Reading - 2018-19

Unit 4: Information & Explanatory: 5 Weeks

Communication:Speaking Listening, Media Literacy

The student will listen, draw conclusions, and share responses (use effective oral communication skills) in a variety of settings.

a)  Participate in and contribute to discussions across content areas.

b)  Organize information to present in reports of group activities.

c)  Summarize information gathered in group activities.

d)  Communicate new ideas to others.

e)  Demonstrate the ability to collaborate with diverse teams while sharing responsibility for the work.

f)  Demonstrate the ability to work independently.

Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.

Use evidence to support opinions and conclusions.

Summarize the main points a speaker makes, and connect comments to the remarks of others.

Work respectfully with others and show value for individual contributions.

Adopted: 2010

BIG IDEAS

  • So that when my friends and I are working on a group project in science and/or social studies, we can work as effectively as possible to ensure success.


UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will continue to develop the skills necessary to participate in large- and small-group learning activities.
  • Students will be active participants in discussions across content areas. They will become able to assume the role of the speaker and the role of the listener.
  • Students will refine their organizational skills in preparing, presenting, and summarizing information gathered in group activities.
  • Students will also be able to summarize their own material prior to delivering a presentation.
Teacher Notes:

  • Please note student presentation skills may differ within classrooms.
  • Teachers should explicitly teach effective presentation skills with audience involvement.
  • Teachers should provide opportunities for students to create interactive, multimodal presentations.
  • Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

ESSENTIALS

All students should

  • participate effectively in subject-related group learning activities.
  • use their organizational skills in preparing, presenting, and summarizing information gathered in group activities.
  • communicate and collaborate with diverse teams while maintaining the ability to work independently as necessary to accomplish assigned tasks.

To be successful with this standard, students are expected to

  • participate in a range of discussions building on others’ ideas and clearly expressing their own thoughts, opinions, and information(e.g., one-on-one, in groups, teacher-led).
  • follow rules for discussions and assigned group roles.
  • participate as active listeners in group learning activities by:
    • listening for main ideas;
    • listening for sequence of ideas; and
    • taking notes.
  • participate as informed contributors in subject-related group learning activities by:
    • asking and answering questions at appropriate times;
    • responding to specific questions by making comments that contribute to the discussion and elaborating on the remarks of others;
    • communicating new ideas to others;
    • clarifying confusing points;
    • summarizing main ideas;
    • organizing information from group discussion for presentation;
    • preparing a prewriting tool (e.g., outline, web, or graphic organizer) for presentation prior to delivery; and
    • summarizing a presentation orally prior to delivery.
  • exhibit the ability to collaborate with diverse teams.
  • demonstrate that they can work independently on group-related tasks.
  • Work independently on group-related tasks.
Updated: Jun 05, 2018

The student will create multimodal presentations that effectively communicate ideas.

a)  Maintain eye contact with listeners.

b)  Use gestures to support, accentuate, and dramatize verbal message.

c)  Use facial expressions to support and dramatize verbal message.

d)  Use posture appropriate for communication setting.

e)  Determine appropriate content for audience.

f)  Organize content sequentially around major ideas.

g)  Summarize main points as they relate to main idea or supporting details.

i)  Use language and style appropriate to the audience, topic, and purpose.

Effectively use verbal and nonverbal communication skills to plan and deliver collaborative and individual, formal, and informal interactive presentations.

Ask and answer questions to gather or clarify information presented orally.

Adopted: 2010

BIG IDEAS

  • Because, if I run for a SGA office, I will need to make a speech to tell people why they should vote for me, and this speech needs to do this effectively.
  • Because, during the science fair competition, judges may need to interview me, and I need to be able to speak in a clear manner for them to understand my project.


UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will learn to plan and deliver oral presentations.
  • Students will enhance their oral presentations with appropriate body language, correct posture, and eye contact with listeners.
  • Students will begin to use dramatic gestures and facial expressions that are suitable to the content and the audience.
Teacher Notes:

  • Please note student presentation skills may differ within classrooms.
  • Teachers should explicitly teach effective presentation skills with audience involvement.
  • Teachers should provide opportunities for students to create interactive, multimodal presentations.
  • Multimodal is the strategic use of two or more interdependent modes of communication where both/all modes are essential to convey the intended message (e.g., graphics, written language, moving images, music, audio, presentation technologies, movement).

