language arts fifth grade...curriculum guide language arts fifth grade office of quality assurance...
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OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
LANGUAGE ARTS
Fifth Grade
Office of Quality Assurance and Curriculum Support
Guyla Hendricks, Chief Officer
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 062012 Fifth Grade Language Arts Page 2
CONTENTS
Mission Statement............................................................................................................................................................. 3
Suggestions for Implementing Curriculum Guides ........................................................................................................ 3
Florida Department of Education Website ..................................................................................................................... 3
OCSD Curriculum and Pacing Guide ∞ Overview .................................................................................................... 4
Language Arts Curriculum Guide ............................................................................................................................... 5
Quarter 1 ........................................................................................................................ 5
Quarter 2 ........................................................................................................................ 8
Quarter 3 ...................................................................................................................... 11
Quarter 4 ...................................................................................................................... 14
OCSD’s Elementary Comprehensive Literacy Model Overview ................................................................................ 17
Language Arts K-5 Resources....................................................................................................................................... 20
Writing Pacing Guide ................................................................................................................................................... 21
Writing Resources ........................................................................................................................................................... 26
Assessment / Curriculum / Monitoring Information from FLDOE............................................................................... 27
Additional Literature (by writing process topic, by grade level) ............................................................................... 28
2011 FCAT 2.0 Reading Grade 5.................................................................................................................................. 44
FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY ........................................................ 45
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 062012 Fifth Grade Language Arts Page 3
Mission Statement
Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate
instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to:
Teach students the Next Generation Standards as dictated by state law for their grade level,
Implement the OCSD Comprehensive Balanced Literacy Model,
Enhance the curriculum by uuing resources and instructional technology, and
Differentiate instruction as needs are identified by assessments/progress monitoring.
In addition, teachers should:
Collaborate with the reading leadership team to maximize school resources and expertise,
Document questions and suggestions for improvement of the Curriculum Guide,
Stay abreast of the Florida Department of Education website and Just Read, Florida!, and
Provide students the opportunity to assess on-line textbooks.
Florida Department of Education Website
Next Generation Sunshine State Standards:
http://www.floridastandards.org/homepage/index.aspx
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 062012 Fifth Grade Language Arts Page 4
OCSD Curriculum and Pacing Guide ∞ Overview
This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality
instruction for each nine-week period.
Purpose:
This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers
ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description:
The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period.
Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their
students or school needs.
Column One – Benchmark/Text Alignment
Lists the specific Benchmark by number and states the Benchmark
Column Two – Focus Skill
Generally based on the sequence of instruction as presented in the textbook adoption
Column Three – Progress Monitoring / Assessment
Provides teachers with myriad of assessment and monitory resources available
Column Four – Literacy Connection/Vocabulary/Reading
Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks
Column Five – Open: Specific to Teacher/Grade/Subject/School
Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs
NOTE:
Addendums to this curriculum guide, as well as additional information/forms will be posted at
http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 1 Page 5
Language Arts Curriculum Guide Quarter 1
Benchmark Reading Unit and Focus Skill
Progress Monitoring and
Assessment Schedule Additional Reading Resources
Open: Specific to teacher,
grade, subject, school
LA.5.1.6.7 or 5.L.4.b The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words. LA.5.1.6.8 or 5.L.4.c The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words. LA.5.1.6.3 or 5.L.4.a The student will use context clues to determine meanings of unfamiliar words. LA.5.1.4.1 or 5.FS.3.a The student will understand spelling patterns. LA.5.2.1.3 or 5.RL.4 The student will demonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem. LA.5.1.7.5 or 5.RIT.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.
Vocabulary:
Context Clues: Synonym
Word Parts: compound words
Dictionary: Homographs,
Context Clues: Description or
Explanation,
Thesaurus: Synonyms
Phonics/Decoding:
Short Vowels a,e,i,o,u
Long vowel, VCe
Words with /u/
R-controlled Vowel
Fluency:
Intonation
Pausing
Commas
Exclamation Points
Adjusting Rate
Comprehension:
Plot Development
Compare and contrast
Main idea and details
Cause and Effect
Text Features/Literary
FCAT Format Weekly Assessments Screening, Diagnostic, Placement Assessment Grade 5: Can use Placement
Assessment for determining Approaching, On Level, or Beyond Level Instruction (Fall)
Fluency Assessment (Fall) Running Record
(suggested every 4 weeks) Essential Word Sorts for Intermediate Grades
Florida Treasures Unit 1 Theme Titled: Challenges (Week 1-5)
1. School Contests 2. American Legends 3. Trees for Life 4. Exploring Space 5. Rescue Dogs
www.macmillanmh.com www.mhln.com Electronic textbook and dictionary www.Brainpop.com Synonyms/antonyms Compound words
Grammar Types of sentences Subject and predicate Run-on sentences Keys to Good Language Wordly Wise 300
www.Edhelper.com Great graphic organizers for cause/effect, compare and contrast www.unitedstreaming.com Topic and theme connections www.languagearts.pppst.com free resource to Power Point presentations on reading and grammar skills
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Curriculum Guide for Language Arts
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LA.5.1.7.3 or 5.RIT.2 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details. LA.5.2.2.2 or 5.RL.1, 5.RIT.1 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.5.1.7.4 or 5.RL.3, 5.RIT.3 The student will identify cause-and-effect relationships in text. LA.5.1.7.1 or 5.RIT.5, 5.RL.7 The student will explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm predictions, and establish a purpose for reading. LA.5.3.5.1 or 5.W.6, 5.W.4 The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia). LA.5.2.2.1 or 5RIT.5 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations).
Elements/Study Skills:
Photo and Captions
Toolbar and Link
Using the Library or
Media Center
Rhyme Scheme and Rhythm
Charts
Grammar:
Sentence Types
Subject and Predicates
Sentence Combining
Run-on Sentences
Spelling:
Words with Short Vowels
Words with Long Vowels
Words with /u/
Words with /ar/
www.quia.com/web free resource to games that support reading and grammar skills Weekly Spelling Practice Time for Kids FACT Edition
Issue 1, 4 Main idea Issue 5,9,12 Cause and Effect Issue 3,14,15 Compare and
Contrast
Issue 1,4,6 Photo/Captions Issue 5,15 synonyms Issue 3,5,15 charts Theme Bibliography in textbook provides supplemental books on each theme Read alouds:
“Owen and Mzee” Compare/contrast photo and captions website (www.owenmzee.com)
“Thank You Mr. Falker” Great for teaching cause and effect
“Spider and the Fly” Rhyme Scheme/Rhythm Daily News/Newspapers (main idea/details) Reader’s Theater available in Anthology of MacMillan/McGraw-Hill Reading Series Various Readers Theater script resources available on-line MacMillan/McGraw-Hill Fluency CD-Rom Caught Ya!: Grammar with a Giggle by Jane Bell Kiester
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 1 Page 7
LA.5.3.4.5 or 5.W.5, 5.L.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences. LA.5.1.6.4 or 5.RIT.4 The student will categorize key vocabulary and identify salient features. LA.5.1.6.5 or 5.FS.4.c The student will relate new vocabulary to familiar words. LA.5.1.7.8 or 5.FS.4.a & c The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources. LA.5.2.1.4 or 5.RL.2 The student will identify an author's theme, and use details from the text to explain how the author developed that theme. LA.5.2.1.5 or 5.RL.2, 5.RIT.2 The student will demonstrate an understanding of a literary selection, and depending on the selection, include evidence from the text, personal experience, and comparison to other text/media.
Mountain Language Steck-Vaughn Poetry Comprehension Series Grade 5 (use quarterly as needed) Random House Book of Children’s Poetry (use quarterly as needed)
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 2 Page 8
Quarter 2
Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark Focus Skill Progress Monitoring and
Assessment Schedule Additional Reading and Resources
Open: Specific to teacher, grade,
subject, school
SS.5.C.2.1 Differentiate Political Ideas of Patriots, Loyalists, and “Undecideds” during the American Revolution. SS.5.C.2.2 Compare forms of political participation in the colonial period to today. LA.5.1.6.1 or 5.RIT.4 The student will use new vocabulary that is introduced and taught directly. LA.5.1.4.2 or 5.RL.5, 5.RIT.5 The student will recognize structural analysis. LA.5.2.1.2 or 5.RL.5 The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction. LA.5.2.1.7 or 5.RL.6, 5.RIT.6 The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.
