tm parent roadmap - seven hills charter public school roadmap english language arts tm 5 ... that...
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The way we taught students in the past simply does not prepare them for the higher demands of college and careers today and in the future. Your school and schools throughout the country are working to improve teaching and learning to ensure that all children will graduate high school with the skills they need to be successful.
In English language arts and literacy, this means three major changes. Students will continue reading and writing. But in addition to stories and literature, they will read more texts that provide facts and background knowledge in areas including science and social studies. They will read more challenging texts and be asked more questions that will require them to refer back to what they have read. There will also be an increased emphasis on building a strong vocabulary so that students can read and understand challenging material.
America’s schools are working
to provide higher quality instruction
than ever before.
SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 1
What your child will be learning in grade five English language arts
and literacy
SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 2
Partnering with your
child’s teacher
Don’t be afraid to reach out to your child’s teacher—you are an important part of your child’s education. Ask to see a sample of your child’s work or bring a sample with you. Ask the teacher questions like:
• Is my child at the level where he/she should be at this point of the school year?
• What do you think is giving my child the most trouble? How can I help my child improve in this area?
• Where is my child excelling? How can I support this success?
For example, “She was as quiet as a mouse.”
In grade five, students will continue to build important reading, writing, speaking, and listening skills. They will read more challenging literature, articles, and other sources of information and continue to grow their vocabulary. Students will also be expected to understand and clearly summarize what they have learned from readings and classroom discussions, referring to specific evidence and details from the text. Students will write regularly and continue to develop their ability to gather, organize, interpret, and present information. Activities in these areas will include:
• Determining the theme of a story, play, or poem, including how characters respond to challenges
• Comparing and contrasting stories that deal with similar themes or topics
• Explaining how authors use reasons and evidence to support their points or ideas
• Drawing on information from multiple books, articles, or online sources to locate an answer or to solve a problem quickly
• Learning the rules of spoken and written English
• Learning and using new words, including words related to specific subjects (such as science words)
• Understanding figurative language
• Participating in class discussions by listening, asking questions, sharing ideas, and building on the ideas of others
• Giving a class presentation on a topic or telling a story, introducing relevant facts and details in a clear, logical order
• Writing research or opinion papers over extended periods of time
SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 3
In grade five, students will read a wide range of literature, including stories, plays, and poems. Additionally, they will read to learn information about history, the world, science, and other areas. Here are just a few examples of how your child will develop important reading skills across grade levels.
As they progress through grade levels, students will be asked more questions that require them to cite details or information from increasingly challenging texts. This will encourage them to become observant and analytical readers.
Grade Five Reading
• Students quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• Students draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six Reading
• Students cite evidence from the text to support analysis of what the text says explicitly as well as inferences drawn from the text.
• Students integrate information presented in different media or formats (such as visually or through numbers) as well as in words to develop a coherent understanding of a topic or issue.
READING LITERATURE
READING FOR INFORMATION
Grade Four Reading
• Students determine the theme of a story, play, or poem from details in the text and summarize the text.
• Students compare and contrast the point of view from which different stories are told, including the difference between first- and third-person accounts.
Grade Five Reading
• Students determine the theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic, and students summarize the text.
• Students describe how a narrator’s or speaker’s point of view influences how events are described.
Grade Six Reading
• Students determine the theme or central idea of a text and how it is conveyed through particular details and provide a summary of the text without personal opinions or judgments.
• Students explain how an author develops the point of view of the narrator or speaker in a text.
Grade Four Reading
• Students refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• Students interpret information presented in charts, graphs, or other visual sources of information and explain how the information contributes to an understanding of the text.
SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 4
Some writing guidelines may seem similar from year to year. However, with practice at each grade level, students continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.
Writing tasks in grade five may include stories, essays, reports, and persuasive papers. Here are just a few examples of how your child will develop important writing skills across grade levels.
Grade Four Writing
• Students introduce a topic clearly and develop the topic with facts, definitions, concrete details, quotations, or other information.
• Students provide a concluding statement or section related to the information or explanation presented.
• Students group related information in paragraphs and sections and use formatting (such as headings), illustrations, and multimedia when useful.
• Students link ideas within categories of information using words and phrases (such as another, for example, also, and because).
• Students use precise language and subject-specific vocabulary.
