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5th Grade Reading and Writing

Notes Handbook!

Table of ContentsStandard Summary of Standard Page

NumberELAGSE5RL1, ELAGSE5RI1 Evidence from the text 3ELAGSE5RL2 Theme/Summarize a text 4ELAGSE5RI3, ELAGSE5RI3 Compare and Contrast 5ELAGSE5RL4, ELAGSE5RI4 Figurative Language 6ELAGSE5RL5 Chapters, Scenes and Stanzas 7ELAGSE5RL6 Point of View 8ELAGSE5RL7, ELAGSE5RI7 Tone, Multi-Print Digital Sources 9ELAGSE5RL9 Compare and Contrast Genres 10ELAGSE5RI2 Main Idea 11ELAGSE5RI5 Text Structures 12ELAGSE5RI6 Multiple Accounts 13ELAGSE5RI8 Identifying Reasons and Evidence 14ELAGSE5RI9 Integrate information from several texts 15ELAGSE5W1 Opinon Writing 16ELAGSE5W2 Informative Writing 17-18ELAGSE5W3 Narrative Writing 19ELAGSE5W4 and ELAGSE5W5

Writing clearly with support 20ELAGSE5W6, ELAGSE5W7, ELAGSE5W8, ELAGSE5W9

Typing skills and research 21ELAGSE5SL1 Speaking and listening skills 22ELAGSE5SL2, ELAGSE5SI2 Summarizing 23ELAGGSE5L1a. Conjunctions, Interections and Prepositions 24ELAGGSE5L1e. Correlative Conjuncitons 25ELAGGSE5L1b. Perfect Verb Tense 26ELAGGSE5L1c. Shifts in Verb Tenses 27ELAGSE5L2a.b. Commas in a Series and with introductory words 28ELAGSE5L2c. Commas with tag questions, direct address and yes

or no29

ELAGSE5L2d. Titles of works: Underline, quotation marks, italics 30ELAGSE5L4a. Context Clues 31ELAGSE5L4b. Greek and Latin Affixes 32ELAGSE5L4c. Reference Materials 33ELAGSE5L5a. Figurative Language 34ELAGSE5L5c. Synonymns Antynyms and Homographs 35ELAGSE5L6 Specific Vocabulary 36Reading Language Arts Vocabulary/Glossary 37-40

Explicit: This is something that can be observed straight from the text. It is obvious to see. Answers to questions or evidence you can find directly in the text!

Trick to remember: Explicit = Expressed easily

Reading Standard: ELAGSE5RL1 and ELAGSE5RI1: Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text.

Find evidence in the text to support your answer using an evidence starter.

Examples of evidence starters include:

According to the text, The author stated, For instance, From the reading I know

that, Based on what I read. For example,

**Be sure to always add a comma after your evidence

starter!**

Reading Standard: ELAGSE5RL2: 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.

Common ThemesNever judge a book by it’s coverThe early bird catches the worm

Love others the way you want to be lovedRespect goes a long way

Be positive in the face of a bad day

Reading Standard: ELAGSE5RL3: 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).

ELAGSE5RI3: 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.

Reading Standard:

ELAGSE5RL4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

ELAGSE5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area

Reading Standard: ELAGSE5RL5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a

particular story, drama, or poem.

Reading Standard: ELAGSE5RL6: Describe how a narrator’s or speaker’s point of view influences how events are described.

Reading Standard:

ELAGSE5RL7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia

presentation of fiction, folktale, myth, poem).ELAGSE5RI7: 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.Some books are made up of only written words. Readers of these books have to imagine what is going on by creating images of the characters and setting in their minds. Other books, however, include visual elements—drawings or photos that readers can see. Sometimes, books are even made into films or online activities that include multimedia elements such as sounds and animations. These visual and multimedia elements affect how readers interact with and respond to the story:

• Visual elements are images, such as photographs and drawings.Example: Picture books

• Multimedia elements include sound, video, graphics, and animations.Example: Ebooks

• The tone of a text is the attitude that an author takes toward the subject or the audience.

Reading Standard: ELAGSE5RL9: Compare and contrast stories in the

same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Reading Standard: ELAGSE5RI2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Reading Standard: ELAGSE5RI5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Reading Standard: ELAGSE5RI6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Multiple accounts are 2 or more readings or text.