Vocabulary:
Dictionary: idioms,
pronunciation key
Context clues: look for
restatement
Word Parts: inflectional
endings
Word families
Word parts: suffixes
Analogies: antonyms
Phonics/Decoding:
Compound words
Plural endings
Inflected endings
Words with /o/, /ou/, /oi/
VCCV pattern
V/CV and VC/V patterns
V/V patterns
Fluency:
Quotation marks
Question marks
Pauses
Phrasing
Chunks
Comprehension:
Plot development
Make inferences
Main idea and details
Problem and solution
Plot development: draw
Running Record FCAT Format Weekly Assessment FCAT Format Benchmark Assessment Form A (administer middle of unit 2) Unit Assessments Fluency Assessment (Winter) Mountain Language
www.Brainpop.com
Grammar Idioms and clichés Prefixes, roots, suffixes
(PRS) Dialogue
Antonyms, synonyms, homonyms
Compound words
Florida Treasures: Unit 2 Theme Titled:
Discoveries 1. People Helping Animals 2. Slithery Snakes 3. Remembering the Past 4. The Caribbean Islands 5. Cowboys and Cowgirls
Partial Unit 3 (Week 1-2) Theme Titled: Turning Points 1. The American Revolution
Unit 3.1: Letters from the Revolution and Sleds on Boston Common (SS.5.C.2.1/2)
2. The Right to Vote Unit 3.2 : Your Vote, Your Voice and When Esther Morris Headed West (SS.5.C.2.3/4)
3. Protecting the Environment
4. Desert Habitats 5. Into the Future
Inference: The Gardener by Sarah
Stewart
Van Gogh Café by Cynthia Rylant
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 2 Page 9
LA.5.6.4.2 or 5.SL.5, 5.W.6 The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic. LA.5.4.1.1 or 5.W.3.a-e The student will write narratives that establish a situation and plot with rising action, conflict, and resolution. LA.5.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts). LA.5.3.4.4 or 5.W.5, 5.L.5 The student will edit for correct use of the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns. LA.5.3.4.3 or 5.L.2.a-e The student will edit for correct use of punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources. LA.5.2.1.8 or 5.RL.4 The student will explain changes in the vocabulary and language patterns of literary texts written across historical periods.
conclusions
Relevant facts and details
Fluency:
Model fluency, practice
partner reading
Phrase-cued text: pauses
Echo-reading punctuation
Main Idea: When I Was Young in the
Mountains by Cynthia Rylant
So You Want to be President by Judith St. George
P&S: Wilma Unlimited by Kathleen
Krull, David Diaz
Two Bad Ants by Chris Van Allsburg,
PD: Mufaro’s Beautiful Daughters by John Steptoe Readers Theater Sight Word Bingo (also affixes and homophone bingo) Photo & Captions Nonfiction text:
A Drop of Water by Walter Wick
Caves by Stephen Kramer Figurative Language Owl Moon by Jane Yolen Tuck Everlasting by Natalie
Babbitt Repetition www.library.thinkquest. Org/J0112392/index.html Meter and Alliteration The Z was Zapped by Chris VanAllsburg Time Line www.teach-nology.com/web_tools/materials/timelines Mountain Language
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Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 2 Page 10
LA.5.2.1.9 or 5.SL.1 The student will use interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture. LA.5.2.2.5 or 5.SL.1 The student will use interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history) to continue building a core foundation of knowledge. LA.5.1.7.6 or 5.RL.2, 5.RIT.2 The student will identify themes or topics across a variety of fiction and nonfiction selections.
Text Features/Literary
Elements/Study Skills
Photo and captions
Hero and personification
Figurative language
Using the Internet
Chart
Repetition and assonance
Meter and alliteration
Time line
Grammar:
Common and proper nouns
Singular and plural nouns
Possessive nouns
Plural and possessive nouns
Action verbs
Verb tenses
Spelling:
Compound words
Words with plural endings
Words with inflected endings
Words with /o/, /ou/,/oi/
Words with V/CV and VC/V
patterns
Nouns
A Mink, a Fink, a Skating Rink: What is a Noun? by Brian Cleary and Jenya Prosmitsky
If You Were a Noun by Michael Dahl and Sara Gray
A Cache of Jewels byRuth Heller
Verbs To Root, to Toot, to
Parachute by Cleary and Gable
If You Were a Verb by Michael Dahl and Sara Gray
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 3 Page 11
Quarter 3
Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark Focus Skill Progress Monitoring and
Assessment Schedule Additional Reading and Resources
Open: Specific to teacher,
grade, subject, school
SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation’s early history to today. SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy. SS.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society LA.5.3.3.3 or 5.W.4 The student will revise by creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus). LA.5.1.6.9 or 5.RL.4, 5.RIT.4 The student will determine the correct meaning of words with multiple meanings in context. LA.5.1.4.3 or 5.FS.3.a The student will use language structure to read multi-syllabic words in text.
Vocabulary:
Word parts: prefixes
Thesaurus: denotation and
connotation
Analogies: synonyms
Homophones
Context clues: within a
sentence
Word parts: prefixes and
suffixes
Dictionary: multiple meaning
words
Phonics/Decoding:
VCCCV Patterns
Accented syllables
Final /#e/
Final /#l/ and /#n/
Accented syllables in
homographs
Words with /ch#r/ and /zher/
Fluency:
Pronounce hard words
Tempo
Punctuation
Apostrophes
Contractions
FCAT Format Weekly Assessment FCAT Format Benchmark Assessment Form B (Administer end of unit 3) Unit assessments
Florida Treasures:
Completion of Unit 3 Theme titled: Turning Points (Week 3-5)
Unit 4 Theme titled Experiences 1. Civil Rights
Unit 4.1 Lunch Counter Encounter and Goin’ Someplace Special (SS.5.C.2.4/.5)
2. Animal Defenses 3. Democracy
Unit 4.3 Party Animals and Getting Out the Vote (SS.5.C.2.3/.4)
4. Extreme Weather 5. Trickster Tales
www.Brainpop.com
Grammar prefixes, suffixes, roots
(PRS) parts of speech punctuation
Synonyms/antonyms
Homophones Dictionary and thesaurus Contractions
Important/unimportant Information www.studyzone.org/testprep/ela4/a/importantunimpotl.cfm Personification www.thinkquest.org
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 3 Page 12
LA.5.1.5.1 or 5.FS.3.a The student will demonstrate the ability to read grade level text. LA.5.1.5.2 or 5.FS.4.b The student will adjust reading rate based on purpose, text difficulty, form, and style. LA.5.1.7.2 or 5.RL.6, 5.RIT.6 The student will identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text. LA.5.1.7.7 or 5.RIT.5 The student will compare and contrast elements in multiple texts. LA.5.2.2.2 or 5.RL.2, 5.RIT.2 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.5.2.2.3 or 5.RL.2, 5.RIT.2 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing). LA.5.6.1.1 or 5.RIT.2 The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions).
