Content Description Setting the Stage/Ongoing Curriculum Continued from 1 st 2 nd and 3 rd s This section covers objectives and descriptions that must be taught all year long. Strategies The first quarter has a specific list of reading strategies that should be used all year long. (Sources: Comprehension Connections by Tanny McGregor; Interactive Read- Alouds by Linda Hoyt) Technology the This section covers new material that will be taught (introduced) and assessed this specific quarter. This section is taken from the LA Benchmark and Evidence document. It lists ideas for assessment of the focus objectives. This section is paraphrased from the Essential Understandings portion of the Curriculum Framework. All technology links K-5 are available on a separate document. Language Arts objectives should be taught in all content areas. Integration of specific objectives are listed under the heading Nonfiction. Page 1 of 10
Setting the Stage for 1 st (5.1) The student will listen, draw conclusions, and share responses in subjectrelated group learning activities. (5.1a) Participate in and contribute to discussions across content areas (5.1b) Organize to present in reports of group activities (5.1c) Summarize gathered (5.1e) Demonstrate the ability to collaborate with diverse teams (5.1f) Demonstrate the ability to work independently (5.2g) Summarize main points as they relate to main idea or supporting details (5.3) The student will learn how media messages are constructed and for what purposes Research (5.9) The student will find, evaluate, and select appropriate resources for a research product (5.9a) Construct questions about a topic (5.9b) Construct questions about a topic (5.9c) Use technology as a tool to research, organize, evaluate, and communicate (5.9d) Organize presented on charts, maps, and graphs (5.9e) Develop notes that include important concepts, summaries, and identification of sources (5.9f) Give credit to sources used in research (5.9g) Define the meaning and consequences of plagiarism 1 st (5.1) The student will listen, draw conclusions, and share responses in subject-related group learning activities. (5.1a) Participate in and contribute to discussions across content areas (5.1b) Organize to present in reports of group activities (5.1c) Summarize gathered (5.1e) Demonstrate the ability to collaborate with diverse teams (5.1f) Demonstrate the ability to work independently (5.2g) Summarize main points as they relate to main idea or supporting details (5.3) The student will learn how media messages are constructed and for what purposes Research (5.9) The student will find, evaluate, and select appropriate resources for a research product (5.9a) Construct questions about a topic (5.9b) Construct questions about a topic (5.9c) Use technology as a tool to research, organize, evaluate, and communicate (5.9d) Organize presented on charts, maps, and graphs (5.9e) Develop notes that include important concepts, summaries, and identification of sources (5.9f) Give credit to sources used in research (5.9g) Define the meaning and consequences of plagiarism Analyze a variety of media messages. Evidence may include group discussions, written responses, and oral presentations. Participate in a variety of group learning activities. Evidence may include discussion across content areas, reports of group activities, visual presentation. Daily, active participation in turn-and-talk conversations. A variety of both group and individual projects that show evidence of inquiry. Evidence may include short reports, posters, brochures, oral, and media presentations. Use of technology to organize, evaluate, and communicate using library media center resources. to use word processing to write, edit, and participate effectively in subjectrelated group learning activities Page 2 of 10
Setting the Stage for 1 st Strategies (5.5 l/5.6l) Use reading strategies throughout the reading process to monitor comprehension. Using prior knowledge Making connections Inferring Questioning Visualizing Synthesizing Predicting Analyzing Drawing conclusions Sequencing 1 st *The intent of these standards is that students will continue to read and comprehend fiction texts, narrative nonfiction texts, nonfiction texts, and poetry. (5.5b) Describe character development (5.5f) Identify and ask questions that clarify various points of view (5.6a) Use text organizers such as type, headings, and graphics, to predict and categorize in both print and digital texts (5.5g/5.6d) Identify main idea (5.5h/5.6e) Summarize supporting details from text (5.5k) Make, confirm, or revise predictions (5.6g) Locate to support opinions, predictions, and conclusions *These standards will be introduced this quarter, but remain ongoing throughout the entire year. (5.5a) Describe the relationship between text and previously read materials (5.5l) use reading strategies throughout the reading process to monitor comprehension (5.5m) Read with fluency and accuracy (5.6b) Use prior knowledge and build additional background knowledge as context for new learning (5.6c) Skim materials to develop a general overview of content and to locate specific (5.6k) Identify new gained from reading (5.6l) use reading strategies throughout the