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ENGLISH/LANGUAGE ARTS
CURRICULUM GUIDE
GRADE FIVE
LOUDOUN COUNTY PUBLIC SCHOOLS
2014-2015
ELEMENTARY LANGUAGE ARTS CONTACTS
Dr. Eric Williams, Ed.D. Dr. Terri Breeden
Superintendent Asst. Superintendent, Instruction
Timothy J. Flynn Dr. Michele Schmidt Moore
Director, Instructional Services Supervisor, English and Language Arts
David L. Arbogast Dr. Lori T. Riley
English Specialist Elementary Reading Supervisor
This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum
Framework (2010), provides extensions and additions to form the Loudoun County English Curriculum.
Shannon Abel
Ariane Axt
Diane Bell
Barbara Brosnan
Brooke Brown
Tracey Burcroff
Elizabeth Carrig
Donna Cherundolo
Michele Copeland
John Cornely
Robert Davis
Teresa Delaney
Diane Dennis
Bill Fazzini
Janet Finn
Kelly Gallagher
Peggy Gearhart
Jaime Giles
Anita Gill-Anderson
Andrea Hanselman
Allison Hatton
Denise Hess
Gretchen Hill
Ryan Jeffers
Leslie Kash
Celia Key
Ellen Linza
Stacie Markel
Judi McCarthy
Greg Mihalik
Tammi Mydlinski
Elizabeth O’Connor
Nan Parrish
Pandora Passin
Marie Payne
Jennifer Petrusky
Natalie Porter
Traci Propst-Goff
Jill Redenburg
Jennifer Reed
Amy Reynolds
Michelle Saville
Devin Shannon
Carissa Stanziola
Mary Jo Totman
Susan Verdin
Beth Volpe
Valerie Wade
Kaity Wagner
Patricia Walker
Susan Weltens
LOUDOUN COUNTY PUBLIC SCHOOLS
ENGLISH GRADE 5 CURRICULUM GUIDE
CONTENTS
Mission Statement ....................................................................................................................................1
Internet Safety ..........................................................................................................................................2
At-A-Glance: Units by Quarter ................................................................................................................3
Unit Summaries .......................................................................................................................................7
Pacing Guide ............................................................................................................................................27
Curriculum Framework ............................................................................................................................33
Grammar Skills Progression ....................................................................................................................63
Grade Five, page 1
LCPS English Department Mission Statement
Here are six beliefs that we strive to make true for all of our students.
Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world
situations.
Therefore, we will
develop active and involved listeners
teach students to self-advocate and ask for clarification
show students how to use the right language and diction for informal and formal
situations
develop learning activities that encourage students to communicate in authentic contexts
provide opportunities for collaborative learning in research and other projects.
Students think critically.
Therefore, we will
provide opportunities to critically analyze language and media
teach processes for critical thinking and making informed decisions
show students how to refine their arguments based on new information.
Students understand and respect multiple perspectives and cultures.
Therefore, we will
explore literature that reflects many cultures
engage students in multiple perspectives and ideas.
Students value and appreciate the power of language through reading and writing.
Therefore, we will
provide opportunities for students to choose and engage in relevant and meaningful texts
provide opportunities for students to choose the audience and purpose for their writing.
Students take on challenges and reflect on progress.
Therefore, we will
provide opportunities for increased rigor in assignments
provide frequent opportunities for students to reflect on their growth as communicators.
Students are well-versed in technology tools used to help them communicate.
Therefore, we will
integrate technology tools in our teaching and in student learning.
Grade Five, page 2
INTERNET SAFETY
The Virginia Department of Education (VDOE) has directed school districts to develop Internet safety
guidelines and procedures for students. Currently, VDOE Computer/Technology Standards 9-12.3, 4, 5
specify technology use behaviors students must practice. These standards have been integrated into the
English/Language Arts Information Literacy Framework. The safety and security of our students is our
responsibility. As you establish and develop the learning community in your classroom, integrate lessons
about internet safety that address personal safety on the Internet, accessing information on the Internet, and
activities on the Internet. Please be sure to incorporate the following Guidelines and Resources for Internet
Safety in Schools established by the Virginia Department of Education into your instruction.
Personal safety on the Internet.
Students must understand that people are not always who they say
they are. They should never give out personal information without an
adult’s permission, especially if it conveys where they can be found
at a particular time. They should understand that predators are
always present on the Internet.
Students should recognize the various forms of cyberbullying and
know what steps to take if confronted with that behavior.
Information on the Internet.
Students and their families should discuss how to identify acceptable
sites to visit and what to do if an inappropriate site is accessed.
Students should be informed about various Web advertising
techniques and realize that not all sites provide truthful information.
Activities on the Internet.
Students and their families should discuss acceptable social
networking and communication methods and appropriate steps to
take when encountering a problem.
Students should know the potential dangers of e-mailing, gaming,
downloading files, and peer-to-peer computing (e.g., viruses, legal
issues, harassment, sexual predators, identity theft).
VDOE’s Guidelines and Resources for Internet Safety in Schools (2007)
LANGUAGE ARTS
At-A-Glance: Units by Quarter
Grade Five
In the following pages you will find the pacing of the units by quarter. Resources to support units can be
found on the curriculum resources section under the Staff tab on the LCPS webpage.
Grade Five, page 3
During the 1st quarter you are launching your reading and writing workshops. Establishing structure and routines for the
workshops and word study is essential during this quarter. This is the time to review your students' portfolios, assess their
skills, and begin forming word study groups. Resources for assessing students and determining their developmental word
study stage can be found on the LCPS curriculum webpage for Language Arts. In addition, form guided reading groups for
students at the transitional level or below. Begin small group conferring with students of similar strengths and weaknesses.
The core writing units for this quarter are Launching the Writing Workshop with Personal Narrative. Both of these
units are adapted from units found in the Units of Study for Writing Grades 3-5. They contain minilessons and resources
aligned to our VA SOL for this quarter. The core reading units for this quarter are Agency and Independence:
Launching Reading with Experienced Readers & Following Characters into Meaning: Envision, Predict, Synthesize,
Infer, and Interpret. These units can be found in A Curricular Plan for Reading Workshop. Teacher Choice for reading
or writing units can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A Curricular Plan for Reading Workshop. Many of the standards in this quarter and in every quarter can be incorporated into read
alouds and shared reading in topics related to science and social science such as the changing earth and the geography of
the Northeast.
This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most students are
developmentally ready to be assessed on this skill. Language Arts is a developmental discipline. You will most likely
reteach and reassess each skill throughout the year depending on the development of each student.
AT A GLANCE: Language Arts Grade 5
Topic/Focus Related SOL
Approx. #
of Weeks Links and Resources
1st
Qu
art
er
Agency and
Independence:
Launching Reading
with Experienced
Readers 5.4 a, d, e, f, g
5.5 a, g, h, k, l, m
5.6 b, d, e, k, m
1-2 weeks
A Curricular Plan for Reading
Workshop Unit 1: Agency and
Independence: Launching Reading
with Experienced Readers
Following
Characters into
Meaning: Envision,
Predict, Synthesize,
Infer, and Interpret
3-4 weeks
A Curricular Plan for Reading
Workshop Unit 2: Following
Characters into Meaning: Envision,
Predict, Synthesize, Infer, and Interpret
Launching the
Writing Workshop
with Personal
Narrative (combine
launching and
personal narrative
to create one unit)
5.7 a, b, d, i
5.8 b, j
LCENG 1
LCENG 2
2-3 weeks
LCPS Sample Unit: Launching the
Writing Workshop
LCPS Sample Unit: Personal Narrative
A Curricular Plan for the Writing
Workshop Unit 1: Memoir
Teacher Choice 2-3 weeks
Communication 5.1 a, d
Integrated into
reading and the
writing workshop
Grade Five, page 4
In Quarter 2, continue to monitor your guided reading and word study groups, shifting groups as students grow
and develop. In addition, continually shift your small conferring groups. Toward the end of the quarter
administer a mid-year evaluation for word study. The core writing unit for this quarter is Research Based
Nonfiction Writing. The core reading unit for this quarter is Nonfiction Reading: Using Text Structures to
Comprehend Expository, Narrative, and Hybrid Nonfiction. This unit can be found in A Curricular Plan for
Reading Workshop. Teacher Choice for reading or writing units can be original or adapted from the other units
in A Curricular Plan for Writing Workshop or A Curricular Plan for Reading Workshop. Many of the standards
in this quarter and in every quarter can be incorporated into read alouds and shared reading in topics related to
science and social science such as ocean environment, cells and organization of living organisms, and geography
of the Southeast and Midwest.
This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most
students are developmentally ready to be assessed on this skill. Language Arts is a developmental discipline.
You will most likely reteach and reassess each skill throughout the year depending on the development of each
student.
In Quarter 3, continue to monitor and assess your guided reading and word study groups, shifting groups as
students grow and develop. In addition, continually shift your small conferring groups. The core writing
AT A GLANCE: Language Arts Grade 5
Topic/Focus Related SOL
Approx. #
of Weeks Links and Resources
2n
d Q
uart
er
Nonfiction
Reading: Using
Text Structures to
Comprehend
Expository,
Narrative, and
Hybrid Nonfiction
5.4 b, e, f, g
5.5 e, i, l, m
5.6 a, c, g, k, l, m
3-4 weeks
A Curricular Plan for Reading
Workshop Unit 3: Nonfiction
Reading: Using Text Structures
to Comprehend Expository,
Narrative, and Hybrid
Nonfiction
Teacher Choice
(e.g. Historical
Fiction)
3-4 weeks A Curricular Plan for Reading
Workshop Unit 5: Historical
Fiction
Researched Based
Nonfiction Writing 5.7 a, b, c, d, e, f, g,
h, i
5.8 h, I, j
5.9 a, b, c, d, e, f, g
LCENG 1
LCENG 2
3-4 weeks
A Curricular Plan for the
Writing Workshop Unit 8:
Informational Writing: Reading,
Research and Writing in the
Content Areas
Teacher Choice
(e.g. Argument
Essays)
3-4 weeks A Curricular Plan for Writing
Workshop Unit 4: Research
Based Argument Essays
Communication 5.1 b, c, e, f
5.2 f, g
Integrated into
reading and the
writing workshop
Grade Five, page 5
unit for this quarter is Writing in a Test Taking Genre This unit is adapted from units found in the Units
of Study for Writing Grades 3-5 and A Curricular Plan for Teaching Writing. It contains minilessons and
resources aligned to our VA SOL for this quarter. The core reading unit for this quarter is Nonfiction
Research Projects: Teaching Students to Navigate Complex Text Sets Using Critical, Analytical
Lenses. This unit can be found in A Curricular Plan for Reading Workshop. Teacher Choice for reading or
writing units can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A
Curricular Plan for Reading Workshop. Many of the standards in this quarter and in every quarter can be
incorporated into read alouds and shared reading in topics related to science and social science such as
structure and phases of matter, and geography of the Southwest and Rocky Mountains.
This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most
students are developmentally ready to be assessed on this skill. Language Arts is a developmental
discipline. You will most likely reteach and reassess each skill throughout the year depending on the
development of each student.