Comprehension:
Author’s purpose
Compare characters, settings
and events
Plot development
Relevant facts and details
Recognize organizational
patterns
Text Features/Literary Elements/Study Skills: Process diagrams
Headline and byline
Time line
Headings and deck
Parts of a book
Personification, imagery, and
onomatopoeia, moral
Grammar:
Verbs
Main and helping verbs
Linking verbs
Irregular verbs
Spelling:
Words with VCCCV patterns
Words with vowel patterns in
accented syllables
Final /#r/
Revolutionary War to Modern times, (Civil Rights) One More River to Cross: The Story of Twelve Black Americans by Jim Haskins
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 3 Page 13
LA.5.2.1.7 or 5.RL.6, 5.RIT.6 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects. LA.5.3.4.1 or 5.W.5 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. LA.5.3.2.1 or 5.W.5 The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood. LA.5.1.6.2 or 5.SL.1.a, 5.RL.10, 5.RIT.10 The student will listen to, read, and discuss familiar and conceptually challenging text.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 4 Page 14
Quarter 4
Quarter 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark Focus Skill Progress Monitoring and
Assessment Schedule Additional Reading and Resources
Open: Specific to teacher,
grade, subject, school
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society. LA.5.1.6.10 or 5.LS.4.a-c, 5.RL.4, 5.RIT.4 The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools. LA.5.1.6.11 or 5.LS.4.b The student will use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words. LA.5.2.1.7 or 5.RL.6 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects. LA.5.2.1.1 or 5.RIT.9 The student will demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic
Vocabulary:
Analogies: relationships
Word parts: base and root
words
Dictionary: word origins
Thesaurus/Dictionary:
antonyms
Context clues
Word parts: Latin roots
Phonics/Decoding:
Words with –ance and –ence
Soft g
Homophones
Prefixes dis-, in-, mis-, pre-
Suffixes –less and –ness
Adding on -ion
Fluency:
Tempo
Pauses
Intonation
Comprehension:
Author’s purpose
Problem and solution
Essential message /theme
Cause and effect
Author’s point of view
Plot development
FCAT Format Weekly Assessment Fluency Assessment (Spring) Unit Assessments FCAT Format Benchmark Assessment Form C (middle of Unit 5)
Florida Treasures Completion of Unit 4 Theme
titled: Experience (Week 5)
Unit 5 Theme titled: Great Ideas (Week 1-5) 1. North Pole, South Pole 2. Fantastic Foods 3. Learning from Nature 4. Talking in Codes
Unit 5.4 The Unbreakable Code (SS.5.C.2.5)
5. Whales
Unit 6 (if possible with time) Theme: Expository 1. Fairy Tales 2. Camping Out 3. Improving Lives 4. Balloon Flight 5. Scientists at Work
www.Brainpop.com Dictionary and thesaurus Antonyms/synonyms Symbolism The Giving Tree by Shel
Silverstein
Tar Beach by Faith Ringgold The Butterfly by Patricia
Polacco
Barefoot by Elin Hildebrand Pronouns
I and You and Don’t Forget Who: What is a Pronoun? by Brian Gable, Brian Cleary
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Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 4 Page 15
literature) as forms with distinct characteristics and purposes. LA.5.1.6.10 or 5.LS.4.a-c The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools. LA.5.3.4.1 or 5.LS.4.b&c, 5.FS.3.a, 5.W.5 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. LA.5.1.6.6 or 5.RL.4, 5.RIT.4 The student will identify shades of meaning in related words (e.g., blaring, loud). LA.5.1.6.2 or 5.RL.10, 5.RIT.10, 5.SL.1 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.5.2.1.8 or 5.RL.4, 5.RIT.10 The student will explain changes in the vocabulary and language patterns of literary texts written across historical periods. LA.5.2.1.4 or 5.RL.2, 5.RIT.2 The student will identify an author's theme, and use details from the text to explain how the author developed that theme.
Text Features/Literary
Elements/Study Skills:
Moral and metaphor
Journals and letters
Hyperlink and keyword
Using a dictionary/
thesaurus
Consonance
Symbolism
Graphs
Grammar:
Pronouns and homophones
Contractions
Adjectives and demonstrative
Adjectives
Articles
Adjectives that compare
Comparing with “more” and
“most”
Comparing “good” and “bad”
Spelling: Words with –ance and –ence Words with soft g Homophones
Words with prefixes dis-, in-, mis-, pre-
Words with suffixes -less, -ness
Words ending in –ion
If You Were a Pronoun by Nancy Loewen, Sara Gray
The Planet Without Pronouns by Justin McCory Martin
Adjectives
Hairy, Scary, Ordinary: What is an Adjective by Brian Cleary, Jenya Prosmitsky
If You Were an Adjective by Michael Dahl, Sara Gray
Many Luscious Lollipops by Ruth Heller
Quirky, Jerky, Extra Perky: More About Adjectives by Brian Cleary, Brian Gable
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts – Quarter 4 Page 16
LA.5.6.3.1 or 5.RIT.8, 5.SL.3, 5.SL.4 The student will examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 17
OCSD’s Elementary Comprehensive Literacy Model Overview
Okaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formula
in elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy model
are the essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a daily
basis.
REV 072011 Key: READING—PA=phonological awareness, PH=phonics, F=fluency, V=vocabulary, C=comprehension
ASSESSMENT—S=screening, D=diagnostic, PM=progress monitoring
Component Description Time
Allocation Frequency of
Use Ideas/Sources for
Implementation
Read Alouds, Interactive Read
Alouds
(PA, PH, F, V, C)
Teachers read aloud to students from a variety of genre often above the
students’ instructional reading level to allow for enhancement of listening and
speaking vocabulary. During this component teachers initially articulate metacognitive strategies (thought processes) and elements of f luency so
students can observe behaviors of an accomplished reader. Over time, students
are invited to participate in the read aloud experience by articulating their
thought processes in understanding the text, discussing text interactions,
reflecting on personal interactions w ith the text, and w riting reflections about the text. Additionally, specif ic comprehension and vocabulary strategies are
modeled by the teacher during reading of the text (i.e. cause-effect,
compare/contrast, etc). In addition to interactive read alouds, teachers should
also spend uninterrupted time reading aloud to their students to model f luent reading.
15-20 minutes, K-2
20-30 minutes,
3-5
Daily during literacy and content area
blocks
high interest literature
aw ard w inning literature
varied genre (poetry, f iction, non-
fiction, etc.)
author studies
Shared Reading
(PA, PH, F, V, C; D, PM)
Shared Reading is an interactive reading experience that occurs w hen students
join in or share the reading of a big book or other enlarged text w hile guided and
supported by the teacher. It is through shared reading that the students can observe an eff icient reader’s reading process and use of reading strategies.
During shared reading, the teacher demonstrates f luent reading behaviors such
as prosodic elements w hile students enjoy the moderate level of scaffolding to
support their reading process. Access to the text is critical during shared reading; therefore, all students must have a copy or should be able to view a
projected copy of the text. In early grades, books are read multiple times
allow ing students to acquire concepts of print, language patterns, and develop
phonological aw areness.
10-15 minutes Daily varied genre to include: poetry, charts, new spaper or magazine
clippings, introductions to novels,
short stories; f iction and non-
fiction selections (w hich can be
displayed by ELMO or LCD projector)
shared reading selections from
the basal series
big books
Guided Reading
(PH, F, V, C; D, PM)
Guided reading occurs in a small group setting of four to six students w ho are
w orking w ith the teacher to process increasingly challenging texts w ith
understanding and f luency. The teacher selects and introduces instructional
level texts to readers, supports them w hile reading the text, engages the readers in discussion, and performs a mini-lesson after the reading. During the lesson,
60 minutes of literacy block
15-25 minutes
Daily as a component of the literacy block with
rotation among reading groups
instructional leveled reading
material
reading basal materials—leveled
books, anthology selections
appropriately leveled trade
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the teacher acts as facilitator by asking students to make predictions, posing
questions and confirming comprehension strategy applications, and scaffolding
students to become problem solvers and self-reliant learners. All students read
the text during guided reading at their ow n pace – round robin is NOT used as an instructional strategy during this time. Often after reading a text, the teacher
extends the meaning of the text through w riting, text analysis, or another
learning activity. The lesson may also include w ork w ith w ords based on the
specif ic needs of the small group. Teachers should monitor student progress
through anecdotal notes, running records, or f luency checks in order to assure correct placement in and movement betw een flexible groupings. Needs-based
groups may also be called during this small group time. While students and
teacher are engaged in group w ork, the remainder of students should be
engaged in meaningful literacy activities at stations or w ithin the scope of the Daily Five. These activities should allow students to engage in practice of
recently taught literacy skills.
