English Language Arts

Prioritized Curriculum Draft

Grade 5

The English Language Arts essential knowledge and skills that students should achieve are divided into two groups – those that cross all four English Language Arts Standards and those that are specific to each standard. Because the area of English Language Arts is integrated, it is at times, difficult to separate the knowledge and skills into clearly defined categories. However, it is vital that each standard and purpose be addressed to meet the needs of the diverse population using this document. As a result, each area of reading, writing, listening, and speaking will be addressed as it applies across all four standards, then as it applies to each individual standard.

READING: Across All Four Standards*

ESSENTIAL KNOWLEDGE AND SKILLS
  • Identify purpose of reading
  • Adjust reading rate according to purpose of reading
  • Use word recognition and context clues to read fluently
  • Determine the meaning of unfamiliar words by using context clues, a dictionary or a glossary
  • Identify signal words (finally or in addition) that provide clues to organizational formats such as time order
  • Use knowledge of punctuation to assist in comprehension
  • Apply corrective strategies to assist in comprehension (such as rereading, discussion with teacher, peers or parents/caregivers)
  • Read aloud, using inflection and intonation appropriate to text read and audience
  • Maintain a personal reading list to reflect reading goals and accomplishments

* Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.

READING: Standard 1 – Students will read, write, listen and speak for information and understanding.*

BENCHMARKS / WHAT STUDENTS READ FOR INFORMATION AND UNDERSTANDING / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
1-1-1A
1-1-2A
1-1-3A
1-1-3B
1-1-5
1-1-6
1-1A
1-1B
1-2A
1-2B
1-2C
1-3B /
  • Informational texts , such as:
  • Textbooks related to all school subjects
  • Reference materials
  • Primary sources
  • Biographies and autobiographies
  • Essays
  • Newspapers and magazines
  • Age appropriate online and electronic databases and web sites
/
  • What are some different sources you could use to gather information?
  • Why do we categorize information?
  • What are some strategies to help you organize your information?
  • Where can information be found?
  • How can varied sources of information help us?
  • How can we tell which information is true or important?
/
  • Locate and use school and public library resources, with some direction, to acquire information
  • Use table of contents and indexes to locate information
  • Read to collect and interpret data, facts and ideas
  • Read the steps of procedure in order to accomplish a task, for example, complete a science experiment or install software
  • Skim materials to gain an overview of content or locate specific information
  • Use text features such as headings, captions and titles, to understand and interpret informational text
  • Recognize organizational formats to assist in comprehension of informational text
  • Identify missing information and irrelevant information
  • Distinguish between fact and opinion
  • Identify information that is implied rather than stated
  • Compare and contrast information about one topic from different sources
  • Recognize how new information is related to prior knowledge or experience
  • Locate and use a variety of Internet search sites
/
  • Preview chapter sections of content textbooks, pointing out how the use of text features can aid and improve comprehension
  • Give students opportunities to decide where is the most efficient and logical place to locate information
  • Use 2-3 different resources (books, videos, CD’s Internet) to gather information about the same and three ways the information is different
/
  • Informal teacher observation
  • Evaluate student notes
  • Written paragraphs that identify topic, different resources used, and explain three ways the information is the same and three ways the information is different

* Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.

READING: Standard 2 – Students will read, write, listen and speak for literary response and expression.*

