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Grade 5 - Language Arts

Language Arts in 5th Grade

 

Throughout the course of the school year in 5th grade, students are exposed to a range of literature and genres that students read, annotate, and discuss as a class. While still learning through the Reader’s Workshop model, in which the students choose their own texts to reinforce skill development, students also study Tuck Everlasting, Pay It Forward, The Westing Game, and Johnny Tremain,  the students’ book club books, and various non-fiction texts together in groups and as a class. Assessments are dynamic and feature Reader's Response Journals, Reading Conferences, Book Club meetings, and multiple projects, presentations and written work.

Skills students build in 5th Grade include:
  • Cite and record sources in a bibliography
  • Identify topics of interest and do preliminary research with multiple resources
  • Identify quality sources and references
  • Utilize multiple resources for research (at least 5 reputable sources)
  • Write  3-5 page research papers in MLA formatting
  • Create a digital or visual presentation that synthesizes research findings
  • Orally present the presentation to an audience
  • Record their thoughts, questions, and predictions in the text
  • Connect text to self and text to text.
  • Read actively by questioning information based on prior knowledge
  • Understand that reading involves interpretation
  • make text to world connections.
  • Understand ideas of conflict in literature  
  • Determine the qualities/characteristics of characters 
  • Make inferences in texts based on evidence
  • Understand character evolution in literature
  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  • Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  • Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem
  • Identify the protagonist and antagonist of the story
  • Describe how a narrator's or speaker's point of view influences how events are described.
  • Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)
  • Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text
  • Identify literary conventions in poetry
  • Understand literary devices such as onomatopoeia and alliteration across genres of poetry
  • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
  • Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts
  • Analyze multiple accounts/perspectives of the same event or topic, noting important similarities and differences in the point of view they represent
  • Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to 
  • Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
  • Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
  • Read grade-level text with purpose and understanding.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

The writing process in 5th grade includes students’ use of writing journals, one-on-one writing conferences with the teacher, focused mini-lessons, and a formal “publication” of each student’s written work for each unit.  

As part of the writing process, students will:
  • Cite their sources when taking notes on what they read
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
  • Provide logically ordered reasons that are supported by facts and details.
  • Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
  • Provide a concluding statement or section related to the opinion presented
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  • Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Provide a concluding statement or section related to the information or explanation presented.
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
  • Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
  • Use concrete words and phrases and sensory details to convey experiences and events precisely.
  • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
  • Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research
  • Synthesize textual comprehension with poetry by writing a found poem
  • Write a bio poem utilizing mu;multiple perspective through the lens of a character in a novel
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • Through sentence studies, identify the functions of conjunctions, prepositions, and interjections 
  • Utilize conjunctions, prepositions, and interjections in creative sentences
  • Understand 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.
  • Recognize and correct inappropriate shifts in verb tense.
  • Use correlative conjunctions (e.g., either/or, neither/nor).
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing, speaking, reading, or listening.
  • Use punctuation to separate items in a series.
  • Use a comma to separate an introductory element from the rest of the sentence
  • Use underlining, quotation marks, or italics to indicate titles of works
  • Spell grade-appropriate words correctly, consulting references as needed (Sitton Spelling Series) and context
  • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style
Vocabulary is most often learned in context from the novels and texts that are read as a class along with focused lessons with Wordly Wise.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content.
  • Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase
  • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  • Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Recognize and explain the meaning of common idioms, adages, and proverbs
  • Use the relationship between particular words (e.g., synonyms, antonyms) to better understand each of the words
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
  • Utilize notes and presentation tools effectively to present a dynamic and effective oral presentation in front of an audience
  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion
  • Follow agreed-upon rules for discussions and carry out assigned roles
  • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  • Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
  • Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
  • Adapt speech to a variety of contexts and tasks
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