In upper primary and intermediate grades, teachers can use literature circles in
lieu of a reading group activity. Literature circles are student-facilitated reading
clubs or meetings w here students have prepared notes prior to gathering to discuss reactions, interesting vocabulary, and literary elements of the text.
Literature circle attendees may be assigned a role for their preparations, but the
roles should be diminished once the students are comfortable and understand
how to do each. Teachers w ill confer w ith groups to assist in targeting discussion points and w ill take anecdotal notes during this time.
per group across the week’s time.
Frequency of group meetings dictated by student needs
with less successful readers meeting
daily with teacher.
books, at teacher’s discretion
novels may be used for literature
circles
Familiar Reading
(PA, PH, F, V, C; PM)
During familiar, or independent, reading time, students re-read materials that
have been previously read thus allow ing students to engage in f luent and expressive reading, practice effective strategies on easy material, become more
know ledgeable about story structure and text features, expand vocabulary
know ledge, and promote independent problem-solving activities. Students
should select materials for familiar reading that can be read independently (97%
or higher accuracy level).
20 minutes Daily previously read basal reading selections or leveled readers
Accelerated Reader (AR)
selections
trade books
multiple genres of leveled
reading selections at independent reading level
classroom and student-
generated stories, books, charts, and poetry
materials in students’ book boxes
big books
Writing Workshop
(PH, V; D, PM)
Writing w orkshop contains several daily components to include teacher directed
mini-lesson, independent w riting time for students, teacher/student conferencing,
and teacher-led small group w ork. Writing w orkshop begins w ith a brief mini-lesson including explicit instruction for all students in a topic that w ill improve
their w riting process such as know ledge of w riting strategies, author’s craft and
skills, or fundamentals of drafting a text. After the mini-lesson, the students
begin w riting independently to apply the focus of the mini-lesson, and then continue to w ork on self -selected pieces. In order for students to spend quality
time engaged in the w riting process, all students do not need to be in the same
stage of the w riting process at the same time. During independent w riting time,
the teacher circulates among students, conferences w ith children to encourage
their w riting process, and collects anecdotal notes regarding student performance for instructional planning or future conferences. Teachers may
also use time during this w riting period to assemble small groups of students
w ith similar needs to receive explicit instruction and guided practice. Students
20 to 60 minutes
depending on students’ age
Daily teacher/student generated lists of
w riting topics
w riting journals/portfolios
math journals
conferencing—teacher and peer
author’s chair
author’s fair
publishing of w ork
w riting to prompts
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REV 052012 Fifth Grade Language Arts Page 19
should be encouraged to utilize the entire w riting process by publishing several
selected w orks throughout the year. At the close of the w riting w orkshop, the
teacher should reserve a few minutes to review the focus of the day’s w riting
lesson, and also to allow selected students to share their w riting progress on current w riting samples.
Guided Writing
(PA, PH, V; D, PM)
Guided reading and guided w riting are often used in complimentary lessons w ith
younger students to draw attention to concepts of print, high frequency w ords,
and new vocabulary. Through analysis of anecdotal notes, teachers determine w hen guided w riting activities such as shared w riting, interactive w riting, or
w riting aloud are necessary. These authentic w riting opportunities are meant to
instantiate, or deeply embed, the learning that is occurring for students. By
selecting the best instructional method necessary for student scaffolding (w riting aloud, shared w riting, or interactive w riting), the teacher is able to thoughtfully
meet the needs of her students.
15-20 minutes Frequency determined by the
teacher
student generated topics
teacher generated topics
literature logs
journals/travel logs
assisted w riting responses
reflective journals
Spelling/Word Study
(PH, V; D, PM)
Spelling or w ord study activities are an integral part of the reading and content area curriculum providing students explicit instruction in orthographic skills such
as examining w ord parts for common vow el patterns, identifying w ord families,
identifying Latin or Greek roots, and identifying base w ords in order to utilize this
information to problem-solve w ords encountered in text. Whole and small group
instruction is often encountered in daily lessons thus creating an opportunity for new learning and guided practice.
20 minutes Daily high frequency or high interest w ords
spelling w ords from basal series
w ord w all w ords
content area vocabulary
materials to use during lessons:
w hite boards, magnetic letters,
literacy task cards, etc.
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Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 20
Language Arts K-5 Resources
www.internet4classrooms.com/lang_elem.htm
www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html
www.homeworkspot.com/elementary/language
www.kidsolr.com/language_arts
www.youth.net/cec/ceclang/ceclang-elem.html
http://free.ed.gov/subjects.cfm?subject_id=78
www.cloudnet.com/~edrbsass/edeng.htm
www.readwritethink.org
www.middleweb.com/CurrLangArt.html
http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm
http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS
www.pitt.edu/~poole/eledLAKidLit.html
www.cln.org/subjects/english.html
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Curriculum Guide for Language Arts
REV 0520121 Fifth Grade Language Arts – Writing Pacing Guide Page 21
Writing Pacing Guide
Quarter 1
Standard Benchmark with Description
Prewriting
The student will use prewriting strategies to generate ideas and formulate a plan.
LA.5.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writers notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;
LA.5.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece; and
LA.5.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).
Drafting
The student will write a draft appropriate to the topic, audience, and purpose.
LA.5.3.2.1 The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood;
LA.5.3.2.2 The student will draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and
LA.5.3.2.3 The student will draft writing by creating interesting leads by studying the leads of professional authors and experimenting with various types of leads (e.g., an astonishing fact, a dramatic scene).
Revising
The student will revise and refine the draft for clarity and effectiveness.
LA.5.3.3.1 The student will revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation;
LA.5.3.3.4 The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).
Editing for Language
Conventions
The student will edit and correct the draft for standard language conventions.
LA.5.3.4.2 The student will edit for correct use of capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places;
LA.5.3.4.3 The student will edit for correct use of punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources;
LA.5.3.4.4 The student will edit for correct use of the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns; and
LA.5.3.4.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 0520121 Fifth Grade Language Arts – Writing Pacing Guide Page 22
Quarter 1 continued
Publishing The student will write a final product for the intended audience.
LA.5.3.5.3 The student will share the writing with the intended audience.
Creative
The student develops and demonstrates creative writing.
LA.5.4.1.1 The student will write narratives that establish a situation and plot with rising action, conflict, and resolution; and
LA.5.4.1.2 The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.
Informative
The student develops and demonstrates expository writing that provides information related to real -world tasks.
LA.5.4.2.3 The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs;
LA.5.4.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and
LA.5.4.2.5 The student will write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map.
Penmanship Standard
The student engages in the writing process and writes to communicate ideas and experiences.
LA.5.5.1.1 The student will demonstrate fluent and legible cursive writing skills.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 0520121 Fifth Grade Language Arts – Writing Pacing Guide Page 23
Quarter 2
Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Standard Benchmark with Description
Revising
The student will revise and refine the draft for clarity and effectiveness.
LA.5.3.3.2 Creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure.
LA.5.3.3.3 Creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus).
Editing for Language
Conventions
The student will edit and correct the draft for standard language conventions.
LA.5.3.4.1 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, o r other resources as necessary.
Research Process
The student uses a systematic process for the collection, processing, and presentation of information.
LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement.
Technology The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.
LA.5.6.4.2 Determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 0520121 Fifth Grade Language Arts – Writing Pacing Guide Page 24
Quarter 3
Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Standard Benchmark with Description
Publishing
The student will write a final product for the intended audience.
LA.5.3.5.1 The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia).
LA.5.3.5.2 The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate.
Informative
The student develops and demonstrates expository writing that provides information related to real -world tasks.
LA.5.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions).
LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate.
Persuasive
The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.
LA.5.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of the proposed idea with detailed evidence.
LA.5.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 0520121 Fifth Grade Language Arts – Writing Pacing Guide Page 25
Quarter 4
Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Standard Benchmark with Description
Research Process
The student uses a systematic process for the collection, processing, and presentation of information.
