5th grade english -...

Town of West Point Public Schools

5th Grade ENGLISH

Curriculum Map

Version: May, 2012 Based on: English Standards of Learning

Adopted, 2010Full Implementation: 2012-2013

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EEnngglliisshh//LLaanngguuaaggee AArrttss CCuurrrriiccuulluumm MMaapp

Revised: August 29, 2012 (added VOCABULARY BUILDING ADDENDUM) Property of the Town of West Point Public Schools

5th GradeAssessment Map

STRAND(OrganizingConcepts)

1st QuarterAssessment

2nd QuarterAssessment

3rd QuarterAssessment

4th QuarterAssessment

Communication5.1 a-f5.2 a-i5.3 ab

5.1 a-f5.2 a-i5.3 ab

5.1 a-f5.2 a-i5.3 ab

5.1 a-f5.2 a-i5.3 ab

Reading

5.4 b5.5 bce5.6 bcfg

5.4 b5.5 bce

5.6 deabcfg

5.4 bc5.5 dabce

5.6 abcdefg

5.4 bc5.5 abcde

5.6 abcdefg

SOLReading Test

Writing

Writing prompts (grade leveldeveloped)

5.7 abcdefghi5.8 abcdefghijk

Writing prompts (grade leveldeveloped

5.7abcdefghi

5.8 abcdefghijk


SOL Writing Test5.7 abcdefghi

5.8 abcdefghijk


5.7 abcdefghi5.8 abcdefghijk

Research5.9 abcdefg 5.9 abcdefg 5.9 abcdefg 5.9 abcdefg




5th GradeInstructional Outline

Bold Print – New InstructionNot Bold – Instruction Continues


1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Communication5.1 a-f5.2 a-i5.3 ab

5.1 a-f5.2 a-i5.3 ab

5.1 a-f5.2 a-i5.3 ab

5.1 a-f5.2 a-i5.3 ab

Reading

5.4 a-g5.5 abce

5.6 b5.7 ab

5.4 a-g5.5 abce

5.6 deabc5.7 ab

5.4 a-g5.5 dabce5.6 abcde

5.7 ab

SOLReading Test

5.4 a-g5.5 abcde5.6 abcde

5.7 ab

Writing 5.8 abcd5.9 abdeh

5.8 efgabcd5.9 cfgabdeh

SOLWriting Test5.8 abcdefg

5.9 abcdefgh

5.8 abcdefg5.9 abcdefgh

Research5.9 abcdefg 5.9 abcdefg 5.9 abcdefg 5.9 abcdefg




Grade: 51st QUARTER



SOL/Objective

#(s)

* denotes

SummativeAssessment

Essential Skills/ConceptsResource

Correlations

Formative/SummativeAssessments

(Writing Assignments, Tests,Projects, Performances)

Communication

5.1 ac

5.2 ad

5.3 bc

Draw conclusions, share responses in subject–relatedgroup learning activities ; contribute to discussions,summarize information, build background

Use effective nonverbal communication skills;eye contact, posture

Learn how media messages are constructed and for whatpurpose

Textbook Support:

TE-Unit 1 -Meeting Challenges

Question of Day/Week Read Alouds with focus onWeek 2. tone of voiceWeek 3: tone of voiceWeek 3: pitchWeek 4: phrasingWeek 5: pauseWeek 6-9: Continue focus on theabove fluency skills fluency

Group discussions crosscurriculum in all content areas

Oral presentations-for ex. book ,oral reports,

Read-re-tell

Graphic organizer Self- evaluation edit Student- teacher conferences Writing prompts Teacher-made tests 9 week summative test Selection test Cold reading assessment Running records

Reading

5.4 a-g Expand vocabulary when reading; context clues, rootwords, prefixes, suffixes VOCABULARY BUILDING– Offer explicit instruction using the addendum at theend of this map.

Use context as a clue to infer the correct meanings ofunfamiliar words and phrases.

Use context and sentence structure to determine meaningand differentiate among multiple meaning of words.

Apply knowledge of roots, affixes (prefixes and suffixes),synonyms, antonyms, and homophones.

