English/Language Arts Curriculum Guide
| Language | Composition | Literature | Media |
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| 1
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| Elaborate ideas in presentations or discussions by providing relevant and specific details. | - Introduce skill of outlining to show how details can be
arranged by topic headings. - Model with facts/concepts related to social studies or science units of study.
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Gather notes from research and make a 5 minute class
presentation on selected topics.
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Videotape presentations and use a checklist or rubric to see that specific criteria have been met. | - Use Claris Impact or similar software to create a
visual presentation of headings and details. - Could be related to social studies or science units of study. - Zounds!, p.9 |
- Claris Impact - Microsoft Powerpoint - Inspiration software - Zounds!
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| 2
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| Demonstrate an understanding of analogies.
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- Model thinking skill through daily analogy practice. - Daily analogy practice could be related to social studies or science units of study as well as math concepts. - Introduce Synectics activity, p. 52 of Summarizers. |
Work with partner to develop analogies from spelling word lists or topic specific vocabulary from content area. | Given four words, students put them together to make an analogy. | - Decide on a category and make up analogies to fit. - Create a pool of vocabulary words to be used for analogy creation. |
- Summarizers by Jon Saphier and Mary Ann Haley
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| 3
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| Use guide words to locate entries in dictionary, phone book,
thesaurus, etc.
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Provide guided practice with spelling words in dictionary or
class names in phone book.
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Make a directory of businesses in community.
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Choose favorite sites from phone book with partner and use guide words to make their own set of listings. | - Make a school list of important phone numbers. Arrange in
booklet form with appropriate guide words. - Add guide words to glossaries that don't have them. |
- Telephone book - Dictionary - Thesaurus
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| 4
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| Demonstrate an understanding of subject/verb agreement.
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- Model correct use of troublesome verbs. - Use examples of errors and show how they can be detected and corrected. |
- Role plays using troublesome verbs in realistic
conversation. - Immediate reinforcement in best way to model correct usage. |
- Teacher observation. - Assessment of student writing. |
- Daily Oral Language, gr. 5
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| 5
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| Use correctly singular, plural forms of nouns.
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- Categorize different types of nouns. Emphasize irregular
nouns and collective nouns. - Read aloud A Cache of Jewels or The Important Book. - Analyze and facilitate discussion related to patterns. |
Work with a small group to create rules for making plural
nouns. Relate these rules to patterns they have identified.
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Observation of application in their written work.
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Make a creative collective noun book with illustrations.
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- Daily Oral Language, gr. 5 - Daily Oral Language Plus, gr. 5 - A Cache of Jewels - The Important Book
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| 6
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| Use correctly the comparative/superlative forms of adjectives. | - Read aloud Many Luscious Lollipops.
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Create a three or four box comic strip with appropriate
comparative and superlative forms with illustrations.
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- Daily Oral Language, gr. 5 - Daily Oral Language Plus, gr. 5 - Many Luscious Lollipops - Three Billy Goats Gruff
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| 1
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| Demonstrate ability to organize notes taken for research
projects (any method-outline, graphic organizer, web).
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Model structured method for note taking; see IIM Guide, Writer's Express, or WRSD Literacy Guide for suggestions and templates. | - Read and take notes in method as outlined by teacher. - Share and compare with classmates. |
Teacher assesses logical arrangement of notes.
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Apply this skill to study in content area. | - IIM Guide - Writer's Express - WRSD Literacy Guide - Graphic Organizers by Edith Doherty, Synergetics, Inc.
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| 2
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| Produce multi-paragraph compositions of the following type -
response to literature (understanding).
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- Share outline for book review (sample with 3 parts is
provided inWriter's Express, p.135) - Explain the use of reading logs (Journaling by Bromley). |
- Read and respond to literature using structure as outlined
by teacher. - Share and compare with classmates. |
Teacher or peer assessment using collaboratively-generated
rubric.
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- Create a book brochure to advertise a book they read and
would recommend. - Share the brochure with an appropriate audience. |
- Writer's Express, Great Source Education Group - Journaling by Bromley
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| 3
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| Produce multi-paragraph compositions of the following type -
report (description).
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- Outline parameters of writing activity. - Facilitate pre-writing activity. - Introduce structure for President report: 3 sections before, during, after Presidency. |
- Write a description of own shoe. Swap. Partner draws
picture according to description. - Shoes are put in the center of the room and partners have to locate the shoe that fits the written description. - Take notes, divide into 3 piles. Write. |
Teacher assessment of written language and organization of data. | - Using calendar art as stimulus, write a description of a
physical setting and create a story that takes place in that setting. - Make a computer slideshow to present their President report.