AT A GLANCE: Language Arts Grade 5
Topic/Focus Related SOL
Approx. #
of Weeks Links and Resources
3rd Q
uart
er
Nonfiction
Research Projects:
Teaching Students
to Navigate
Complex
Nonfiction Text
Sets Using Critical
Analytical Lenses
5.4 c, e, f, g
5.5 b, c, f, j, l, m
5.6 f, h, j, k, l, m
3-4 weeks
A Curricular Plan for Reading
Workshop Unit 4: Nonfiction
Research Projects
3-4 weeks
Writing in a Test
Taking Genre 5.7 a, b, c, d, e, f, g,
h, i
5.8 a, c, d, j, k
5.9 a, b, c, d, e, f, g
LCENG 1
LCENG 2
3-4 weeks LCPS Sample Unit: Writing Test
Preparation
Teacher Choice
(e.g. Fantasy
Fiction)
3-4 weeks A Curricular Plan for Writing
Workshop Unit 5: Fantasy
Fiction
Communication 5.2 a, d, e, h
Integrated into
reading and the
writing workshop
Grade Five, page 6
In Quarter 4, continue to monitor and assess your guided reading and word study groups, shifting groups as
students grow and develop. In addition, continually shift your small conferring groups. The core writing
unit for this quarter is Independent Writing Project. The core reading units for this quarter are
Interpretation Text Sets. These units can be found in A Curricular Plan for Reading Workshop. Teacher
Choice for reading or writing units can be original or adapted from the other units in A Curricular Plan for
Writing Workshop or A Curricular Plan for Reading Workshop. Many of the standards in this quarter and in
every quarter can be incorporated into read alouds and shared reading in topics related to science and social
science such as light, sound and geography of the Pacific states and how geography affects how people live.
This pacing guide was designed by a teacher committee. Standards have been placed in quarters when most
students are developmentally ready to be assessed on this skill. Language Arts is a developmental
discipline. You will most likely reteach and reassess each skill throughout the year depending on the
development of each student.
AT A GLANCE: Language Arts Grade 5
Topic/Focus Related SOL
Approx. #
of Weeks Links and Resources
4th
Qu
art
er
Interpretation Text
Sets
5.4 d, e, f, g
5.5 d, i, l, m
5.6 j, k, m
3-4 weeks A Curricular Plan for Reading
Workshop Unit 6: Interpretation
Text Sets
Test Preparation 3-4 weeks A Curricular Plan for Reading
Workshop Unit 7: Test
Preparation
Independent
Writing Project 5.7 a, b, d, i
5.8 e, f, g, j
LCENG 1
LCENG 2
3-4 weeks LCPS Sample Unit: Independent
Writing Project
Teacher Choice
(e.g. Interpretive
Essay)
3-4 weeks A Curricular Plan for Writing
Workshop Unit 2: The
Interpretative Essay
Communication 5.2 b, c, i
5.3 a, b
Integrated into
reading and the
writing workshop
LANGUAGE ARTS
Unit Summaries
Grade Five
Subject: Language Arts/Reading Grade Level: 5 Quarter 1
Grade Five, page 7
Unit:
Agency and Independence: Launching Reading with
Experienced Readers Related SOL:
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meanings of unfamiliar words and phrases.
d. Identify an author’s use of figurative language.
e. Use dictionary, glossary, thesaurus, and other word-reference materials.
f. Develop vocabulary by listening to and reading a variety of texts.
g. Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction texts, and poetry.
a. Describe the relationship between text and previously read materials.
g. Identify main idea.
h. Summarize supporting details from text.
k. Make, confirm, or revise predictions.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
b. Use prior knowledge and build additional background knowledge as
context for new learning.
d. Identify the main idea of nonfiction texts.
e. Summarize supporting details in nonfiction texts.
k. Identify new information gained from reading.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
Cognitive level: Knowledge, comprehension, application, and analysis
Big Ideas Essential Questions
Students will review routines for the reading workshop.
They will review how to choose just right books and
books that will challenge them. They will develop
independence in text selection and expand their reading
genres. They expand their methods for capturing their
thinking about their reading. Teachers will be launching
the Reader’s Workshop in this unit.
Why is reading relevant to my life?
How do I find reading material that is “just right”
for me?
How can I get into the “reading zone”?
How do I capture my thinking while reading?
How do record and study my reading habits to
set goals for reading?
Prerequisite Skills Vocabulary
Students should already:
Know how to choose a just right book
Be familiar with independent reading
Be able to read independently for 30 minutes
Prediction
Stamina
Retelling
Goals
Reading is THINKING
Connections
Main Idea and supporting details
Subject: Language Arts/Reading Grade Level: 5 Quarter 1
Grade Five, page 8
Achievement Criteria How to Assess Achievement
The student is able to :
set reading goals
choose books that is “just right” for them and
books that may be new genres for them
increase their reading stamina
capture their thinking about a text or character
Summarize with supporting details from the text
work with a partner to share and develop ideas
Conferring and anecdotal notes
Reading logs
Reading goal sheets
Reading rubric on thinking skill such as
prediction, summarization
Listening in to partner talk
Performance Assessment
Differentiation Resources
Students are reading at their own independent
reading level
Students are placed in groups that best support
their learning
Students who need additional may benefit by
working in triad groups instead of as partners
A Curricular Plan for Reading Workshop: Unit
1: Agency and Independence: Launching
Reading with Experienced Readers
Subject: Language Arts/Reading Grade Level: 5 Quarter 1
Grade Five, page 9
Unit:
Following Characters into Meaning
Related SOL:
5.4 The student will expand vocabulary when reading.
a. Use context to clarify meanings of unfamiliar words and phrases.
d. Identify an author’s use of figurative language.
e. Use dictionary, glossary, thesaurus, and other word-reference materials.
f. Develop vocabulary by listening to and reading a variety of texts.
g. Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction texts, and poetry.
a. Describe the relationship between text and previously read materials.
g. Identify main idea.
h. Summarize supporting details from text.
k. Make, confirm, or revise predictions.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
b. Use prior knowledge and build additional background knowledge as context
for new learning.
d. Identify the main idea of nonfiction texts.
e. Summarize supporting details in nonfiction texts.
k. Identify new information gained from reading.
m. Read with fluency and accuracy.
Cognitive level: Knowledge, comprehension, application, and analysis
Big Ideas Essential Questions
Students will learn how to identify with characters
aesthetically and approach text analytically to build
theories and identify themes throughout the text.
What connections can I make to the characters and
their lives?
How are my views changing about the character
overtime?
How do characters actions change their story?
Using evidence from the text, how do I support my
theory?
How can I see similarities and differences across
books and characters to grow bigger theories
Subject: Language Arts/Reading Grade Level: 5 Quarter 1
Grade Five, page 10
Prerequisite Skills Vocabulary
Students should already know:
How to work in a partnership
How to set reading goals
How to capture their thoughts on sticky notes or
in notebooks
Empathizing
Envisioning (Visualizing)
Predicting
Inferring
Synthesizing
Character traits
Evidence
Theory
Achievement Criteria How to Assess Achievement
The students will be able to:
Empathize with characters
Use details from the text to alter their opinions about
characters over time
Make predictions based on details in the text
Develop theories about characters and support their
theories with evidence from the text.
Conferring and anecdotal notes
Reading notebook entries on student’s theory with
supporting details and evidence to support his or her
theory
Differentiation Resources
Students are reading at their own independent
reading level
Students are placed in groups that best support
their learning
Students who need additional support may benefit
from working in triad groups instead of
partnerships
Students ready for advanced work might benefit
from:
o Analyzing character development over a
series
o Analyzing minor characters
o Analyzing more complex characters and
story structure
Curricular Plan for Reading Workshop: Unit 2:
Following Characters into Meaning: Envision,
Predict, Synthesize, Infer, and Interpret
For Read Aloud and Shared Reading as part of
science core unit: Classification of Rocks, Using a
Dichotomous Key and to address nonfiction
standards in reading:
o Rocks by Natalie M. Rosinsky
o If You Find a Rock by Peggy Christian
Subject: Language Arts/Writing Grade Level: 5 Quarter 1
Grade Five, page 11
Unit:
Launching the Writing Workshop with Personal
Narrative Related SOL: 5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting strategies.
d. Write a clear topic sentence focusing on the main idea.
i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
b. Use adjective and adverb comparisons.
e. Use quotation marks with dialogue.
j. Use correct spelling of commonly used words.
LCENG 1
Use developmentally appropriate sound, pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound, pattern and/or meaning units to spell in
isolation.
Cognitive level: Knowledge, comprehension, application, and analysis
Big Ideas Essential Questions
Students will generate ideas for writing, craft stories
about a small moment, develop independence within the
writing workshop, revise writing, and edit work for
developmentally appropriate skills.
Teachers will set expectations and routines to launch the
writing workshop.
How do I use my Writer’s Notebook?
How do get ideas for writing?
How do I organize my ideas?
How do I develop my story so that my reader
feels they are experiencing the story?
How do I add voice to my writing?
How do I elaborate on important parts in the
story?
How do I use commas and quotation marks to
punctuate dialogue?
How do I use adjective and adverb comparisons?
How do I edit my own writing?
Prerequisite Skills Vocabulary
Students should already be able to:
Write a paragraph focused on a single topic
Recognize when someone is talking (dialogue)
Audience
Writer’s Notebook
Prewriting/generating ideas for writing
Voice
Comma
Quotation mark
Adjective
Adverb
Revise
Edit
Subject: Language Arts/Writing Grade Level: 5 Quarter 1
Grade Five, page 12
Achievement Criteria How to Assess Achievement
Students will be able to:
Generate ideas for writing
Increase their writing stamina
Write a story focused on a small moment
Use commas and quotation marks to punctuate
dialogue
Use adjective and adverb comparisons
Revise writing to make it more meaningful
Edit their writing for developmentally appropriate
skills
Conferring and anecdotal notes
Review entries in the writer’s notebook
Review revised and edited piece against a rubric
Pre and Post On-Demand writing samples (On
Demand samples are generally writing in one day
at the beginning and end of a unit. They show
what students know about writing and also
provide them with practice writing in a timed
situation.
Differentiation Resources
Students are writing at their own independent
level.
Independent conferences where teachers coach
students at their independent level.
Students are placed in strategy groups focused on
their areas of strength or need.
Students work with writing partners, or if needed,
in triads to conference with.
LCPS Sample Unit: Launching the Writing
Workshop
LCPS Sample Unit: Personal Narrative
A Curricular Plan for Writing Workshop Unit 1:
Memoir
English Language Arts Curriculum Guide, Grade
5: VDOE Grammar Skills Progression Chart
Subject: Language Arts/Reading Grade Level: 5 Quarter 2
Grade Five, page 13
Unit:
Nonfiction Reading: Using Text Structures to Comprehend
Expository, and Narrative Non-fiction Related SOL:
5.4 The student will expand vocabulary when reading.
b. Use context and sentence structure to determine meaning and differentiate
among multiple meanings of words.
e. Use dictionary, glossary, thesaurus, and other word-reference materials.
f. Develop vocabulary by listening to and reading a variety of texts.
g. Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction texts, and poetry.
e. Describe how an author’s choice of vocabulary contributes to the author’s
style.
i. Draw conclusions and make inferences from text.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a. Use text organizers, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts.
c. Skim materials to develop a general overview of content and to locate
specific information.
g. Locate information to support opinions, predictions, and conclusions.
k. Identify new information gained from reading.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
Cognitive level: Knowledge, comprehension, application, and analysis
Big Ideas Essential Questions
Students will read expository and narrative non-fiction
with clarity and depth. How do I skim a nonfiction text to glean the
main idea and to locate specific details?
