Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Transcription

1 Northwest Arkansas Instructional Alignment English Language Arts Grade 5 Enduring Understandings Essential Questions Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Enduring Understandings: 1. Students read a wide range of print and non-print texts, including literature from many periods and genres to build an understanding of the human experience. 2. Students apply a wide range of reading strategies to comprehend, interpret, evaluate, and appreciate texts. 3. Students employ a wide range of writing strategies and different process elements to communicate with different audiences for a variety of purposes. 4. Students apply knowledge of language structure, language convention, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 5. Students use a variety of technological and informational resources to gather, evaluate, and synthesize data and create and communicate knowledge. 6. Students develop an understanding and respect for linguistic diversity and use their first language to develop competence in the English language arts and content across the curriculum. Ongoing Student Learning Expectations: Writing Essential Questions: How does an author determine the purpose for writing? Essential Questions: How does an author determine the audience for a piece of writing? Essential Questions: How does an author develop a plan before beginning g to write? Essential Questions: How does drafting help an author get her/his ideas on paper? Essential Questions: How can writing be improved through revising? Essential Questions: How can writing be improved through editing? Essential Questions: When is a piece of writing ready to share with an audience? W Select the form of writing that addresses the intended audience Ongoing Student Learning Expectations: Writing - Purpose and Audience Select the form of writing that addresses the intended audience *identify and select the appropriate mode of writing based on purpose and audience Ongoing Student Learning Expectations: Writing - Pre-writing W Generate ideas using such strategies as reading, discussing, focused free-writing, observing, and brainstorming Generate ideas using such strategies as reading, discussing, focused free-writing, observing, and brainstorming *generate ideas by -reading -discussion -free-writing with a focus -observation -brainstorming W Organize ideas by using such graphic organizers as webbing, mapping, and formal outlining with main topics Organize ideas by using graphic organizers (i.e., webbing, mapping, and formal outlining with main topics) *identify graphic organizers and their specific uses *choose appropriate organizer based on task and/or text structure *select relevant information appropriate to organizer *use graphic organizers for the purpose of organizing ideas (i.e., webbing, mapping, and formal outlining with main topics) Ongoing Student Learning Expectations: Writing - Drafting 1 of 18

2 W Write to reflect ideas/interpretations of multicultural and universal themes and concepts W Write with and without prompts for a sustained period of time A. Write to reflect ideas/interpretations of multicultural themes and concepts (tolerance, diversity) B. Write to reflect universal themes and concepts (friendship, love, loyalty) A. Write with a prompt for a sustained period of time B. Write without a prompt for a sustained period of time *respond and reflect on multicultural and universal themes in the context of literature/texts across the curriculum a. *examine the prompt to identify purpose, audience and format *determine key words and phrases *develop a plan for writing *consider the time restraint to pace completion of writing *compose writing to respond to the prompt b. *develop a plan for writing *compose writing to respond to the prompt multicultural universal themes W Write on demand with or without prompt within a given time frame A. Write with a prompt for a given period of time B. Write without a prompt for a given period of time a. *identify purpose and audience *identify topic *identify form of writing *write; gauge time span b. *generate ideas *organize thoughts *identify topic *determine purpose and audience *write *gauge time span W Write across the curriculum W Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist, rubric, and/or reference materials (i.e., dictionary, thesaurus, etc.) Write across the curriculum Ongoing Student Learning Expectations: Writing - Revising W Use writer s checklist or scoring guides/rubrics to improve written work W Self-evaluate writing using checklists or scoring guides/rubrics Ongoing Student Learning Expectations: Writing - Editing Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist, rubric, and/or reference materials (i.e., dictionary, thesaurus, etc.) Use writer's checklist or scoring guides/rubrics to improve written work Self-evaluate writing using checklists or scoring guides/rubrics *write multiple times on varied topics in all content areas *develop a revision checklist and/or rubric *choose the appropriate reference materials such as a dictionary and/or thesaurus to revise writing *participate in peer and/or teacher conferences for the purpose of revision *utilize various tools/methods such as peer and/or teacher collaboration, revision checklists, rubrics and/or reference materials to revise writing *identify attributes of written pieces that correspond with each level of a writing rubric *utilize rubric to improve content, style, sentence formation, usage, and conventions in a written work *identify features of rubrics/checklists scoring guides *revise writing using checklist/scoring guide/rubric rubric revision tool checklist rubric scoring guide checklist rubric scoring guide W Spell words by applying the correct spelling of roots, bases, and *define and identify root words prefixes, suffixes, and their subject-verb agreement Spell words by applying the correct spelling of roots, bases, and affixes meanings parts of speech affixes *apply knowledge of affixes, roots and base words to spell words parts of a sentence correctly conjugation in simple verb tenses possessive pronouns W Spell homonyms correctly according to usage Spell homonyms correctly according to usage *define and identify correctly spelled homonyms in writing *demonstrate ability to use homonyms correctly in writing homonyms 2 of 18

