OKALOOSA COUNTY SCHOOL DISTRICT

Curriculum Guide for Language Arts

OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

LANGUAGE ARTS

Grade 5

Office of Quality Assurance and Curriculum Support

Guyla Hendricks, Chief Officer

CONTENTS

Mission Statement 3

Suggestions for Implementing Curriculum Guides 3

Florida Department of Education Website 3

OCSD Curriculum and Pacing Guide ∞ Overview 4

Language Arts Curriculum Guide 5

Quarter 1 5

Quarter 2 8

Quarter 3 11

Quarter 4 15

OCSD’s Elementary Comprehensive Literacy Model Overview 18

Language Arts K-5 Resources 21

Writing Pacing Guide 22

Writing Resources 27

Assessment / Curriculum / Monitoring Information from FLDOE 28

Additional Literature (by writing process topic, by grade level) 29

2011 FCAT 2.0 Reading Grade 5 45

FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY 46

Mission Statement

Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to:

·  Teach students the Next Generation Standards as dictated by state law for their grade level,

·  Implement the OCSD Comprehensive Balanced Literacy Model,

·  Enhance the curriculum by uuing resources and instructional technology, and

·  Differentiate instruction as needs are identified by assessments/progress monitoring.

In addition, teachers should:

·  Collaborate with the reading leadership team to maximize school resources and expertise,

·  Document questions and suggestions for improvement of the Curriculum Guide,

·  Stay abreast of the Florida Department of Education website and Just Read, Florida!, and

·  Provide students the opportunity to assess on-line textbooks.

Florida Department of Education Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Ø  Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark

Ø  Column Two – Focus Skill

Generally based on the sequence of instruction as presented in the textbook adoption