ESSENTIALS

All students should

  • understand how gestures, facial expressions, posture, and body language affect delivery of the message.
  • select and organize information when preparing for an oral presentation.
  • use visual aids when preparing for an oral presentation.
  • understand how ideas can be best organized and delivered for an effective presentation.
To be successful with this standard, students are expected to· 
  • demonstrate appropriate eye contact with listeners.
  • use appropriate facial expressions and gestures to support, accentuate, or dramatize the message.
  • speak clearly at an understandable pace.
  • use acceptable posture according to the setting and the audience.
  • select information that develops the topic and is appropriate for the audience.
  • report on a topic or text sequencing ideas logically and using relevant facts and descriptive details to support main ideas or themes.
  • narrow the topic.
  • organize content sequentially and group together related information.
  • put information in order, providing an overview of the information at the beginning or a summary of the information at the end.
  • use grammatically correct language.
  • expand, combine, and reduce sentences for meaning, interest, and style.
  • use specific vocabulary and style to enhance oral presentations.
  • use multimodal tools to enhance presentations
Updated: May 29, 2018

Reading

The student will expand vocabulary when reading.

a)  Use context to clarify meaning of unfamiliar words and phrases.

b)  Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

c)  Use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine the meaning of new words.

e)  Use dictionary, glossary, thesaurus, and other word-reference materials.

f)  Develop vocabulary by listening to and reading a variety of texts.

g)  Study word meanings across content areas.

Adopted: 2010

BIG IDEAS

  • So that when I come to a new word that I don’t know, I will know how to use context clues to help me better understand what I am reading.


UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will continue to build vocabulary by applying their knowledge of word structure and context clues to determine the meanings of unfamiliar words.
  • Students will use combined knowledge of all letter-sound correspondences, syllabication patterns, roots, and affixes to read accurately multisyllabic words in context and out.
  • Students will build their knowledge of word origins by learning about Greek and Latin affixes.
  • Students will also use word-reference materials to learn new words.
  • Homophones are words that are pronounced the same and have different meanings regardless of their spelling (e.g., principle/ principal, prince/prints).
  • An author may use a word or phrase figuratively for purposes of comparison, emphasis, or to provide clarity. Such language requires the reader to comprehend beyond the literal meaning of the text.
Teacher Notes:

  • Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation.
  • Teachers must provide opportunities for silent reading with options for student choice.
  • Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
  • Teacher should teach figurative language using fiction and nonfiction texts.
  • Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts.  Please note these terms are not interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension.
  • Please note teachers should introduce specific genres of fiction including, but not limited to, fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, folklore/tall tales, mythology, and mystery.
  • Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired passages with a variety of texts. 
  • Teachers should teach author’s purpose exclusively with nonfiction texts.
  • Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
    • Teachers may integrate the strands through the use of thematic units.
    • Teachers should ask students to write about what they have read.


ESSENTIALS

All students should

  • apply knowledge of word structure and context clues to determine the meanings of unfamiliar words.
  • understand that the content and structure of a sentence, paragraph, or reading selection can help the reader determine the meaning of an unfamiliar word.
  • understand that roots, affixes, synonyms, and antonyms can help the reader determine the meaning of unfamiliar words.
  • understand that word reference resources can help the reader learn word meanings.
  • understand the type of information found in word reference materials such as a glossary, dictionary, and thesaurus.
To be successful with this standard, students are expected to

  • use context as a clue to infer the correct meanings of unfamiliar words and phrases.
  • use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
  • apply knowledge of roots, affixes (prefixes and to determine suffixes), synonyms, antonyms, and homophones.
  • identify the meaning of Greek and Latin affixes.
  • understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation.
  • understand how a prefix changes the meaning of a root word.
  • use word references and context clues to determine which meaning is appropriate in a given situation.
  • select and use the word-reference materials, such as a dictionary, glossary, or thesaurus that is most likely to contain the information needed.
  • develop vocabulary by listening to and reading a variety of texts.
  • study cross-curricular vocabulary.