reading process to monitor comprehension (5.6m) Read with fluency and accuracy (5.4a) Use context to clarify meaning of unfamiliar words and phrases (5.4f) Develop vocabulary by listening to and reading a variety of texts (5.4g) Study word meanings across content areas Minimum of 50 minutes of critical reading daily at the independent level including titles on the PWCS Suggested List. Evidence may include reading logs, teacher conferencing, and book reports. A variety of evidence that illustrates student growth in vocabulary and in word analysis including various student writings, student reading journals, reading response logs, and other assessments. assessment for the PWCS and orange folder. Analysis of running records. read a variety of fictional texts, narrative nonfiction texts, nonfiction texts, and poetry preview, pose questions, and make predictions before reading apply knowledge of word structure and context clues to determine meanings of unfamiliar words Page 3 of 10
Setting the Stage 1 st Initiating Workshop Establishing a writing community Setting expectations and routines Setting a purpose Utilizing mentor texts Gathering benchmark evidence Facilitating opportunities for students to share and discuss writing from 1 st (5.1) The student will listen, draw conclusions, and share responses in subjectrelated group learning activities. (5.1a) Participate in and contribute to discussions across content areas (5.1b) Organize to present in reports of group activities (5.1c) Summarize gathered (5.1e) Demonstrate the ability to collaborate with diverse teams (5.1f) Demonstrate the ability to work independently (5.2g) Summarize main points as they relate to main idea or supporting details (5.3) The student will learn how media messages are constructed and for what purposes 1 st Narrative (5.7a) Identify intended audience (5.7b) Use a variety of prewriting strategies (5.7c) Organize to convey a central idea (5.7h) Revise for clarity of content using specific vocabulary and (5.8) The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing (5.8a) Use plural possessives (5.8d) Use apostrophes in contractions and possessives (5.8e) Use quotation marks with dialogue (5.8j) Use correct spelling of commonly used words *Use cursive writing in compositions. 2 nd (5.2a) Maintain eye contact with listeners (5.2b) Use gestures to support, accentuate, and dramatize verbal message (5.2c) Use facial expressions to support and dramatize verbal message (5.2d) Use posture appropriate for communication setting (5.3b) Identify the characteristics and effectiveness of a variety of media messages Research (5.9) The student will find, evaluate, and select appropriate resources for a research product (5.9a) Construct questions about a topic (5.9b) Construct questions about a topic (5.9c) Use technology as a tool to research, organize, evaluate, and communicate A variety of evidence that demonstrates understanding of the conventions of writing and the editing process to include logs, journals, reports, teacher conferencing. samples on assigned or selfselected topics, evaluated using the PWCS Benchmarks. sample using PWCS writing prompt for the PWCS and orange folder. plan and organize as they write for a variety of purposes: to describe, inform, entertain, explain, and persuade Analyze a variety of media messages. Evidence may include group discussions, written responses, and oral presentations. Participate in a variety of group learning activities. Evidence may include discussion across content areas, reports of group activities, visual presentation. Daily, active participation in turn-andtalk conversations. A variety of both group and individual projects that show evidence of inquiry. Evidence may include short reports, posters, brochures, oral, and media presentations. Use of technology to organize, evaluate, and communicate using library media center resources. Page 4 of 10
from 1 st (5.5a) Describe the relationship between text and previously read materials (5.5l) use reading strategies throughout the (5.5m) Read with fluency and accuracy (5.6b) Use prior knowledge and build additional background knowledge as context for new learning (5.6c) Skim materials to develop a general overview of content and to locate specific (5.6k) Identify new gained from reading (5.6l) use reading strategies throughout the (5.6m) Read with fluency and accuracy (5.4a) Use context to clarify meaning of unfamiliar words and phrases (5.4f) Develop vocabulary by listening to and reading a variety of texts (5.4g) Study word meanings across content areas Strategies (5.5 l/5.6l) Refer to first quarter Setting the Stage for a list of ongoing strategies. (5.9d) Organize presented on charts, maps, and graphs (5.9e) Develop notes that include important concepts, summaries, and identification of sources (5.9f) Give credit to sources used in research (5.9g) Define the meaning and consequences of plagiarism 2 nd *The intent of these standards is that students will continue to read and comprehend fictional texts, narrative nonfiction texts, nonfiction texts, and poetry. (5.5c) Describe the development of plot and explain the resolution of conflict(s) (5.5e) Describe how an author s choice of vocabulary contributes