LA.5.6.2.2 Read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information.
LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement.
LA.5.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).
Media Literacy
The student develops and demonstrates an understanding of media literacy as a life skill that in integral to informed decision making.
LA.5.6.3.2 The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 26
*Writing Resources
But How Do You Teach Writing by Barry Lane
Cracking Open the Author’s Craft by L. Laminack
A Writer’s Notebook: Unlocking the Writer Within You by R. Fletcher
A Writer Teaches Writing (revised) by D. Murray
Creating Writers Through 6-Trait Writing Assessment and Instruction by V. Spandel
The Art of Teaching Writing by L. Calkins
Teaching the Youngest Writers by M. Freeman
Writing Through Childhood: Rethinking Process and Product by S. Harwayne
Literacy Work Stations: Making Centers Work by D. Diller
Melissa Forney resources
Six Traits Writing resources
Four Blocks Literacy Model
Teaching Writing Skills with Children’s Literature (Dierking; Maupin House)
Daily 6-Trait Writing by Evan Moor
Take It to Your Seat: Writing Centers by Evan Moor
Writing Makeovers, Creative Teahers press
Nothing Ever happens on 90th Street by Schotter, Scholastiv
If You Were a Writer by Nixon, Aladdin
Show Don’t Tell! Secrets of Writing by Nobisso, Gingerbread house
What Do Author’s Do? By Christelow, Sandpaper
Author: A True Story by Lester, Sandpiper
Live Writing; Writers’ Notebook and others by Ralph Fletcher
*See other resources by cited authors
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 27
Assessment / Curriculum / Monitoring Information from FLDOE
Administer Discovery Education Assessment (DEA) - Predictive Assessment (3-5) Reading vocabulary, application, literary analysis, writing process, writing application/communication, and informational literacy.
Dates: AP 1: August - October AP 2: December - January AP 3: April - May
IF: DEA scale score falls within the Red range by Proficiency by Skill
IF: DEA scale sore falls within the Yellow range by Proficiency by Skill
IF: DEA scale score falls within the Green or Blue range by Proficiency by Skill
THEN:
Administer FAIR Reading Comprehension to determine a lexile level and Lexiled Passages to determine text reading efficiency
Compare results to other assessment data (DRA 2, unit tests, etc)
Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students.
Vocabulary knowledge Comprehension knowledge Text reading efficiency Determine need for more intensity:
additional time smaller group size more targeted instruction Determine progress monitoring steps:
How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Students not responding and making progress will be further diagnosed and instruction will be modified to be more explicit and in smaller groups. Students not making progress will be served with different materials in subsequent years to accelerate their reading skills. Programs and Materials: Macmillan Treasures or Reading Mastery Plus Macmillan Triumphs Intervention
THEN:
Administer FAIR Reading Comprehension to determine a lexile level and Lexiled Passages to determine text reading efficiency
Compare results to other assessment data (DRA 2, unit tests, etc)
Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students.
Vocabulary knowledge Comprehension knowledge Text reading efficiency Determine need for more intensity:
additional time smaller group size more targeted instruction Determine progress monitoring steps:
How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Programs and Materials: Macmillan Treasures with differentiated small group instruction Macmillan Triumphs Intervention
THEN:
Continue with enhanced instruction that follows a developmental reading continuum including instruction with higher level comprehension, vocabulary, phonics, and fluency at the word and/or connected text level.
Programs and Materials: Macmillan Treasures Appropriate leveled text and materials for small group
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REV 052012 Fifth Grade Language Arts Page 28
Additional Literature (by writing process topic, by grade level)
(This list was originally developed by Lucy McCormick Calkins for use with her program “The Art of Writing” and expanded for use by the
Okaloosa County School District.)
Grade 1
The Writing Process: Launching the Writing Workshop
Arthur Writes a Story Marc Brown
The Importank Book Margaret W. Brown
The Letters Are Lost Lisa C. Ernst
My Book By Me Dana M. Rau
My Five Senses Margaret Miller
Would You Rather.. John Burningham
Writing Places Pamela Chanko
A Tree Is Nice Janice May Udry
Honey, I Love Eloise Greenfield
The Writing Process: Memoir/Personal Narrative
A Chair For My Mother Vera B. Williams
Just Us Women Jeannette Caines
Little Nino's Pizzeria Karen Barbour
Night in the Country Cynthia Rylant
Night Shift Daddy Eileen Spinelli
Owl Moon Jane Yolen
Shortcut Donald Crews
When Everybody Wore a Hat William Steig
The Writing Process: Composition: Characters Who Write
Arthur's Pen Pal Lillian Hoban
Author: A True Story Helen Lester
Cherries and Cherry Pitts Vera B. Williams
Dear Juno Soyung Pak
Dear Mr. Blueberry Simon James
From Pictures To Words Janet Stevens
Harold And The Purple Crayon Crockett Johnson
Mr. Putter & Tabby Write The Book Cynthia Rylant
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REV 052012 Fifth Grade Language Arts Page 29
The Writing Process: Composition: Letter Writing/Diaries/Journals
Click, Clack, Moo: Cows That Doreen Cronin
Dear Peter Rabbit Alma F. Ada
Dear World Takayo Nado
Diary of a Wombat Jackie French
Diary of a Worm Doreen Cronin
First Year Letters Julie Danneberg
The Gardener Sarah Stewart
A Letter To Amy Ezra J. Keats
The Writing Process: Nonfiction: Describing a Process
Bread Comes To Life George Levenson
From Flower To Honey Robin Nelson
How a Seed Grows Helene J. Jordan
How To Hide a Crocodile Ruth Heller
Liftoff! Carmen Bredeson
Ten Seeds Ruth Brown
We Need Directions! Sarah De Capua
Flash, Crash, Rumble & Roll Franklyn Branley
The Writing Process: Narrative Procedure
Apple Farmer Annie Monica Wellington
Cassie's Word Quilt Faith Ringgold
Duck in the Truck Jez Alborough
Good-night, Owl Pat Hutchins
How To Talk To Your Dog Jean Craighead George
Jump, Frog, Jump Robert Kalan
Kitten's First Full Moon Kevin Henkes
My Mother's Pearls Catherine M. Fruisen
Building Comprehension Skills: Determining Importance and Summarizing Information
Arthur's Funny Money Lillian Hoban
The Big, Fat Enormous Lie Marjorie Sharmat
Bringing The Rain To Kapiti Plain Verna Aardema
I Need a Lunch Box Jeannette Caines
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REV 052012 Fifth Grade Language Arts Page 30
The Jacket I Wear In The Snow Shirley Neitzel
Rabbit and Hare Divide An Apple Harriet Ziefert
Sam and The Lucky Money Karen Chinn
Building Comprehension Skills: Questioning, Predicting, and Inferring
Are You My Mother Philip D. Eastman
Be Brown! Barbara Bottner
Sitting Down To Eat Bill Harley
Where is the Green Sheep? M. & J. Fox
Who Stole The Cookies? Judith Moffatt
Who Took The Farmer's Hat? Joan Nodset
Something Beautiful Sharon D. Wyeth
Enriching The Reader's Experience: Visualizing
At The Beach Huy Voun Lee
Calabash Cat James Rumford
Doodler Doodling Rita G. Gelman
Fishing in the Air Sharon Creech
I Had A Hippopotamus Hector V. Lee
Mouse Paint Ellen S. Walsh
Sidewalk Circus Paul Fleischman
What I See Holly Keller
Enriching The Reader's Experience: Wordplay and Language Skills
Baby Beluga Ashley Wolff
I Kissed The Baby! Mary Murphy
Pig Pigger Piggest Rick Walton
Sheep Out To Eat Nancy Shaw
So Much Trish Cooke
The Worrywarts Pamela D. Edwards
Clara Caterpillar Pamela D. Edwards
The Cake That Mack Ate Mary Ann Kovalski
Look I Can Read Susan Hood
Genre Studies: Biographies
Betsy Ross and The Silver Thimble Stephanie Greene
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Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 31
The Boy Who Loved To Draw Barbara Brenner
Dr. Suess Dana M. Rau
Honest Abe Edith Kunhardt
If A Bus Could Talk Faith Ringgold
Johnny Appleseed Patricia Demuth
A Weed Is A Flower Aliki
Home Run Robert Burleigh
George Washington Garnet Jackson
Grade 2
The Writing Process: Launching the Writing Worksho
The Day Eddie Met The Author Louise Borden
How a Book is Made Aliki
How Are You Peeling? Sexton Freymann
Knots On A counting Rope Bill Martin, Jr.