Reading Standard: ELAGSE5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which

reasons and evidence supports which point(s).

Reading Standard-ELAGSE5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

When we integrate information from several texts we use different readings/texts that focus on the same topic and create a writing to explain what we know or found out about a particular topic. Here’s an example:Topic: Effects of sugar when it comes to humansTexts: 2 Different News Articles

Writing with combined information: According to the articles, what are some effects of sugar on human health? Do you think the government should make rules about labeling foods with added sugar? Use evidence from both articles to support your answer.

5 paragraph Essay ModelMy Favorite Video Game

Aw, man!! Koopa just hit me with a turtle shell and I spun out of control!! My favorite game is Mario Go Kart. This is my favorite game because I love the system I play it on, it’s really easy to play, and I have great memories playing it in the past, and now. Let me explain how you can play Mario Go Kart.

First, Mario Go Kart is a game designed by Nintendo. When I was younger, I played the game on Super Nintendo with my sisters and friends. Today you play it on the Wii, which is also made by Nintendo. You can play it with a joystick, the game pad, or you can play it with a steering wheel. I love playing with the steering wheel, because I feel like I’m really driving!

Second, it’s so easy to play. You can play with one player mode, two play mode, or up to 4 players! With two player mode, you are playing against the other player to try and pop their 3 bubbles on their go-cart. The first person to pop the other player’s bubbles wins. You use turtle shells and other objects to hit the bubbles. In one player mode, the player you have to beat different worlds/levels to gain the gold cup. It’s sort of like Nascar. In four player mode, you can play against each other popping bubbles in versus mode, or you can race to see who can complete the race track first.

Third, I have some great memories from the past and present when it comes to playing Mario Go Kart. When my twin sister and I were younger, we would play it all night on Super Nintendo! We even had songs to go with the game that we made up. One time we played the game from night to morning! I mean the sun came up and everything, and we weren’t ready to put the game down. Today, I play it with my daughters, and they get mad because they can’t beat me. My husband and I play too. He beats me sometimes though.

In conclusion, Mario Go Kart is a game that I love! It is my favorite game because I love the Nintendo game system, it’s easy to play, and I have great memories from the past. I’m even building memories with my

Writing Standard-ELAGSE5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 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.

family in the present that go with playing Mario Go Kart. I hope you go home and play it, and build memories

too!

When writing an introduction paragraph:

**Use a Lead Sentence:

After your lead sentence, state your topic sentence, state your details, and use a transition sentence to lead into the first detail. The next paragraph will explain your 1st detail that you mentioned in your introduction paragraph.Introduction Paragraph Example: Did you know that smart phones didn’t exist 15 years ago? In the past there were cell phones, but smart phones were non-existent. Cell phones and smart phones are similar, but are different in many ways. Today, smart phones are everywhere and helps makes our lives easier! Let me explain to you how life was like without smart phones.

Writing Standard-ELAGSE5W2: 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.

Remember…When Writing Informational/Expository Essays…

Writing Standard-ELAGSE5W2: 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.

Writing Standard-ELAGSE5W3: 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.

Strengthen Your WritingPre-Writing

Brainstorm your ideas:

Make a bulleted list Make a numbered

list Create a bubble

map

Rough DraftPut your plan into action! Write in paragraphs! This is our sloppy copy!

o Paragraph 1: Lead sentence (draw the reader in), topic sentence, and details (at least 3).

o Paragraph 2: Explain one detail only.



o Paragraph 5: Conclusion! Mention the topic and details again and bring it all together.

Revising-Make your paper better!

Use the checklist to make sure you revised your paper correctly:

o Read what you have written again.

o Think about what others said about it.

o Rearrange words or sentences.

o Take out or add parts.o Replace overused or

unclear words.o Read your writing

aloud to be sure it flows smoothly! (Use a telephone!)

EditingCapitalization:_____ Each sentence begins with a capital letter._____ Names of people and places are capitalized._____ Each word in my title is capitalized.Punctuation:_____ Each sentence ends with a period or question mark._____ I used quotation marks to show where speech begins and ends._____ I used commas where needed.General:_____ My story has a beginning, middle and end._____ Do you understand everything you tried to say?_____ Are sentences and paragraphs in the right order?_____ I made sure my sentences began differently._____ My verb tenses are correct._____ I used descriptive language (describing words) in my writing._____ I used my thesaurus to replace at least one "overused" word._____ I corrected all misspelled words to the best of my ability.