How can I use this information to become an
expert about a topic?
How will I use text organizers to predict and
categorize information?
How will I identify new information learned
from the text?
How will I locate information in the text to
support my predictions, opinions and
conclusions?
Subject: Language Arts/Reading Grade Level: 5 Quarter 2
Grade Five, page 14
Prerequisite Skills Vocabulary
The student should already:
Know how to identify an expository text
Know the difference between fact and opinion
Know how to identify main idea and details
Skimming
Paraphrase
Main Idea and Details
Categories
Context Clues
Theme
Text Features
Scanning
Achievement Criteria How to Assess Achievement
The student is able to:
Identify non-fiction features and their purpose
Identify supporting details for the author’s thesis
Navigate non-fiction using text structures
Respond to text with questions for further
understanding or investigation
Add to his or her vocabulary from reading
Use an expert tone in speaking and writing
Formulate opinions, predictions and conclusions
and locate information from the text to provide
support
Use a graphic organizer or other strategy to take
notes on a text.
Conferring and Anecdotal Notes
Review students’ notes on their texts
o Are they able to identify the main ideas
and acquire relevant information about
the topic they are reading about?
o Are they able to add vocabulary to their
personal word walls/lists?
o Are they adding new vocabulary to their
written summaries, paragraphs, or essays?
Sticky notes/Student’s thoughts
Performance Assessment
o Are students able to use the text
structures to find and locate information
or to summarize main ideas?
Differentiation Resources
Students are reading at their own independent
reading levels
Students are placed in groups that best support
their learning
Students who need additional support may
benefit from working in triad groups instead of
partnerships
Curricular Plan for Reading Workshop: Unit 3:
Nonfiction Reading: Using Text Structures to
Comprehend Expository, and Narrative
For Read Aloud and Shared Reading as part of
science core unit: Classifying Seashells, Using a
Dichotomous Key
o A House for Hermit Crab by Eric Carle
o Seashells by the Seashore by Marianne
Berkes
o Measurement- Ocean Animals I’m the
Biggest Thing in the Ocean by Kevin
Sherry
Subject: Language Arts/Writing Grade Level: 5 Quarter 2
Grade Five, page 15
Unit:
Researched Based Nonfiction Writing
Related SOL: 5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea.
d. Write a clear topic sentence focusing on the main idea.
e. Write multi-paragraph compositions.
f. Use precise and descriptive vocabulary to create tone and voice.
g. Vary sentence structure by using transition words.
h. Revise for clarity of content using specific vocabulary and information.
i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
f. Use commas to indicate interrupters.
g. Use a hyphen to divide words at the end of a line.
h. Edit for fragments and run-on sentences.
i. Eliminate double negatives.
j. Use correct spelling of commonly used words
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a. Construct questions about a topic.
b. Collect information from multiple resources including online, print, and
media.
c. Use technology as a tool to research, organize, evaluate, and
communicate information.
d. Organize information presented on charts, maps, and graphs.
e. Develop notes that include important concepts, summaries, and
identification of information sources.
f. Give credit to sources used in research.
g. Define the meaning and consequences of plagiarism.
LCENG 1
Use developmentally appropriate sound, pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound, pattern and/or meaning units to spell in
isolation.
Cognitive level: Knowledge, comprehension, application, and analysis
Subject: Language Arts/Writing Grade Level: 5 Quarter 2
Grade Five, page 16
Big Ideas Essential Questions
Students will generate ideas for nonfiction writing,
research and cite sources, craft a nonfiction research
based essay about a topic the class has studied, use a
variety of revision strategies, and edit their work for
developmentally appropriate skills.
How do generate ideas for nonfiction writing?
What are the qualities of strong informational
writing?
How do I organize my ideas and plan for
writing?
How do I form questions about my topic? How
can those questions help guide my research?
How do I choose appropriate resources for my
research?
How do I use technology to research and collect
information?
How do I collect and organize information about
my topic into useful notes?
How do I write a clear topic sentence about the
main idea and elaborate with important details?
How do I use transition words to vary my
sentence structure and help my piece flow
logically?
How do I decide what vocabulary is important
for my topic?
What is plagiarism? How can I put information
into my own words to avoid plagiarizing?
How can I use the meaning of words to help my
spell words correctly?
How do I revise my writing to make it more
meaningful?
How do I edit my own writing?
Prerequisite Skills Vocabulary
Students should already be able to:
Identify nonfiction texts
Recognize differences between fact and opinion
Understand how to group related information into
paragraphs
Understand how text features help to organize
writing
Use transition words to vary sentence structure
Write routinely and for longer periods of time
Independently engage in writing workshop
Audience
Mentor texts
Prewriting/generating ideas for informational
writing
Topic sentence
Transition Words
Text features
Research
Plagiarism
Revise
Edit
Subject: Language Arts/Writing Grade Level: 5 Quarter 2
Grade Five, page 17
Achievement Criteria How to Assess Achievement
Students will be able to:
Generate ideas for writing
Form questions to guide research
Choose appropriate resources including online
resources
Collect and organize information about a topic
into notes
Write a clear topic sentence with supporting
details
Write multi paragraph essay focused on the same
topic
Use transition words
Avoid plagiarism
Use word meanings to help correctly spell
frequently used words
Apply a variety of revision strategies
Edit their writing for developmentally appropriate
skills
Conferring and anecdotal notes
Review entries and prewriting in the writer’s
notebook
Review student’s questions for researching
Review students notes on the topic
Review revised and edited piece against a rubric
with criteria for composing, written expression,
and usage and mechanics
Pre and Post On-Demand writing samples (On
Demand samples are generally writing in one day
at the beginning and end of a unit. They show
what students know about writing and also
provide them with practice writing in a timed
situation.
Differentiation Resources
Students are writing at their own independent
level.
Independent conferences where teachers coach
students at their independent level.
Students are placed in strategy groups focused on
their areas of strength or need.
Students work with writing partners, or if needed,
in triads to conference with.
A Curricular Plan for Writing Workshop Unit 8:
Informational Writing: Reading, Research in the
Content Areas
English Language Arts Curriculum Guide, Grade
5; VDOE Grammar Skills Progression Chart
Subject: Language Arts/Reading Grade Level: 5 Quarter 3
Grade Five, page 18
Unit:
Non-fiction Research Projects: Teaching Students to
Navigate Complex Nonfiction Text Sets Learning Target:
5.4 The student will expand vocabulary when reading.
c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d. Use dictionary, glossary, thesaurus, and other word-reference materials.
f. Develop vocabulary by listening to and reading a variety of texts.
g. Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction texts, and poetry.
f. Identify and ask questions that clarify various points of view.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
f. Identify structural patterns found in nonfiction.
g. Identify cause and effect relationships following transition words signaling
the pattern.
i. Differentiate between fact and opinion.
k. Identify new information gained from reading.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
Cognitive level: Knowledge, comprehension, application, and analysis
Big Ideas Essential Questions
Students will focus on conveying the content of study
along with teaching the reading skills to learn content
successfully.
How can I use this information to become an
expert about a topic?
Am I reading with accuracy, expression and
fluently?
How can I compare and contrast information?
Prerequisite Skills Vocabulary
The student should already:
Know how to identify expository text
Know how to identify main idea and details
Know a variety of research search engines
Synthesizing
Analyzing
Exploring subtopics
Connecting
Point of view
Perspective of text
Subject: Language Arts/Reading Grade Level: 5 Quarter 3
Grade Five, page 19
Achievement Criteria How to Assess Achievement
The student is able to:
Teach others with new knowledge gained
Explore point of view in text when forming ideas
and theories
Use on-line databases to locate books and
periodicals
Conferring and anecdotal notes
Reading logs
Reading goal sheets
Reading rubric on thinking skill such as
prediction
Listening to partner talk
Performance Assessment with a reading rubric
on a skill such as identifying the main idea, or
reading with fluency and accuracy, or being able
to generate questions about what the author has
proposed or to clarify an idea.
Differentiation Resources
Students are reading at their own independent
reading levels
Students are placed in groups that best support
their learning
Students who need additional support may benefit
from working in triad groups instead of
partnerships
Curricular Plan for Reading Workshop: Unit 4:
Non-fiction research projects
Books on the study you’re launching
Subject: Language Arts/Writing Grade Level: 5 Quarter 3
Grade Five, page 20
Unit:
Writing in a Test Taking Genre
Related SOL: 5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting strategies.
c. Organize information to convey a central idea.
d. Write a clear topic sentence focusing on the main idea.
e. Write multiparagraph compositions.
f. Use precise and descriptive vocabulary to create tone and voice.
g. Vary sentence structure by using transition words.
h. Revise for clarity of content using specific vocabulary and information.
i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
a. Use plural possessives.
c. Identify and use interjections.
d. Use apostrophes in contractions and possessives.
j. Use correct spelling of commonly used words.
k. Identify and use conjunctions.
5.9 The student will find, evaluate, and select appropriate resources for a
research product.
a. Construct questions about a topic.
b. Collect information from multiple resources including online, print, and
media.
c. Use technology as a tool to research, organize, evaluate, and
communicate information.
d. Organize information presented on charts, maps, and graphs.
e. Develop notes that include important concepts, summaries, and
identification of information sources.
f. Give credit to sources used in research.
g. Define the meaning and consequences of plagiarism.
LCENG 1
Use developmentally appropriate sound, pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound, pattern and/or meaning units to spell in
isolation.
Cognitive level Knowledge, comprehension, application, and analysis
Subject: Language Arts/Writing Grade Level: 5 Quarter 3
Grade Five, page 21
Big Ideas Essential Questions
Students will generate ideas for writing to a specific
prompt, craft a response to a given prompt, evaluate
responses using rubrics, use a variety of revision
strategies, and edit work for developmentally appropriate
skills.
How do get ideas for writing when given a
prompt to write about?
How do I decide how to respond to the prompt?
Is the prompt narrative or expository?
How do I organize my ideas and plan for
writing?
How do I write a clear topic sentence about the
main idea and elaborate with important details?
How do I use transition words?
How do I decide what vocabulary is important
for my topic?
How can I use the meaning of words to help my
spell words correctly?
How do I revise my writing to make it more
meaningful?
How do I edit my own writing?
Prerequisite Skills Vocabulary
Students should already be able to:
Understand how to group related information into
paragraphs
Use transition words to vary sentence structure
Write routinely and for longer periods of time
Independently engage in writing workshop
Audience
Mentor texts
Prewriting/generating ideas for informational
writing
Topic sentence or central idea
Transition Words
Prompt
Narrative
Expository
Elaborated
Revise
Edit
Achievement Criteria How to Assess Achievement
Students will be able to:
Generate ideas for writing
Determine if narrative or expository writing style
would work best for a given prompt
Write a clear topic sentence with supporting
details
Write a well organized response to a variety of
prompts
Use transition words
Use word meanings to help correctly spell
frequently used words
Evaluate writing given a checklist and identify
areas to revise and edit
Apply a variety of revision strategies
Edit their writing for developmentally appropriate
skills
Anecdotal notes/teacher notes
Writer’s notebooks
“Published” piece
On demand writing samples
Subject: Language Arts/Writing Grade Level: 5 Quarter 3
Grade Five, page 22
Differentiation Resources
Students are writing at their own independent
level.