KEY VOCABULARY

Updated: Oct 09, 2018

The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry.

a)  Describe the relationship between text and previously read materials.

b)  Describe character development.

c)  Describe the development of plot and explain the resolution of conflict(s).

f)  Identify and ask questions that clarify various points of view and differentiate between first and third person point of view.

g)  Identify main idea and theme.

h)  Summarize plot events using details from text.

i)  Draw conclusions and make inferences with support from the text.

j)  Identify cause and effect relationships.

k)  Make, confirm, or revise predictions.

l)  Use reading strategies throughout the reading process to monitor comprehension.

Identify genres.

Discuss the impact of setting on plot development.

Adopted: 2010

BIG IDEAS

  • So that when I encounter new information, words, etc. in science, I can use the strategies to help me better understand what I’m reading.
  • So that as my friends and I grow up and experience new things, I can better understand how these experiences may change us.
  • So that when I have a problem that needs resolution, I can use some ideas from the stories I read.


UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will continue to demonstrate comprehension of a selection by using before-, during-, and after-reading strategies.
  • Students will continue to read and comprehend fictional texts, narrative nonfiction texts, and poetry.
  • Narrative nonfiction is a retelling in story format about real people, animals, places or events. It contains facts and is usually in chronological order (e.g., autobiographies and biographies).
  • Students will become critical readers by analyzing point of view, word choice, plot, beginnings and endings, and character development.
  • Students will continue to further their knowledge of plot and character and their understanding of how each is developed in a literacy selection.
  • Students will then locate information in the text to support their predictions and conclusion.
  • To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS):
    • independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little or no instructional support, and comprehension is strong.
    • instructional level – 90-97% accuracy, or three to ten words of every 100 words misread; student reads with modest accuracy and variable fluency and comprehension should be closely monitored.
    • frustration level – less than 90% accuracy, or more than ten of every 100 words misread; student reads with neither accuracy nor fluency, and therefore his or her comprehension will be affected.
  • The table below presents the results of research on oral reading fluency rates for students at the 90th, 75th and 50th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for fifth-grade students reading fifth-grade text:
    Percentile Fall WCPM Midyear WCPM Spring WCPM
    90 166 182 194
    75 139 156 168
    50 110 127 139

    Hasbrouck, J.E., & Tindal, G.A., 2006

  • When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.*

* Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading. (Special Issue on Fluency. Editors: E. Kame’enui & D. Simmons). 5, p. 211-238.


Teacher Notes:

  • Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation.
  • Teachers must provide opportunities for silent reading with options for student choice.
  • Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
  • Teacher should teach figurative language using fiction and nonfiction texts.
  • Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts.  Please note these terms are not interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension.
  • Please note teachers should introduce specific genres of fiction including, but not limited to, fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, folklore/tall tales, mythology, and mystery.
  • Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired passages with a variety of texts. 
  • Teachers should teach author’s purpose exclusively with nonfiction texts.
  • Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
    • Teachers may integrate the strands through the use of thematic units.
    • Teachers should ask students to write about what they have read.

ESSENTIALS

All students should

  • choose from a variety of comprehension strategies.
  • read a variety of fictional texts, narrative nonfiction texts, and poetry.
  • describe character and plot development.
  • understand the essential elements and characteristics of fictional text, literary nonfiction, and poetry
  • understand the similarities and differences between literary and informational nonfiction texts.