Begin to learn about the Greek and Latin affixes. Understand how prefixes change the meaning of root

words. Understand that often a word can be divided into root

word, prefix, and suffix in order to determine itspronunciation.

Identify when an author uses language figuratively. Use word references and context clues to determine

Textbook Support:

TE-Unit 1 -Meeting Challenges

Week 2

“Frindle”(T = 5.4 b 5.5 bc)

Week 3

“Thunder Rose”(T = 5.4 a c 5.5 a c)

Week 4

“Satchel Page”(T = 5.4 a b 5.6 b c e)

Week 5

Level Readers(atheletes) Unit 1/4

Biography of anotherfamous athelete (maleand female)





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.5abcdefghijklm

5.6abcdefghijklm

which meaning is appropriated in a given situation. Identify the word-reference material, such as a dictionary,

glossary, glossary, or thesaurus that is most likely tocontain the information needed.

Develop vocabulary by listening to and reading a varietyof texts.

Study word meanings across content areas.

The student will read and demonstrate comprehension offictional text, narrative nonfiction, and poetry.

Describe the relationship between text andpreviously read materials.

Describe character development. Describe the development of plot and explain the

resolution of conflict(s). Describe the characteristics of free verse, rhymed,

and patterned poetry. Describe how an author’s choice of vocabulary

contributes to the author’s style. Identify and ask questions that clarify various points

of view. Identify main idea. Summarize supporting details from text. Draw conclusions and make inferences from text. Identify cause and effect relationships. Make, confirm, or revise predictions. Use reading strategies throughout the reading

process to monitor comprehension. Read with fluency and accuracy.

Read and demonstrate comprehension of nonfiction text Use text organizers, such as type, headings, and

graphics, to predict and categorize information in

Week 6

“Shutting Out the Sky”(T = 5.4 a c 5.6 b d)

Week 7

Reading Across theCurriculum - SocialStudies focus onGeography

Week 8

Novel StudyNOVEL STUDY

(T = 5.4 a c 5.5 b c)Week 9

Continue novel study

Xt and summarize AtReview 9 wk test

Weekly, bi-weekly student writtenresponse journals

Rubrics for writing, oral reports,and projects

Summaries

Self-edit checklist





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



both print and digital texts. Use prior knowledge and build additional

background knowledge as context for new learning. Skim materials to develop a general overview of

content and to locate specific information. Identify the main idea of nonfiction texts. Summarize supporting details in nonfiction texts. Identify structural patterns found in nonfiction. Locate information to support opinions, predictions,

and conclusions. Identify cause and effect relationships following

transition words signaling the pattern. Differentiate between fact and opinion. Identify, compare, and contrast relationships. Identify new information gained from reading. Use reading strategies throughout the reading


Writing

5.7abcdefg

SIM: Revisit and teach Proficiency in the SentenceWriting Strategy – Lessons 1-10SIM: Revisit and teach paragraph writing strategyLessons 1-10SIM: Introduce and teach theme writing (TOWER)

The student will write for a variety of purposes: to describe,to inform, to entertain, to explain, and to persuade. 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 purposeand audience.

Recognize different modes of writing have different

Textbook Support:

Week 2 T = 5.8eWeek 3 T 5.9Week 4 T = 5.8aWeek 5Week 6 T = 5.9Week 7Week 8 T = 5.9Week 9 Review 9 wk test





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



hi patterns of organization Informative/explanatory

o Clearly introduce a topic and group relatedinformation in paragraph

o Use facts, definitions, opinion, quotation,details, or other examples and information todevelop the topic

o Use specific vocabulary to inform and explainthe topic;

o Provide a concluding statement or sectionrelated to the topic

Narrativeo Organize an event sequence that unfolds

naturallyo Use transition words and phrases for sentence

variety and to manage the sequence of eventso Use specific vocabulary, words, and phrases to

convey experiences and events. persuasive

o introduce the positiono provide evidence to support the positiono provide points for the opposite side and argue

against themo provide a conclusion

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 focusing on the main topic. Purposefully shape and control language to demonstrate

an awareness of the intended audience. Select specific information to guide readers more

purposefully through the piece.





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.8 a-k

Write multiparagraph compositions focused on a topic,grouping related information in paragraph and sections.