Independent conferences where teachers coach
students at their independent level.
Students are placed in strategy groups focused on
their areas of strength or need.
Students work with writing partners, or if needed,
in triads to conference with.
LCPS Sample Unit: Writing Test Preperation
English Language Arts Curriculum Guide, Grade
5; VDOE Grammar Skills Progression Chart
Subject: Language Arts/Reading Grade Level: 5 Quarter 4
Grade Five, page 23
Unit:
Interpretation Text Sets
Related SOL:
5.4 The student will expand vocabulary when reading.
d. Identify an author’s use of figurative language.
e. Use dictionary, glossary, thesaurus, and other word-reference materials.
f. Develop vocabulary by listening to and reading a variety of texts.
g. Study word meanings across content areas.
5.5 The student will read and demonstrate comprehension of fictional texts,
narrative nonfiction texts, and poetry.
d. Describe the characteristics of free verse, rhymed, and patterned poetry.
i. Draw conclusions and make inferences from text.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy.
5.6 The student will read and demonstrate comprehension of nonfiction texts.
j. Identify, compare, and contrast relationships.
k. Identify new information gained from reading.
l. Use reading strategies throughout the reading process to monitor
comprehension.
m. Read with fluency and accuracy
Cognitive level: Knowledge, comprehension, application, and analysis
Big Ideas Essential Questions
Students will focus on sharpening their analytical skills in
order to study text deeply to grow big ideas as they read.
They will also learn that good books are about more than
one idea.
How can I take a thought and think deeper about
it?
Prerequisite Skills Vocabulary
The student should already:
Have a understanding of what motivates
character’s actions
Have constructed theories about events, places
and people in their stories
Inferring
Central ideas
Themes
Implications
Symbolism
Analysis
Achievement Criteria How to Assess Achievement
The student is able to:
Teach others with new knowledge gained
Explore point of view in text when forming ideas
and theories
Conferring and anecdotal notes
Reading logs
Reading goal sheets
Reading rubric on thinking skill such as
prediction
Listening to partner talk
Performance Assessment with a reading rubric
on a skill such as inferring, and analyzing texts
for themes, and symbols.
Subject: Language Arts/Reading Grade Level: 5 Quarter 4
Grade Five, page 24
Differentiation Resources
Students are reading at their own independent
reading levels
Students are placed in groups that best support
their learning
Students who need additional support may benefit
from working in triad groups instead of
partnerships
Curricular Plan for Reading Workshop: Unit 6:
Interpretation Text Sets
Books on the study you are launching
Subject: Language Arts/Writing Grade Level: 5 Quarter 4
Grade Five, page 25
Unit:
Independent Writing Projects
Related SOL: 5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting strategies.
d. Write a clear topic sentence focusing on the main idea.
i. Include supporting details that elaborate the main idea.
5.8 The student will edit writing for correct grammar, capitalization, spelling,
punctuation, sentence structure, and paragraphing.
h. Use commas to indicate interrupters.
i. Use a hyphen to divide words at the end of a line.
j. Use correct spelling of commonly used words.
LCENG 1
Use developmentally appropriate sound, pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound, pattern and/or meaning units to spell in
isolation.
Cognitive level: Knowledge, comprehension, application, and analysis
Big Ideas Essential Questions
Students will choose a genre to study and write about,
generate ideas for writing, choose mentor texts to study,
craft a piece that exhibits the characteristics of the given
genre, use a variety of revision strategies, and edit work
for developmentally appropriate skills.
How do get ideas for writing for writing?
How do I choose appropriate mentor text to
study?
How do I organize my ideas and plan for
writing?
How do I write a piece that shows the
characteristics of the genre I have chosen?
How do I decide what vocabulary is important
for my topic?
How can I use the meaning of words to help my
spell words correctly?
How do I revise my writing to make it more
meaningful?
How do I edit my own writing?
Prerequisite Skills Vocabulary
Students should already be able to:
Understand how to group related information into
paragraphs
Identify the characteristics of the genres of
writing studied
Write routinely and for longer periods of time
Independently engage in writing workshop
Audience
Mentor texts
Prewriting/generating ideas for informational
writing
Genre
Revise
Edit
Subject: Language Arts/Writing Grade Level: 5 Quarter 4
Grade Five, page 26
Achievement Criteria How to Assess Achievement
Students will be able to:
Choose a genre in which to write
Generate ideas for writing
Choose appropriate mentor texts
Write a well organized piece that demonstrates
the qualities of the genre chosen
Use word meanings to help correctly spell
frequently used words
Apply a variety of revision strategies
Edit their writing for developmentally appropriate
skills
Anecdotal notes/teacher notes
Writer’s notebooks
“Published” piece
On demand writing samples
Differentiation Resources
Students are writing at their own independent
level.
Independent conferences where teachers coach
students at their independent level.
Students are placed in strategy groups focused on
their areas of strength or need.
Students work with writing partners, or if needed,
in triads to conference with.
LCPS Sample Unit: Independent Writing Project
English Language Arts Curriculum Guide, Grade
5; VDOE Grammar Skills Progression Chart
LANGUAGE ARTS
Pacing Guide
Grade Five
Grade Five, page 27
English/Language Arts SOL Pacing Guide – 5th Grade
1st Quarter
Oral Language Reading Writing
5.1 The student will listen, draw
conclusions, and share responses in
subject-related group learning
activities.
a. Participate in and contribute to
discussions across content areas.
d. Communicate new ideas to
others.
5.4 The student will expand vocabulary when
reading.
a. Use context to clarify meanings of
unfamiliar words and phrases.
d. Identify an author’s use of figurative
language.
e. Use dictionary, glossary, thesaurus, and
other word-reference materials.
f. Develop vocabulary by listening to and
reading a variety of texts.
g. Study word meanings across content areas.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction texts, and poetry.
a. Describe the relationship between text and
previously read materials.
g. Identify main idea.
h. Summarize supporting details from text.
k. Make, confirm, or revise predictions.
l. Use reading strategies throughout the
reading process to monitor comprehension.
m. Read with fluency and accuracy.
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
b. Use prior knowledge and build additional
background knowledge as context for new
learning.
d. Identify the main idea of nonfiction texts.
e. Summarize supporting details in
nonfiction texts.
k. Identify new information gained from
reading.
m. Read with fluency and accuracy.
5.7 The student will write for a variety of
purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting
strategies.
d. Write a clear topic sentence focusing
on the main idea.
i. Include supporting details that
elaborate the main idea.
5.8 The student will edit writing for correct
grammar, capitalization, spelling,
punctuation, sentence structure, and
paragraphing.
b. Use adjective and adverb
comparisons.
e. Use quotation marks with dialogue.
j. Use correct spelling of commonly
used words.
LCENG 1
Use developmentally appropriate sound,
pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound,
pattern and/or meaning units to spell in
isolation.
Grade Five, page 28
English/Language Arts SOL Pacing Guide – 5th
Grade
2nd
Quarter
Oral Language Reading Writing
5.1 The student will listen, draw
conclusions, and share responses in
subject-related group learning
activities.
b. Organize information to present in
reports of group activities.
c. Summarize information gathered
in group activities.
e. Demonstrate the ability to
collaborate with diverse teams.
f. Demonstrate the ability to work
independently.
5.2 The student will use effective verbal
and nonverbal communication skills to
deliver planned oral presentations.
f. Organize content sequentially
around major ideas.
g. Summarize main points as they
relate to main idea or supporting
details.
5.4 The student will expand vocabulary when
reading.
b. Use context and sentence structure to
determine meaning and differentiate
among multiple meanings of words.
e. Use dictionary, glossary, thesaurus, and
other word-reference materials.
f. Develop vocabulary by listening to and
reading a variety of texts.
g. Study word meanings across content
areas.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction texts, and poetry.
e. Describe how an author’s choice of
vocabulary contributes to the author’s
style.
i. Draw conclusions and make inferences
from text.
l. Use reading strategies throughout the
reading process to monitor
comprehension.
m. Read with fluency and accuracy.
5.7 The student will write for a variety of
purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting strategies.
c. Organize information to convey a
central idea.
d. Write a clear topic sentence focusing
on the main idea.
e. Write multiparagraph compositions.
f. Use precise and descriptive
vocabulary to create tone and voice.
g. Vary sentence structure by using
transition words.
h. Revise for clarity of content using
specific vocabulary and information.
i. Include supporting details that
elaborate the main idea.
5.8 The student will edit writing for correct
grammar, capitalization, spelling,
punctuation, sentence structure, and
paragraphing.
f. Use commas to indicate interrupters.
g. Use a hyphen to divide words at the
end of a line.
h. Edit for fragments and run-on
sentences.
i. Eliminate double negatives.
j. Use correct spelling of commonly
used words.
(Continued on next page)
Grade Five, page 29
English/Language Arts SOL Pacing Guide – 5th
Grade
2nd
Quarter (Continued)
Oral Language Reading Writing
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
a. Use text organizers, such as type,
headings, and graphics, to predict and
categorize information in both print
and digital texts.
c. Skim materials to develop a general
overview of content and to locate
specific information.
g. Locate information to support
opinions, predictions, and
conclusions.
k. Identify new information gained from
reading.
l. Use reading strategies throughout the
reading process to monitor
comprehension.
m. Read with fluency and accuracy.
LCENG 1
Use developmentally appropriate sound,
pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound,
pattern and/or meaning units to spell in
isolation.
Research
5.9 The student will find, evaluate, and
select appropriate resources for a
research product.
a. Construct questions about a topic.
b. Collect information from multiple
resources including online, print, and
media.
c. Use technology as a tool to research,
organize, evaluate, and communicate
information.
d. Organize information presented on
charts, maps, and graphs.
e. Develop notes that include important
concepts, summaries, and
identification of information sources.
f. Give credit to sources used in
research.
g. Define the meaning and
consequences of plagiarism.
Grade Five, page 30
English/Language Arts SOL Pacing Guide – 5th
Grade
3rd
Quarter
Oral Language Reading Writing
5.2 The student will use effective verbal
and nonverbal communication skills to
deliver planned oral presentations.
a. Maintain eye contact with listeners.
d. Use posture appropriate for
communication setting.
e. Determine appropriate content for
audience.
h. Incorporate visual media to support
the presentation.
5.4 The student will expand vocabulary when
reading.
c. Use knowledge of roots, affixes,
synonyms, antonyms, and homophones.
e. Use dictionary, glossary, thesaurus, and
other word-reference materials.
f. Develop vocabulary by listening and
reading a variety of texts.
g. Study word meanings across content
areas.
l. Use reading strategies throughout the
reading process to monitor
comprehension.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction texts, and poetry.
b. Describe character development
c. Describe the development of plot and
explain the resolution of conflict(s).
f. Identify and ask questions that clarify
various points of view.
j. Identify cause and effect relationships.
l. Use reading strategies throughout the
reading process to monitor
comprehension.
m. Read with fluency and accuracy.