To be successful with this standard, students are expected to

  • discuss the similarities and differences between a text and previously read materials (e.g., compare and contrast characters).
  • summarize important plot events using specific details from the text
  • understand and describe how characters are developed by:
    • what a character thinks
    • what is directly stated in the text;
    • their speech (what a character says) and actions (what a character does); and
    • what other characters in the story say or think about them.
  • understand and describe how some characters change during the story or poem and some characters stay the same.
  • understand that the main character has a conflict that usually gets resolved.
  • Identify and explain the conflict or problem and resolution of the plot.
  • understand that plot is developed through a series of events.
  • identify the events in sequence that lead to resolution of the conflict.
  • discuss why an author might have used particular words and phrases.
  • determine who is telling the story and identify if the point-of-view is first or third person
  • identify and ask questions that clarify various points of view.
  • identify main idea or theme.
    • Thematic topic
    • Lessons learned
  • summarize supporting details from text.
  • refer to details, specific vocabulary, and examples in a text to draw conclusions/make inferences from text.
  • identify cause and effect relationships.
  • make, confirm, or revise predictions.
  • become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
  • read familiar text with fluency, accuracy, and expression to support comprehension.
  • demonstrate comprehension and apply strategies to write about what is read
  • identify genres including, but not limited to, fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, folklore/tall tales, mythology, mystery

Updated: Aug 22, 2018

The student will read and demonstrate comprehension of nonfiction texts.

a)  Use text organizers/features, such as type, headings, and graphics, to predict and categorize information in both print and digital texts.

b)  Use prior knowledge and build additional background knowledge as context for new learning.

d)  Identify the main idea of nonfiction texts.

e)  Summarize supporting details in nonfiction texts.

f)  Identify structural/organizational patterns found in nonfiction.

g)  Locate information to support opinions, predictions, inferences, and conclusions.

h)  Identify cause and effect relationships following transition words signaling the pattern.

k)   Identify new information gained from reading.

l)    Use reading strategies throughout the reading process to monitor comprehension.

Identify transitional words and phrases that signal an author's organizational pattern.

Adopted: 2010

BIG IDEAS

  • So that when researching for my science fair project, I am able to determine what is fact and what is opinion.
  • So that when I decide what NFL team I think is going to win the Super Bowl, I can compare and contrast the teams’ stats and records.
  • So that when completing a science fair project, I can compare/contrast the research from multiple materials to come up with a valid hypothesis.
  • So that when writing I may choose the correct format for my paper – compare/contrast, sequential, etc.
  • Because, when I am researching for information, if I know the structure of the text, I can better understand what I am reading.
  • So that, when I travel, and am looking for things to do, I will know how to read and understand brochures I may find in the hotel, or other tourist spots.

UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will read and demonstrate comprehension of nonfiction texts across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics.
  • Students will demonstrate comprehension of a selection by using before-, during-, and after-reading strategies (e.g., using graphic organizers, question generation, and summarization).
  • Before reading, students will use text organizers to predict and categorize information.
  • During reading, students will formulate questions and make and revise ongoing predictions and inferences, using given information.
  • After reading, students will confirm or dismiss previous predictions and inferences. Students will also summarize content, identify important ideas, provide details, formulate opinions, and use writing to clarify their thinking (e.g., graphic organizers, responsive journaling).
  • Interactions between reader and text will become more sophisticated and deliberate as students make inferences, formulate opinions, and write to clarify their thinking.
  • Prosody refers to the rhythmic and intonational aspect of language, which should be noticeable during oral reading. Prosody contributes to reading fluency and comprehension.
Teacher Notes:
  • Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation.
  • Teachers must provide opportunities for silent reading with options for student choice.
  • Teachers should introduce students to longer, more complex texts both on grade level and above grade level.
  • Teacher should teach figurative language using fiction and nonfiction texts.
  • Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts.  Please note these terms are not interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension.
  • Please note teachers should introduce specific genres of fiction including, but not limited to, fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, folklore/tall tales, mythology, and mystery.
  • Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired passages with a variety of texts. 
  • Teachers should teach author’s purpose exclusively with nonfiction texts.
  • Please note although the strands are developed separately, teachers should seamlessly integrate all strands.
    • Teachers may integrate the strands through the use of thematic units.
    • Teachers should ask students to write about what they have read.