to the author s style (5.5i) Draw conclusions and make inferences from text (5.5j/5.6h) Identify cause and effect relationships (5.6j) Identify, compare, and contrast relationships (5.5f) Identify and ask questions that clarify various points of view (5.6a) Use text organizers such as type, headings, and graphics, to predict and categorize in both print and digital texts (5.4c) Use knowledge of roots, affixes, prefixes, suffixes, synonyms, antonyms, and homophones (5.4e) Use dictionary, glossary, thesaurus, and other word-reference materials (5.4b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words understand how gestures, facial expressions, posture, and body language affect delivery of the message select and organize when preparing for an oral presentation formulate initial questions about a topic and seek by indentifying, locating, exploring, and effectively using a variety of sources of A variety of evidence, both spoken and written, that illustrates student growth in critical reading of a variety of genre (fiction, narrative nonfiction, and poetry) to examine implied relationships, character and plot development, and to form opinions about the text. Evidence may include student reading journals, classroom discussion, essays, and responding to analysis questions. A variety of evidence, both spoken and written, that illustrates student growth in acquisition and use of vocabulary from context, word reference materials, and word study. Evidence may include reading logs, student reading journals, classroom discussion, presentations, reports, and other assessments. Minimum of 50 minutes of critical reading daily at the independent level including titles on the PWCS Suggested List. Evidence to include reading logs, teacher conferencing, and book reports. assessment for the PWCS and orange folder. Analysis of running records. describe character and plot development make connections between what they read in the selection and their prior knowledge Page 5 of 10
Continued from 1 st Narrative (5.7a) Identify intended audience (5.7b) Use a variety of prewriting strategies (5.7c) Organize to convey a central idea (5.7h) Revise for clarity of content using specific vocabulary and (5.8) The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing (5.8a) Use plural possessives (5.8d) Use apostrophes in contractions and possessives (5.8e) Use quotation marks with dialogue (5.8j) Use correct spelling of commonly used words Workshop Continue Workshop expectations initiated in the first quarter Setting the Stage. from 1 st and 2 nd s (5.1) The student will listen, draw conclusions, and share responses in subjectrelated group learning activities. (5.1a) Participate in and contribute to discussions across content areas (5.1b) Organize to present in reports of group activities (5.1c) Summarize gathered (5.1e) Demonstrate the ability to collaborate with diverse teams (5.1f) Demonstrate the ability to work independently (5.2a) Maintain eye contact with listeners (5.2b) Use gestures to support, accentuate, and dramatize verbal message 2 nd Narrative (5.7d) Write a clear topic sentence focusing on the main idea (5.7e) Write multi-paragraph compositions (5.7f) Use precise and descriptive vocabulary to create tone and voice (5.7g) Vary sentence structure by using transition words (5.7i) Include supporting details that elaborate the main idea (5.8b) Use adjective and adverb comparisons (5.8c) Identify and use interjections (5.8f ) Use commas to indicate interrupters *Use cursive writing in compositions. 3 rd (5.1d) Communicate new ideas to others (5.2e) Determine appropriate content for audience (5.2f) Organize content sequentially around major ideas (5.2i) Use language and style appropriate to the audience, topic, and purpose Research (5.9) The student will find, evaluate, and select appropriate resources for a research product (5.9a) Construct questions about a topic (5.9b) Construct questions about a topic A variety of evidence that demonstrates understanding of the conventions of writing and the editing process to include logs, journals, reports, teacher conferencing. samples on assigned or selfselected topics, evaluated using the PWCS Benchmarks. sample using PWCS writing prompt for the PWCS and orange folder. use precise descriptive vocabulary and vary sentence structure as they revise for clarity Presentations, individual or group, which incorporate visual media. A variety of projects that show application of inquiry. Projects may include short reports, posters, brochures, oral, and media presentations. Participate in a variety of group learning activities. Evidence may include discussion across content areas, reports of group activities, visual presentation. Daily, active participation in turn-andtalk conversations. Use of technology to organize, evaluate, and communicate using Page 6 of 10