Grade Five Writing
• Students introduce a topic clearly, providing a general observation and focus, and develop the topic with facts, definitions, concrete details, quotations, or other information.
• Students provide a concluding statement or section related to the information or explanation presented.
• Students group related information logically and use formatting (such as headings), illustrations, and multimedia when useful.
• Students link ideas within and across categories of information using words, phrases, and clauses (such as in contrast or especially).
• Students use precise language and subject-specific vocabulary.
Grade Six Writing
• Students introduce a topic and develop the topic with relevant facts, definitions, concrete details, quotations, or other information.
• Students provide a concluding statement or section that follows from the information or explanation presented.
• Students organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect.
• Students include formatting (such as headings), graphics (such as charts or tables), and multimedia when useful.
• Students use appropriate transitions to clarify the relationships among ideas and concepts.
• Students use precise language and subject-specific vocabulary.
• Students establish and maintain a formal writing style.
Helping your child learn outside of school
Additional Resources
1. Provide time and space for your child to read independently. This time should be free from distractions such as television.
2. Ask your child what he or she learned from reading. Have him or her read the most interesting or useful sections aloud, and discuss how that knowledge can be used in real life.
3. Assist your child in using references such as the Internet or a dictionary to look up unfamiliar words.
4. Keep track of the time that your child spends reading every day. Note what kind of reading materials he or she likes (books, magazines, newspaper articles, the Internet, etc.). Then look for additional materials that would encourage your child to read more.
5. Be sure your child has a library card. Children should select books they are interested in to develop a passion for reading. Many libraries have book clubs and family activities that make reading fun for the entire family.
6. Use technology to help build your child’s interest in reading. There are several websites where students can read books or articles online. The computer will help with words the student cannot read independently. Libraries also have computers students can use to access those sites. Feel free to ask a librarian or teacher for suggestions.
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SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
For more information on the Common Core State Standards for English language arts and literacy, go to http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts or http://www.commoncoreworks.org.
Grade Level: 5 – POWER STANDARDS ARE IN BOLD RL:: Reading Standards for Literature RI: Reading Standards for Informational Text Key Ideas and Details – POWER STANDARD! Key Ideas and Details – POWER STANDARD! RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2: 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.
RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RL.5.3: 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).
RI.5.3: 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.
Craft and Structure – POWER STANDARD! Craft and Structure – POWER STANDARD! RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RI.5.4: Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to a grade 5 topic or subject area.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RI.5.5: Compare and contrast the organizational structure of events, ideas, concepts, or information (e.g., chronology, comparison, cause/effect, problem/solution) in two or more texts.
RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.
RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integration of Knowledge and Ideas Integration of Knowledge and Ideas RL.5.7: Analyze how visual and multimedia elements in conjunction with words contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction).
RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
(Not applicable to literature)
RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity Range of Reading and Level of Text Complexity RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band independently and proficiently.
RI.5.10: By the end of the year, read and comprehend informational text, including historical, scientific, and technical texts, in the grades 4–5 text complexity band level independently and proficiently.
RF: Foundational Skills: Fifth Grade Print Concepts None at this Grade Level Phonological Awareness None at this Grade Level Phonics and Word Recognition RF.5.3: Know and apply grade-‐level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-‐syllabic words in context and out of context.
Fluency RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-‐level text with purpose and understanding. b. Read on-‐level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.
SL: Speaking and Listening: Fifth Grade Comprehension and Collaboration SL.5.1: Engage effectively in a range of collaborative discussions (one-‐on-‐one and in groups) on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. 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.
b. Follow agreed-‐upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained
from the discussions. SL.5.2: Summarize written texts read aloud or information presented graphically, orally, visually, or multimodally. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas SL.5.4: 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. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See standards 1–3 in Language, pages 26–31, for specific expectations.)
W: Writing Standards: Fifth Grade Text Types and Purposes – POWER STANDARD! W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. 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.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-‐specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.
W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in #1–3 above.) W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish a minimum of two pages of writing (using the keyboard) as well as to interact and collaborate with others. Research to Build Knowledge W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: 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. W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., ―Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text‖).
b. Apply grade 5 Reading standards to informational texts (e.g., ―Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point[s]).
Range of Writing W.5.10: 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.
L: Language Standards: Fifth Grade Conventions – POWER STANDARD! L.5.1: Observe conventions of grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects. c. Use verb tense and aspect to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense and aspect.* e. Use correlative conjunctions.
