Language Arts Literacy Template

Glen Ridge Public Schools –Language Arts Literacy Curriculum

Course Title: Language Arts

Subject: Language Arts Literacy

Grade Level: 5th

Duration: One year

Prerequisite: 4th Grade

Elective or Required: Required

Language Arts Literacy Mission Statement

The Glen Ridge Language Arts Program establishes a foundation for lifelong learning and effective communication. Through a sequential and challenging curriculum, our students will become proficient readers, effective writers, active listeners and articulate speakers. Students learn to respect various points of view while displaying creative, collaborative, and critical thinking skills. The Language Arts Program enables our students to participate effectively in a technological, complex and ever-changing world.

Course Description:

The Fifth Grade Language Arts curriculum is intended to help students gain knowledge and understanding in the areas of reading, writing, spelling, and grammatical skills. Students will be exposed to a variety of literary genres including fiction, nonfiction, and poetry within their reading text as well as through a variety of novels. Skills such as oral language, word identification, writing, vocabulary, and comprehension will be taught through these various types of literature. The Language Arts curriculum also focuses on applying writing, spelling, and grammatical skills within different genres of writing.

Author: Charlene Dalton and Shannon Lekas

Date Submitted: Summer 2011

Language Arts

Unit 1: Challenges

Approximate Duration: 8 weeks

Essential Questions:

It takes imagination to overcome challenges.

·  How do people and animals overcome challenges?

·  What skills and character traits are needed to face and overcome challenges?

·  What types of challenges do you enjoy most? What challenges are hardest for you to meet?

Upon completion of this unit students will be able to:

In reading

·  Read, discuss, compare, and contrast selections in the same and different genres that develop the theme of “challenges.” 5. RL.2, 5.RL.9, 5.RI. 9, 5. RL.10

·  Use a text index and glossary independently and appropriately. 5.RI.10, 5.L.4

·  Understand, compare, and contrast the overall structure of events, ideas, concepts or information in two or more texts. 5.RI.5, 5.RL.5

·  Interpret and apply knowledge of new words correctly in context. 5.RI.4, 5.RL.4

·  Apply knowledge of word structures and patterns to read with automaticity. 5. RF.3

·  Adjust reading speed for appropriately for different purposes and audiences. 5.RF.4

·  Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and drawing inferences. 5. RF.4, 5. RI 1, 5. RL.1

·  Identify and correctly use antonyms, synonyms, homophones, and homographs. 5.RF.4, 5.L.5

·  Clarify word meanings through the use of a word’s definition, example, restatement, or contrast. 5.RF.4,5.L.4

·  Distinguish between the spellings of homophones to determine meaning. 5.RF.3

·  Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. 5. L. 4

·  Understand that theme refers to the central idea or meaning of a selection and recognize themes whether implied or stated. 5. RL.2

·  Identify and analyze features of themes conveyed through characters, actions, and images. 5.RL.2

·  Determine the theme of a story or poem from details in the text, including how characters respond to challenges or how the speaker reflects upon a topic. 5. RL. 2

·  Summarize text. 5. RL. 2, 5. RI. 2

·  Quote accurately from text when explaining what the text says explicitly and when drawing inferences from text. 5.RI.1, 5. RL.1

·  Read aloud with sufficient accuracy and fluency to support comprehension. 5. RF.4

·  Draw on information from multiple print of digital sources, demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently. 5.RI. 7

·  Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text. 5.RL.7

In speaking and listening

·  Respond orally to literature. 5. SL.1, 5. SL.4

·  Summarize written text aloud. 5.SL. 2

·  Effectively engage in a variety of collaborative discussions appropriately. 5.SL.1

·  Respond orally by adding questions and comments while integrating knowledge. 5. SL.1

·  Listen actively for a variety of purposes and to a variety of speakers. 5. SL. 1, 5. SL. 3

·  Adapt speech to a variety of contexts and tasks, using formal English when appropriate. 5. SL. 6

In language

·  Write and identify complete and correct simple and compound sentences. 5.L.3

·  Write and identify subject and predicate, direct and indirect objects, prepositional phrases, predicate nouns and adjectives. 5.L.1