3 W Apply conventional rules of capitalization in writing Apply conventional rules of capitalization in writing *identify that demonstrate correct use of capitalization *create a piece of writing that includes correct use of capitalization Ongoing Student Learning Expectations: Writing - Publishing W Use available technology for sharing and/or publication W Maintain a writing portfolio that exhibits growth in meeting goals and expectations W Publish/share according to purpose and audience Utilize available technology for sharing and/or publication Maintain a writing portfolio that exhibits growth in meeting goals and expectations Publish/share according to purpose and audience Ongoing Student Learning Expectations: Reading Essential Question: What strategies do good readers use to understand text? Essential Question: How will developing a better vocabulary improve reading? Essential Question: What are the goals for fifth grade fluency? R Use previewing, activating prior knowledge, predicting content of text, formulating questions, and establishing purposes for reading Use previewing, activating prior knowledge, predicting content of text, formulating questions, and establishing purposes for reading *identify an appropriate method of available technology to use in publishing *utilize available technology such as -word processing program, -PowerPoint -overhead projector -Elmo/projector *create pieces of different genres *select pieces to include in the portfolio based upon preset goals and criteria that demonstrate growth *identify purpose and audience *publish/present writing using a method appropriate to the purpose and audience *use previewing skills *draw from past experiences *practice making predictions *generate questions *identify what the purposes are for reading prior/background knowledge purpose connect content text text features locate identify demonstrate formulate R Generate questions to establish purposes for reading R Generate questions relevant to text and topics R Monitor comprehension in relation to questions generated Develop questions to establish purposes for reading Develop questions relevant to text and topics Evaluate understanding with regard to the questions generated R A. Infer based on background knowledge and personal Connect own background knowledge and personal experience experience to make inferences and to respond to new information presented B. Respond to new information presented in text based on in text background knowledge and personal experience *identify the purposes for reading (enjoyment, information, persuading) *create questions to establish purposes for reading *recall essential information from text *develop relevant questions based on text and topic *determine when and where comprehension breaks down *utilize and apply fix-up strategies *revise questions as needed relevant essential information evaluate generate adjust monitor a. inference *make connections between text and personal prior/background knowledge experience/background information respond *infer with supporting evidence based on background knowledge and personal experience b. *recall new information from text *create original responses to new information based on background knowledge and personal experience 3 of 18

4 R Distinguish among facts and inferences supported by evidence and opinions in text A. Determine difference between facts and opinions B. Support inferences with evidence from the text a. *identify facts and opinions *differentiate between facts and opinions *categorize facts and opinions from a text *select facts and opinions from a text b. *supporting provided inferences with opinions and facts from the text *justify inferences with opinions and other specific information from the text fact opinion justify evidence support R Use such comprehension strategies as establishing purpose, inferring, and summarizing to determine essential information Determine essential information using comprehension strategies *identify purposes for reading *establish purpose for reading *identify inferences *make inferences *identify parts of a summary *recall essential information *write summary statements summary purpose for reading summary statement inference R Scan materials to locate specific information R Skim materials to develop a general overview R Summarize information including main idea and significant supporting details R Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels R Vary reading strategies according to text and purpose R Read a variety of poetry, with emphasis on rhymed and patterned R Automatically decode words to ensure focus on comprehension Scan materials to locate specific information Skim materials to develop a general overview Summarize information including main idea and significant supporting details Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels Vary reading strategies according to text and purpose Read a variety of poetry, with emphasis on rhymed and patterned Automatically decode words to ensure focus on comprehension *recognize specific text features and text structures *locate specific information *recognize specific text features and text structures *use text features to determine general content *identify main idea *locate supporting detail *create summaries *select appropriate reading text *use various strategies to determine if the text is appropriate *identify purpose of text *identify reading strategies *document strategies (connections, inferring, visualizing, questioning, determining importance) used (i.e., sticky notes, highlighting, bookmarks, two column notes, etc.) *identify and recognize rhymes and patterns *read a variety of poetry including rhymed and patterned poetry *recall sight words *recognize word patterns scan specific information summary summary statement main idea appropriate text reading strategy independent level instructional level inferring predicting visualizing questioning determine importance reading strategy poetry rhyme pattern R Continue to develop and maintain an adequate body of sight words R Add content words to sight vocabulary R Use knowledge of root words and affixes and word relationships to determine meaning R Use context to determine meaning of multiple meaning words Continue to develop and maintain an adequate body of sight words Add content words to sight vocabulary Use knowledge of root words and affixes and word relationships to determine meaning Use context to determine meaning of multiple-meaning words *read daily *recognize sight words *master sight words *recognize content words using text features *determine words important to the content *identify root words *identify prefixes, suffixes, and their meanings *apply knowledge of prefixes, suffixes and root words to determine meaning of new words *demonstrate ability to use context clues (restatement, embedded definition, etc.) in multiple reading situations *identify words with possible multiple meanings *use context clues to determine meaning root words affixes multiple-meaning words 4 of 18