Choose precise descriptive vocabulary and information tocreate tone and voice.

Develop and strengthen writing as needed, in consultationwith peers or adults, by prewriting, drafting, revising,editing, or rewriting.

Use narrative technique, such as dialogue, description,and pacing, to develop experiences or character.

Use precise language and content-specific vocabulary toinform about or explain a topic, to persuade, describe, orentertain.

Include sentences of various lengths and beginnings tocreate pleasant, informal rhythm.

Vary sentence structure by using transitions words andphrases

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.

The student will edit writing for correct grammar,capitalization, spelling, punctuation, sentence structure, andparagraphing.

Use plural possessives. Use adjective and adverb comparisons. Identify and use interjections. Use apostrophes in contractions and possessives. Use quotation marks with dialogue. Use commas to indicate interrupters. Use a hyphen to divide words at the end of a line.





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



Edit for fragments and run-on sentences. Eliminate double negatives. Use correct spelling of commonly used words. Identify and use conjunctions.

Research

5.9 abcdefg The student will find, evaluate, and select appropriateresources for a research product.

Construct questions about a topic. Collect information from multiple resources

including online, print, and media. Use technology as a tool to research, organize,

evaluate, and communicate information. Organize information presented on charts, maps, and

graphs. Develop notes that include important concepts,

summaries, and identification of information sources. Give credit to sources used in research.

Define the meaning and consequences of plagiarism.




Grade: 52nd QUARTER



SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



Communication

5.1 ac

5.2 ad

5.3 bc




Textbook Support:

TE-Unit 2 –Doing the RightThing Question of Day/Week Read Alouds with focus onWeek 10. Dialogue/characterizationWeek 11: echo readingWeek 12: choral readingWeek 13: Tone of voiceWeek 14: Partner reading

Week 15-18: Continue focuson the above fluency skillsfluency w/ emphasis on pitch,tone of voice phrasing,

Group discussions crosscurriculum in all contentareas

Oral presentations-for ex.book , oral reports,

Read-re-tell Graphic organizer Student- teacher

conferences Teacher-made tests 9 week summative test Selection test Cold reading assessment

Running records

Reading

5.4 a-g Expand vocabulary when reading; context clues, rootwords, prefixes, suffixes VOCABULARY BUILDING– Offer explicit instruction using the addendum at theend of this map.


Use context and sentence structure to determine meaningand differentiate among multiple meaning of words.

Apply knowledge of roots, affixes (prefixes and suffixes),synonyms, antonyms, and homophones.


words.

TE-Unit 2 –Doing the RightThingWeek 10

“Inside Out”(T = 5.4 b 5.5 5.5 e)

Week 11

“Passage to Freedom”(T = 5.4 c 5.6 5.6 b)

Week 12

“The Ch’i-lin Purse”(T = 5.4 a b 5.5 5.5a)

Week 13





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.5abcdefghijklm

Understand that often a word can be divided into rootword, prefix, and suffix in order to determine itspronunciation.


which meaning is appropriated in a given situation. Identify the word-reference material, such as a dictionary,

glossary, glossary, or thesaurus that is most likely tocontain the information needed.










process to monitor comprehension.

“Jane Goodall’s 10ways to Help Wildlife”(5.4a 5.6 5.6e)

TE-Unit 4 –AdaptingWeek 14

“Weslandia”(T = 5.4 a b 5.5 5.5 c )

Week 15

“ Stretching Ourselves”(T 5.4a 5.6 5.6 a c)

Week 16

“The Stormi GiovanniClub”

(T = 5.4 a 5.5 )Week 17

Novel StudyHATCHET

(5.4 a b 5.6 5.6c)

Week 18

Continue Novel Study

Review of T skills

9 week test

Student response journals Rubrics for writing, oral

reports, and projects Weekly, bi-weekly student

written response Writing prompts Self- evaluation edit





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.6abcdefghijklm

Read with fluency and accuracy.


graphics, to predict and categorize information inboth print and digital texts.

Use prior knowledge and build additionalbackground knowledge as context for new learning.

Skim materials to develop a general overview ofcontent and to locate specific information.