5.7 The student will write for a variety of
purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting
strategies.
c. Organize information to convey a
central idea.
d. Write a clear topic sentence focusing
on the main idea.
e. Write multiparagraph compositions.
f. Use precise and descriptive
vocabulary to create tone and voice.
g. Vary sentence structure by using
transition words.
h. Revise for clarity of content using
specific vocabulary and information.
i. Include supporting details that
elaborate the main idea.
5.8 The student will edit writing for correct
grammar, capitalization, spelling,
punctuation, sentence structure, and
paragraphing.
a. Use plural possessives.
c. Identify and use interjections.
d. Use apostrophes in contractions and
possessives.
j. Use correct spelling of commonly
used words.
k. Identify and use conjunctions.
(Continued on next page)
Grade Five, page 31
English/Language Arts SOL Pacing Guide – 5th
Grade
3rd
Quarter (Continued)
Oral Language Reading Writing
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
f. Identify structural patterns found in
nonfiction.
h. Identify cause and effect relationships
following transition words signaling
the pattern.
i. Differentiate between fact and
opinion.
k. Identify new information gained from
reading.
l. Use reading strategies throughout the
reading process to monitor
comprehension.
m. Read with fluency and accuracy.
LCENG 1
Use developmentally appropriate sound,
pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound,
pattern and/or meaning units to spell in
isolation.
Research
5.9 The student will find, evaluate, and
select appropriate resources for a
research product.
a. Construct questions about a topic.
b. Collect information from multiple
resources including online, print, and
media.
c. Use technology as a tool to research,
organize, evaluate, and communicate
information.
d. Organize information presented on
charts, maps, and graphs.
e. Develop notes that include important
concepts, summaries, and
identification of information sources.
f. Give credit to sources used in
research.
g. Define the meaning and
consequences of plagiarism.
Grade Five, page 32
English/Language Arts SOL Pacing Guide – 5th
Grade
4th
Quarter
Oral Language Reading Writing
5.2 The student will use effective verbal and
nonverbal communication skills to
deliver planned oral presentations.
b. Use gestures to support, accentuate,
and dramatize verbal message.
c. Use facial expressions to support and
dramatize verbal message.
i. Use language and style appropriate
to the audience, topic, and purpose.
5.3 The student will learn how media
messages are constructed and for what
purposes.
a. Differentiate between auditory,
visual, and written media messages.
b. Identify the characteristics and
effectiveness of a variety of media
messages.
5.4 The student will expand vocabulary when
reading.
d. Identify an author’s use of figurative
language.
e. Use dictionary, glossary, thesaurus, and
other word-reference materials.
f. Develop vocabulary by listening to and
reading a variety of texts.
g. Study word meanings across content
areas.
5.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction texts, and poetry.
i. Draw conclusions and make inferences
from text.
d. Describe the characteristics of free
verse, rhymed, and patterned poetry.
m. Read with fluency and accuracy.
5.6 The student will read and demonstrate
comprehension of nonfiction texts.
j. Identify, compare, and contrast
relationships.
k. Identify new information gained from
reading.
m. Read with fluency and accuracy.
5.7 The student will write for a variety of
purposes: to describe, to inform, to
entertain, to explain, and to persuade.
a. Identify intended audience.
b. Use a variety of prewriting
strategies.
d. Write a clear topic sentence
focusing on the main idea.
i. Include supporting details that
elaborate the main idea.
5.8 The student will edit writing for correct
grammar, capitalization, spelling,
punctuation, sentence structure, and
paragraphing.
h. Use commas to indicate interrupters.
i. Use a hyphen to divide words at the
end of a line.
j. Use correct spelling of commonly
used words.
LCENG 1
Use developmentally appropriate sound,
pattern and/or word meaning units to spell in
written work.
LCENG 2
Use developmentally appropriate sound,
pattern and/or meaning units to spell in
isolation.
LANGUAGE ARTS
VDOE Curriculum Framework
Grade Five
Grade Five, page 33
Model Performance Indicators
Embedded in the VDOE curriculum framework are sample Model Performance Indicator (MPI) tables.
These tables will be useful as you differentiate instruction for all of your learners, but they are especially
helpful for English Language Learners. Below are frequently asked questions about MPI.
What is a Model Performance Indicator (MPI)?
An MPI is a tool that can be used to show examples of how language is processed or produced within a
particular context, including the language with which students may engage during classroom instruction and
assessment.
Each MPI contains three main parts:
Language Function: The first part of an MPI, this shows how students are processing/producing
language at each level of language proficiency
Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge
and skills of the state’s content standards
Support: The final part of an MPI, this highlights the differentiation that should be incorporated for
students at each language level by suggesting appropriate instructional supports for students at each
level of language proficiency
The samples provided also include an example context for language use that provides a brief descriptor of the
activity or task in which students would be engaged, while the inclusion of topic-related language helps to
support the emphasis on imbedding academic language instruction into our content-area teaching practices.
How can these sample MPIs help me?
Educators can use MPI strands in several ways:
to align students’ performance to levels of language development
as a tool for creating language objectives/targets that will help extend students’ level of language
proficiency
as a means for differentiating instruction that incorporates the language of the content area in a way that
meets the needs of students’ levels of language proficiency
An MPI strand helps illustrate the progression of language development from one proficiency level to the next
within a particular context. As these strands are examples, they represent one of many possibilities; therefore,
they can be transformed in order to be made more relevant to the individual classroom context.
Where can I get more information about WIDA, MPIs, etc.?
See My Learning Plan for several WIDA training modules
Introduction to the WIDA ELD Standards
Transforming the WIDA ELD Standards
Interpreting the WIDA ACCESS Score Report
The information above was adapted from the 2012 Amplification of the English Development Standards Kindergarten-Grade 12 resource guide and can be accessed at
www.wida.us
FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 5
Grade Five, page 34
At the fifth-grade level, students will continue to refine their oral-communication skills. They will further develop their ability as active listeners and
as effective participants in large- and small-group activities. They will improve their skills in planning oral presentations and using grammatically
correct language and specific vocabulary when delivering oral presentations, as well as including visual aids and appropriate gestures to enhance
their delivery. Students will be able to summarize their presentations before delivery and summarize the presentations of others after listening to
them.
STANDARD 5.1 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 5
Grade Five, page 35
5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
a) Participate in and contribute to discussions across content areas.
b) Organize information to present in reports of group activities.
c) Summarize information gathered in group activities.
d) Communicate new ideas to others.
e) Demonstrate the ability to collaborate with diverse teams.
f) Demonstrate the ability to work independently.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
continue to develop the skills necessary to
participate in large- and small-group learning
activities.
Students will be active participants in
discussions across content areas. They will
become able to assume the role of the speaker
and the role of the listener.
Students will refine their organizational skills
in preparing, presenting, and summarizing
information gathered in group activities.
Students will also be able to summarize their
own material prior to delivering a presentation.
All students should
participate effectively in
subject-related group learning
activities.
use their organizational skills
in preparing, presenting, and
summarizing information
gathered in group activities.
communicate and collaborate
with diverse teams while
maintaining the ability to work
independently as necessary to
accomplish assigned tasks.
To be successful with this standard, students are expected to
participate in a range of discussions building on others’ ideas and clearly
expressing their own (e.g., one-on-one, in groups, teacher-led).
follow rules for discussions and assigned group roles.
participate as active listeners in group learning activities by:
listening for main ideas;
listening for sequence of ideas; and
taking notes.
participate as informed contributors in subject-related group learning
activities by:
asking and answering questions at appropriate times;
responding to specific questions by making comments that contribute
to the discussion and elaborating on the remarks of others;
communicating new ideas to others;
clarifying confusing points;
summarizing main ideas;
organizing information from group discussion for presentation;
preparing a prewriting tool (e.g., outline, web, or graphic organizer) for
presentation prior to delivery; and
summarizing a presentation orally prior to delivery.
exhibit the ability to collaborate with diverse teams.
demonstrate that they can work independently on group-related tasks.
STANDARD 5.1 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 5
Grade Five, page 36
SOL Strand and Bullet: 5.1 The student will listen, draw conclusions and share responses in subject-related group learning activities.
Example Context for Language Use: After a unit study on a geographic region of the United States, students will work in small groups to organize
information about that region (e.g., states and capitals, natural resources, landforms, climate, manufactured goods, tourist attractions) and
collaboratively present information to the class on a poster, brochure, or through a PowerPoint.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will APPLY effective communication skills in content area group
learning activities (e.g., Science, Mathematics, Social Sciences).
SP
EA
KIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6-R
each
ing
Answer questions using
effective communication
skills in group learning
activities using visual
support, an illustrated
word bank and following
a model in a small group
Ask and answer
questions using effective
communication skills in
group learning activities
using visual support, a
word/phrase bank, and a
bilingual dictionary in a
small group
Make comments or
suggestions using
effective communication
skills in group learning
activities using oral
sentence starters, a
bilingual dictionary, and a
rubric in a small group
Share conclusions using
effective communication
skills in group learning
activities using a graphic
organizer and a rubric in
a small group
Build on team
members’ ideas using
effective
communication skills
in group learning
activities based on a
rubric in a small group
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions
such as: participate, contribute, discussion, organize, summarize, communicate, demonstrate, comment, suggest, conclusions, rubric
STANDARD 5.2 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 5
Grade Five, page 37
5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and dramatize verbal message.
c) Use facial expressions to support and dramatize verbal message.
d) Use posture appropriate for communication setting.
e) Determine appropriate content for audience.
f) Organize content sequentially around major ideas.
g) Summarize main points as they relate to main idea or supporting details.
h) Incorporate visual media to support the presentation.
i) Use language and style appropriate to the audience, topic, and purpose.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
learn to plan and deliver oral presentations.
Students will enhance their oral presentations
with appropriate body language, correct
posture, and eye contact with listeners.
Students will begin to use dramatic gestures
and facial expressions that are suitable to the
content and the audience.
All students should
understand how gestures,
facial expressions, posture,
and body language affect
delivery of the message.
select and organize
information when preparing
for an oral presentation.
use visual aids when preparing
for an oral presentation.
To be successful with this standard, students are expected to
demonstrate appropriate eye contact with listeners.
use appropriate facial expressions and gestures to support, accentuate, or
dramatize the message.
speak clearly at an understandable pace.
use acceptable posture according to the setting and the audience.
select information that develops the topic and is appropriate for the
audience.
report on a topic or text sequencing ideas logically and using relevant facts
and descriptive details to support main ideas or themes.
narrow the topic.
organize content sequentially and group together related information.
put information in order, providing an overview of the information at the
beginning or a summary of the information at the end.
create and/or use visual aids in presentations when appropriate to enhance
development of themes and/or main ideas (e.g., graphics, sound).
use grammatically correct language.
expand, combine, and reduce sentences for meaning, interest, and style.
use specific vocabulary and style to enhance oral presentations.
STANDARD 5.2 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 5
Grade Five, page 38
SOL Strand and Bullet: 5.2 The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
Example Context for Language Use: Students will work in small groups to plan, practice, and deliver an oral presentation to the class about
changes which occur in the Earth’s surface.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will APPLY effective verbal and nonverbal communication
skills in oral presentations.