5 R Use context clues to select appropriate dictionary definition R Read grade-level text orally with an approximate rate of 128 words per minute R Read grade-level text orally with accuracy and expression Use context clues to select appropriate dictionary definition Read grade-level text orally with an approximate rate of 128 words per minute Read grade-level text orally with accuracy and expression *utilize dictionary skills *match definitions to the context of the sentence using parts of speech *select appropriate dictionary definition *automatically decode words *read daily *automatically decode words *practice prosody (accuracy, rate, phrasing, expression) dictionary context clues W Create an effective lead sentence for each paragraph by using such features as questions or exclamations W Write to describe, to inform, to entertain, to explain, and to persuade FIRST NINE WEEKS - WRITING Student Learning Expectations to be Addressed the First Nine Weeks First Nine Weeks: Writing - Drafting Essential Question: How does drafting help an author get his/her ideas on paper? W Create expository, narrative, descriptive, and persuasive writings W Write in response to literature W Create a strong lead and conclusion Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Draft an effective lead using questions or exclamations Write to describe, to inform, to entertain, to explain, and to persuade Create descriptive writings Write in response to literature A. Create a strong lead B. Create a strong conclusion *identify types of effective leads in a variety of text *construct an effective lead for a given paragraph by using questions and/or exclamations *create a piece of writing to describe *identify characteristics of descriptive writing *compose descriptive writing pieces *recall information read *reflect upon what was read *respond to reading and reflections (i.e., reading journal, learning log, story summaries, etc.) *identify effective leads and conclusions in literature *create a piece of writing using an effective lead and conclusion leads lead conclusion First Nine Weeks: Writing - Revising Essential Question: How writing be improved through revising? W Revise content for -organization (i.e., beginning, middle, and end; sequencing ideas; major points of information, etc.) -clarity W Revise style for -sentence variety -tone -voice -selected vocabulary -selected information W Use a variety of simple and compound of varied lengths Revise content for -organization (i.e., beginning, middle, and end; sequencing ideas; major points of information, etc.) -clarity Revise style for -sentence variety -tone -voice -selected vocabulary -selected information Use a variety of simple and compound of varied lengths *differentiate between revise and edit *re-read the draft for clarity *change or revise to assure that the writing -contains a central idea -is organized according to purpose and mode -maintains a central focus -contains an appropriate amount of elaboration -has a clear message revise clarity unity elaboration central idea *revise to assure that the writing tone -contains a variety of sentence types and lengths voice -maintains a consistent tone (mood) -contains voice (writer s personality) -contains selected information and vocabulary appropriate to the piece *identify simple of different lengths *identify compound of different lengths *create simple of different lengths *create compound of different lengths simple sentence compound sentence 5 of 18

6 W Define, identify, and use natural and inverted sentence order for Define, identify, and use natural and inverted sentence order for emphasis and variety emphasis and variety *define natural and inverted *identify natural and inverted within a piece of writing *create natural and inverted *use natural and inverted in writing natural sentence inverted sentence W Identify and correct fragments and run-ons W Define and identify the parts of speech to construct effective -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships Identify and correct fragments and run-ons Define and identify the parts of speech to construct effective -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships *identify sentence fragments *identify run-on *implement strategies to correct fragments and run-on *define parts of speech *identify parts of speech in student created *create effective using parts of speech -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships common and proper nouns pronouns to avoid repetition active and linking verbs adjectives to modify nouns and pronouns adverbs to modify verbs, adjectives, and other adverbs conjunctions to join interjections for excitement prepositions to indicate relationships W Apply conventions of grammar with emphasis on the following -subject-verb agreement -parts of speech -parts of a sentence -conjugation in simple verb tenses -possessive pronouns Apply conventions of grammar with emphasis on the following -subject-verb agreement -parts of speech -parts of a sentence -conjugation in simple verb tenses -possessive pronouns *define conventions of grammar *identify conventions of grammar in student created examples *construct that demonstrate knowledge of grade-level conventions of grammar *demonstrate effective use of grammatical conventions in writing W Use figurative language purposefully, such as simile and metaphor, to shape and control language W Use a variety of sentence types and lengths (see Conventions Standard 6) W Use purposeful vocabulary for emphasis or elaboration Use figurative language purposefully, such as simile and metaphor, to shape and control language Use a variety of types and lengths Use purposeful vocabulary for emphasis or elaboration *identify similes, metaphors, and idioms within a piece of writing *differentiate between literal and figurative meanings *create a piece of writing using figurative language *identify and create a piece of writing utilizing a variety of simile metaphor idiom literal figurative *identify purpose and audience for writing emphasis *identify purposeful vocabulary elaboration *revise writing with purposeful vocabulary appropriate to content *demonstrate the ability to use purposeful vocabulary for emphasis or elaboration in writing First Nine Weeks: Writing - Editing Essential Question: How can writing be improved thorough editing? 6 of 18