PublishingWrite in your BEST handwriting and copy your final draft. If complete, you may type out your paper and add graphics!Use the paper attached to write your final copy!

Writing StandardsELAGSE5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge

Writing StandardsELAGSE5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. ELAGSE5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.ELAGSE5W8: 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. ELAGSE5W9: 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 [e.g., how characters interact]”).

When typing: To capitalize hold the Shift key and press the letter that you would like to capitalize.To move to the next line, press EnterTo indent, press the Tab key or press the space bar 5 timesMake sure you space each word. After adding a period, space two times and then begin new sentence.

Gather research from the followingOnline ResearchBrainPopAnimal PlanetKidRexNational GeographicWonderopolis FlocabularyBlendspaceSqooltube

Research (Not Online)LibraryBooks in classDictionary, ThesaurusNotesAnchor charts in the roomInterviews

Speaking and Listening Standards: ELAGSE5SL1: Engage effectively in a

range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. 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.

Speaking and Listening Standards: ELAGSE5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

ELAGSE5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Language Arts Standards: ELAGGSE5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Language Arts Standards: ELAGGSE5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. e. Use correlative conjunctions (e.g., either/or, neither/nor)


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.*

Inappropriate Shifts in Verb Tense Verbs in a sentence or a paragraph should always be in the same tense. For example,

both verbs in a sentence are either present tense or past tense.

Language Arts Standard: ELAGSE5L2: Demonstrate command of the conventions of Standard English 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.

Language Arts Standard: ELAGSE5L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 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?).

Use a comma to set off the words Yes and No.Think of a sentence that either uses the word Yes or the word No at the beginning of a sentence. When using the words yes or no, the comma should be placed right after the word yes, or the word no. Example:Yes, we are going outside!No, you can’t have any of my ice cream. We also need to use a comma when we address someone directly.What does it mean to address someone directly?Addressing someone directly simply means that you are speaking to someone. When addressing someone directly we need to use commas to set off the person’s name or title.Example:Good job, Susie!People, don’t make the same mistake I did.John, I’m sorry.You will be happy to learn, Mr. Jones, that you have won our grand prize. Commas and Tag QuestionsYou also need to use commas to set off a tag question from the rest of the sentence!But what is a tag question?A tag question is a question that is added on to the end of a larger statement. Example: It’s true, Isn’t it?I did not see him at the mall, did you?The magic show was impressive, wasn’t it?

Language Arts Standards-ELAGSE5L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed

Language Arts Standards-ELAGSE5L4: 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.

Language Arts Standards-ELAGSE5L4: Determine or clarify the meaning of

unknown and multiple-meaning wordsand phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Language Arts Standards-ELAGSE5L4: 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. 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.

Language Standards: ELAGSE5L5: 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.

Language Arts Standards-ELAGSE5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meaningsc. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words

Language Arts Standards: ELAGSE5L6: 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).

Contrast-The state of being different from something else

Addition- the action or process of adding something to something else.

However-Used to introduce a statement that contrasts with or seems to contradict something that has been said previously.

Although-In spite of the fact that; even though. Ex: Although the sun was shining, it wasn’t that warm.

Nevertheless-Even so, or all the same. Ex: Her date was a bit of a slob, but she had fun nevertheless.

Similarly-the action of being the same as something else.

Moreover-In addition to what has been said; further; besides. Ex: Lindsey is going to the wedding, and moreover, she’ll be singing at the reception.

In Addition-an extra person, thing or circumstance. Ex: Members of the board were paid a small allowance in addition to their normal salary.

Reading Language Arts Vocabulary/Glossary

Term Definition ExampleAdjective A word that describes a

noun or pronoun.Pretty cat, wrinkled face

Adverb A word that describes a verb, adjective, or other adverb.

She quickly swam the very long distance across the pool.

Apostrophe A punctuation mark that is used to signify ownership, to join contractions, and to represent the omission of letters from a word in written dialect.