SP
EA
KIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6-R
each
ing
Describe a topic with
effective verbal and
nonverbal skills during
an oral presentation using
simple illustrated
sentence frames,
multimedia with visuals,
and peer guidance
Describe a topic with
effective verbal and
nonverbal skills during
an oral presentation
using illustrated
sentence frames and
multimedia with visuals
and captions
Explain details about a
topic with effective verbal
and nonverbal skills
during an oral
presentation using oral
sentence starters and
multimedia with visuals
and captions
Ask and answer
questions on a topic with
effective verbal and
nonverbal skills during
an oral presentation using
multimedia with visuals
and a rubric
Present a topic
creatively with
effective verbal and
nonverbal skills during
an oral presentation
following a rubric
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions
such as: communication, verbal, nonverbal, oral presentation, eye contact, gestures, posture, content, topic, multimedia, describe, explain,
rubric
STANDARD 5.3 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 5
Grade Five, page 39
5.3 The student will learn how media messages are constructed and for what purposes.
a) Differentiate between auditory, visual, and written media messages.
b) Identify the characteristics and effectiveness of a variety of media messages.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
learn all media messages are constructed and that
to understand the whole meaning of the message
they can deconstruct it, looking at the following
attributes:
Authorship (Who constructed the message?)
Format (This is not just the medium being
used but also how the creators used specific
elements for effect, i.e., color, sound,
emphasis on certain words, amateur video,
children’s voices.)
Audience (Who is the person or persons
meant to receive the message? How will
different people interpret the message?)
Content (This is not just the visible content
but the embedded content as well which
includes underlying assumptions of values or
points of view; facts and opinions may be
intermixed.)
Purpose (Why is the message being sent—is
it meant to persuade, inform, entertain, sell,
or a combination of these?)
Auditory media can be heard (e.g., music, radio
shows, podcasts).
Visual media can be viewed (e.g., television,
video, Web-based materials, print ads).
Written media includes text (e.g., newspapers,
magazines, books, blogs).
All students should
understand media messages are
constructed and students have
the ability to deconstruct
messages by looking at several
attributes: authorship, format,
audience, content, and purpose.
understand how to evaluate the
effectiveness of a media
message by examining the
various attributes of messages.
To be successful with this standard, students are expected to
access media messages and identify what types of media are used.
identify the attributes of a constructed message (i.e., authorship, format,
audience, content, and purpose).
deconstruct several types of media messages by addressing the main
question(s) raised by the media attributes.
create age-appropriate media messages (e.g., videos, podcasts, print
advertisements) for evaluation, focusing on effectiveness of the message.
STANDARD 5.3 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 5
Grade Five, page 40
SOL Strand and Bullet: 5.3 The student will learn how media messages are constructed and for what purposes.
Example Context for Language Use: After analyzing the characteristics of media messages: (1) types (i.e., auditory, visual, written), (2) attributes
(i.e., author, format, audience, content, and purpose), and (3) genres (e.g., music, print, video, etc.), students will work in pairs to create a media
message on a nonfiction topic of their choice. Students will present their creation with an explanation of the characteristics and justify the
effectiveness of their media message.
COGNITIVE FUNCTION: Students at all levels of English Language Proficiency will ANALYZE media messages.
LIS
TE
NIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Lev
el 6-R
each
ing
Identify examples of
media messages based on
oral instructions using
realia, photos, video
clips, and audio clips
with a partner
Classify types of media
messages following oral
directions using photos,
video clips, audio clips
and a graphic organizer
with a partner
Classify types and genres
of media messages in
response to Wh-questions
(e.g., “What media genre
is a message on a cereal
box?”) using graphic
organizers with a partner
Compare and contrast
examples of media
messages in response to
oral directions and
following a model with a
partner
Develop examples of
media messages in
response to multi-step
oral directions with a
partner
S
PE
AK
ING
Categorize examples of
media messages using an
illustrated word bank,
realia, audio/visual clips,
and a graphic organizer
following a model with a
partner
Describe examples of
media messages using
audio/visual support,
realia, and oral sentence
frames with a partner
Explain the purpose for
the various types of media
messages using oral
sentence starters, realia,
and audio/visual support
with a partner
Verbally explain the
attributes of a media
message using realia or
multimedia with a
partner
Verbally reflect on the
societal impact of
media messages using
realia or multimedia
support with a partner
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as:
media messages, auditory, visual, written, attributes, author, format, audience, content, purpose, genre, music, print, video, characteristics,
effectiveness, construct, deconstruct, identify, interpret, classify, compare and contrast, develop examples, categorize, describe, explain, reflect,
societal impact, multimedia
FOCUS STRAND: READING GRADE LEVEL 5
Grade Five, page 41
At the fifth-grade level, students will become increasingly independent readers of a variety of literary forms. Strategies such as word analysis and the
use of context clues and word references will help students increase fluency as well as comprehension. They will begin to read text critically in order
to examine implied relationships and understandings, recognize how character and plot are developed, and formulate and justify opinions about the
text. They will organize the information they extract from the text and represent their understandings on charts, maps, and graphs.
STANDARD 5.4 STRAND: READING GRADE LEVEL 5
Grade Five, page 42
5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
continue to build vocabulary by applying their
knowledge of word structure and context clues
to determine the meanings of unfamiliar words.
Students will use combined knowledge of all
letter-sound correspondences, syllabication
patterns, roots, and affixes to read accurately
multisyllabic words in context and out.
Students will build their knowledge of word
origins by learning about Greek and Latin
affixes.
Students will also use word-reference materials
to learn new words.
Homophones are words that are pronounced
the same and have different meanings
regardless of their spelling (e.g., principle/
principal, prince/prints).
An author may use a word or phrase
figuratively for purposes of comparison,
emphasis, or to provide clarity. Such language
requires the reader to comprehend beyond the
literal meaning of the text.
All students should
apply knowledge of word
structure and context clues to
determine the meanings of
unfamiliar words.
To be successful with this standard, students are expected to
use context as a clue to infer the correct meanings of unfamiliar words and
phrases.
use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
apply knowledge of roots, affixes (prefixes and suffixes), synonyms,
antonyms, and homophones.
begin to learn about Greek and Latin affixes.
understand that often a word can be divided into root word, prefix, and
suffix in order to determine its pronunciation.
understand how a prefix changes the meaning of a root word.
identify when an author uses language figuratively.
use word references and context clues to determine which meaning is
appropriate in a given situation.
identify the word-reference materials, such as a dictionary, glossary, or
thesaurus, that is most likely to contain the information needed.
develop vocabulary by listening to and reading a variety of texts.
study cross-curricular vocabulary.
STANDARD 5.4 STRAND: READING GRADE LEVEL 5
Grade Five, page 43
SOL Strand and Bullet: 5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Example Context for Language Use: Students will examine a variety of text passages (e.g., personal narratives, realistic fiction, nonfiction,
historical fiction, fairy tales, poetry, etc.) placed in stations around the classroom. Students, in small groups or with a partner, will rotate stations,
examine the type of text, any unfamiliar words and/or phrases, and figurative language and record their observations on a graphic organizer.
Students will share information as a whole group and work together to use word reference materials (e.g. dictionary, thesaurus, etc.) as well as
context and sentence structure to determine meaning of unfamiliar words and phrases recorded on their graphic organizer.
COGNITIVE FUNCTION: Students at all levels of English Language proficiency will ANALYZE vocabulary when reading.
RE
AD
ING
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Lev
el 6-R
each
ing
Identify unknown words
or phrases in text,
through highlighting
words copied from text
on a labeled graphic
organizer in a small
group
Distinguish words in
context to determine the
meaning of the
unfamiliar words or
phrases using a labeled
graphic organizer with a
small group
Identify specific
information in the text to
determine meaning of
unknown words or
phrases using a labeled
graphic organizer in a
small group
Predict meaning of
unfamiliar words or
phrases in text, and
locate information, using
context and pictures, to
support or revise
predictions using a
labeled graphic organizer
in a small group
Draw conclusions
about the definitions
for unfamiliar words or
phrases using context
clues from text and a
labeled graphic
organizer
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words/expressions such as:
vocabulary, context clues, unknown, phrase, figurative language, thesaurus, dictionary, glossary, unfamiliar
STANDARD 5.5 STRAND: READING GRADE LEVEL 5
Grade Five, page 44
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
continue to demonstrate comprehension of a
selection by using before-, during-, and after-
reading strategies.
Students will continue to read and comprehend
fictional texts, narrative nonfiction texts, and
poetry.
Narrative nonfiction is a retelling in story
format about real people, animals, places or
events. It contains facts and is usually in
chronological order (e.g., autobiographies and
biographies).
Students will become critical readers by
analyzing point of view, word choice, plot,
beginnings and endings, and character
development.
Students will continue to further their knowledge
of plot and character and their understanding of
how each is developed in a literacy selection.
All students should
choose from a variety of
comprehension strategies.
read a variety of fictional
texts, narrative nonfiction
texts, and poetry.
describe character and plot
development.
To be successful with this standard, students are expected to
discuss the similarities and differences between a text and previously read
materials (e.g., compare and contrast characters).
understand that characters are developed by:
what is directly stated in the text;
their speech and actions; and
what other characters in the story say or think about them.
understand that some characters change during the story or poem and some
characters stay the same.
understand that the main character has a conflict that usually gets resolved.
identify the conflict or problem of the plot.
understand that plot is developed through a series of events.
identify the events in sequence that lead to resolution of the conflict.
discuss why an author might have used particular words and phrases.
identify the characteristics of free verse (poetry with neither regular meter
nor rhyme scheme), rhymed poetry, and patterned poetry.
STANDARD 5.5 STRAND: READING GRADE LEVEL 5
Grade Five, page 45
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
Students will then locate information in the text
to support their predictions and conclusion.
To determine a student’s functional reading level
for a specific text consider these word accuracy
rates from Virginia’s Phonological Awareness
Literacy Screening (PALS):
independent level – 98-100% accuracy, or
about two of every 100 words misread;
student reads independently with little or no
instructional support, and comprehension is
strong.
instructional level – 90-97% accuracy, or
three to ten words of every 100 words
misread; student reads with modest accuracy
and variable fluency and comprehension
should be closely monitored.
frustration level – less than 90% accuracy,
or more than ten of every 100 words
misread; student reads with neither accuracy
nor fluency, and therefore his or her
comprehension will be affected.
describe how an author’s choice of vocabulary contributes to the author’s
style.
identify and ask questions that clarify various points of view.
identify main idea or theme.
summarize supporting details from text.
draw conclusions/make inferences from text.
identify cause and effect relationships.
make, confirm, or revise predictions.
become aware of when they do not understand (e.g., by reflecting upon and
articulating what exactly is causing difficulty).
read familiar text with fluency, accuracy, and expression to support
comprehension.
recognize structural elements of poems (e.g., verse, rhythm) and drama
(e.g., casts, dialogue).
