ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE FIVE · 3-4 weeks Informational Writing: Reading, A Curricular Plan for the Writing Workshop Unit 8: Research and Writing in the Content

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


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



Approx. #


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


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.


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.



Approx. #


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


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)


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.


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.



Approx. #


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)


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.


comprehension.


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


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


Grade Five, page 9

Unit:

Following Characters into Meaning

Related SOL:


a. Use context to clarify meanings of unfamiliar words and phrases.







a. Describe the relationship between text and previously read materials.





comprehension.



b. Use prior knowledge and build additional background knowledge as context

for new learning.


e. Summarize supporting details in nonfiction texts.





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


Grade Five, page 10


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


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.


Reading notebook entries on student’s theory with

supporting details and evidence to support his or her

theory



reading level


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.



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?


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


Grade Five, page 12


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


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.


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


Grade Five, page 13

Unit:

Nonfiction Reading: Using Text Structures to Comprehend

Expository, and Narrative Non-fiction Related SOL:


b. Use context and sentence structure to determine meaning and differentiate

among multiple meanings of words.






e. Describe how an author’s choice of vocabulary contributes to the author’s

style.

i. Draw conclusions and make inferences from text.


comprehension.



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.



comprehension.




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?


Grade Five, page 14


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


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?



reading levels


their learning

Students who need additional support may

benefit from working in triad groups instead of

partnerships


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


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




c. Organize information to convey a central 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.




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


written work.

LCENG 2


isolation.



Grade Five, page 16


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?




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


Grade Five, page 17




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


skills


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.



level.







A Curricular Plan for Writing Workshop Unit 8:

Informational Writing: Reading, Research in the

Content Areas


5; VDOE Grammar Skills Progression Chart


Grade Five, page 18

Unit:

Non-fiction Research Projects: Teaching Students to

Navigate Complex Nonfiction Text Sets Learning Target:


c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones.

d. Use dictionary, glossary, thesaurus, and other word-reference materials.





f. Identify and ask questions that clarify various points of view.


comprehension.



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.



comprehension.




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?



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


Grade Five, page 19



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


Reading logs

Reading goal sheets


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.



reading levels


their learning



partnerships


Non-fiction research projects

Books on the study you’re launching


Grade Five, page 20

Unit:

Writing in a Test Taking Genre





c. Organize information to convey a central 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.




a. Use plural possessives.

c. Identify and use interjections.

d. Use apostrophes in contractions and possessives.


k. Identify and use conjunctions.

5.9 The student will find, evaluate, and select appropriate resources for a

research product.


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


f. Give credit to sources used in research.

g. Define the meaning and consequences of plagiarism.

LCENG 1


written work.

LCENG 2


isolation.

Cognitive level Knowledge, comprehension, application, and analysis


Grade Five, page 21


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?


writing?

How do I write a clear topic sentence about the

main idea and elaborate with important details?

How do I use transition words?


for my topic?




meaningful?





paragraphs

Use transition words to vary sentence structure



Audience

Mentor texts


writing

Topic sentence or central idea

Transition Words

Prompt

Narrative

Expository

Elaborated

Revise

Edit




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



Evaluate writing given a checklist and identify

areas to revise and edit



skills

Anecdotal notes/teacher notes

Writer’s notebooks

“Published” piece

On demand writing samples


Grade Five, page 22



level.







LCPS Sample Unit: Writing Test Preperation




Grade Five, page 23

Unit:

Interpretation Text Sets

Related SOL:








d. Describe the characteristics of free verse, rhymed, and patterned poetry.

i. Draw conclusions and make inferences from text.


comprehension.



j. Identify, compare, and contrast relationships.



comprehension.

m. Read with fluency and accuracy



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?



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



Teach others with new knowledge gained

Explore point of view in text when forming ideas

and theories


Reading logs

Reading goal sheets


prediction

Listening to partner talk

Performance Assessment with a reading rubric

on a skill such as inferring, and analyzing texts

for themes, and symbols.


Grade Five, page 24



reading levels


their learning



partnerships


Interpretation Text Sets

Books on the study you are launching


Grade Five, page 25

Unit:

Independent Writing Projects









h. Use commas to indicate interrupters.

i. Use a hyphen to divide words at the end of a line.


LCENG 1


written work.

LCENG 2


isolation.



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?


writing?

How do I write a piece that shows the

characteristics of the genre I have chosen?


for my topic?




meaningful?





paragraphs

Identify the characteristics of the genres of

writing studied



Audience

Mentor texts


writing

Genre

Revise

Edit


Grade Five, page 26



Choose a genre in which to write


Choose appropriate mentor texts

Write a well organized piece that demonstrates

the qualities of the genre chosen





skills

Anecdotal notes/teacher notes

Writer’s notebooks

“Published” piece

On demand writing samples



level.







LCPS Sample Unit: Independent Writing Project



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.


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.




l. Use reading strategies throughout the

reading process to monitor comprehension.



comprehension of nonfiction texts.

b. Use prior knowledge and build additional

background knowledge as context for new

learning.


e. Summarize supporting details in

nonfiction texts.

k. Identify new information gained from

reading.


5.7 The student will write for a variety of

purposes: to describe, to inform, to



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


pattern and/or meaning units to spell in

isolation.