·  Correctly spell and use short vowels, long vowels, words with /ů/, /ū/, or /ü/, words with /ӓr/,
/âr/, or /ôr/, words with /ȗr/ or /îr/. 5.L.2

·  Use a thesaurus to identify alternative word choices and meanings. 5.L.4

·  Use Standard English conventions, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting in all writing, and edit for same. 5.L.1,5.L.2, 5.L.3

In writing

·  Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph. 5.W.2

·  Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. 5.W.5

·  Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. 5.W.4

·  Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, opening, closing, word choice, and consistency of voice. 5.W.5

·  Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice. 5.W.5, 5.L.1, 5.L.3

·  Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision. 5.W.5

·  Reflect on own writing, noting strengths and setting goals for improvement. 5.W.5

·  Write a range of grade appropriate essays across curricula. 5.W.10

·  Support main idea, topic or theme with facts, examples, or explanations including information from multiple sources. 5.W.1, 5.W.2

·  Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas. 5.W.1, 5.W.2, 5.W.3

·  Use a variety of reference materials to edit work. 5.W.5

·  Write routinely over extended and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. 5.W.10

·  Use a variety of transitional words, phrases, and clause to manage the sequence of events. 5.W.3

·  Write stories with multiple paragraphs that develop a situation or plot, describe the setting and include an ending. 5. W.3

.

Interdisciplinary Standards

·  Standard 8.1 – Computer and information Literacy

Students will use computer applications to gather and organize information and to solve
problems.

·  Standard 8.2 – Technology Education

Students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment by investigating how astronauts prepare for space travel.

Activities may include:

·  Read and respond in a variety of ways to stories in anthology, leveled readers, assigned novels, and self-selected reading.

·  Practice skills with G.U.M , Practice Book, and a variety of online activities.

NOVELS: Number the Stars

From the Mixed Up Files of Mrs. Basil E. Frankweiler

Writing Assignments may include the following:

·  Gathering ideas in writer’s notebook

·  Selecting a draft to revise, edit, and publish

·  Journal entries

·  Friendly letter

·  Personal narrative

Enrichment Activities may include the following:

·  Self-selected theme project.

·  Research different contests and competitions for students and create an informational presentation that includes details and explanations about contests, rules, and awards.

·  Research and present findings on a tall tale hero

·  Research different cultural styles in Mexican folk art and choose an important illustrator to study. Make oral presentation with visuals to persuade class of artist’s importance.

Methods of Assessments/Evaluation may include:

·  Journal reflection or response

·  Center activities and projects

·  Writer’s notebook, drafts, published pieces, portfolio

·  Weekly assessments, Unit tests

·  Study Island

·  Spelling City

·  DRA2/running records

·  Classwork, independent work, and homework

·  Observation, whiteboards, discussions

·  Exit tickets, thumbs up/down

Resources:

·  Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

- Anthology and read-aloud anthology, leveled readers, practice book O

·  DRA2

·  G.U.M. Unit 1, Sentence Structure (Grammar, Usage, and Mechanics), by Zaner-Bloser

·  Units of Study for Teaching Writing Grades 3-5, Heinemann 2006

- Launching the Writing Workshop

- Raising the Quality of Narrative Writing

Online Resources:

·  Teacher webpage

·  Online textbook resource http://treasures.macmillanmh.com/new_jersey/students/grade5/book1

·  Study Island

·  Spelling City

·  www.bookadventure.com

·  www.scholastic.com

·  http://www.internet4classrooms.com/skills-5th-langbuilders.htm

·  http://worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=3&id=106&link1=43&link2=154&link3=106

·  http://ismartboard.com/

·  http://exchange.smarttech.com/search.html?subject=English+Language+Arts

Unit 2: Discoveries

Approximate Duration: 8 weeks

Essential Questions:

People make amazing discoveries in many areas.

·  Have you ever made a discovery?

·  How do people make discoveries?

·  What discoveries could help the world today?

Upon completion of this unit students will be able to:

In reading

·  Read, discuss, compare, and contrast selections in same and different genres that develop the theme of “discoveries.” 5. RL. 2

·  Survey and explain text features that contribute to comprehension (headings, introduction and concluding paragraphs).