7 W Edit individually or in groups for appropriate grade-level conventions, within the following features: -Sentence formation completeness absence of fused expansion through standard coordination and modifiers embedding through standard subordination and modifiers standard word order -Usage standard inflections agreement word meaning conventions -Mechanics capitalization punctuation formatting spelling Edit individually or in groups for appropriate grade-level conventions, within the following features: -Sentence formation completeness absence of fused expansion through standard coordination and modifiers embedding through standard subordination and modifiers standard word order -Usage standard inflections agreement word meaning conventions -Mechanics capitalization punctuation formatting spelling *re-read the draft fused *change or edit to assure that the writing modifier -contains complete -contains no run-on -contains that have been expanded using standard coordination (independent clauses, i.e., conjunctions) and modifiers (adjectives and adverbs) -contains that employ elaboration through standard subordination (i.e., because, although, even though) and modifiers (adjectives, adverbs) -contains that make sense -contains standard inflections, subject-verb agreement, word meaning and conventions -contains correct capitalization, punctuation, format, and spelling W Apply conventional rules of punctuation in writing with emphasis on -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address Apply conventional rules of punctuation in writing with emphasis on -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address First Nine Weeks: Reading Essential Question: What strategies do good readers use to understand text? R Re-tell stories with detail R Read texts that reflect contributions of different cultural groups Re-tell stories with detail Read texts that reflect contributions of different cultural groups *identify in authentic writing that demonstrate punctuation rules *create a piece of writing that includes correct use of punctuation -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address FIRST NINE WEEKS - READING Student Learning Expectations to be Addressed the First Nine Weeks *identify story elements/details *distinguish between relevant and irrelevant facts/details *sequence information *define and identify multicultural text *select appropriate texts that reflect different cultures end marks quotation marks comma in a series comma in compound comma in complex sentence comma in direct address relevant/irrelevant story elements sequence re-tell distinguish multicultural reading strategies R Read a variety of literature, including historical fiction, biography, and realistic fiction R Describe the characteristics of rhymed and patterned poetry Read a variety of literature, including historical fiction, biography, and realistic fiction Describe the characteristics of rhymed and patterned poetry *identify a variety of genres *differentiate among the genres *read a variety of genres *identify characteristics of rhymes and patterns *recognize rhymes and patterns within poetry *describe the characteristics of rhymed and patterned poetry genre (historical fiction, biography, realistic fiction) characteristics rhymed poetry patterned poetry First Nine Weeks: Reading Essential Question: How will developing a better vocabulary improve reading? 7 of 18