(5.2c) Use facial expressions to support and dramatize verbal message (5.2d) Use posture appropriate for communication setting (5.2g) Summarize main points as they relate to main idea or supporting details (5.3) The student will learn how media messages are constructed and for what purposes (5.3b) Identify the characteristics and effectiveness of a variety of media messages from 1 st and 2 nd s (5.5a) Describe the relationship between text and previously read materials (5.5l) use reading strategies throughout the (5.5m) Read with fluency and accuracy (5.6b) Use prior knowledge and build additional background knowledge as context for new learning (5.6c) Skim materials to develop a general overview of content and to locate specific (5.6k) Identify new gained from reading (5.6l) use reading strategies throughout the (5.6m) Read with fluency and accuracy (5.4a) Use context to clarify meaning of unfamiliar words and phrases (5.4f) Develop vocabulary by listening to and reading a variety of texts (5.4g) Study word meanings across content areas Strategies (5.5 l/5.6l) Refer to first quarter Setting the Stage for a list of ongoing strategies. (5.9c) Use technology as a tool to research, organize, evaluate, and communicate (5.9d) Organize presented on charts, maps, and graphs (5.9e) Develop notes that include important concepts, summaries, and identification of sources (5.9f) Give credit to sources used in research (5.9g) Define the meaning and consequences of plagiarism 3 rd *The intent of these standards is that students will continue to read and comprehend fiction texts, narrative nonfiction texts, nonfiction texts, and poetry. (5.6f) Identify structural patterns found in nonfiction (5.5b) Describe character development (5.5e) Describe how an author s choice of vocabulary contributes to the author s style (5.5i) Draw conclusions and make inferences from text (5.5g/5.6d) Identify main idea (5.5h/5.6e) Summarize supporting details from text (5.5k) Make, confirm, or revise predictions (5.6g) Locate to support opinions, predictions, and conclusions (5.4d) Identify an author s use of figurative language (5.4a) Use context to clarify meaning of unfamiliar words and phrases (5.4f) Develop vocabulary by listening to and reading a variety of texts (5.4b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words library media center resources. communicate and collaborate with diverse teams while maintaining the ability to work independently as necessary to accomplish assigned tasks use visual aids when preparing for an oral presentation recognize, organize, and record pertinent to the topic and blend ideas accurately A variety of evidence, both spoken and written, that illustrates student growth in reading nonfiction texts and acquiring to answer questions, interpret graphics (e.g. maps, charts, and graphs), generate hypotheses, make inferences, support opinions, compare and contrast relationships, formulate conclusions, and generate new questions. Evidence may include journal writing, presentations, essays, reports, and responding to analysis questions. Visually represent understandings from text using charts, maps, and graphs. Evidence may include visuals for presentations, reports, or projects. Minimum of 50 minutes of critical reading daily at the independent level including titles on the PWCS Suggested List. Evidence to include logs, teacher conferencing, and book reports. assessment for the PWCS and orange folder. Analysis of running records. choose from a variety of comprehension strategies understand how the organizational patterns make the easier to Page 7 of 10
from 1 st and 2 nd s All objectives for composing and written expression should be reviewed in narrative writing. Workshop Continue Workshop expectations initiated in the first quarter Setting the Stage. from 1 st, 2 nd and 3 rd s (5.1) The student will listen, draw conclusions, and share responses in subjectrelated group learning activities. (5.1a) Participate in and contribute to discussions across content areas (5.1b) Organize to present in reports of group activities (5.1c) Summarize gathered (5.1d) Communicate new ideas to others (5.1e) Demonstrate the ability to collaborate with diverse teams (5.1f) Demonstrate the ability to work independently (5.2a) Maintain eye contact with listeners (5.2b) Use gestures to support, accentuate, and dramatize verbal message (5.2d) Use posture appropriate for communication setting (5.2c) Use facial expressions to support and Focus for 3 rd Informative/Explanatory (5.7a) Identify intended audience (5.7b) Use a variety of prewriting strategies (5.7c) Organize to convey a central idea (5.7h) Revise for clarity of content using specific vocabulary and (5.8) The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing (5.8h) Edit for fragments and run-on sentences (5.8i) Eliminate double negatives *Use cursive writing in compositions. 