The Stories Julian Tells Ann Cameron
Uptown Bryan Collier
Voices in the Park Anthony Browne
The Writing Process: Memoir/Personal Narrative
David Gets in Trouble David Shannon
Grandma's Records Eric Velasquez
I Love Saturdays Y Domingos Alma Flor Ada
Irene and the Big, Fine Nickel Irene Smalls
Nothing Ever Happens on 90th Street Roni Schotter
Rocks In His Head Carol Hurst
Thomas & the Library Lady Pat Mora
Chicken Sunday Patricia Polacco
The Writing Process-Composition: Characters Who Write
Aunt Isabel Tells A Good One Kate Duke
Bud Barkin, Private Eye James Howe
Donavan't Word Jam Monalisa DeGross
The Furry News Loreen Leedy
Joody Moody Megan McDonals
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REV 052012 Fifth Grade Language Arts Page 32
Keepers Jeri Watts
Nothing Ever Happens on 90th Street Roni Schotter
The Writing Process-Composition: Letter Writing/Diaries/Journals
The Armadillo From Amarillo Lynne Cherry
The Clue of the Left-handed Envelope George Stanley
Dear Benjamin Banneker Andrea Pinkney
Dear Mrs. Larue: Letters from Obed.School
The Empty Envelope Ron Roy
Grace's Letter to Lincoln Connie Roop
Pink and Say Patricia Polacco
Raising Sweetness Diane Stanley
The Writing Process-Nonfiction: Describing A Process
Basketball in Action John Crossingham
The Emperior Lays an Egg Brenda Guiberson
From Wax to Crayon Michael Forman
Switch On, Switch Off Melvin Berger
What Do You Do When/Wants to Eat You? Steve Jenkins
Where Do Puddles Go? Fay Robinson
Wiggling Worms At Work Wendy Pfeffer
The Writing Process: Narrative Procedure
Highway Builders Georgie Adams
How to Make Marjorie Priceman
Joseph Had A Little Overcoat Simms Taback
The Huckabuck Family and How…. Carl Sandburg
Pete's A Pizza William Steig
Stella Louella's Runaway Book Lisa Ernst
Zoom Istvan Banyai
Three Days on a River Vera Williams
Building Comprehension Skills: Determining Importance and Summarizing Information
An Angel for Solomon Singer Cynthia Rylant
Hey! Get Off Our Train John Burmingham
It Could Still be a Mammal Allan Fowler
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REV 052012 Fifth Grade Language Arts Page 33
The Library Sarah Stewart
Measuring Penny Loreen Leedy
Nobody Owns the Sky Reeve Lindbergh
Smoky Night Eve Bunting
What You Know First Patricia MacLachlan
Building Commprehension Skills: Questioning, Predicting, and Inferring
Cam Jansen and the Chocolate Fudge Mystery David Adler
The Dinosaurs of Waterhouse Hawkins Barbara Kerley
The Enormous Crocodile Roald Dahl
The Other Side Jacqueline Woodson
Trouble On the T-ball Team Eve Bunting
The Truth About the Moon Clayton Bess
Enriching the Reader's Experience: Visualizing
Applelmando's Dreams Patricia Polacco
Flying Over Brooklyn Myron Uhlberg
How I spent My Summer Vacation in the A Mark Teague
Madlenka's Dog Peter Sis
Matthew's Dream Leo Lionni
My Life With the Wave Catherine Cowan
Meanwhile Jules Feiffer
Enriching the Reader's Experience: Wordplay and Language Skills
Eight Ate Marvin Terban
Good Night, Good Knight Shelley Thomas
Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson
Many Lusious Lollipops Ruth Heller
The War Between the Vowels/Consonants Pricilla Turner
Things that Are Most in the World Judi Barrett
Under, Over, By the Clover: What is a Prep Brian Cleary
What Do You Hear When cows Sing: Marco Maestro
Genre Studies: Biographies
A Boy Called Slow Joseph Bruchac
Author: A True Story Helen Lester
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REV 052012 Fifth Grade Language Arts Page 34
Eleanor Barbara Cooney
George Washington's Teeth Deborah Chandra
Girl Who Struck Out Babe Ruth Jean Parnell
If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill
Mother To Tigers George Lyon
The Pot the Juan Built Nancy Andrews-goebel
Grade 3
The Writing Process: Launching the Writing Workshop
The Day Eddie Met The Author Louise Borden
From Idea to Book Pam Marshall
How a Book is Made Aliki
How Are You Peeling? Sexton Freymann
Knots On A counting Rope Bill Martin, Jr.
The Stories Julian Tells Ann Cameron
Uptown Bryan Collier
Voices in the Park Anthony Browne
The Writing Process: Memoir/Personal Narrative
David Gets in Trouble David Shannon
Grandma's Records Eric Velasquez
Today Was A Terrible Day Patricia Giff
Irene and the Big, Fine Nickel Irene Smalls
Nothing Ever Happens on 90th Street Roni Schotter
Rocks In His Head Carol Hurst
Thomas & the Library Lady Pat Mora
Chicken Sunday Patricia Polacco
The Writing Process-Composition: Characters Who Write
Aunt Isabel Tells A Good One Kate Duke
Bud Barkin, Private Eye James Howe
Donavan't Word Jam Monalisa DeGross
The Furry News Loreen Leedy
Joody Moody Megan McDonals
Keepers Jeri Watts
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 35
Nothing Ever Happens on 90th Street Roni Schotter
Saguaro Moon: A DesertJournal Kristin Pratt-Serafini
Some Good News Cynthia Rylant
The Writing Process-Composition: Letter Writing/Diaries/Journals
The Armadillo From Amarillo Lynne Cherry
The Clue of the Left-handed Envelope George Stanley
Dear Benjamin Banneker Andrea Pinkney
Dear Mrs. Larue: Letters from Obed.School Mark Teague
The Empty Envelope Ron Roy
Grace's Letter to Lincoln Connie Roop
Pink and Say Patricia Polacco
Raising Sweetness Diane Stanley
The Writing Process-Nonfiction: Describing A Process
Basketball in Action John Crossingham
Digging Up Dinosaurs Aliki
The Emperior Lays an Egg Brenda Guiberson
From Wax to Crayon Michael Forman
Switch On, Switch Off Melvin Berger
What Do You Do When/Wants to Eat You? Steve Jenkins
Where Do Puddles Go? Fay Robinson
Wiggling Worms At Work Wendy Pfeffer
The Writing Process: Narrative Procedure
Highway Builders Georgie Adams
How to Make Marjorie Priceman
Joseph Had A Little Overcoat Simms Taback
Pete's A Pizza William Steig
Stella Louella's Runaway Book Lisa Ernst
Zoom Istvan Banyai
Three Days on a River Vera Williams
Building Comprehension Skills: Determining Importance and Summarizing Information
An Angel for Solomon Singer Cynthia Rylant
Hey! Get Off Our Train John Burmingham
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 36
It Could Still be a Mammal Allan Fowler
The Library Sarah Stewart
Measuring Penny Loreen Leedy
Nobody Owns the Sky Reeve Lindbergh
Smoky Night Eve Bunting
What You Know First Patricia MacLachlan
Building Comprehension Skills: Questioning, Predicting, and Inferring
Cam Jansen and the Chocolate Fudge Mystery David Adler
Clever Beatrice Margaret Willey
The Dinosaurs of Waterhouse Hawkins Barbara Kerley
The Enormous Crocodile Roald Dahl
The Teacher's Secret Life Stephen Krensky
The Other Side Jacqueline Woodson
Trouble On the T-ball Team Eve Bunting
The Truth About the Moon Clayton Bess
What Will the Weather Be? Lynda DeWitt
Enriching the Reader's Experience: Visualizing
Applelmando's Dreams Patricia Polacco
Dinner at Aunt Connie's House Faith Ringgold
Flying Over Brooklyn Myron Uhlberg
Gila Monsters Meet You At the Airport M. Weinman Sharmat
How I spent My Summer Vacation in the A Mark Teague
Madlenka's Dog Peter Sis
Matthew's Dream Leo Lionni
My Life With the Wave Catherine Cowan