BENCHMARKS / WHAT STUDENTS READ FOR LITERARY RESPONSE AND EXPRESSION / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
2-1-1
2-1-2
2-1-3A
2-1-3B
2-1-4A
2-1-4B
2-1-6B
2-1-6C
2-1-6D
2-1-8
2-3A
2-6B
2-3B /
  • Read, view, and interpret imaginative texts and performances, such as:
  • Short stories
  • Short novels
  • Plays
  • Myths and legends
  • Folk tales
  • Poems
  • Films and video productions
  • Electronic books
/
  • What are some different literary genres?
  • How do characters in literature relate to people and events in your life?
  • What are some different purposes for reading?
  • What are the different types of writing an author can choose?
/
  • Read, view and interpret imaginative texts from a variety of genres
  • Define the characteristics of different genres
  • Select imaginative text based on personal needs and interests and read silently for enjoyment for extended periods
  • Read aloud from a variety of genres, for example, read the lines of a play or recite a poem
  • Recognize that the same story can be told in different genres; for example, novel, poem, or play
  • Identify literary elements (setting, plot, character, rhythm, and rhyme) of different genres
  • Recognize how the author uses devices such as simile, metaphor and personification to create meaning
  • Recognize how the authors treat similar themes
  • Identify the ways in which characters change and develop throughout a story
  • Compare characters in literature to people in own lives
  • Compare characters in literature to each other
/
  • Make a set of posters that display the characteristics of different genres and compare books from different genres
  • Discuss attributes of different characters, and how characters change or grow throughout a story and why
  • Throughout the year, have children identify the genres of the books they read
/
  • Teacher checklist of literary elements
  • Reading journals
  • Written paragraphs detailing how character was in the beginning of a book compared to how character was at the end of a book, and clear examples or explanations of why reader thinks character changed

* Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.

READING: Standard 3– Students will read, write, listen and speak for critical analysis and evaluation.*

BENCHMARKS / WHAT STUDENTS READ FOR CRITICAL ANALYSIS AND EVALUATION / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
3-1-1
3-1-2
3-1-3B
3-1-4A
3-1-4B
3-4A /
  • Read to analyze and evaluate information, ideas, opinions, themes, and experiences from the following:
  • Books; fiction and nonfiction
  • Essays including scientific and historical essays
  • Newspapers and magazines
  • Advertisements
  • Electronic resources
/
  • What is the difference between facts and opinions?
  • How do advertisements use bias to sell their product?
  • What are the techniques used to influence someone’s opinion?
  • What was the author’s purpose in writing this piece of work?
/
  • Evaluate information, ideas, opinions, and themes in texts by identifying:
  • The central idea and supporting details
  • Details that are primary and those that are less important
  • Precise and vague language
  • Statements of fact, opinion and exaggeration
  • Missing or unclear information
  • Use established and personal criteria to analyze and evaluate the quality of ideas and information in text
  • Identify different perspectives (such as social, cultural, ethnic, historical) on an issue presented in more than one text
  • Recognize how one’s own point of view contributes to forming an opinion about information and ideas
  • Provide text based support for conclusions drawn from written material
/
  • Read and prepare information in order to hold a debate
  • Role play different situations. Have children trade roles so they approach situation from different perspectives
  • Select advertising technique and illustrate or dramatize it
  • Read and report news information
/
  • Observation and discussion of written information

* Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.

READING: Standard 4 – Students will read, write, listen and speak for social interaction.*

BENCHMARKS

/ WHAT STUDENTS READ FOR SOCIAL INTERACTION / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
4-2-2 /
  • Read the following to establish, maintain, and enhance personal relationships:
  • Friendly letters, notes, cards
  • Published diaries and journals
  • Electronic mail (e-mail)
/
  • Why would people keep a diary or journal?
  • What value does a diary or journal hold, and what can we learn from it?
  • What is the value of shared reading experiences?
  • How can text strengthen our understanding and appreciation of other people and places?
/
  • Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
  • Respect the age, gender, position, and cultural traditions of the writer
  • Recognize conversational tone in friendly communication
  • Recognize the types of language appropriate to social communication; for example, jargon/colloquialisms, informal and conventions of e-mail
/
  • Read together silently or aloud with partner or small group
  • Teacher reads aloud – shares books, notes, diaries, etc.
/
  • Informal teacher observation
  • Class discussion and participation

* Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.