8 R Identify figurative language such as idioms, similes and metaphors R Anticipate noun following noun markers including a, an, and the Identify figurative language such as idioms, similes and metaphors Anticipate noun following noun markers including a, an, and the *identify similes, metaphors, and idioms *differentiate between literal and figurative meanings *identify nouns and noun markers *identify rules that govern nouns that follow specific noun markers *predict nouns following noun markers SECOND NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Second Nine Weeks simile metaphor idiom literal figurative noun noun marker Work in Progress Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Second Nine Weeks: Writing - Drafting Essential Question: How does drafting help an author get his ideas on paper? W Write to describe, to inform, to entertain, to explain, and to persuade W Create expository, narrative, descriptive, and persuasive writings W Write in response to literature W Create a strong lead and conclusion Write to describe, to inform, to entertain, to explain, and to persuade Create narrative writings Write in response to literature A. Create a strong lead B. Create a strong conclusion *create a piece of writing to describe *create a piece of writing to entertain *identify characteristics of narrative writing *compose narrative writing pieces *recall information read *reflect upon what was read *respond to reading and reflections (i.e., reading journal, learning log, story summaries, etc.) *identify effective leads and conclusions in literature *create a piece of writing using an effective lead and conclusion lead conclusion Second Nine Weeks: Writing - Revising Essential Question: How can writing be improved through revising? W Revise content for -organization (i.e., beginning, middle, and end; sequencing ideas; major points of information, etc.) -clarity W Revise style for -sentence variety -tone -voice -selected vocabulary -selected information W Use a variety of simple and compound of varied lengths Revise content for -organization (i.e., beginning, middle, and end; sequencing ideas; major points of information, etc.) -clarity Revise style for -sentence variety -tone -voice -selected vocabulary -selected information Use a variety of simple and compound of varied lengths *differentiate between revise and edit *re-read the draft for clarity *change or revise to assure that the writing -contains a central idea -is organized according to purpose and mode -maintains a central focus -contains an appropriate amount of elaboration -has a clear message revise clarity unity elaboration central idea *revise to assure that the writing tone -contains a variety of sentence types and lengths voice -maintains a consistent tone (mood) -contains voice (writer s personality) -contains selected information and vocabulary appropriate to the piece *identify simple of different lengths *identify compound of different lengths *create simple of different lengths *create compound of different lengths simple sentence compound sentence 8 of 18

9 W Define and identify the parts of speech to construct effective -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships Define and identify the parts of speech to construct effective -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships *define parts of speech *identify parts of speech in student created *create effective using parts of speech -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships common and proper nouns pronouns to avoid repetition active and linking verbs adjectives to modify nouns and pronouns adverbs to modify verbs, adjectives, and other adverbs conjunctions to join interjections for excitement prepositions to indicate relationships W Apply conventions of grammar with emphasis on the following: -subject-verb agreement -parts of speech -parts of a sentence -conjugation in simple verb tenses -possessive pronouns Apply conventions of grammar with emphasis on the following: -subject-verb agreement -parts of speech -parts of a sentence -conjugation in simple verb tenses -possessive pronouns *define conventions of grammar *identify conventions of grammar in student created examples *construct that demonstrate knowledge of grade-level conventions of grammar *demonstrate effective use of grammatical conventions in writing W Use figurative language purposefully, such as simile and metaphor, to shape and control language W Use a variety of sentence types and lengths (see Conventions Standard 6) W Use purposeful vocabulary for emphasis or elaboration Use figurative language purposefully, such as simile and metaphor, to shape and control language Use a variety of sentence types and lengths Use purposeful vocabulary for emphasis or elaboration *identify similes, metaphors, and idioms within a piece of writing *differentiate between literal and figurative meanings *create a piece of writing using figurative language *identify and create a piece of writing utilizing a variety of simile metaphor idiom literal figurative *identify purpose and audience for writing emphasis *identify purposeful vocabulary elaboration *revise writing with purposeful vocabulary appropriate to content *demonstrate the ability to use purposeful vocabulary for emphasis or elaboration in writing Second Nine Weeks: Writing - Editing Essential Question: How can writing be improved thorough editing? W Edit individually or in groups for appropriate grade-level conventions, within the following features: -Sentence formation completeness absence of fused expansion through standard coordination and modifiers embedding through standard subordination and modifiers standard word order -Usage standard inflections agreement word meaning conventions -Mechanics capitalization punctuation formatting spelling Edit individually or in groups for appropriate grade-level conventions, within the following features: -Sentence formation completeness absence of fused expansion through standard coordination and modifiers embedding through standard subordination and modifiers standard word order -Usage standard inflections agreement word meaning conventions -Mechanics capitalization punctuation formatting spelling *re-read the draft fused *change or edit to assure that the writing modifier -contains complete -contains no run-on -contains that have been expanded using standard coordination (independent clauses, i.e., conjunctions) and modifiers (adjectives and adverbs) -contains that employ elaboration through standard subordination (i.e., because, although, even though) and modifiers (adjectives, adverbs) -contains that make sense -contains standard inflections, subject-verb agreement, word meaning and conventions -contains correct capitalization, punctuation, format, and spelling 9 of 18

