Mrs. McConnell

By the end of the fifth grade year students should learn to

Reading: 

Word Analysis, Fluency, and Systematic Vocabulary Development=through the use of word origins and relationships as well as literary context clues, students will determine meaning of specialized vocabulary and grade-level-appropriate words.

·         Word recognition – read text fluently with pacing and expression

·         Vocabulary and concept development – use word origins for meanings, understand synonyms, antonyms, and homographs, understand roots from Greek and Latin and understand figurative and metaphorical use of words in text

Reading Comprehension=students will read and understand grade-level-appropriate material, connecting essential ideas, arguments and perspectives of their text using knowledge of text structure.

·        Structural features of informational materials – understand how text features make information accessible, analyze text in sequential or chronological order

·        Comprehension and analysis of grade-level appropriate text- discern main ideas and identify evidence supporting those ideas, draw inferences, conclusions or generalizations and support them with evidence from text and prior knowledge

·        Expository Critique- distinguish facts, supported inferences, and opinions in text.

Literary Response and Analysis=students will read and respond to culturally significant works of literature

·         Structural features of literature – identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain appropriateness of a medium to express author’s specific purpose.

·        Narrative analysis of grade-level appropriate test – identify main problem/conflict of plot and explain how resolved, contrast actions, motives and appearances of characters and discuss importance of contrasts to plot or theme, understand theme, describe function and effect of common literary devices (imagery, metaphor, symbolism).

·        Literary Criticism- evaluate meaning of archetypal patterns and symbols found in myths and tradition using literature from different cultures and eras, and evaluate author’s use of various techniques ie appeal of characters, credibility of plots and settings, and figurative language to influence readers’ perspectives.

Integrating Technology

·         Use of technology that enhances literacy development

·          Use web-based programs, where appropriate

Writing:

Writing Strategies=students to write clear, coherent and focused essays, being aware of audience and purpose and progressing through writing process as needed.

·         Organization and focus-create multiple-paragraph narrative compositions which: develop a plot situation, describe the setting, and present an ending, create multiple-paragraph expository compositions which: establish a topic, provide details and transitional expressions to link one paragraph to another and offer a concluding paragraph that summarizes important ideas and details.

·        Research and technology- use organizational features of printed text, create simple documents by using electronic media and organizational features, and use a thesaurus to identify alternative word choices and meanings.

·        Evaluation and revision – edit and revise manuscripts to improve meaning and focus by adding, deleting, consolidating, clarifying and rearranging words and sentences.

Writing Applications=students will write narrative, expository, persuasive, and descriptive texts of at least 500-700 words in each genre

·        Write narratives – establish a plot, point of view, setting and conflict and show rather than tell the events of the plot.

·        Write responses to literature – demonstrate an understanding of literary work, support judgments through references to text and prior knowledge and develop interpretations that exhibit careful reading and understanding.

·        Write research reports about important ideas, issues, or events- frame the question, establish a topic and develop topic with facts, details and examples.

·        Write persuasive letters or compositions- state a clear position, support the position with relevant evidence, follow an organizational pattern and address reader concerns.

Written and Oral English Language Conventions:

Written and Oral English Language Conventions=conventions/standards apply to both writing and listening and therefore is placed between both standards.

Written and Oral English Language Conventions= students to write and speak with a command of standard English conventions appropriate to this grade level.

·         Sentence structure – identify prepositional phrases, appositives, and independent/dependent clauses and use transitions and conjunctions to connect ideas.

·        Grammar- identify and correctly use verbs often misused, modifiers, and pronouns.

·        Punctuation – use a colon to separate hours and minutes and to introduce a list, and quotation marks around exact words of a speaker, titles of poems, songs and short stories.

·        Capitalization – use correct capitalization

·        Spelling – see separate section for spelling

Spelling:

·        Short a, long a

·        Short e, long e

·        Short i, long i

·        Short o, long o

·        Short u, long u

·        Vowels /oo/ and /oo/ long and short

·        ie, ei

·        r-controlled vowels

·        schwa sound

·        suffixes –ward, -ly

·        /f/ spelled f, ff, ph

·        Consonant sounds /z/, /zhz/

·        Suffixes –ed, -ing

·        Silent consonants

·        Suffixes –able, -ible

·        Prefixes ir-, anti-, il-, non-, mis-

·        Suffixes –age,-ment

·        Suffixes –ful, -less, -some

·        Suffixes –ate, -ary

·        Prefixes under-, sub-, super-, inter-, intra-, mid-

·        Suffix –ous

·        Suffixes –eer,-ian,-ant, -ent

·        Suffixes –ance, ence

·        Greek roots

·        Homographs

Listening and Speaking:

Listening and speaking strategies= students deliver focused, coherent presentations that convey ideas clearly and relate to the background interests of audience and evaluate content of oral communication.

·        Comprehension – ask questions to seek information not already addressed, interpret a speaker’s verbal and nonverbal messages, purposes and perspectives, and make inferences based on the oral report

·        Organization and delivery of oral communication – select a focus or point of view for an oral presentation, clarify spoken ideas with evidence and examples, and engage audience with appropriate verbal cues, facial expressions and gestures.

·        Analysis and evaluation of oral and media communication – identify, analyze and critique persuasive techniques and identify logical fallacies used in oral and media communication and analyze media as sources for information, entertainment, persuasion, interpretation of events and transmission of culture.

Speaking Applications= students will deliver well-organized presentations employing traditional rhetorical strategies and standards of American English.

·        Deliver narrative presentations

·        Deliver informative presentations

·        Deliver oral responses to literature