Meanwhile Jules Feiffer
The Legend of the Indian Paintbrush Tomie dePaula
Enriching the Reader's Experience: Wordplay and Language Skills
Eight Ate Marvin Terban
Good Night, Good Knight Shelley Thomas
Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 37
Many Lusious Lollipops Ruth Heller
The War Between the Vowels/Consonants Pricilla Turner
Things that Are Most in the World Judi Barrett
Under, Over, By the Clover: What is a Prep Brian Cleary
What Do You Hear When cows Sing: Marco Maestro
Genre Studies: Biographies
A Boy Called Slow Joseph Bruchac
Author: A True Story Helen Lester
Eleanor Barbara Cooney
George Washington's Teeth Deborah Chandra
Girl Who Struck Out Babe Ruth Jean Parnell
If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill
Mother To Tigers George Lyon
The Pot the Juan Built Nancy Andrews-goebel
The Story of Ruby Bridges Robert Coles
Grade 4
The Writing Process: Launching the Writing Workshop
CDB! William Steig
Daydreamers Tom Feelings
Fantastic! Wow! And Unreal! Ruth Heller
How Writers Work Ralph Fletcher
Live Writing Ralph Fletcher
The Making of a Writer Joan Lowery Nixon
The School Story Andrew Clements
You Have To Write Janet S. Wong
The Writing Process: Memoir/Personal Narrative
A Girl From Yamhill Beverly Cleary
Homesick, My Own Story Jean Fritz
Knots in My Yo-yo String Jerry Spinelli
Leon's Story Leon Tillage
Looking Back Lois Lowry
My Brother Martin Christing King Farris
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 38
Through My Eyes Ruby Bridges
When I Was Your Age Amy Ehrlich
The Writing Process: Composition: Characters Who Write
Absent Author Ron Roy
Jazmin's Notebook Nikki Grimes
Love That Dog Sharon Creech
Pedro's Journal Pam Conrad
Tales From The House of Bunnicula James Howe
The School Story Andrew Clements
The Color of My Words Lynn Joseph
Trial By Journal Kate Klise
The Writing Process: Composition: Letter Writing/Diaries/ Journals
Dame Shirley and The Gold Rush John Holder
Dear Little Wolf Ian Whybrow
Little Wolf's Handy Book of Poems Ian Whybrow
Love, Ruby Lavender Deborah Wiles
P.S. Longer Letter Later P. Danzinger
Tooth and Claw Ted Lewin
Watching Desert Wildlife Jim Arnosky
The Writing Process: Nonfiction: Describing a Process
How Baseball Works Keltie Thomas
Grow It Again Elizabeth Macleod
How To Make A Million Rowland Morgan
How To Talk To Your Cat Jean Craighead George
Make Amazing Toy and Game Amy Pinchuk
Picture This: How Pictures Work Molly Bang
The Wildlife Detectives Donna M. Jackson
The Writing of The Star Spangled Scott Ingram
The Writing Process: Narrative Procedure
And Then What Happened, Paul Revere Jean Fritz
The Chocolate Touch Patrick S. Catling
How To Build a Time Machine Hazel Richardson
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 39
How To Eat Fried Worms Thomas Rockwell
Lost! A Story in String Paul Fleischman
Maniac Magee Jerry Spinelli
Revolting Recipes Roald Dahl
Sarah, Plain and Tall Patricia MacLachan
Building Comprehension Skills: Determining Importance and Summarizing Information
Black Potatoes Susan C. Bartoletti
Earth To Matthew Paula Danzinger
Getting Near To Baby Audrey Couloumbis
Global Warming Laurence Pringle
A Journey Into a Lake Rebecca L. Johnson
Richard Wright and The Library Card William Miller
Sun and Spoon Kevin Henkes
The Three Questions Jon J. Muth
Building Comprehension Skills: Questioning, Predicting, and Inferring
Encyclopedia Brown Solves Them All Donald J. Sobol
Farewell, My Lunchbag Bruce Hale
Freedom Crossing Margaret Clark
Frindle Andrew Clements
How Come The Best Clues Linda Bailey
Maniac Magee Jerrry Spinelli
A Place Called Ugly Avi
Sammy Keyes and the Hotel Thief Wendelin Van Draanen
Enriching The Reader's Experience: Visualizing
Castles Philip Steele
Charlie and The Chocolate Factory Roald Dahl
The Daydreamer Ian McEwan
Everglades Jean Craighead George
Lizard Music Daniel Pinkwater
Night of the Gargoyles Eve Bunting
7 Sector 7 David Wiesner
Weslandia Paul Fleischman
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 40
Enriching The Reader's Experience: Wordplay and Language Skills
The Circus of Words Richard Lederer
Guppies in Tuxedos Marvin Terban
Go Hang a Salami! Jon Agee
Jokelopedia, The Biggest, Best Ilana Weitzman
Kids Write Right Jan Venolia
Pun and Games Richard Lederer
Who Ordered the Jumbo Shrimp? Jon Agee
Your Foot's on My Feet Marvin Terban
Genre Studies: Biographies
We'll Never Forget You, Roberto Trudie Engel
Handel, Who Knew What M.T. Anderson
Lives of The Musician Jean Craighead George
This Land is My Land George Littlehead
Walt Whitman Barbara Kerley
Malcolm X Walter Dean Myers
We'll Race You, Henry Barbara Mitchell
Only Passing Through Anne Rockwell
The Tarantula In My Purse Jean Craighead George
Grade 5
The Writing Process: Launching the Writing Workshop
CDB! William Steig
Daydreamers Tom Feelings
Fantastic! Wow! And Unreal! Ruth Heller
How Writers Work Ralph Fletcher
Live Writing Ralph Fletcher
The Making of a Writer Joan Lowery Nixon
The School Story Andrew Clements
You Have To Write Janet S. Wong
The Writing Process: Memoir/Personal Narrative
A Girl From Yamhill Beverly Cleary
Homesick, My Own Story Jean Fritz
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 41
Knots in My Yo-yo String Jerry Spinelli
Leon's Story Leon Tillage
Looking Back Lois Lowry
My Brother Martin Christing King Farris
Through My Eyes Ruby Bridges
When I Was Your Age Amy Ehrlich
The Writing Process: Composition: Characters Who Write
It Came From Beneath The Bed James Howe
Jazmin's Notebook Nikki Grimes
Love That Dog Sharon Creech
Pedro's Journal Pam Conrad
The School Story Andrew Clements
The Color of My Words Lynn Joseph
The Absent Author Ron Roy
Just Justice Karen Hesse
The Writing Process: Composition: Letter Writing/Diaries/Journals
Dame Shirley and The Gold Rush John Holder
Dear Little Wolf Ian Whybrow
Harriet The Spy Louise Fitzhugh
Love, Ruby Lavender Deborah Wiles
P.S. Longer Letter Later P. Danzinger
Tooth and Claw Ted Lewin
Dear Napoleon Elvira Woodruff
Watching Desert Wildlife Jim Arnosky
The Writing Process: Nonfiction: Describing a Process
How Baseball Works Keltie Thomas
Grow It Again Elizabeth Macleod
How To Make A Million Rowland Morgan
How To Talk To Your Cat Jean Craighead George
Make Amazing Toy and Game Amy Pinchuk
Picture This: How Pictures Work Molly Bang
The Wildlife Detectives Donna M. Jackson
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 42
The Writing of The Star Spangled Scott Ingram
The Writing Process: Narrative Procedure
And Then What Happened, Paul Revere Jean Fritz
How To Build a Time Machine Hazel Richardson
How To Eat Fried Worms Thomas Rockwell
Lost! A Story in String Paul Fleischman
Maniac Magee Jerry Spinelli
Revolting Recipes Roald Dahl
Sarah, Plain and Tall Patricia MacLachan
Building Comprehension Skills: Determining Importance and Summarizing Information
Black Potatoes Susan C. Bartoletti
Earth To Matthew Paula Danzinger
Getting Near To Baby Audrey Couloumbis
Global Warming Laurence Pringle
A Journey Into a Lake Rebecca L. Johnson