10 W Apply conventional rules of punctuation in writing with emphasis on -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address Apply conventional rules of punctuation in writing with emphasis on -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address *identify in authentic writing that demonstrate punctuation rules *create a piece of writing that includes correct use of punctuation -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address end marks quotation marks comma in a series comma in compound comma in complex sentence comma in direct address SECOND NINE WEEKS - READING Student Learning Expectations to be Addressed the Second Nine Weeks Second Nine Weeks: Reading Essential Question: What strategies do good readers use to understand text? R Make inferences supported by a character s thoughts, words and actions, or the narrator s description Justify inferences by using a character's thoughts, words, actions, and/or narrator's description *identify story elements (character, plot, setting) *make inferences about a character *justify inferences with specific information from text with reference to narrator's descriptions of the character, and/or the character's thoughts, words, actions story elements justify inference narrator R Distinguish between the literary elements of character, plot, and *identify literary elements (plot, character, setting) Analyze literary elements of character, plot, and setting setting *examine the use of literary elements in a specific story *compare/contrast literary elements between texts R Compare/contrast the actions, motives and appearance of characters in a work of fiction and discuss the importance of the contrasts to the plot A. Compare/contrast the actions, motives and appearance of characters in a work of fiction B. Discuss the importance of the contrasts to the plot literary elements/story elements compare/contrast plot a. character traits *identify actions, motives and appearances (traits) of characters plot in a text contrast *describe characters based on their actions, motives, and motive appearances (traits) in a text *compare and contrast actions, motives and appearances of two characters within one text b. *identify the plot of a text *discuss how a character's traits are important to a text's plot *discuss how two character's contrasting traits are important to the text's plots R Identify main ideas and supporting evidence in short reading passages R Re-tell stories with detail R Evaluate a character s decision/action Identify main ideas and supporting evidence in short reading passages Re-tell stories with detail Evaluate a character s decision/action *distinguish between essential and non-essential information *identify main idea using essential information as support *state the main idea *locate details to support the main idea *identify story elements/details *distinguish between relevant and irrelevant facts/details *sequence information *identify conflict/problem within text *brainstorm various decisions/solutions to conflict/problem *identify decision/action of character in text *evaluate a character's decision/action based on preset criteria essential information non-essential information support evidence main idea detail relevant/irrelevant story elements sequence re-tell distinguish conflict problem/solution evaluate criteria 10 of 18

11 R Read texts that reflect contributions of different cultural groups Read texts that reflect contributions of different cultural groups *define and identify multicultural text *select appropriate texts that reflect different cultures multicultural reading strategies R Locate information to support opinions, predictions, and conclusions R Distinguish among facts and inferences supported by evidence and opinions in text Locate information to support opinions, predictions, and conclusions A. Determine difference between facts and opinions B. Support inferences with evidence from the text *identify opinions, predictions, and conclusions within text *classify information based on essential/non-essential *provide support of opinions, predictions, conclusions, using essential information a. *identify facts and opinions *differentiate between facts and opinions *categorize facts and opinions from a text *select facts and opinions from a text b. *support provided inferences with opinions and facts from the text *justify inferences with opinions and other specific information from the text opinions predictions conclusions classify essential/non-essential information fact opinion justify evidence support Second Nine Weeks: Reading Essential Question: How will developing a better vocabulary improve reading? R Identify figurative language such as idioms, similes and metaphors R Anticipate noun following noun markers including a, an, and the W Demonstrate an awareness of purpose and audience with emphasis on expository and letter writing Identify figurative language such as idioms, similes and metaphors *identify similes, metaphors, and idioms *differentiate between literal and figurative meanings simile metaphor idiom literal figurative Anticipate noun following noun markers including a, an, and the A. Identify the purpose and audience for expository writing B. Identify the purpose and audience for letter writing *identify nouns and noun markers *identify rules that govern nouns that follow specific noun markers *predict nouns following noun markers THIRD NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Third Nine Weeks *explain the purpose of expository writing: inform or persuade *identify the audience for expository and/or letter writing *choose the mode of writing appropriate to audience and purpose noun noun marker Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Third Nine Weeks: Writing - Purpose and Audience Essential Question: How does an author determine the purpose for writing? Essential Question: How does an author determine the audience for a piece of writing? audience purpose Third Nine Weeks: Writing - Pre-writing Essential Question: How does an author develop a plan before writing? W Use available technology to access information by using a card catalog Use available technology to access information *locate books/information using a card catalog 11 of 18