STANDARD 5.5 STRAND: READING GRADE LEVEL 5
Grade Five, page 46
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
c) Describe the development of plot and explain the resolution of conflict(s).
d) Describe the characteristics of free verse, rhymed, and patterned poetry.
e) Describe how an author’s choice of vocabulary contributes to the author’s style.
f) Identify and ask questions that clarify various points of view.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text.
j) Identify cause and effect relationships.
k) Make, confirm, or revise predictions.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The table below presents the results of research
on oral reading fluency rates for students at the
90th
, 75th
and 50th
percentiles throughout the
school year. These rates are reported as words
correct per minute (WCPM) for fifth-grade
students reading fifth-grade text:
Percentile Fall
WCPM
Midyear
WCPM
Spring
WCPM
90 166 182 194
75 139 156 168
50 110 127 139
Hasbrouck, J.E., & Tindal, G.A., 2006
When fully developed, reading fluency refers to a
level of accuracy and rate where decoding is
relatively effortless; where oral reading is smooth
and accurate with correct prosody; and where
attention can be allocated to comprehension.*
* Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading.
(Special Issue on Fluency. Editors: E. Kame’enui & D. Simmons). 5, p. 211-238.
STANDARD 5.5 STRAND: READING GRADE LEVEL 5
Grade Five, page 47
SOL Strand and Bullet: 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
a) Describe the relationship between text and previously read materials.
b) Describe character development.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
Example Context for Language Use: Students will examine a variety of texts (e.g., fictional texts, narrative nonfiction, and poetry) placed in three
stations around the classroom. Students, in small groups, will rotate stations to read each text and will examine the type of text, the character
development within each text and the author’s vocabulary and style that contribute to character development, and the relationship between each text
and previously read materials, and they will record their observations on a graphic organizer. Students will share information as a whole group and
work together to create a class Venn diagram identifying the text type (e.g., fictional texts, narrative nonfiction, and poetry), the relationship between
each text and previously read texts, the development of characters and their traits within each text, and the author’s choice of vocabulary when
contributing to the author’s style and character development (e.g. “ Yes, grandma's known for snoring/ She's known all over town/ Even power saws
and freight trains/ tell my grandma to pipe down..”)
COGNITIVE FUNCTION: Students at all levels of English Language proficiency will DESCRIBE character development and author’s
vocabulary choice when reading.
RE
AD
ING
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6-R
each
ing
Connect characters in a
story or poem to
descriptive words and
phrases using visual and
graphic supports (e.g.
key pictures) in a small
group
Identify word phrases
describing a character in
story or poem using a
graphic organizer with a
partner or in a small
group
Classify elements of a
character throughout a
story or poem using a
graphic organizer with a
partner or in a small group
Distinguish describing
elements of a character
throughout the
beginning, middle, and
end of a story or poem
within a graphic
organizer with a partner
or in a small group
Compare and contrast
two or more characters
in a story or poem
using a Venn Diagram
with a partner or in a
small group
TOPIC-RELATED LANGUAGE Students at all levels of English language proficiency interact with grade-level words/expressions such as:
character, character development, character trait
STANDARD 5.6 STRAND: READING GRADE LEVEL 5
Grade Five, page 48
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital
texts.
b) Use prior knowledge and build additional background knowledge as context for new learning.
c) Skim materials to develop a general overview of content and to locate specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
read and demonstrate comprehension of
nonfiction texts across the curriculum, including
age-appropriate materials that reflect the
Virginia Standards of Learning in English,
history and social science, science, and
mathematics.
Students will demonstrate comprehension of a
selection by using before-, during-, and after-
reading strategies (e.g., using graphic organizers,
question generation, and summarization).
Before reading, students will use text organizers
to predict and categorize information.
During reading, students will formulate
questions and make and revise ongoing
predictions and inferences, using given
information.
All students should
preview, pose questions, and
make predictions before
reading.
understand how the
organizational patterns make
the information easier to
comprehend.
make connections between
what they read in the
selection and their prior
knowledge.
To be successful with this standard, students are expected to
use text features, such as type styles (e.g., boldfaced, italics) and color,
captions under pictures and graphics, and headings of sections and chapters,
to predict and categorize information in both print and digital texts.
apply prior knowledge to make predictions and build additional background
knowledge as context for learning.
skim material from print and digital texts to develop a general overview or to
locate specific information.
determine the main idea of a text and summarize supporting key details.
identify structural and organizational patterns such as cause and effect,
comparison/contrast, problem/solution, and chronological order.
identify specific information in text that supports predictions.
form opinions and draw conclusions from the selection.
locate details to support opinions, predictions, and conclusions.
STANDARD 5.6 STRAND: READING GRADE LEVEL 5
Grade Five, page 49
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital
texts.
b) Use prior knowledge and build additional background knowledge as context for new learning.
c) Skim materials to develop a general overview of content and to locate specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
After reading, students will confirm or dismiss
previous predictions and inferences. Students
will also summarize content, identify important
ideas, provide details, formulate opinions, and
use writing to clarify their thinking (e.g., graphic
organizers, responsive journaling).
Interactions between reader and text will become
more sophisticated and deliberate as students
make inferences, formulate opinions, and write
to clarify their thinking.
Prosody refers to the rhythmic and intonational
aspect of language, which should be noticeable
during oral reading. Prosody contributes to
reading fluency and comprehension.
identify cause and effect relationships following transition words signaling
the pattern.
distinguish between fact and opinion.
identify, compare, and contrast relationships between characters, events, and
facts.
compare and contrast a firsthand and secondhand account of the same event
or topic; describe the differences in focus and the information provided.
identify new information learned from reading.
become aware of when they do not understand (e.g., by reflecting upon and
articulating what exactly is causing difficulty).
read familiar text with fluency, accuracy, and prosody.
STANDARD 5.6 STRAND: READING GRADE LEVEL 5
Grade Five, page 50
SOL Strand and Bullet: SOL Strand and Bullet: 5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital
texts.
m) Read with fluency and accuracy.
Example Context for Language Use: Example Context for Language Use: Students will choose a topic of research and examine a nonfiction text
regarding that topic with a partner. Students will use text organizers (e.g., type, headings, graphics, etc.) to predict and categorize information and
record them on a graphic organizer. Students will provide a reason for their prediction using prior knowledge on that research topic and will then
locate information within the nonfiction text and document that information on their graphic organizer to support them. Students will then share
information as a whole group using their completed graphic organizer as a guide.
COGNITIVE FUNCTION: Students at all levels of English Language proficiency will ANALYZE text organizers of nonfiction texts.
RE
AD
ING
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6-R
each
ing
Associate facts and
events in non-fiction
texts by matching non-
fiction facts and events to
words and phrases, using
labeled pictures and a
graphic organizer with a
partner in L1 or L2
Identify words and
phrases that describe
facts and events in non-
fiction texts using a
graphic organizer with a
partner
Categorize facts and
events in non-fiction texts
using word/phrase banks
and a graphic organizer
with a partner
Compare relationships of
facts and events in non-
fiction texts using a
graphic organizer with a
partner
Compare and contrast
relationships of facts
and events in non-
fiction texts using a
graphic organizer
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words/expressions such as:
Compare, contrast, heading, type, graphics, prediction, opinion, conclusion, fact, relationship
STANDARD 5.6 STRAND: READING GRADE LEVEL 5
Grade Five, page 51
SOL Strand and Bullet: 5.6 The student will read and demonstrate comprehension of nonfiction text.
Example Context for Language Use: Students will work in small groups or with a partner to research and read information about the ocean
environment and present findings orally to class.
COGNITIVE FUNCTION: Students at all levels of English Language Proficiency will EVALUATE information from nonfiction text
SP
EA
KIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6-R
each
ing
Describe information
from nonfiction text
using single words or
phrases on a KWL chart
following an oral model
in a small group
Construct oral topic-
related sentences about
information from
nonfiction text using
sentence frames with a
small group
Discuss information from
nonfiction text using text
features (e.g., graphics,
timelines, tables, etc.) and
a graphic organizer with a
partner
Elaborate on information
from nonfiction text
using environmental print
(e.g., newspapers,
magazines) with a
partner
Report researched facts
on information from
nonfiction text with a
partner
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such
as: nonfiction text, describe, construct, discuss, elaborate, report, research
FOCUS STRAND: WRITING GRADE LEVEL 5
Grade Five, page 52
At the fifth-grade level, students will continue to grow as writers as they write to describe, to inform, to entertain, to explain, and to persuade. They
will spend more time on revising and editing their work as they gain greater understanding of written expression. Precise and descriptive vocabulary
and varied sentence structure will become important tools for creating tone and voice within a text. Students will be expected to have greater control
over the conventions of writing, including sentence formation, grammar, capitalization, spelling, and punctuation.
STANDARD 5.7 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 53
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
continue to write as a method of communication
and as a means of expressing themselves.
Students will organize their thoughts and choose
appropriate vocabulary to convey their message
effectively.
There will be a continued emphasis on the
students’ ability to shape and control language
purposefully and to master the features of the
composing and written expression domains.
Voice shows an author’s personality, awareness of
audience, and passion for his or her subject. It adds
liveliness and energy to writing.
The three domains of writing are
composing – the structuring and elaborating a
writer does to construct an effective message
for readers (e.g., staying on topic; beginning,
middle, and end);
written expression – those features that show
the writer purposefully shaping and controlling
language to affect readers (e.g., specific
vocabulary, descriptive words, tone/voice);
and
All students should
plan and organize information
as they write for a variety of
purposes: to describe, to
inform, to entertain, to explain,
and to persuade.
use precise, descriptive
vocabulary and vary sentence
structure as they revise for
clarity.
To be successful with this standard, students are expected to
apply knowledge of the writing domains of composing, written
expression, and usage/mechanics.
produce a clear and coherent written piece in which the development
and organization are appropriate to purpose and audience.
recognize different modes of writing have different patterns of
organization
informative/explanatory
clearly introduce a topic and group related information in
paragraphs
use facts, definitions, opinions, quotations, details, or other
examples and information to develop the topic
use specific vocabulary to inform and explain the topic; and
provide a concluding statement or section related to the topic
narrative
organize an event sequence that unfolds naturally
use transition words and phrases for sentence variety and to
manage the sequence of events
use specific vocabulary, words, and phrases to convey
experiences and events
provide a conclusion
persuasive
introduce the position
STANDARD 5.7 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 54
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
usage/mechanics – the features that cause
written language to be acceptable and effective
for standard discourse (e.g., spelling,
punctuation, capitalization, grammar).
Transition words and phrases provide
organization to student writing by improving the
connections between thoughts. Categories of
transitions include, but are not limited to:
example (e.g., that is, for example, in fact)
sequence (e.g., then, next, finally)
time or location (e.g., before, meanwhile,
nearby)
provide evidence to support the position
provide points for the opposite side and argue against them
provide a conclusion.
create a plan, and organize thoughts before writing.
use a variety of prewriting strategies (e.g., brainstorming, listing, free-
writing, and using graphic organizers.
focus, organize, and elaborate to construct an effective message for the
reader.
write a clear topic sentence focusing on the main idea.
purposefully shape and control language to demonstrate an awareness of
the intended audience.
select specific information to guide readers more purposefully through
the piece.
write multiparagraph compositions focused on a topic, grouping related
information in paragraphs and sections.
choose precise descriptive vocabulary and information to create tone
and voice
develop and strengthen writing as needed, in consultation with peers or
adults, by prewriting, drafting, revising, editing, or rewriting.