ESSENTIALS

All students should

  • preview, pose questions, and make predictions before reading.
  • understand how the organizational patterns make the information easier to comprehend.
  • make connections between what they read in the selection and their prior knowledge.
  • understand that ideas and topics are presented differently by different authors
  • understand that readers draw conclusions and make inferences based on details and information from the text

To be successful with this standard, students are expected to

  • use text features, such as type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.
  • apply prior knowledge to make predictions and build additional background knowledge as context for learning.
  • determine the main idea of a text and summarize supporting key details.
  • identify structural and organizational patterns such as cause and effect, comparison/contrast, problem/solution, and chronological order.
  • Recognize transitional words and phrases authors use to signal organizational patterns, including but not limited to,
    • Cause and effect (e.g., if, them)
    • Comparison/contrast (e.g., similarly, on the other hand)
    • Chronological (e.g., today, meanwhile)
    • Problem/solution (e.g., the issue is, a possible remedy)
    • identify specific information in text that supports predictions.

  • form opinions and draw conclusions from the selection and make inferences using the text as support. 
  • locate details to support opinions, predictions, and conclusions.
  • identify cause and effect relationships following transition words signaling the pattern.
  • compare and contrast a firsthand and secondhand account (two accounts or perspectives) of the same event or topic; describe the differences in focus and the information provided.
  • identify new information learned from reading.
  • become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
  • demonstrate comprehension and apply strategies to write about what is read

Updated: Sep 20, 2018

Writing

5.7 The student will write for a variety of forms to include narrative, descriptive, expository, and persuasive.

Engage in writing as a process

a)  Identify/select intended audience and purpose.

b)  Use a variety of prewriting strategies.

Introduce and develop a topic, incorporating evidence and supporting details

c)  Organize information to convey a central idea.

Recognize different forms of writing have different patterns of organization, including story structure for narrative writing

d)  Write a clear topic sentence focusing on the main idea.

e)  Write multi-paragraph compositions.

g)  Vary sentence structure by using transition words and prepositional phrases.

h)  Revise for clarity of content using specific vocabulary and information.

i)  Include supporting details that elaborate the main idea.

Adopted: 2010

BIG IDEAS

  • So that should I decide to run for a SGA office position, I know the purpose for which I am writing is different from writing a “how-to” paragraph.
  • So that when writing a story for the kindergarten class, I pay careful attention to the vocabulary and language I use in my story.

UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will continue to write as a method of communication and as a means of expressing themselves.
  • Students will organize their thoughts and choose appropriate vocabulary to convey their message effectively.
  • There will be a continued emphasis on the students’ ability to shape and control language purposefully and to master the features of the composing and written expression domains.
  • Voice shows an author’s personality, awareness of audience, and passion for his or her subject. It adds liveliness and energy to writing.
  • The three domains of writing are
    • composing – the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end);
    • written expression – those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and
    • usage/mechanics – the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar).
  • Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to:
    • example (e.g., that is, for example, in fact)
    • sequence  (e.g., then, next, finally)
    • time or location (e.g., before, meanwhile, nearby)

Teacher Notes:

  • Teachers will model the writing process for students.
  • Teachers should refer to examples of writing in mentor texts.
  • The focus of writing in fifth grade is narrative, descriptive, persuasive, and expository.
  • Teachers should integrate grammar with writing instruction throughout the academic year.
  • Teachers should use student writing to teach editing and peer editing skills.
  • Teachers may want to consult professional publications.
  • Teachers should instruct students in the features of the three domains of writing:
    • Composing—focusing on a clear, central idea, providing elaboration,  organization, and unity
    • Written Expression—sentence variation, selected information, word choice, voice, and tone
    • Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
  • Teachers should use writing conferences and portfolios to monitor student progress.
  • Teachers should provide opportunities for independent writing and options for student choice.
  • Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods of time.

ESSENTIALS

All students should

  • plan and organize information as they write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
  • use precise, descriptive vocabulary and vary sentence structure as they revise for clarity.
  • understand that writers use the writing process, including planning, drafting, revising, editing, and publishing
  • understand the domains of writing include composing, written expression, and usage/mechanics
  • understand voice shows an author’s personality, awareness of audience, and passion for the topic, adding liveliness and energy to writing.