WRITING: Across All Four Standards*

ESSENTIAL KNOWLEDGE AND SKILLS
  • Understand the purpose for writing; for example, explain, describe, narrate, persuade and express feelings
  • Determine the intended audience before writing
  • Use tone and language appropriate for audience and purpose
  • Use prewriting activities; for example, brainstorming, free writing, note taking and outlining
  • Use the writing process (prewriting, drafting, revising, proofreading and editing)
  • Use teacher conferences and peer review to revise written work
  • Observe rules of punctuation, capitalization and spelling:
  • Punctuation of simple and compound sentences, of dialogue, of titles of articles
  • Spelling of commonly misspelled words, of homonyms, of content area vocabulary
  • Use correct grammatical construction:
  • Parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinating), prepositions and prepositions and prepositional phrases and interjections
  • Complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense and pronouns with clear antecedents
  • Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand
  • Use dictionaries, thesauruses, and style manuals
  • Use word processing skills

* Students will write on a daily basis across all content areas and standards.

WRITING: Standard 1 – Students will read, write, listen and speak for information and understanding.*

BENCHMARKS

/ WHAT STUDENTS WRITE FOR INFORMATION AND UNDERSTANDING / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
1-2-1
1-2-3
1-2-5
1-2-6A
1-2-6B
1-2-6C
1-2-7A
1-2-7B
1-2-7C
1-2-7D
1-2-7E
2-2B
2-2-3
2-7A
2-7B /
  • Write the following in order to transmit information:
  • Business letters
  • Directions
  • News articles
  • Summaries
  • Reports of approximately one to five pages
  • Content area essays
/
  • What are some ways of presenting oral and written presentations?
  • How do you organize your information?
  • What are benefits of good note taking and what are strategies used?
  • How do we use different types of writing to communicate and remember information?
/
  • Use at least three sources of information with appropriate citations to develop reports
  • Take notes to record and organize relevant data, facts and ideas
  • State main idea and support it with details and examples
  • Compare and contrast ideas and information among two to three sources
  • Write labels or captions for graphics such as charts, maps, graphs and diagrams used to convey information
  • Adopt an organizational format such as chronological order that is appropriate for informational writing
  • Use paragraphing to organize ideas and information
  • Maintain a portfolio that includes informational writing
/
  • Journal entry based on historical novel
  • Friendly letter based on historical novel
  • Provide instruction and practice in using varied organizational frameworks to organize information
  • Write a paragraph in which important information from notes is organized into sentences
  • After reading a content piece of writing, list the main idea(s) with supporting details and examples
/
  • Teacher periodically meets with students to conference on writing pieces
  • Teacher assesses writing pieces on appropriate rubric

* Students will write on a daily basis across all content areas and standards.

WRITING: Standard 2 – Students will read, write, listen and speak for literary response and expression.*

BENCHMARKS / WHAT STUDENTS WRITE FOR LITERARY RESPONSE AND EXPRESSION / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
2-1A,B
2-2-2A
2-2-3 /
  • Write original imaginative texts, such as:
  • Stories
  • Poems and songs
  • Plays
  • Write interpretive and responsive essays
/
  • How do literary elements help you to better understand the story?
  • What is the purpose of a lead sentence?
  • What type of writing do you like to do better (imaginative, factual, responsive) and why?
/
  • Write original imaginative texts:
  • Use organizing structures such as stanzas, chapters, scenes and verses
  • Create a lead that attracts the reader’s interest
  • Provide a title that interests the readers
  • Develop characters and establish a plot
  • Use examples of literary devices such as rhythm, rhyme, simile and personification
  • Establish consistent point of view; for example, first or third person
  • Use vocabulary to create a desired effect
  • Write interpretive essays, in order to:
  • Summarize the plot
  • Describe the characters and how they change
  • Describe the setting and recognize its importance to the story
  • Draw a conclusion about the work
  • Interpret the impact of literary devices such as simile and personification
  • Recognize the impact of rhythm and rhyme
  • Respond to literature, connecting the response to personal experience
  • Use resources such as personal experience and themes from other texts and performances to plan and create imaginative text
  • Maintain a writing portfolio that includes imaginative, interpretive and responsive writing
  • Write a response to literature that may include: summary, main idea, prediction, reaction, theme, description of character development and motivation, setting, drawing a conclusion
/
  • Write a folk tale
  • Find lead sentences in reading that are good examples of attracting reader’s interest. Discuss and use as models
  • Use thesauruses and dictionaries to improve vocabulary
  • Keep literature and personal journals, essays, writing portfolio
  • Literature journal responses that focus on deeper meanings in books
/
  • Folktale rubric
  • Provide written feedback in journals
  • Grade 3-5 writing rubric
  • ELA writing rubric