STANDARD 5.7 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 55
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
b) Use a variety of prewriting strategies.
c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea.
e) Write multiparagraph compositions.
f) Use precise and descriptive vocabulary to create tone and voice.
g) Vary sentence structure by using transition words.
h) Revise for clarity of content using specific vocabulary and information.
i) Include supporting details that elaborate the main idea.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
use narrative techniques, such as dialogue, description, and pacing, to
develop experiences or characters.
use precise language and content-specific vocabulary to inform about or
explain a topic, to persuade, describe or entertain.
include sentences of various lengths and beginnings to create a pleasant,
informal rhythm.
vary sentence structure by using transition words and phrases.
use precise language and phrases to develop writing (e.g., consequently,
specifically, especially).
clarify writing when revising.
include supporting details that elaborate the main idea.
use available technology to gather information and to aid in writing.
STANDARD 5.7 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 56
SOL Strand and Bullet: 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, to persuade.
Example Context for Language Use: After analyzing writing samples that describe, inform, entertain, explain, and persuade, students are split into
5 groups and assigned a “purpose” for writing on a nonfiction topic involving the animal kingdom. In their groups, students brainstorm methods to
apply their writing knowledge and skills to writing for a specific purpose. Afterwards, they will use a variety of print and online recourses to write
simple notes and a summary about their chosen animal.
COGNITIVE FUNCTION: Students at all levels of English Language Proficiency will APPLY writing knowledge and skills when writing for a
variety of purposes.
SP
EA
KIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Lev
el 6-R
each
ing
Identify language used in
writing to describe,
inform, entertain,
explain, or persuade
using oral sentence
frames, a graphic
organizer, and peer
modeling in L1 or L2
Discuss language used
in writing to describe,
inform, entertain,
explain, or persuade
using oral sentence
frames and a graphic
organizer with a small
group
Explain language used in
writing to describe,
inform, entertain, explain,
or persuade using a word
bank and a graphic
organizer with a small
group
Suggest language to use
in writing to describe,
inform, entertain,
explain, or persuade
using a graphic organizer
and a rubric with a small
group
Verbally experiment
with language to
describe, inform,
entertain, explain, or
persuade using
analyzed writing
samples
WR
ITIN
G
Categorize simple notes
from information about
an animal from a variety
of print or online
information resources
and a graphic organizer
with a partner in L1 or
L2
Produce simple notes
from information about
an animal using a
variety of print or online
information resources
and a graphic organizer
with a partner
Compose simple notes
from information about an
animal using a variety of
print or online information
resources and a graphic
organizer with a partner
Formulate simple notes
from information about
an animal using a variety
of print or online
information resources on
a graphic organizer
Write a paraphrased
summary using simple
notes from information
about an animal using a
completed graphic
organizer
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions
such as: voice, plan, organize, topic, writing domains, composing, written expression, usage, mechanics (i.e., spelling, punctuation,
capitalization, grammar), vocabulary, descriptive words, tone, transition words and phrases, example, sequence, time, location, writing purpose,
describe, inform, entertain, explain, persuade, identify, discuss, suggest, verbally experiment with
STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 57
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
understand and use the editing process.
Students will work to gain more control over
the conventions of writing, including
composing effective sentences with subject
verb agreement, spelling, capitalization, and
punctuation.
Students will effectively use the following
parts of speech: nouns, pronouns, verbs,
adjectives, adverbs, prepositions, and
interjections.
Teachers should begin to encourage students
to incorporate variety into sentences, by
appropriate use of subordinate (dependent)
clauses.
Students should have practice writing on
demand, for shorter time frames, and over
extended periods of time.
All students should
understand that editing for
correct sentence
formation, grammar,
capitalization, spelling,
and punctuation makes the
meaning of the writing
clearer to the reader.
revise and edit drafts for
improvement, using
teacher assistance and
peer collaboration.
To be successful with this standard, students are expected to
punctuate correctly
apostrophes in contractions (e.g., isn’t), and possessives (e.g., Jan’s);
commas [e.g., items in a series, to set off the words yes and no; and to
indicate direct address (e.g., Is that you, Chloe?)];
quotation marks with dialogue; and
hyphens to divide words at the end of a line.
use underlining, quotation marks, or italics to indicate titles of works.
use adverb comparisons (e.g., fast, faster, fastest).
use adjective comparisons (e.g., big, bigger, biggest).
use adverbs instead of adjectives where appropriate, (e.g., “He played really
well.” instead of “He played real well.”).
use a comma to separate coordinate adjectives (e.g., It was a fascinating,
enjoyable movie).
use a comma to separate an introductory element from the rest of the sentence.
use plural possessives, (e.g., “The books’ covers are torn.”).
identify and use interjections (e.g., “Yikes, look at the size of that bug!”).
STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 58
5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.
a) Use plural possessives.
b) Use adjective and adverb comparisons.
c) Identify and use interjections.
d) Use apostrophes in contractions and possessives.
e) Use quotation marks with dialogue.
f) Use commas to indicate interrupters.
g) Use a hyphen to divide words at the end of a line.
h) Edit for fragments and run-on sentences.
i) Eliminate double negatives.
j) Use correct spelling of commonly used words.
k) Identify and use conjunctions.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
form and use the perfect (e.g., I had walked; I have walked; I will have walked)
verb tenses.
use verb tense to convey various times, sequences, states, and conditions.
avoid fragments.
avoid run-ons, (e.g., “I opened the door, the dog went out.”).
eliminate double negatives.
use correct spelling of commonly used words.
identify and use conjunctions.
use technology, including the Internet, to produce, edit and publish writing as
well as to interact and collaborate with others.
STANDARD 5.8 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 59
SOL Strand and Bullet: 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and
paragraphing.
h) Edit for fragments and run-on sentences.
Example Context for Language Use: Students will examine several of text passages will errors (e.g., incorrect grammar, capitalization, spelling,
punctuation, sentence structure, paragraphing, etc.) placed in stations around the classroom. Students, in small groups or with a partner, will rotate
stations to examine each text and will use a colored marker to edit the writing at each station for mistakes. Students will come together as a whole
group to share their findings and, in teams, document their findings on editing needs on a large display (e.g., Promethean, large poster, etc.) of each
incorrect passage.
COGNITIVE FUNCTION Students at all levels of English Language proficiency will CRITIQUE their work for complete thoughts and sentences.
WR
ITIN
G
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging Lev
el 6-R
each
ing
Construct a list of
examples of fragments
and run-ons in writing
sample, using models and
rubrics with a partner or
in a small group
Identify fragments and
run-ons in writing
sample with a
highlighter, using
models and rubrics, with
a partner or in a small
Compose revisions of
sentences with fragments
and run-ons in writing
samples using models and
rubrics with a partner or in
a small group
Defend reasons for
editing for run-ons and
fragments in writing
sample using models and
rubrics with a partner or
in a small group
Explain editing of run-
ons and fragments
writing sample through
detailed written
feedback using models
and rubrics
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words/expressions such as:
fragments, run-ons, complete thought, edit
FOCUS STRAND: RESEARCH GRADE LEVEL 5
Grade Five, page 60
At the fifth-grade level, students will conduct short research projects based on focused questions. Students will gather relevant information from
sources and integrate the information while avoiding plagiarism.
STANDARD 5.9 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 61
5.9 The student will find, evaluate, and select appropriate resources for a research product.
a) Construct questions about a topic.
b) Collect information from multiple resources including online, print, and media.
c) Use technology as a tool to research, organize, evaluate, and communicate information.
d) Organize information presented on charts, maps, and graphs.
e) Develop notes that include important concepts, summaries, and identification of information sources.
f) Give credit to sources used in research.
g) Define the meaning and consequences of plagiarism.
UNDERSTANDING THE STANDARD
(Teacher Notes)
ESSENTIAL
UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
The intent of this standard is that students will
use information resources to locate information
on a topic.
Students will collect information from multiple
resources including online, print, and media.
After collecting needed information, students
will learn to evaluate and synthesize the
information to use in their oral reports or
writings.
Students will need to give credit to the author,
title, and date of a resource used in research.
Plagiarism is using someone else’s ideas or
words without giving credit.
All students should
formulate initial questions
about a topic and seek
information by identifying,
locating, exploring, and
effectively using a variety of
sources of information.
recognize, organize, and
record information pertinent to
the topic and blend ideas
accurately.
give credit to sources used in
research.
To be successful with this standard, students are expected to
use available technology to gather information and to aid in writing.
conduct short research projects that use sources to build knowledge on a
topic.
formulate research questions based on a topic.
select and use appropriate references (e.g., atlases, almanacs, and
encyclopedias) including online, print, and media resources.
use available technology and media to organize, evaluate, and communicate
information (e.g., presentation software, digital media).
identify key terms to use in searching for information.
organize information presented on charts, maps, and graphs.
skim to find information related to a topic.
select information that is related to the topic at hand.
evaluate and combine (synthesize) related information from two or more
sources.
develop notes that include important concepts, summaries, and
identification of information sources.
summarize or paraphrase information in notes and finished work.
prevent plagiarism and its consequences by giving credit to authors when
ideas and/or words are used in research.
provide a list of sources including author, title, and date.
STANDARD 5.9 STRAND: WRITING GRADE LEVEL 5
Grade Five, page 62
SOL Strand and Bullet: 5.9 The student will find, evaluate, and select appropriate resources for a research project.
Example Context for Language Use: After reviewing a variety of reference sources (e.g., text books, websites, almanacs, dictionaries, bilingual
dictionaries, encyclopedias, etc.), students will work in small groups or in pairs to select, research, and write a detailed report on one region of the
United States. Students will share their findings, organize data on charts, maps, or graphs, and present a written report on the region.
COGNITIVE FUNCTION: Students at all levels of English Language Proficiency will EVALUATE informational resources for a research project.
RE
AD
ING
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Lev
el 6-R
each
ing
Identify appropriate
informational resources
for a research project
using an illustrated word
bank and a variety of
illustrated and online
texts in a small group
Compare informational
resources for a research
project using a variety
of illustrated and online
texts and a graphic
organizer with a partner
Compare informational
resources for a research
project using a variety of
illustrated and online texts
with a partner
Formulate questions
about informational
resources for a research
project using a variety of
illustrated and online
texts with a partner
Evaluate informational
resources for a research
project using a variety
of print and online text
material with a partner
W
RIT
ING
Develop content notes
from informational
resources using an
illustrated word/phrase
bank and a graphic
organizer with teacher
guidance in a small group
Develop content notes
from informational
resources using a
graphic organizer and a
bilingual dictionary with
a partner
Create an outline from
informational resources
using a graphic organizer
(e.g. outline frame) with a
partner
Organize information
(e.g., on a graph, chart, or
map) from informational
resources using a
template with a partner
Summarize or
paraphrase written
notes from
informational resources
following a writing
rubric
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as:
resources (e.g., online, print, media), research, construct questions, technology, communicate, important concepts, identify sources, plagiarism,
identify, compare, formulate questions, evaluate, develop notes, create an outline, organize information, summarize, paraphrase
LANGUAGE ARTS
VDOE Grammar Skills Progression Chart
Grade Five
Grade Five, page 63
Grade Five, page 64
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