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- Writer's Express, Great Source Education Group - IIM Guide - Brainstorms and Blueprints, by Stripling and Pitts - Claris Impact - Microsoft PowerPoint |
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| 4
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| Produce multi-paragraph compositions of the following type -
narrative (sequence/directions).
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Write directions for activity as outlined by teacher. Swap
with classmate and try to follow the directions literally as written. Discuss.
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- Peer assesses accuracy of directions - Teacher assesses written language.
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- Writer's Express, Great Source Education Group - IIM Guide - Legos - Food supplies
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| 5
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| Produce multi-paragraph compositions of the following type - narrative (personal experience). | - Model and explain first person point of view. - Explain a personal experience and model the writing of a narrative to describe it. |
Write about their worst of best school experience by grade so
that a school autobiography is created.
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Teacher assesses autobiographical timeline as base for
narrative - Peer editing (3 questions or areas of concerns, ALWAYS stating something positive). - Conferencing with teacher.
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- Gather students work into book format and title
appropriately, ex: Tales from the Classroom at the End of the Hall. - Zounds!, pp.64-65. |
- IIM Guide - Writer's Express - John Collins' Writing Folders - Brainstorms and Blueprints by Stripling and Pitts - Zounds! |
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| 6
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- Using overhead show corrected form deleting words to make
writing concise. - Model examples of summary, concluding paragraph, use of detail. |
Put information into data base; reword and rewrite to find
most concise presentation of ideas.
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Self assess using checklist, Writer's Express, p. 45.
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- Create signs to assist in revision process. - Use mnemonic devices similar to COPS, SLANT, TOWER.
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- Writer's Express - John Collins' Writing Folders
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| 7
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Use writing samples to model consistent verb tense and the
correct use of helping verbs.
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Participate in and discuss exercises from Daily Oral
Language, Gr. 5, Daily Oral Language Plus, Gr. 5.
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Student will identify and correct errors in verb tense and use of helping verbs on overhead or in writing samples. | - Zounds!, pp.60-61.
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- Daily Oral Language, Gr. 5 - Daily Oral Language Plus, Gr. 5 - Great Source Education Group - Zounds! |
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| 8
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| Edit and revise in terms of achievement of purpose, spelling and usage, level of detail. | - Set individual and/or group goals for focus correction. - Introduce and use consistently basic editing marks. |
Revise work in progress according to individual goals. Edits accordingly. | - Student compares revised work to stated goals. - Teacher assessment of published work.
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Use student generated sentences to edit with basic editing
symbols. Refer to Writer's Express, inside back cover.
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- Writer's Express - John Collins' Writing Folders |
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| 1
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| Recognize dialect in a story.
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Use characters from fiction to demonstrate the use of dialect. Ex: Philip Hall Likes Me, I Reckon, Thy Friend, Obidiah, Jip. | Take a character from literature under study and write dialogue that demonstrates dialect. | Students notice and remark on the different dialects they find in literature. | - Philip Hall Likes Me, I Reckon - Thy Friend, Obidiah - Jip
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| 2
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Use trade books to expose students to a variety of genres. | - Create a Genre Bingo gamecard with genre categories
and column headings. - Use titles of books in class library to fill in the boxes below. |
Student monitors independent reading and categorizes each
book read.
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- Create a student survey that will identify student tastes
related to genres. Graph data and share with an appropriate audience. - Zounds!, pp.67-68.
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- Tapestry of Reading: Introducing Literary Genres by
McDermid - Scholastic Literature - Writing Workshop - Story Form: Comprehension Guide, p. 7-2, 7-3, Language Circle - Zounds! |
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| 3
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| Describe author's point of view/purpose.
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- Model the analysis of literature to focus on point of view
and author's purpose.
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During discussion of literature, explain who is telling the
story.
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Teacher assesses the quality of responses in class
discussion.
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Dramatize story or a scene from literature under study to show different points of view. | - Picture Books by Stech-Vaughn - Literature Circles by Harvey Daniels
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| 4
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| Demonstrate an understanding of literary elements: problem,
solution, climax.