·  Identify and use organizational structures to comprehend information.

·  Use a dictionary to decode and define new words independently. 5. RF.3, 5. L.4

·  Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. 5. RF. 3, 5. RF. 4

·  Apply spelling and syllabication rules that aid in decoding and word recognition. 5. RF. 3

·  Apply knowledge of letter-sound associations, language structures, and context to recognize words. 5. RF. 3

·  Read aloud in ways that reflect understanding of proper phrasing and intonation. 5. RF. 4

·  Read increasingly difficult texts silently with comprehension and fluency. 5. RF. 4, 5. RI. 10, 5. RL. 10

·  Apply self-correcting strategies to decode and gain meaning from print, both orally and silently. 5. RF. 4

·  Reread to make sense of difficult paragraphs or sections of text. 5. RF.4

·  Infer word meanings from learned roots, prefixes, and suffixes. 5. RF. 3

·  Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences. 5.L.5

·  Explain relationships between and among words. 5.L.5

·  Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in text. 5. RL.3

·  Describe how a narrator’s or speaker’s point of view influences how events are described. 5. RL. 6

·  Analyze ideas and recurring themes found in texts such as bravery, loyalty, friendship, loneliness, and good vs. evil across traditional and contemporary works. 5. RL. 9

·  Summarize text by taking notes, outlining ideas, and/or making charts. 5. RI. 2, 5. RL.2

In speaking and listening

·  Use details, examples, and reasons to support central ideas or clarify a point of view. 5.SL.4

·  Support a position with organized, appropriate details. 5. SL. 1, 5.SL.4

·  Support a position, acknowledging opposing views. 5. SL.4

·  Adapt speech to a variety of contexts and tasks, using formal English when appropriate. 5. SL. 6

·  Prepare, rehearse, and deliver a formal presentation in logical, sequential order, including an opening, supportive details and a closing statement. 5. SL.4

·  Use visual aids, media, and/or technology to support oral communication. 5.SL.5

·  Engage effectively in a range of collaborative discussions building on others’ ideas and expressing their own clearly. 5. SL.1

·  Summarize information heard or viewed. 5. SL.2

In language

·  Write and correctly identify and use various parts of speech, including nouns (common, proper, plural, possessive), pronouns (personal and possessive), verbs and tenses (present, past, future, present perfect), adjectives, adverbs, prepositions, and coordinating and subordinating conjunctions. 5.L.1

·  Correctly spell and use compound words, plural endings, inflected endings, words with /ô/, /oi/, or /ou/, and words with VCCV pattern. 5.L.2

·  Use Standard English conventions, such as sentence structure, grammar and usage, punctuation, capitalization, spelling and handwriting in all writing, and edit for same. 5.L.1,5.L.2, 5.L.3

·  Use knowledge of English grammar and usage to express ideas effectively. 5.L.1

In writing

·  Continue to write routinely over extended and shorter time frames for a range of tasks, purposes, and audiences. 5.W.10

·  Use a variety of reference materials to revise work. 5.W.5, 5.L.4

·  Use computer writing applications during the writing process. 5.W.6

·  Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately. 5.W.4, 5.W.5

·  Gather, select, and organize information appropriate to a topic, task, and audience. 5.W.4

·  Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples. 5.W.1

·  Organize paragraphs using topic sentences. 5.W.4

·  Choose an appropriate organizing strategy to present a topic, point of view, or argument.5.W.4

·  Recall relevant information from experience or gather relevant information from print and digital sources. 5. W. 8

·  Draw evidence from informational texts to support analysis, reflection, and research. 5.W.8

·  Write opinion pieces on topics or texts, supporting a point of view with reasons and information.5.W.1

·  Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. 5. W. 1

·  Provide logically ordered reasons that are supported by facts and details. 5.W.1

·  Link opinion and reasons using words, phrases, and clauses.5.W.1

·  Provide a concluding statement or section related to the opinion presented. 5.W.1

Interdisciplinary Standards

·  Standard 8.2 – Technology Education