To be successful with this standard, students are expected to

  • write focusing on the composing domain features of central idea, organization, unity, and elaboration
  • write focusing on the written expression domain features of word choice, specific vocabulary, tone, voice, and sentence variety
  • apply knowledge of the writing domains of composing, written expression, and usage/mechanics.
  • produce a clear and coherent written piece in which the development and organization are appropriate to purpose and audience.
  • recognize different modes of writing have different patterns of organization
    • informative/explanatory (descriptive/expository)
      • clearly introduce a topic and group related information in paragraphs
      • use facts, definitions, opinions, quotations, details, or other examples and  information to develop the topic
      • use specific vocabulary to inform and explain the topic; and
      • provide a concluding statement or section related to the topic
    • narrative
      • organize an event sequence that unfolds naturally
      • use transition words and phrases for sentence variety and to manage the sequence of events  
      • use specific vocabulary, words, and phrases to convey experiences and events
      • use narrative techniques, such as dialogue, description, and pacing to develop experiences or characters.
      • provide a conclusion
  • use mentor texts as an example of writing
  • create a plan, and organize thoughts before writing.
  • use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers.
  • focus, organize, and elaborate to construct an effective message for the reader.
  • write a clear topic sentence focusing on the main idea.
  • purposefully shape and control language to demonstrate an awareness of the intended audience.
  • select specific information to guide readers more purposefully through the piece.
  • write multiparagraph compositions focused on a central idea, organizing related information in paragraphs and sections.
  • develop and strengthen writing as needed, in consultation with peers or adults, by prewriting, drafting, revising, editing, or rewriting.
  • use narrative techniques, such as dialogue, description, and pacing, to develop experiences or characters.
  • use precise language and content-specific vocabulary to inform about or explain a topic, to persuade, describe or entertain.
  • include sentences of various lengths and beginnings to create a pleasant, informal rhythm.
  • vary sentence structure by using transition words and phrases.
  • use precise language and phrases to develop writing (e.g., consequently, specifically, especially).
  • clarify writing when revising.
  • include supporting details that elaborate the main idea.
  • use available technology to gather information and to aid in writing.
Updated: May 14, 2018

The student will self- and peer-edit writing for correct grammar (Standard English), capitalization, spelling, punctuation, sentence structure, and paragraphing.

a)  Use plural possessives.

b)  Use adjective and adverb comparisons.

c)  Identify and use interjections.

d)  Use apostrophes in contractions and possessives.

f)  Use commas to indicate interrupters, items in a series, and to indicate direct address.

g)  Use a hyphen to divide words at the end of a line.

h)  Edit for fragments and run-on sentences.

i)  Eliminate double negatives.

j)  Use correct spelling of commonly used words.

k)  Identify and use coordinating conjunctions.

Use prepositional phrases.

Adopted: 2010

BIG IDEAS

  • So that I can ensure that what I am actually writing matches what I intend for it to say.

UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will understand and use the editing process.
  • Students will work to gain more control over the conventions of writing, including composing effective sentences with subject verb agreement, spelling, capitalization, and punctuation.
  • Students will effectively use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, and interjections.
  • Teachers should begin to encourage students to incorporate variety into sentences, by appropriate use of subordinate (dependent) clauses.
  • Students should have practice writing on demand, for shorter time frames, and over  extended periods of time.
Teacher Notes:

  • Teachers will model the writing process for students.
  • Teachers should refer to examples of writing in mentor texts.
  • The focus of writing in fifth grade is narrative, descriptive, persuasive, and expository.
  • Teachers should integrate grammar with writing instruction throughout the academic year.
  • Teachers should use student writing to teach editing and peer editing skills.
  • Teachers may want to consult professional publications.
  • Teachers should instruct students in the features of the three domains of writing:
    • Composing—focusing on a clear, central idea, providing elaboration,  organization, and unity
    • Written Expression—sentence variation, selected information, word choice, voice, and tone
    • Usage/Mechanics—grammar, punctuation, and usage as appropriate for the grade level
  • Teachers should use writing conferences and portfolios to monitor student progress.
  • Teachers should provide opportunities for independent writing and options for student choice.
  • Teachers should provide the opportunity for students to have practice writing on demand, for shorter time frames, and over extended periods of time.