Identify the main idea of nonfiction texts. Summarize supporting details in nonfiction texts. Identify structural patterns found in nonfiction. Locate information to support opinions, predictions,

and conclusions. Identify cause and effect relationships following



Writing

5.7abcdefghi

SIM: Revisit and teach Proficiency in the SentenceWriting Strategy – Lessons 1-10SIM: Revisit and teach paragraph writing strategyLessons 1-10SIM: Introduce and teach theme writing (tower)

The student will write for a variety of purposes: to describe,to inform, to entertain, to explain, and to persuade. Apply knowledge of the writing domains of composing,

Textbook Support:

Week 10 T = 5.9Week 11 T 5.9dWeek 12 T = 5.9Week 13 T = 5.9Week 14 T = 5.9Week 15 T = 5.9Week 16 T = 5.9





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations




development and organization are appropriate to purposeand audience.

Recognize different modes of writing have differentpatterns of organization Informative/explanatory











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.

Week 18 Review 9 wk test





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.8 a-k

Write a clear topic focusing on the main topic. Purposefully shape and control language to demonstrate


purposefully through the piece. Write multiparagraph compositions focused on a topic,

grouping related information in paragraph and sections. Choose precise descriptive vocabulary and information to

create tone and voice. Develop and strengthen writing as needed, in consultation

with peers or adults, by prewriting, drafting, revising,editing, or rewriting.


Use precise language and content-specific vocabulary toinform about or explain a topic, to persuade, describe, orentertain.




Clarify writing when revising. Include supporting details that elaborate the main idea. Use available technology to gather information and to aid

in writing.

The student will edit writing for correct grammar,capitalization, spelling, punctuation, sentence structure, andparagraphing.

Use plural possessives. Use adjective and adverb comparisons. Identify and use interjections.





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



Use apostrophes in contractions and possessives. Use quotation marks with dialogue. Use commas to indicate interrupters. Use a hyphen to divide words at the end of a line. Edit for fragments and run-on sentences. Eliminate double negatives. Use correct spelling of commonly used words. Identify and use conjunctions.

Research




evaluate, and communicate information. Organize information presented on charts, maps, and

graphs. Develop notes that include important concepts,

summaries, and identification of information sources. Give credit to sources used in research.

Define the meaning and consequences of plagiarism.




Grade: 53rd QUARTER



SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



Communication

5.1 ac

5.2 ad

5.3 bc



Learn how media messages are constructed and forwhat purpose

Textbook Support:

TE-Unit 5 –Adventurers Question of Day/Week Read Alouds with focus onWeek 19 5.1 5.3 /model emotionWeek 20 5.1 5.3 / partner RWeek 21 “Week 22 “Week 23 “Week 24 “Week 25 “Week 26 “Week 27 “

Reading

5.4 a-g Expand vocabulary when reading; context clues, rootwords, prefixes, suffixes VOCABULARYBUILDING – Offer explicit instruction using theaddendum at the end of this map.


Use context and sentence structure to determinemeaning and differentiate among multiple meaning ofwords.

Apply knowledge of roots, affixes (prefixes andsuffixes), synonyms, antonyms, and homophones.



word, prefix, and suffix in order to determine its

Textbook Support:

TE-Unit 5 –Adventurers

Week 19 - S Studies text

“Who goes seekingadventure and why?

Finding adventure inhistorical events.

(early explorers/review)5.5 a reading across texts

Week 20

“The Three-CenturyWoman”5.4 a b 5.5 ce





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.5abcdefghijklm

pronunciation. Identify when an author uses language figuratively. Use word references and context clues to determine

which meaning is appropriated in a given situation. Identify the word-reference material, such as a

dictionary, glossary, glossary, or thesaurus that is mostlikely to contain the information needed.

Develop vocabulary by listening to and reading avariety of texts.







contributes to the author’s style. Identify and ask questions that clarify various

points of view. Identify main idea. Summarize supporting details from text. Draw conclusions and make inferences from text. Identify cause and effect relationships. Make, confirm, or revise predictions. Use reading strategies throughout the reading


Week 21

“The UnsinkableWreck of the R.M.S.Titanic”

5.4 b c 5.6 5.6aWeek 22

“Talk with anAstronaut”

5.4 ac 5.6 5.6aWeek 23

“Journey to theCenter of the Earth”

5.4 a 5.5 5.5aWeek 24

“Ghost Towns of theAmerican West”

5.4 b 5.6a cWeek 25

Week 26

Novel5.4 abc 5.5 5.6 ac

Week 27

Continue novel study

Review T Skills

9week test





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.6abcdefghijklm


graphics, to predict and categorize information inboth print and digital texts.