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- Define terms: problem, solution, climax. - Model use of plot chart, Story Form: Comprehension Guide pp. xix, xxi, xxiii, or Story Frame template, WRSD Literacy Guide, XV A-6, XV A-7, XV A-8. |
Use plot chart to show their understanding of the story.
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Teacher assesses plot outline. | - Story Form: Comprehension Guide, Language Circle - Story Grammar - WRSD Literacy Guide - Literature Circles by Neamen and Strong |
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| 5
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| Explain what a character values, based on words and actions.
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- Model use of character frame to analyze a character from
literature under study. - WRSD Literacy Guide, XV A-9, XV A-16-17, XV A-8. |
Read trade book, keep a log of a character making notes and observations given by other characters in the story. | Teacher observes and assesses class discussion, character
wheels, and graphic organizers.
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Choose a character; write a brief essay, Would I Want to Be Friends With This Character? Explain why or why not. | - WRSD Literacy Guide - Elementary Reading Strategies that Work
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| 6
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| Use text/format clues to understand content materials
(italics, bold print, headings, subheadings, marginal notes).
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- Model notetaking using these text/format cues especially in
the areas of Social Studies and Science. - Make a Word Splash related to content area unit (Activators, p. 40). |
- Take the words from Word Splash activity and
reorganize into graphic organizer (WRSD Literacy Guide ) - Brainstorm content from pre-reading of text/format cues.
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Students identify examples of italics, bold print, headings, subheadings, marginal notes. | - Analyze section of text and choose graphic organizer
pattern that best fits content. Prepare overhead or chart with g.o. to share with class. - Use a section of literature, choose vocabulary that they think should be in boldface. |
- WRSD Literacy Guide - Activators by Saphier & Haley
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| 7
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- Use charts to list words of each type of expository pattern
(Reading Teacher's Book of Lists ). - Model application with Social Studies or Science text.
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Write a sequential paragraph using cue words, e.g., later,
next, before, after, etc.
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Use appropriate signals in written work.
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Make a list of cue words to store in writing folder.
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Reading Teacher's Book of Lists
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| 8
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| Identify main idea/topic, explicit or implicit.
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- Model reading aloud of text and identification of main
idea. - Facilitate class discussion about strategies that help the reader identify main idea. - WRSD Literacy Guide, XV D-13. |
- Given a sample paragraph that doesn't have a topic
sentence, students will write a topic sentence. - Share and compare work with others in class.
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Teacher assessment of written work and oral discussion.
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- Create a category or theme picture book in which all
sections are related but the reader must infer the relationship. - Share with an appropriate audience. |
- Reading Teacher's Book of Lists - WRSD Literacy Guide
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| 9
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| Follow directions such as those given in a recipe. | - Copy directions for making oobleck (GEMS guide Oobleck
). - Set guidelines and parameters for learning activity. |
Work with partner to follow directions and make oobleck. | Students write a reflective writing sample describing how well they followed the directions. | Dramatize the book Bartholomew and the Oobleck by Dr.
Seuss.
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- GEMS guide Oobleck - Bartholomew and the Oobleck by Dr. Seuss
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| 1
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| Evaluate appropriate websites for research.
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- Provide a variety of websites to be explored. - See Internet for Kids and Dig That Site for suggested sites.
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- Explore a variety of sites. With a partner, create a list
of criteria for choosing a website. - Use criteria to review sites. |
Make a brochure of interesting web sites to be used by
fifth-graders.
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Make a list of their personal top 10 web sites and write an
evaluation of each.
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- Internet for Kids by Deneen Frazier - Dig That Site by Gary Garfield and Suzanne McDonough |
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| 2
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| Identify and explain media manipulation, i.e., exaggeration,
misleading graphs.
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- Use a variety of print ads to show how products are
promoted.
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- Compare and contrast the product with its advertisement. - Use the computer to manipulate axis of graphs to see if the data appearance is changed. |
Students collect samples of media manipulation and highlight
areas of exaggeration.
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- Write exaggerated ads for products of their choice. - Use adjectives and adverbs to exaggerate.
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- Magazines - Local & national newspapers - AdSmarts
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| 3
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| Identify and explain animation techniques. | Define the term animation and show appropriate examples of animation. | Make simple flip books to show how animation works. | - Create a computer slideshow and animate between slides. - Flip Book computer software allows one to turn Quick Time movies into flip cards. |
- Flip Book software - Claris Impact - Microsoft PowerPoint
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