12 W Use pre-writing to draft expository paragraphs within an essay with emphasis on the following: -explanation -purpose and audience W Organize expository paragraphs that include a topic sentence, supporting details, and a concluding sentence Use pre-writing to draft expository paragraphs within an essay with emphasis on the following: -explanation -purpose and audience Draft expository paragraphs that include a topic sentence, supporting details, and a concluding sentence Third Nine Weeks: Writing - Drafting Essential Question: How does drafting help an author get his ideas on paper? W Write to describe, to inform, to entertain, to explain, and to persuade W Create expository, narrative, descriptive, and persuasive writings W Write research reports using summarizing and paraphrasing Write to describe, to inform, to entertain, to explain, and to persuade Create expository writings Create persuasive writings Write research reports using summarizing and paraphrasing *draft by unity -developing a central idea transitions -selecting appropriate information to elaborate/explain central elaborate idea explain -using transitions in writing to show unity for a particular purpose and audience *create expository paragraphs that include a topic sentence, supporting details, and a concluding sentence *create a piece of writing to inform *create a piece of writing in order to explain *create a piece of writing in order to persuade *identify characteristics of expository writings *compose expository writing pieces *identify characteristics of persuasive writing *compose persuasive writing pieces *choose a topic and identify a focus *take notes and summarize *differentiate between paraphrasing p and copying verbatim *distinguish between essential and non-essential information *create research reports expository paragraph transition words paraphrase Work in Progress W Use transition words Use transition words Third Nine Weeks: Writing - Revising Essential Question: How can writing be improved through revising? W Revise content for -organization (i.e., beginning, middle, and end; sequencing ideas; major points of information, etc.) -clarity W Revise style for -sentence variety -tone -voice -selected vocabulary -selected information Revise content for -organization (i.e., beginning, middle, and end; sequencing ideas; major points of information, etc.) -clarity Revise style for -sentence variety -tone -voice -selected vocabulary -selected information *identify transition words in a piece of writing *create /paragraphs using transitions *differentiate between revise and edit *re-read the draft for clarity *change or revise to assure that the writing -contains a central idea -is organized according to purpose and mode -maintains a central focus -contains an appropriate amount of elaboration -has a clear message transition revise clarity unity elaboration central idea *revise to assure that the writing tone -contains a variety of sentence types and lengths voice -maintains a consistent tone (mood) -contains voice (writer s personality) -contains selected information and vocabulary appropriate to the piece 12 of 18

13 W Define and identify the parts of speech to construct effective -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships Define and identify the parts of speech to construct effective -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships *define parts of speech *identify parts of speech in student created *create effective using parts of speech -common and proper nouns -pronouns to avoid repetition -active and linking verbs -adjectives to modify nouns and pronouns -adverbs to modify verbs, adjectives, and other adverbs -conjunctions to join -interjections for excitement -prepositions to indicate relationships W Apply conventions of grammar with emphasis on the following: -subject-verb agreement -parts of speech -parts of a sentence -conjugation in simple verb tenses -possessive pronouns Apply conventions of grammar with emphasis on the following: -subject-verb agreement -parts of speech -parts of a sentence -conjugation in simple verb tenses -possessive pronouns *define conventions of grammar *identify conventions of grammar in student created examples *construct that demonstrate knowledge of grade-level conventions of grammar *demonstrate effective use of grammatical conventions in writing Third Nine Weeks: Writing - Editing Essential Question: How writing be improved through editing? W Edit individually dua or in groups for appropriate ate grade-level e e conventions, within the following features: -Sentence formation completeness absence of fused expansion through standard coordination and modifiers embedding through standard subordination and modifiers standard word order -Usage standard inflections agreement word meaning conventions -Mechanics capitalization punctuation formatting spelling Edit individually or in groups for appropriate grade-level conventions, to within the following o features: es -Sentence formation completeness absence of fused expansion through standard coordination and modifiers embedding through standard subordination and modifiers standard word order -Usage standard inflections agreement word meaning conventions -Mechanics capitalization punctuation formatting spelling *re-read the draft fused *change or edit to assure that the writing modifier -contains complete -contains no run-on -contains that have been expanded using standard coordination (independent clauses, i.e., conjunctions) and modifiers (adjectives and adverbs) -contains that employ elaboration through standard subordination (i.e., because, although, even though) and modifiers (adjectives, adverbs) -contains that make sense -contains standard inflections, subject-verb agreement, word meaning and conventions -contains correct capitalization, punctuation, format, and spelling W Apply conventional rules of punctuation in writing with emphasis on -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address Apply conventional rules of punctuation in writing with emphasis on -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address *identify in authentic writing that demonstrate punctuation rules *create a piece of writing that includes correct use of punctuation -end marks -quotation marks -comma in a series -comma in compound -comma in complex sentence -comma in direct address end marks quotation marks comma in a series comma in compound comma in complex sentence comma in direct address THIRD NINE WEEKS - READING Student Learning Expectations to be Addressed the Third Nine Weeks 13 of 18