ESSENTIALS

All students should

  • understand that editing for correct sentence formation, grammar, capitalization, spelling, and punctuation makes the meaning of the writing clearer to the reader.
  • revise and edit drafts for improvement, using teacher assistance and peer collaboration.

To be successful with this standard, students are expected to

  • punctuate correctly
    • apostrophes in contractions (e.g., isn’t), and possessives (e.g., Jan’s);
    • commas [e.g., items in a series, to set off the words yes and no; and to indicate direct address (e.g., Is that you, Chloe?)];
    • hyphen
  • use underlining, quotation marks, or italics to indicate titles of works.
  • use adverb comparisons (e.g., fast, faster, fastest).
  • use adjective comparisons (e.g., big, bigger, biggest).
  • use adverbs instead of adjectives where appropriate, (e.g., “He played really well.” instead of “He played real well.”).
  • use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie).
  • use a comma to separate an introductory element from the rest of the sentence.
  • use plural possessives, (e.g., “The books’ covers are torn.”).
  • identify and use interjections (e.g., “Yikes, look at the size of that bug!”).
  • form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
  • use verb tense to convey various times, sequences, states, and conditions.
  • edit to correct fragments and run-ons. 
  • eliminate double negatives.
  • use correct spelling of commonly used words.
  • identify and use conjunctions.
  • use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others.
  • use a rubric to self- and peer-assess writing

Updated: May 14, 2018

Research

The student will find, evaluate, and select appropriate resources to create a research product.

a)  Construct questions about a topic.

b)  Collect and organize information from multiple resources including online, print, and media.

c)  Evaluate the relevance, reliability, and credibility of information.

d)  Organize information presented on charts, maps, and graphs.

e)  Develop notes that include important concepts, summaries, and identification of information sources.

f)  Give credit to sources used in research.

g)  Define the meaning and consequences of plagiarism/avoid plagiarism and use own words.

Adopted: 2010

BIG IDEAS

  • I can plan my writing to match my purpose for writing. I would write a comic strip in a funny, casual way, but I would write a paper in a serious way.
  • I can find the information I need in an appropriate place.

UNDERSTANDING THE STANDARD

  • The intent of this standard is that students will use information resources to locate information on a topic.
  • Students will collect information from multiple resources including online, print, and media.
  • After collecting needed information, students will learn to evaluate and synthesize the information to use in their oral reports or writings.
  • Students will need to give credit to the author, title, and date of a resource used in research.
  • Plagiarism is using someone else’s ideas or words without giving credit.

ESSENTIALS

All students should

  • formulate initial questions about a topic and seek information by identifying, locating, exploring, and effectively using a variety of sources of information.
  • recognize, organize, and record information pertinent to the topic and blend ideas accurately.
  • give credit to sources used in research.
  • understand how information is to be collected, analyzed, evaluated, organized, and presented.
  • understand the importance of avoiding plagiarism and giving credit to sources when gathering and reporting information and ideas.
  • understand that there are consequences of plagiarism, according to the guidelines established by local school divisions.

To be successful with this standard, students are expected to

  • use available technology to gather information and to aid in writing.
  • conduct short research projects that use sources to build knowledge on a topic.
  • formulate research questions based on a topic.
  • select and use appropriate references (e.g., atlases, almanacs, and encyclopedias) including online, print, and media resources.
  • use available technology and media to organize, evaluate, and communicate information (e.g., presentation software, digital media).
  • identify key/search terms to use in searching for information.
  • analyze, use, and organize information presented on charts, maps, and graphs.
  • skim to find information related to a topic.
  • select information that is related to the topic at hand.
  • decide if information is relevant to the topic and reliable and credible for use
  • evaluate and combine (synthesize) related information from two or more sources.
  • develop notes that include important concepts, summaries, and identification of information sources.
  • summarize or paraphrase information in notes and finished work.
  • prevent plagiarism and its consequences by giving credit to authors when ideas and/or words are used in research.
  • avoid plagiarism by giving credit whenever using another person’s media, facts, graphics, music, and quotations.
  • provide a list of sources including author, title, and date. 
Updated: Jun 05, 2018