WRITING: Standard 2 – Students will read, write, listen and speak for literary response and expression.*

BENCHMARKS / WHAT STUDENTS WRITE FOR LITERARY RESPONSE AND EXPRESSION / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
  • Write on assigned topics:
  • Create a lead that attracts readers’ interests
  • Address the main idea
  • Include details or examples that support the main idea
  • Use a conclusion to tie writing together
/
  • Writing prompts
  • Written essays

WRITING: Standard 3– Students will read, write, listen and speak for critical analysis and evaluation.*

BENCHMARKS / WHAT STUDENTS WRITE FOR CRITICAL ANALYSIS AND EVALUATION / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
3-2-3A
3-2-3D
3-2-4 /
  • Write the following to analyze and evaluate ideas, information, themes and experiences:
  • Expository essays
  • Persuasive texts
  • Movie and book reviews
  • Advertisements
/
  • Why are details needed to support an argument?
  • What are some specific ways of improving a written presentation?
  • How does evaluating others’ writing improve your writing?
  • How do you determine important and unimportant information when taking notes?
  • How can you best organize different kinds of information?
/
  • Use strategies such as note taking, semantic webbing or mapping or outlining to plan and organize writing
  • Use supporting evidence from text to evaluate ideas, information, themes or experiences
  • Analyze the impact of an event or issue from personal, peer group and school community perspectives
  • Analyze literary elements in order to evaluate the quality of ideas and information in text
  • Use information and ideas from other subject areas and personal experiences to form and express opinions and judgments
  • Adopt an organizational format appropriate for critical analysis and evaluation such as compare/contrast
  • Use precise vocabulary in writing analysis and evaluation
  • Maintain a writing portfolio that includes writing for critical analysis and evaluation
/
  • Formulate an opinion about a topic and, in an organized paragraph, use information and/or personal experience to explain your position
  • Use a variety of graphic organizers to represent information
/
  • Teacher checklist
  • Teacher observation and feedback about organization of writing

* Students will write on a daily basis across all content areas and standards.

WRITING: Standard 4 – Students will read, write, listen and speak for social interaction.*

BENCHMARKS

/ WHAT STUDENTS WRITE FOR SOCIAL INTERACTION / GUIDING QUESTIONS / ESSENTIAL KNOWLEDGE AND SKILLS / CLASSROOM IDEAS / ASSESSMENT
IDEAS
4-2-1
4-2-2
4-2-3 /
  • Write the following to establish, maintain, and enhance personal relationships:
  • Friendly letters, notes, and cards
  • Personal journals
  • Friendly electronic messages (e-mail)
/
  • Why are letter types different?
  • For what purposes do people communicate with each other?
  • How do you determine the appropriate vehicle to convey your message?
/
  • Share the process of writing for social communication with peers and adults; for example, write a condolence note, get well card, or thank you letter with a writing partner or in small groups
  • Respect age, gender, position, and cultural traditions of the recipient
  • Develop a personal voice that enables the reader to get to know the writer
  • Write personal reactions to experiences, events, and observations, using a form of social communication
  • Maintain a portfolio that includes writing for social communication
/
  • Thank you letters
  • Personal letters
/
  • Letter rubric
  • Informal teacher observation
  • Check for use of appropriate conventions for each type of writing

* Students will write on a daily basis across all content areas and standards.