Richard Wright and The Library Card William Miller
Sun and Spoon Kevin Henkes
The Three Questions Jon J. Muth
When The Circus Came To Town Laurence Yep
Building Comprehension Skills: Questioning, Predicting, and Inferring
Encyclopedia Brown Solves Them All Donald J. Sobol
Farewell, My Lunchbag Bruce Hale
Freedom Crossing Margaret Clark
Frindle Andrew Clements
How Come The Best Clues Linda Bailey
Maniac Magee Jerrry Spinelli
A Place Called Ugly Avi
Sammy Keyes and the Hotel Thief Wendelin Van Draanen
Enriching The Reader's Experience: Visualizing
Castles Philip Steele
Charlie and The Chocolate Factory Roald Dahl
The Daydreamer Ian McEwan
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 43
Everglades Jean Craighead George
Lizard Music Daniel Pinkwater
Night of the Gargoyles Eve Bunting
7 Sector 7 David Wiesner
Picture of Hollis Woods Patricia Giffy
Enriching The Reader's Experience: Wordplay and Language Skills
The Circus of Words Richard Lederer
Guppies in Tuxedos Marvin Terban
Go Hang a Salami! Jon Agee
Jokelopedia, The Biggest, Best Ilana Weitzman
Kids Write Right Jan Venolia
Pun and Games Richard Lederer
Who Ordered the Jumbo Shrimp? Jon Agee
Your Foot's on My Feet Marvin Terban
Genre Studies: Biographies
We'll Never Forget You, Roberto Trudie Engel
Handel, Who Knew What M.T. Anderson
Lives of The Musician Jean Craighead George
This Land is My Land George Littlehead
Walt Whitman Barbara Kerley
Malcolm X Walter Dean Myers
The Tarantula In My Purse Jean Craighead George
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 44
2011 FCAT 2.0 Reading Grade 5
NGSSS Benchmark Content Focus Number of Points Possible
Reporting Category 1. Vocabulary
LA.5.1.6.3 Context clues 2
LA.5.1.6.8 Synonyms 4
LA.5.1.6.9 Analyze words in text; Multiple meanings 2
Reporting Category Point Total 8
Reporting Category 2. Reading Application
LA.5.1.7.2 Author's perspective; Author's purpose 3
LA.5.1.7.3 Main idea; Relevant details 8
LA.5.1.7.4 Cause and effect 5
LA.5.1.7.7 Compare 1
Reporting Category Point Total 17
Reporting Category 3. Literary Analysis: Fiction and Nonfiction
LA.5.2.1.2 Character development; Character point of view; Plot development; Problem/resolution
11
LA.5.2.1.7 Descriptive language 1
Reporting Category Point Total 12
Reporting Category 4. Informational Text/Research Process
LA.5.6.1.1 Locate, interpret, organize information 8
Reporting Category Point Total 8
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 45
Excerpts from:
FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY
III. Content Categories
Tables 2–6 present the content categories for FCAT Science and Writing, FCAT 2.0 Reading and Mathematics, and the Algebra 1 EOC Assess ment, along
with the approximate percentage of raw-score points that will be derived from each content category.
Table 3: FCAT 2.0 Reading
Grade Vocabulary Reading Application Literary Analysis
Fiction/Nonfiction
Informational Text/Research
Process
3–5 15-25% 25-35% 25-35% 15-25%
Table 6: FCAT Writing
The writing assessment is administered to students in grades 4, 8, and 10. It provides one prompt for each grade to which stu dents are expected to draft a
response according to a specific purpose (mode). The student response should integrate the writing elements of focus, organization, support, and
conventions. The possible modes of writing used at each grade are presented in the table below.
Grade Narrative
Writing to tell a story
Expository
Writing to explain
Persuasive
Writing to convince
4 NA
IV. Reading Passages
Proposed reading passages are reviewed by Florida educators for quality and grade-level appropriateness. Criteria for this review can be found in the FCAT
2.0 Reading Test Item Specifications. A review is also conducted by a committee of Florida citizens to ensure the passages are free of bias or cultural
insensitivity.
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
REV 052012 Fifth Grade Language Arts Page 46
Table 7: Lengths of Reading Passages
Grade
Number of Words per Passage
Range Average
3 100–700 500
4 100–900 500
5 200–1000 600
Table 8: Reading Passage Types and Percentage of Test
Literary passages provide entertainment or inspiration and include fiction, nonfiction, poetry, and drama.
Informational passages are subject-matter centered and the language may be used to solve problems, raise questions, provide information, or present
new ideas. The context of these passages includes everyday life outside of the classroom.
Grade Literary Text Informational Text
3 60% 40%
4 50% 50%
5 50% 50%
V. Cognitive Complexity
FCAT, FCAT 2.0, and EOC assessment items are classified using a model with origins in the works of Dr. Norman Webb1 on depth of knowledge and the
cognitive classification system used for the National Assessment of Educational Progress (NAEP). With this system, items are classified on the cognitive
demand inherent in the test item, not on assumptions about the student’s approach to the item.
Low-complexity items rely heavily on recall and recognition. Moderate-complexity items require more flexible thinking and may require informal reasoning or
problem solving. High-complexity items are written to elicit analysis and abstract reasoning. Tables 9-11 present the range for the percentage of raw-score
points by cognitive complexity level on each FCAT, FCAT 2.0, and EOC assessment.
1
Webb, Norman L. and others. “Webb Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx.
OKALOOSA COUNTY SCHOOL DISTRICT
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Table 10: Percentage of Points by Cognitive Complexity Level for FCAT 2.0 Reading
Grades Low Moderate High
3 25–35 50–70 5–15
4 20–30 50–70 10–20
5-7 15–25 50–70 15–25
VI. Test Length and Item/Prompt Types
Table 12: Duration of Test
The table below displays the number of minutes allowed for the 2011 regular test takers. With the exception of FCAT Writing, and FCAT Reading and
Mathematics Retakes, which must be taken in one day, all tests are administered in two sessions.
Grade Reading Mathematics Science Writing
3 120 140 NA NA
4 120 140 NA 45
5 120 140 110 NA
6 120 140 NA NA
Table 13: Length of Tests
This table provides an approximate range for the number of items on each test.
Grade Reading Mathematics Science Writing
3 50–55 50–55 NA NA
4 50–55 50–55 NA 1 prompt
5 50–55 50–55 60–65 NA
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REV 052012 Fifth Grade Language Arts Page 48
Table 13: Length of Tests
This table provides an approximate range for the number of items on each test.
Grade Reading Mathematics Science Writing
3 50–55 50–55 NA NA
4 50–55 50–55 NA 1 prompt
5 50–55 50–55 60–65 NA
Table 14: Item Types and Numbers
This table gives ranges for the approximate number of items by item type.
FCAT/FCAT 2.0/EOC Test Design Summary © 2010 Florida Department of Education
Grade Reading Mathematics Science Writing
3 50–55 MC 50–55 MC NA NA
4 50–55 MC 35–40 MC 10–15 GR
NA 1 prompt
5 50–55 MC 35–40 MC 10–15 GR
60–65 MC NA
Retake 55-60 MC 30-35 MC 20-25 GR
NA NA
Key
GR – Gridded-Response
MC – Multiple-Choice
FR – Fill-in Response