14 R Describe the interrelationships between text and other content areas R Use the text features to locate and recall information, with emphasis on fonts/effects and illustrations/photographs Third Nine Weeks: Reading Essential Question: What strategies do good readers use to understand text? Explain how texts and other content areas are related Use text features to locate and recall information *identify text to text connections *practice text to text connections *examine text for specific features *determine purpose and use of text features *use features to locate information related to specific questions text to text connection italics bold print underlined/highlighted words captions photographs footnotes dedication page headings/subheadings tables bibliography glossary table of contents index title page copyright illustrations appendix forward epilogue R Use knowledge of text structure(s) to enhance understanding with emphasis on sequence and description Demonstrate knowledge of text structure(s) to enhance understanding R Classify text information by level of importance to support and Classify and organize text information by level of importance in a explain ideas. variety of ways, including timelines and graphic organizers, to support and explain ideas *identify text structures (sequence, description, problem/solution, cause and effect, compare/contrast) *recognize different text structures *categorize text samples based on structure *identify important information within a text to support ideas *arrange information by importance *identify various graphic organizers and their uses *select appropriate graphic organizer based on text structure *classify information by importance using selected graphic organizer sequence description problem/solution cause/effect compare/contrast timeline graphic organizer R Evaluate personal, social, and political issues as presented in text Evaluate personal, social, and political issues as presented in text *identify personal, social and political issues in a text *develop opinions in relation to social, political and personal issues presented in a text *evaluate issues as presented in the text based on opinions developed personal issues political issues social issues evaluate R Read a variety of informational text, including textbooks, newspapers, magazines, and other instructional materials Read a variety of informational text, including textbooks, newspapers, magazines, and other instructional materials *recognize text features/structures *identify informational text *select informational text *read informational text *document and respond to types of informational text read *identify reading strategies *apply reading strategies during reading informational text text features and structures instructional materials reading strategies textbook R Identify cause/effect and problem/solution relationships A. Identify cause/effect relationships B. Identify problem/solution relationships a. *identify words that signal cause/effect relationships *recognize cause/effect relationships within text b. *recognize problem/solution relationships within text signal words (because, since, after, as a result, when, etc.) cause/effect problem/solution correlate 14 of 18

15 R Skim materials to locate specific information R Scan materials to develop a general overview R Locate information to support opinions, predictions, and conclusions R Use knowledge of text structure to locate information and aid comprehension R Use resources to determine meaning of technical and specialized vocabulary Skim materials to locate specific information Scan materials to develop a general overview Locate information to support opinions, predictions, and conclusions Use knowledge of text structure to locate information and aid comprehension Third Nine Weeks: Reading Essential Question: How will developing a better vocabulary improve reading? Use resources to determine meaning of technical and specialized vocabulary *recognize specific text features *use text features to locate specific information *recognize specific text features *use text features to locate specific information *identify opinions, predictions, and conclusions within text *classify information based on essential/non-essential *provide support of opinions, predictions, conclusions, using essential information *identify text structures *recognize specific text structure within texts *utilize text structure to locate information *identify available resources (content area texts, dictionary, thesaurus, etc.) *use resources to determine meaning R Determine e useful u and relevant e words Determine useful and relevant words *identify text features (bold print, italics, highlighted) *determine e useful u and relevant e words using text t features es *apply learned word meaning to multiple reading & writing situations R Use word origins including common roots and word parts from Greek and Latin to analyze the meaning and determine pronunciation and derivations of complex words Use word origins including common roots and word parts from Greek and Latin to analyze the meaning and determine pronunciation and derivations of complex words *identify root words, affixes, and their meanings *analyze meaning of word using knowledge of affixes, root words, and their meanings FOURTH NINE WEEKS - WRITING Student Learning Expectations to be Addressed the Fourth Nine Weeks skim scan opinions predictions conclusions classify essential/non-essential information text structure demonstrate dictionary thesaurus atlas almanac specialized and technical vocabulary text features useful/relevant u e e root words affixes derivation word origins Work in Progress Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks Fourth Nine Weeks: Writing - Pre-writing Essential Question: How does an author develop a plan before writing? W Use pre-writing to draft expository paragraphs within an essay with emphasis on the following: -explanation -purpose and audience W Write to describe, to inform, to entertain, to explain, and to persuade Use pre-writing to draft expository paragraphs within an essay with emphasis on the following: -explanation -purpose and audience Fourth Nine Weeks: Writing - Drafting Essential Question: How does drafting help the author get his/her thoughts on paper? Write to describe, to inform, to entertain, to explain, and to persuade *draft by unity -developing a central idea transitions -selecting appropriate information to elaborate/explain central elaborate idea explain -using transitions in writing to show unity for a particular purpose and audience *create a piece of writing to describe *create a piece of writing to inform *create a piece of writing to entertain *create a piece of writing in order to explain *create a piece of writing in order to persuade 15 of 18