Bill’s one regret is that he can’t catch that ‘possum.

Appropriate Spacing When writing, letters in the same word should be spaced closely together. Words should have a letter’s width space between them, and sentences should have a space between them that is the width of two letters.

The team won the championship! We are going to celebrate.

Article A part of speech used to identify a noun.

A, an, the

Capitalization Process and rules that determine whether or not a letter is used in its uppercase or lowercase form.

-A, B, C, D, E, F-Capitalize proper nouns, the first word in a sentence, and important words in a title (do not capitalize articles)

Common Noun A noun that does not name a specific person, place, or thing and is not capitalized

The girl, a tree, an elephant

Complete Sentences A group of words consisting of at least one subject and at least one verb that expresses a complete thought.

I am a student.I want to be a good teacher.School is so much fun.John and Jackie both love pizza.

Compound Complex Sentences

A sentences with at least two independent clauses and one dependent clause.

When I go to the store, I like to buy apples, but my little brother always want to buy candy.

Compound Sentence Two independent clauses (simple sentences) joined together with the correct punctuation (comma and coordinating conjunctions or semicolon.)

I went to the store, and I bought a drink.I moved to Alaska; I enjoy cool weather. The elephant nudged the fence for the snack, and the giraffe dangled over to the fence for peanuts.

Contraction The joining of two words with an apostrophe being used to signify the dropping of a letter or letters.

Can not becomes can’t.Does not becomes doesn’t.

Declarative Sentence

A sentence that states a fact and usually ends in a period.

People live on the Earth.

Dependent Clause A group of words including a subject and a predicate that cannot stand alone as a simple sentence. It can also be called a subordinate clause. Some dependent clauses begin with a subordinating conjunction, such as –while or –though

Though the battery lost its chargeWhile I was at the beach.

Dialogue The exact spoken words between two characters in a story or play. Dialogue is set off from the rest of the work by quotation marks. When a new person speaks, you must skip to the next line.

Julie said, “I can’t believe we won!”“I know the game was so close,” answered Sam.

End Punctuation Punctuation that signals the end of a sentence and signifies the type of sentences.

Period (.), questions mark (?), Exclamation mark (!)

Exclamatory Sentence

A sentence that conveys the excitement of the remark being made. These sentences almost always end in an exclamation mark.

The team won the championship!

High Frequency Words

Words that appear most often in printed materials

A, and, the, I, with….

Imperative The mood for giving commands or making requests. The unstated or understood you is often the subject of the sentence.

Take this money and buy some groceries.

Independent Clause A group of words including a subject and a predicate that can stand alone as a simple sentence.

I am happy.The fish swam gleefully away.

Interrogative Sentence

A sentence that asks a questions and usually ends in a question mark.

How many people are on the Earth?

Irregular Plural Noun A noun that does not follow the conventional rules to becoming plural. The plural

Mouse becomes mice.Goose becomes geese.

of these nouns is not formed by adding –s or –es.

Noun A person, place, thing, or idea

George Washington, McDonalds, clock

Past Tense of Irregular Verbs

With irregular verbs instead of adding –ed to form the past tense the whole word changes.

Today I sit; yesterday I sat.The present tense “I tell” does not become “I telled, “ but it becomes “I told”

Prepositional Phrases

A group of words beginning with a preposition and ending with the object of a preposition.

I sat on a chair.I at by a river.

Pronoun A word that stands for or represents a noun.

I, my, me, you, your, he, his, hers, she, her, hers, it, its, we, our, us, you, your, they, their, them.

Proper Noun A noun that is naming a specific person, place, thing or idea.

George Washington, Barack O’Bama, Macy’s, Playstation

Punctuation The system of symbols or marks used to make writing or printing understandable.

Periods, commas, apostrophes, semicolons, dashes, etc.

Singular Noun A noun that is preceded by the articles “a” or “an” that is only one in number.

A dog, a girl, an apple, an event

Suffixes A group of letters added to the end of the root of a word

Encouragement, friendless

Verb A word that expresses an action.

She threw the ball.He is happy about his

Verb Phrase A verb that is made up of more than one word and still functions as the simple predicate or the sentence.

Ben is running in the marathon.

web viewmy favorite game is mario go kart. ... make sure you space each word. after adding a period,...

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