Language Arts Fifth Grade
Language Arts - Fifth
Language Arts – Fifth Grade
Reading
Fluency
Students will read grade levels texts with expression and fluency.
Text Features
Students will interpret text features such as index and maps for the purpose of further understanding of the text being read.
Analytical Comprehension Strategies
Students will express an understanding of and interest in literature that reflects cultures and historic time frames different from their own.
Students will explain cause and effect relationships in literature in oral and written format.
Students will identify and discuss the author’s purpose in oral and written format.
Students will identify the speaker in a poem, play or non-fiction piece.
Literary Elements and Techniques
Students will demonstrate an understanding of analogies and idioms in literature and use them in their own writing.
Students will identify and use onomatopoeia for descriptive emphasis.
Students will interpret poetry on a literal level.
Students will read and analyze parables from the New Testament as a literary form.
Literary Genres: Fiction and Non-Fiction
Students will read legends and tall tales from a variety of cultures and time periods as well as writing their own legends.
Independent Reading
Students will demonstrate their interest in reading as they read for pleasure at home and during down-time at school.
Students will express a preference for particular authors and literary genres by their free-choice selections in pleasure reading.
Writing
Process
Students will edit to clarify ideas, vary vocabulary and improve accuracy in their use of writing conventions.
Conventions
Students will accurately use commas with an appositive.
Students will correctly use commas following the titles and degrees.
Students will identify prepositions and prepositional phrases, and use them accurately in their own writing and speaking.
Students will eliminate sentence fragments in their own writing.
Students will correctly capitalize (and punctuate where appropriate):
- abbreviations and acronyms.
- the names of organizations and clubs.
- races, nationalities and languages.
Students will identify and accurately use in their writing and speaking:
- subjective and objective complements.
- transitive and intransitive verbs.
- plural and possessive nouns and pronouns.
Products
Students will identify the thesis statement in a piece of writing.
Students will compose eight sentence, expository paragraphs with a topic sentence, three concrete details, three commentaries, and a concluding sentence.
Students will continue to use pre-writing and revision skills in order to evaluate, edit and publish their own pieces of writing.
Students will compose and edit for publication multi-paragraph pieces with special attention to voice, ideas and content, organization, sentence fluency, word choice and writing conventions with teacher-assistance.
Students will write persuasive paragraphs with attention to purpose and audience.
Handwriting
Students will choose between cursive and print as a preferred handwriting style maintaining mastery in both.
Vocabulary and Word Analysis
Students will recognize that when spelling in English words never end with an i, u or v.
Students will recite and use the 2-1-1 spelling rule that defines that words of two syllables in which the second syllable is accented and has one vowel followed by one consonant needs another final consonant before adding an ending that begins with a vowel (beginning) whereas if the syllable is not accented the final consonant is not to be doubled (entering).
Students will have mastered the correct spelling and usage of the following commonly misused homonyms: advise, advice;
by, buy, bye
four, fore, for
hear, here
its, it’s
lead, led
need, knead
night, knight
no, know
past, passed
right, write
sight, site, cite
to, two, too
there, their, they’re
which, witch
who’s, whose
would, wood
where, wear, we’re, were
your, you’re
Students will be able to explain and create simple analogies.
Students will develop increased written and oral vocabulary by using tools such as glossaries, dictionaries, and thesaurus – in book format and on-line
Listening and Speaking
Students will present brief reports from notes.
Students will present organized presentations that demonstrate a clear viewpoint.
Students will take notes during an oral presentation or lecture.
Students will offer constructive feedback to peers.
Students will identify tone, mood and emotion of verbal and non-verbal communication.
Information Literacy
Students will read for the purpose of performing a task.
Students will formulate and research keywords and questions to establish focus for inquiry.
Students will preview websites to locate relevant information.
Students will evaluate accuracy and reliability of information and data gathered.
Students will prioritize and sequence information.
Students will locate and use multiple resources, including oral interviews, written materials, visual materials, and web-based materials.
Students will distinguish between primary and secondary sources with teacher assistance.
Students will research the lives of St. Peter Claver and St. Rose Philippene Du Chesne, with special emphasis on the use of primary sources in the study of St. Rose.
Students will acknowledge bibliographic information of sources used for information and data gathering using standard MLA format and on-line bibliographic tools such as Bibme.com.