Ø  Column Three – Progress Monitoring / Assessment

Provides teachers with myriad of assessment and monitory resources available

Ø  Column Four – Literacy Connection/Vocabulary/Reading

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks

Ø  Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

Language Arts Curriculum Guide

Quarter 1

Benchmark / Reading Unit and Focus Skill / Progress Monitoring and Assessment Schedule / Additional Reading Resources / Open: Specific to teacher, grade, subject, school
LA.5.1.6.7
The student willuse meaning of familiar base words and affixes to determine meanings of unfamiliar complex words.
LA.5.1.6.8
The student willuse knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.
LA.5.1.6.3
The student willuse context clues to determine meanings of unfamiliar words.
LA.5.1.4.1
The student will understand spelling patterns.
LA.5.2.1.3
The student illdemonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem.
LA.5.1.7.5
The student willidentify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.
LA.5.1.7.3
The student willdetermine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details.
LA.5.2.2.2
The student willuse information from the text to answer questions related to explicitly stated main ideas or relevant details.
LA.5.1.7.4
The student willidentify cause-and-effect relationships in text.
LA.5.1.7.1
The student willexplain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm predictions, and establish a purpose for reading.
LA.5.3.5.1
The student willprepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia).
LA.5.2.2.1
The student willlocate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations).
LA.5.3.4.5
The student will edit for correct use ofsubject/verb and noun/pronoun agreement in simple and compound sentences.
LA.5.1.6.4
The student willcategorize key vocabulary and identify salient features.
LA.5.1.6.5
The student willrelate new vocabulary to familiar words.
LA.5.1.7.8
The student willuse strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.
LA.5.2.1.4
The student willidentify an author's theme, and use details from the text to explain how the author developed that theme.
LA.5.2.1.5
The student will
demonstrate an understanding of a literary selection, and depending on the selection, include evidence from the text, personal experience, and comparison to other text/media. / Vocabulary:
·  Context Clues: Synonym LA5161
·  Word Parts: compound words LA
·  Dictionary: Homographs,
·  Context Clues: Description or Explanation,
·  Thesaurus: Synonyms
Phonics/Decoding:
·  Short Vowels a,e,i,o,u
·  Long vowel, VCe
·  Words with /u/
·  R-controlled Vowel
Fluency:
·  Intonation
·  Pausing
·  Commas
·  Exclamation Points
·  Adjusting Rate
Comprehension:
·  Plot Development
·  Compare and contrast
·  Main idea and details
·  Cause and Effect
Text Features/Literary Elements/Study Skills:
·  Photo and Captions
·  Toolbar and Link
·  Using the Library or
·  Media Center
·  Rhyme Scheme and Rhythm
·  Charts
Grammar:
·  Sentence Types
·  Subject and Predicates
·  Sentence Combining
·  Run on Sentences
Spelling:
·  Words with Short Vowels
·  Words with Long Vowels
·  Words with /u/
·  Words with /ar/ / FCAT Format Weekly
Assessments
Screening, Diagnostic, Placement Assessment
Grade 5:
·  Can use Placement Assessment for determining
·  Approaching, On Level, or Beyond Level Instruction (Fall)
·  Fluency Assessment (Fall)
·  Running Record
(suggested every 4 weeks)
Essential Word Sorts for Intermediate Grades / Florida Treasures
Unit 1 Theme Titled: Challenges (Week 1-5)
1. School Contests
2. American Legends
3. Trees for Life
4. Exploring Space
5. Rescue Dogs
www.macmillanmh.com
www.mhln.com
Electronic textbook and dictionary
www.Brainpop.com
·  Synonyms/antonyms
·  Compound words
·  Grammar
ü Types of sentences
ü Subject and predicate
ü Run on sentences
ü Keys to Good Language
ü Wordly Wise 300
www.Edhelper.com
Great graphic organizers for cause/effect, compare and contrast
www.unitedstreaming.com
Topic and theme connections
www.languagearts.pppst.com
free resource to power point presentations on reading and grammar skills
www.quia.com/web
free resource to games that support reading and grammar skills
Weekly Spelling Practice
Time for Kids FACT Edition
·  Issue 1, 4 Main idea
·  Issue 5,9,12 Cause and Effect
·  Issue 3,14,15 Compare and Contrast
·  Issue 1,4,6 Photo/Captions
·  Issue 5,15 synonyms
·  Issue 3,5,15 charts
Theme Bibliography in textbook provides supplement books on each theme
Read alouds:
·  “Owen and Mzee” Compare/contrast photo and captions website (www.owenmzee.com)
·  “Thank You Mr. Falker” Great for teaching cause and effect
·  “Spider and the Fly”
Rhyme Scheme/Rhythm
Daily News/Newspapers (main idea/details)
Reader’s Theater available in Anthology of MacMillan/McGraw-Hill Reading Series
Various Reader Theater script resources available on-line
MacMillan/McGraw-Hill
Fluency CD-Rom
Caught Ya!: Grammar with a Giggle by Jane Bell Kiester
Mountain Language
Steck-Vaughn Poetry Comprehension Series Grade 5 (use quarterly as needed)
Random House Book of Children’s Poetry (use quarterly as needed)

Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark / Focus Skill / Progress Monitoring and Assessment Schedule / Additional Reading and Resources / Open: Specific to teacher, grade, subject, school
SS.5.C.2.1
Differentiate Political Ideas of Patriots, Loyalists, and “Undecideds” during the American Revolution.
SS.5.C.2.2
Compare forms of political participation in the colonial period to today.
LA.5.1.6.1
The student willuse new vocabulary that is introduced and taught directly.
LA.5.1.4.2
The student willrecognize structural analysis.
LA.5.2.1.2
The student willlocate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction.
LA.5.2.1.7
The student willidentify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors,
symbolism), and examine how it is used to describe people, feelings, and objects.
LA.5.6.4.2
The student willdetermine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.
LA.5.4.1.1
The student willwrite narratives that establish a situation and plot with rising action, conflict, and resolution.
LA.5.2.2.4
The student willidentify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts).
LA.5.3.4.4
The student will edit for correct use ofthe four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns.
LA.5.3.4.3
The student will edit for correct use ofpunctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources.
LA.5.2.1.8
The student willexplain changes in the vocabulary and language patterns of literary texts written across historical periods.
LA.5.2.1.9
The student willuse interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture.
LA.5.2.2.5
The student willuse interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history) to continue building a core foundation of knowledge.
LA.5.1.7.6
The student willidentify themes or topics across a variety of fiction and nonfiction selections. / Vocabulary:
·  Dictionary: idioms, pronunciation key
·  Context clues: look for restatement
·  Word
·  Parts: inflectional endings
·  Word families
·  Word parts: suffixes
·  Analogies: antonyms
Phonics/Decoding:
·  Compound words
·  Plural endings
·  Inflected endings
·  Words with /o/, /ou/, /oi/
·  VCCV pattern
·  V/CV and VC/V patterns
·  V/V patterns
Fluency:
·  Quotation marks
·  Question marks
·  Pauses
·  Phrasing
·  Chunks
Comprehension:
·  Plot development
·  Make inferences
·  Main idea and details
·  Problem and solution
·  Plot development: draw conclusions
·  Relevant facts and details
Fluency:
·  Model fluency, practice partner reading
·  Phrase-cued text: pauses
·  Echo-reading punctuation
Text Features/Literary Elements/Study Skills
·  Photo and captions
·  Hero and personification
·  Figurative language
·  Using the Internet
·  Chart
·  Repetition and assonance
·  Meter and alliteration
·  Time line
Grammar:
·  Common and proper nouns
·  Singular and plural nouns
·  Possessive nouns
·  Plural and possessive nouns
·  Action verbs
·  Verb tenses
Spelling:
·  Compound words
·  Words with plural endings
·  Words with inflected endings
·  Words with /o/, /ou/,/oi/
·  Words with V/CV and VC/V patterns / Running Record
FCAT Format Weekly Assessment
FCAT Format Benchmark Assessment Form A
(administer middle of unit 2)
Unit Assessments
Fluency Assessment
(Winter)
Mountain Language / www.Brainpop.com
·  Grammar
ü  Idioms and clichés
ü  Prefixes, roots, suffixes (PRS)
ü  Dialogue
·  Antonyms, synonyms, homonyms
·  Compound words
Florida Treasures:
·  Unit 2 Theme Titled: Discoveries
1. People Helping Animals
2. Slithery Snakes
3. Remembering the Past
4. The Caribbean Islands
5. Cowboys and Cowgirls
·  Partial Unit 3 (Week 1-2) Theme Titled: Turning Points
1.  The American Revolution
Unit 3.1: Letters from the Revolution and Sleds on Boston Common (SS.5.C.2.1/2)
2.  The Right to Vote
Unit 3.2 : Your Vote, Your Voice and When Esther Morris Headed Wes (SS.5.C.2.3/4)t
3. Protecting the Environment
4. Desert Habitats
5. Into the Future
Inference:
·  The Gardener by Sarah Stewart
·  Van Gogh Café by Cynthia Rylant
Main Idea:
·  When I Was Young in the Mountains by Cynthia Rylant
·  So You Want to be President by Judith St. George
P&S:
·  Wilma Unlimited by Kathleen Krull, David Diaz
·  Two Bad Ants by Chris Van Allsburg,
PD:
Mufaro’s Beautiful Daughters by John Steptoe
Readers’ Theater
Sight Word Bingo (also affixes and homophone Bingo)
Photo & Captions
Nonfiction text:
·  A Drop of Water by Walter Wick
·  Caves by Stephen Kramer
Figurative Language
·  Owl Moon by Jane Yolen
·  Tuck Everlasting by Natalie Babbitt
Repetition
www.library.thinkquest.
Org/J0112392/index.html
Meter and Alliteration
The Z was Zapped by Chris VanAllsburg
Time Line
www.teach-nology.com/web_tools/materials/timelines
Mountain Language
Nouns
·  A Mink, a Fink, a Skating Rink: What is a Noun? by Brian Cleary and Jenya Prosmitsky
·  If You Were a Noun by Michael Dahl and Sara Gray
·  A Cache of Jewels by Ruth Heller
Verbs
·  To Root, to Toot, to Parachute by Cleary and Gable
·  If You Were a Verb by Michael Dahl and Sara Gray

Quarter 3

Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark / Focus Skill / Progress Monitoring and Assessment Schedule / Additional Reading and Resources / Open: Specific to teacher,