4th (5.2h) Incorporate visual media to support the presentation (5.3a) Differentiate between auditory, visual, and written media messages Research (5.9) The student will find, evaluate, and select appropriate resources for a research product (5.9a) Construct questions about a topic (5.9b) Construct questions about a topic (5.9c) Use technology as a tool to research, organize, evaluate, and communicate (5.9d) Organize presented on charts, maps, and graphs (5.9e) Develop notes that include important concepts, summaries, and comprehend apply knowledge of word structure and context clues to determine meanings of unfamiliar words A variety of evidence that demonstrates understanding of the conventions of writing and the editing process to include logs, journals, reports, teacher conferencing. samples on assigned or selfselected topics, evaluated using the PWCS Benchmarks. sample using PWCS writing prompt for the PWCS and orange folder. revise and edit drafts for improvement, using teacher assistance and peer collaboration Analyze a variety of media messages. Evidence may include group discussions, written responses, and oral presentations. Participate in a variety of group learning activities. Evidence may include discussion across content areas, reports of group activities, visual presentation. Daily, active participation in turn-andtalk conversations. A variety of both group and individual projects that show evidence of inquiry. Evidence may include short reports, posters, brochures, oral, and media presentations. Use of technology to organize, evaluate, and communicate using library media center resources. Page 8 of 10
dramatize verbal message (5.2e) Determine appropriate content for audience (5.2f) Organize content sequentially around major ideas (5.2g) Summarize main points as they relate to main idea or supporting details (5.2i) 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 (5.3b) Identify the characteristics and effectiveness of a variety of media messages from 1 st, 2 nd and 3 rd s (5.5a) Describe the relationship between text and previously read materials (5.5l) use reading strategies throughout the (5.5m) Read with fluency and accuracy (5.6b) Use prior knowledge and build additional background knowledge as context for new learning (5.6c) Skim materials to develop a general overview of content and to locate specific (5.6k) Identify new gained from reading (5.6l) use reading strategies throughout the (5.6m) Read with fluency and accuracy (5.4a) Use context to clarify meaning of unfamiliar words and phrases (5.4f) Develop vocabulary by listening to and reading a variety of texts (5.4g) Study word meanings across content areas Strategies (5.5 l/5.6l) Refer to first quarter Setting the Stage for a list of ongoing strategies. identification of sources (5.9f) Give credit to sources used in research (5.9g) Define the meaning and consequences of plagiarism 4 th *The intent of these standards is that students will continue to read and comprehend fiction texts, narrative nonfiction texts, nonfiction texts, and poetry. (5.5d) Describe the characteristics of free verse, rhymed, and patterned poetry (5.6i) Differentiate between fact and opinion (5.5c) Describe the development of plot and explain the resolution of conflict(s) (5.5j/5.6h) Identify cause and effect relationships (5.4c) Use knowledge of roots, affixes, prefixes, suffixes, synonyms, antonyms, and homophones (5.4d) Identify an author s use of figurative language (5.4e) Use dictionary, glossary, thesaurus, and other word-reference materials (5.4g) Study word meanings across content areas 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 use their organizational skills in preparing, presenting, and summarizing gathered in group activities give credit to sources used in research A variety of evidence, both spoken and written, that illustrates student growth in reading nonfiction texts and acquiring to answer questions, interpret graphics (e.g. maps, charts, and graphs), generate hypotheses, make inferences, support opinions, compare and contrast relationships, formulate conclusions, and generate new questions. Evidence may include journal writing, presentations, essays, reports, and responding to analysis questions. Visually represent understandings from text using charts, maps, and graphs. Evidence to include visuals for presentations, reports, or projects. Minimum of 50 minutes of critical reading daily at the independent level including titles on the PWCS Suggested List. Evidence may include reading logs, teacher conferencing, and book reports. choose from a variety of comprehension strategies Page 9 of 10
from 1 st, 2 nd and 3 rd s Informative/Explanatory (5.7a) Identify intended audience (5.7b) Use a variety of prewriting strategies (5.7c) Organize to convey a central idea (5.7h) Revise for clarity of content using specific vocabulary and (5.8) The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing (5.8h) Edit for fragments and run-on sentences (5.8i) Eliminate double negatives Workshop Continue Workshop expectations initiated in the first quarter Setting the Stage. 4 th Informative/Explanatory/ Persuasive (5.7d) Write a clear topic sentence focusing on the main idea (5.7e) Write multi-paragraph compositions (5.7f) Use precise and descriptive vocabulary to create tone and voice (5.7g) Vary sentence structure by using transition words (5.7i) Include supporting details that elaborate the main idea (5.8g) Use a hyphen to divide words at the end of a line (5.8k) Identify and use conjunctions *Use cursive writing in compositions. A variety of evidence that demonstrates understanding of the conventions of writing and the editing process to include logs, journals, reports, teacher conferencing. samples on assigned or selfselected topics, evaluated using the PWCS Benchmarks. sample using PWCS writing prompt for the PWCS and orange folder. understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader Page 10 of 10