Grade Five, page 28

English/Language Arts SOL Pacing Guide – 5th

Grade

2nd

Quarter


5.1 The student will listen, draw

conclusions, and share responses in


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.


reading.

b. Use context and sentence structure to

determine meaning and differentiate






g. Study word meanings across content

areas.




e. Describe how an author’s choice of

vocabulary contributes to the author’s

style.

i. Draw conclusions and make inferences

from text.


reading process to monitor

comprehension.







c. Organize information to convey a

central idea.


on the main idea.


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.






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.


used words.

(Continued on next page)

Grade Five, page 29


Grade

2nd

Quarter (Continued)




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.


reading.



comprehension.


LCENG 1



written work.

LCENG 2



isolation.

Research

5.9 The student will find, evaluate, and

select appropriate resources for a

research product.


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


f. Give credit to sources used in

research.

g. Define the meaning and

consequences of plagiarism.

Grade Five, page 30


Grade

3rd

Quarter


5.2 The student will use effective verbal

and nonverbal communication skills to


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.


reading.

c. Use knowledge of roots, affixes,

synonyms, antonyms, and homophones.



f. Develop vocabulary by listening and



areas.



comprehension.




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.



comprehension.







strategies.

c. Organize information to convey a

central idea.


on the main idea.


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.






paragraphing.

a. Use plural possessives.

c. Identify and use interjections.

d. Use apostrophes in contractions and

possessives.


used words.

k. Identify and use conjunctions.

(Continued on next page)

Grade Five, page 31


Grade

3rd

Quarter (Continued)




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.


reading.



comprehension.


LCENG 1



written work.

LCENG 2



isolation.

Research

5.9 The student will find, evaluate, and

select appropriate resources for a

research product.


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


f. Give credit to sources used in

research.

g. Define the meaning and

consequences of plagiarism.

Grade Five, page 32


Grade

4th

Quarter


5.2 The student will use effective verbal and

nonverbal communication skills to


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.


reading.

d. Identify an author’s use of figurative

language.






areas.




i. Draw conclusions and make inferences

from text.

d. Describe the characteristics of free

verse, rhymed, and patterned poetry.




j. Identify, compare, and contrast

relationships.


reading.







strategies.

d. Write a clear topic sentence

focusing on the main idea.






paragraphing.

h. Use commas to indicate interrupters.

i. Use a hyphen to divide words at the

end of a line.


used words.

LCENG 1



written work.

LCENG 2



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

http://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


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.


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



activities using oral

sentence starters, a

bilingual dictionary, and a

rubric in a small group

Share conclusions using



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


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.


(Teacher Notes)

ESSENTIAL



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.


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.


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



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


and captions

Ask and answer

questions on a topic with



an oral presentation using


and a rubric

Present a topic

creatively with



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


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.


(Teacher Notes)

ESSENTIAL



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.


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.


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,


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


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.


(Teacher Notes)

ESSENTIAL



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.


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


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.


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


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.


(Teacher Notes)

ESSENTIAL



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.


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.


Grade Five, page 45
















(Teacher Notes)

ESSENTIAL


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).


Grade Five, page 46
















(Teacher Notes)

ESSENTIAL


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.


Grade Five, page 47

SOL Strand and Bullet: 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.





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


partner or in a small

group

Classify elements of a

character throughout a

story or poem using 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


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


Grade Five, page 48


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.




(Teacher Notes)

ESSENTIAL



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.


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.


Grade Five, page 49



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.




(Teacher Notes)

ESSENTIAL


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.


Grade Five, page 50

SOL Strand and Bullet: SOL Strand and Bullet: 5.6 The student will read and demonstrate comprehension of nonfiction texts.


texts.


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


partner in L1 or L2

Identify words and

phrases that describe

facts and events in non-

fiction texts using a


partner

Categorize facts and

events in non-fiction texts

using word/phrase banks


with a partner

Compare relationships of

facts and events in non-



partner


relationships of facts

and events in non-


graphic organizer


Compare, contrast, heading, type, graphics, prediction, opinion, conclusion, fact, relationship


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.


(Teacher Notes)

ESSENTIAL



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.


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


Grade Five, page 54












(Teacher Notes)

ESSENTIAL


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.


Grade Five, page 55












(Teacher Notes)

ESSENTIAL


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.


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,


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,


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


with a partner in L1 or

L2

Produce simple notes


an animal using a

variety of print or online

information resources


with a partner

Compose simple notes

from information about an

animal using a variety of

print or online information

resources and a graphic


Formulate simple notes


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


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.


(Teacher Notes)

ESSENTIAL



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.


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!”).


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.


i) Eliminate double negatives.

j) Use correct spelling of commonly used words.

k) Identify and use conjunctions.


(Teacher Notes)

ESSENTIAL


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.


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.


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


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.


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.


(Teacher Notes)

ESSENTIAL



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.


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


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.


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


Compare informational


project using a variety of

illustrated and online texts

with a partner

Formulate questions

about informational


project using a variety of

illustrated and online

texts with a partner

Evaluate informational


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


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


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

Documents

ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE FIVE · 3-4 weeks Informational Writing: Reading, A Curricular Plan for the Writing Workshop Unit 8: Research and Writing in the Content