Use prior knowledge and build additionalbackground knowledge as context for newlearning.

Skim materials to develop a general overview ofcontent and to locate specific information.

Identify the main idea of nonfiction texts. Summarize supporting details in nonfiction texts. Identify structural patterns found in nonfiction. Locate information to support opinions,

predictions, and conclusions. Identify cause and effect relationships following



Writing

5.7abcdefghi

SIM: Revisit and teach Proficiency in the SentenceWriting Strategy – Lessons 1-10SIM: Revisit and teach paragraph writing strategyLessons 1-10SIM: Introduce and teach theme writing (tower)

The student will write for a variety of purposes: todescribe, to inform, to entertain, to explain, and to

Week 19 Cumulative reviewWeek 20 5.9dWeek 21 5.9 bWeek 22Week 23Week 24 5.9bWeek 25Week 26Week 27





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



persuade. 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 topurpose and audience.








variety and to manage the sequence of eventso Use specific vocabulary, words, and phrases

to convey experiences and events. persuasive



Create a plan, and organize thoughts before writing. Use a variety of prewriting strategies (e.g.,

brainstorming, listing, free writing, and using graphic





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.8 a-k

organizers. Focus, organize, and elaborate to construct an effective

message for the reader. Write a clear topic focusing on the main topic. Purposefully shape and control language to

demonstratean awareness of the intended audience.

Select specific information to guide readers morepurposefully through the piece.

Write multiparagraph compositions focused on a topic,grouping related information in paragraph andsections.

Choose precise descriptive vocabulary and informationto create tone and voice.

Develop and strengthen writing as needed, inconsultation with peers or adults, by prewriting,drafting, revising, editing, or rewriting.


Use precise language and content-specific vocabularyto inform about or explain a topic, to persuade,describe, or entertain.




Clarify writing when revising. Include supporting details that elaborate the main idea. Use available technology to gather information and to

aid in writing.

The student will edit writing for correct grammar,





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



capitalization, spelling, punctuation, sentence structure, andparagraphing.

Use plural possessives. Use adjective and adverb comparisons. Identify and use interjections. Use apostrophes in contractions and possessives. Use quotation marks with dialogue. Use commas to indicate interrupters. Use a hyphen to divide words at the end of a line. Edit for fragments and run-on sentences. Eliminate double negatives. Use correct spelling of commonly used words. Identify and use conjunctions.

Research




evaluate, and communicate information. Organize information presented on charts, maps,

and graphs. Develop notes that include important concepts,

summaries, and identification of informationsources.

Give credit to sources used in research.

Define the meaning and consequences ofplagiarism.




Grade: 54th QUARTER



SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



Communication

5.1 abc

5.2 abcd

5.3abcde

Draw conclusions, share responses in subject–relatedgroup learning activities

Use effective nonverbal communication skills


Textbook Support:

TE-Unit 6 The Unexpected Question of Day/Week Read Alouds

Reading

5.4 a-g Expand vocabulary when reading; context clues, rootwords, prefixes, suffixes VOCABULARY BUILDING –Offer explicit instruction using the addendum at the endof this map. Use context as a clue to infer the correct meanings of

unfamiliar words and phrases. Use context and sentence structure to determine

meaning and differentiate among multiple meaning ofwords.

Apply knowledge of roots, affixes (prefixes andsuffixes), synonyms, antonyms, and homophones.



word, prefix, and suffix in order to determine itspronunciation.


Textbook Support:

TE-Unit 6 The UnexpectedWeek 28

“At the Beach”Week 29

“The Mystery of SaintMathew Island

Week 30

“The Hinden burg”

Week 31 SOL?

Week 32 SOL?

