelling for
frequently used words
Points
11-12 = Above
6-10 = On
3-5 = Below
Total: Composing ____ + Written Expression ____ + Usage/Mechanics ____ = ______points
Rev. 7/07
Page 1 of 11