L.5.2: Observe conventions of capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the
rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-‐appropriate words correctly, consulting references as needed.
Effective Language Use L.5.3: Use language to enhance meaning, convey style, and achieve particular effects when writing or speaking.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Vocabulary Acquisition and Usage – POWER STANDARD! L.5.4: Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. 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.
L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words. L.5.6: Acquire and use accurately grade-‐appropriate general academic and domain-‐specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
ACADEMIC REPORTING SYSTEM The Seven Hills Charter Public School documents student effort and progress with Student Learning Contracts, (SLC’s). SLC’s are issued three times a year. Coinciding with trimester midpoints and the publishing of the SLC’s, time is set-aside for parent/teacher conferences to discuss student progress. In addition, parents or teachers may request a meeting at any time throughout the year to share information or address concerns. We must strive for 100% parent participation at conferences to ensure the success of each child. Teachers must help each student maintain a portfolio of assessment information and work samples for review during student led conferences. Also during conference times, the student, parent and teacher should complete the SLC goal setting process. These goals should be monitored throughout the trimester and those who achieve their goals will be recognized at the awards assembly, along with academic honors, model citizenship and perfect attendance recognitions. Students and parents may view grades at anytime by logging on to the school’s website. Therefore, grade books must be accurate and up-to date at all times. Students will receive marks for academic achievement, as measured against the Massachusetts Standards, Common Core Standards and for Model Citizenship, as measured against our school’s Core Values and Code of Conduct. Student performance is measured in terms of effort, conduct and mastery. The following scales are used to report progress throughout the school year.
Standards Mastery Level
Description Effort Conduct
4 Advanced Demonstrates a comprehensive understanding of the subject matter and applies it to solve complex problems.
4 Consistently demonstrates effort in work.
Consistently kind, safe and responsible.
3 Mastered Demonstrates a solid understanding of the subject matter and applies it to solve a variety of problems.
3 Usually demonstrates effort in work.
Usually kind, safe and responsible.
2 Partially Mastered
Demonstrates a partial understanding of the subject matter and sometimes applies it to solve simple problems.
2 Sometimes demonstrates effort in work.
Sometimes kind, safe and responsible.
1 Not Mastered
Demonstrates a minimal understanding of the subject matter and does not apply it to solve problems.
1 Rarely demonstrates effort in work.
Rarely kind, safe and responsible.
Standards mastery is measured by classroom performance and standardized assessment. Students who earn threes or better in 80% of the reported standards, with no scores below two by the end of the year, will be eligible for recognition on the school’s Honor Roll. High honors is achieved by receiving threes or fours in at least 90% of the reported standards, with no scores below two by the end of the year. Students earning all threes or better in both effort and conduct across all environments will be eligible to receive an award for model citizenship.
ACADEMIC PROBATION AND PROMOTION POLICY It is our philosophy that students must master certain concepts in order to be successful in the subsequent grade level. As a school that practices Response to Intervention, it is our job to provide appropriate instruction and monitor student progress toward mastering these standards. In order to be promoted to the next grade, students must demonstrate a 3 or 4 in all bold “power standards” in ELA and math by the end of the year. (These are the foundational skills that are the cornerstone for success in subsequent grades.) Students must have 2 or better on all other standards. Progress should be monitored throughout the year toward mastery of these standards and interventions should be provided as necessary. If a student is struggling to make progress toward meeting standards by the end of the first term, a box should be checked on the SLC stating, “Additional intervention needed” and a mandatory parent conference will be held. At this time, an Academic Probation Plan may be completed. If a student is still struggling to make progress toward meeting those standards by the end of the second term, a box should be checked on the SLC stating “Additional intervention needed to avoid retention” and a mandatory parent conference will be held and an Academic Probation Plan will be completed. If, by the end of the year, the student still has not met those standards, a promotion determination meeting will be held, and a box should be checked on the SLC stating either “Promoted but Skills Practice Recommended” or “Retained.” At the promotion determination meeting, the teacher and related service providers, parent and a school administrator will discuss the areas of weakness and strength. Special needs, second language acquisition, attendance issues and / or extenuating circumstances will be taken into consideration during a promotion determination meeting. After considering all information and the best interest of each child, the Head of School has the final say in the decision to promote or retain a student.