Week 34

“Sweet Music in Harlem”

Week 35

NovelWeek 36





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.5 abcdefghijklm

5.6 a-m

which meaning is appropriated in a given situation. Identify the word-reference material, such as a

dictionary, glossary, glossary, or thesaurus that is mostlikely to contain the information needed.











Read and demonstrate comprehension of nonfiction text Use text features, such as types styles(e.g., boldfaced,

italics) and color, caption under pictures and graphics,





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



and headings of sections and chapters, to predict andcategorize information in both print and digital texts.

Apply prior knowledge to make predictions and buildadditional background knowledge as context forlearning

Skim material from print and digital texts to develop ageneral overview or to locate specific information.

Determine the main idea of a text and summarizesupporting key details.

Identify structural and organizational patterns such ascause and effect, comparison/contrast, problem/solution,and chronological order.

Identify specific information in text that supportspredictions.

Form opinion and draw conclusions form the selection. Locate details to support opinions, predictions, and

conclusion. Identify cause and effect relationships following

transition words signaling the pattern. Distinguish between fact and opinion. Identify, compare, and contrast relationships between

characters, events, and facts. Compare and contrast a firsthand and secondhand

account of the same event or topic; describe thedifferences 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 causingdifficulty).

Read familiar text with fluency, accuracy, and prosody





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



Writing

5.7 a-iSIM: Introduce and teach theme writing (tower)The student will write for a variety of purposes: to describe,to inform, to entertain, to explain, and to persuade. Apply knowledge of the writing domains of composing,


development and organization are appropriate topurpose and audience.












Create a plan, and organize thoughts before writing.





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



5.8 abcdefg

Use a variety of prewriting strategies (e.g.,brainstorming, listing, free writing, and using graphicorganizers.

Focus, organize, and elaborate to construct an effectivemessage for the reader.

Write a clear topic focusing on the main topic. Purposefully shape and control language to demonstrate


purposefully through the piece. Write multiparagraph compositions focused on a topic,

grouping related information in paragraph and sections. Choose precise descriptive vocabulary and information

to create tone and voice. Develop and strengthen writing as needed, in

consultation with peers or adults, by prewriting,drafting, revising, editing, or rewriting.



Clarify writing when revising. Include supporting details that elaborate the main idea. Use available technology to gather information and to

aid in writing.

Edit Writing for correct grammar, capitalization,spelling, punctuation, and sentence structure





SOL/Objective

#(s)

* denotes

SummativeAssessment


Correlations



Research




evaluate, and communicate information. Organize information presented on charts, maps,

and graphs. Develop notes that include important concepts,

summaries, and identification of informationsources.

Give credit to sources used in research.

Define the meaning and consequences ofplagiarism.




Addendum to Grades 4 and 5 Curriculum

4.4 and 5.4 VOCABULARY BUILDING ACROSS CONTENT AREAS

“Vocabulary building” is based on learning the meaning of previously unfamiliar words and phrases. Becoming literate is dependent uponrecognizing and understanding the meaning of words and phrases in text so that readers and writers can focus their attention on comprehension ofthe material at hand. Vocabulary study builds on and emphasizes for students the connections that exist between reading, writing, and othercontent material. In accordance to Bloom’s taxonomy, students go beyond the literal understanding and knowledge of words into comparison,analysis, generalization, synthesis, and application through vocabulary building skills.

Students will build vocabulary by using: Grade Level Instructional Strategies for Vocabulary Building

Student and teachers identify unfamiliar vocabulary in:

*Literature

Reading Series

*in content areas: Science, Math, Social Studies, Word Study

*West Point’s 11 Common Words for Test Success Students develop Personal Lists for Study *Build Word Maps *Complete Cloze Passages Use games, word sorts, graphic organizers, and webs for over-learning Create written pieces to emphasize understanding of vocabulary

*Expected to help prepare students for transition to middle school word study.

Pre-reading strategies to identifyunfamiliar words and phrases from allcontent areas

4-5

Context Clues to determine meaning ofunfamiliar words and phrases

4-5

Reference Tools to find definitions andwords with similar meanings using thedictionary, glossary, thesaurus

4-5

Prior knowledge of roots, affixes,synonyms, antonyms, and homophones

4-5

5th grade english -...

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