' 110.08. English Language Arts and Reading, Grade 5.
(a) Introduction
(1) READING AND LITERATURE. In Grade 5, students will explain cause-effect relationships, demonstrate classification strategies, compare, contrast, and synthesize ideas. They will have opportunities to read, interpret, and analyze notable literary selections with emphasis on worldwide myths and legends as well as famous speeches. They will have opportunities to read orally for an audience. They will define and apply specific literary terms. They will use various note-taking and test-taking strategies. They will explore various methods of memorizing facts. They will demonstrate knowledge of various parts of a card catalog and also indices of reference materials to locate information for research.
(2) GRAMMAR. In Grade 5 students will punctuate introductory prepositional phrases and possessive nouns correctly. They will identify the differences between common and proper nouns. They will form the principal parts of both regular and irregular verbs and identify and form the perfect tenses of verbs. They will also distinguish between adverbs and prepositions.
(3) COMPOSITION. In Grade 5 students will continue using prewriting techniques. They will recognize, analyze, and write both persuasive and descriptive paragraphs. They will also analyze and write narrative paragraphs using time sequence.
(4) SPELLING AND VOCABULARY. In Grade 5 students will learn the spelling and meanings of Old English and foreign suffixes that are used to form adjectives. They will identify the spelling/meanings of at least 25 pairs of homophones. They will analyze unfamiliar words based on individual word elements. They will spell and use words from professional lists prepared for grade level. In addition, they will add to their vocabulary new words that are found in literature selections.
Knowledge and Skills.
| (1) Reading Comprehension and Fluency. The student analyzes various types of texts. |
The student is expected to:
(A) Identify cause and effect relationships.
(B) Use classification strategies.
(C) Demonstrate the ability to compare and contrast.
(D) Synthesize ideas.
(E) Read and interpret news stories.
(F) Read orally with ease and fluency for an audience. |
| (2) Independent Reading/Assigned Reading/Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., poetry: Emily Dickinson, Henry Wadsworth Longfellow, Lord Tennyson, Walt Whitman, Lewis Carroll, Robert Frost, Ralph Waldo Emerson; Adventures of Tom Sawyer, Little House on the Prairie, Little Women, A Midsummer Night's Dream, Narrative of the Life of Frederick Douglass, Black Beauty, Island of the Blue Dolphins, The Prince and the Pauper, Swiss Family Robinson, Sounder, Landing of the Pilgrims, The Wheel on the School, The Good Master, Call It Courage, tales from Sherlock Holmes).
(B) Read independently at least 25 books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a "typical" fifth grader reads approximately 100 wpm).
(E) Demonstrate understanding of literature which is read aloud.
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| (3) Literary Emphasis. The student reads myths and legends from around the world; famous speeches. |
The student is expected to:
(A) Read the important literary content of myths and legends from around the world; famous speeches (e.g., Gettysburg Address).
(B) Explain the storyline of important literary content of myths and legends from around the world; famous speeches (e.g., Gettysburg Address).
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| (4) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
(A) Define the following terms: pseudonym (pen name), two kinds of drama (tragedy and comedy), Shakespearean Theater, sense imagery, metaphor and simile, symbol, personification, onomatopoeia, alliteration, and characterization.
(B) Identify examples of the literary terms (mentioned above) in literary selections. |
| (5) Inquiry, Research, Study Strategies. The student utilizes various information sources. |
The student is expected to:
(A) Use various note-taking strategies (e.g., prioritizing, verbatim definitions, listing, abbreviations, outlining).
(B) Use various test-taking strategies (e.g., bubbling answers, following directions, rechecking answers, eliminating "nonsense" answers, making choice of answer and then "proofing" the choice).
(C) Demonstrate ways to memorize facts.
(D) Identify the parts of a card catalogue card: author, title, subject, call number, page numbers, publisher, place of publication, copyright, and subject headings.
(E) Use various indices (e.g., encyclopedia, atlas, almanac) to locate information and to do research. |
| (6) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Put commas after introductory prepositional phrases composed of more than four words.
(B) Use the three basic rules for showing possessives of nouns (i.e., Singular Possessive--add apostrophe and s to the singular noun form; Plural Possessive whose plural noun form ends in s -- add just apostrophe; Plural Possessive whose plural noun form does not end in s -- add apostrophe and s.)
(C) Formulate regular and irregular plurals of nouns.
(D) Distinguish common nouns from proper nouns.
(E) Identify the four principal parts of regular and irregular verbs.
(F) Distinguish prepositions from adverbs and identify both in sentences.
(G) Identify in sentences the Present, Past, Future, Present Perfect, Past Perfect, and Future Perfect verb tenses. |
| (7) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Write examples of pre-writing techniques (e.g., clustering, discussing, questioning/answering).
(B) Identify persuasive paragraphs.
(C) Write a persuasive paragraph; produce the paragraph in final form.
(D) Identify descriptive paragraphs.
(E) Write descriptive paragraphs using spatial order, sensory words, and comparison/contrast; produce in final form.
(F) Identify and write a narrative paragraph using time order; produce in final form.
(G) Write a personal narrative paragraph; produce in final form. |
| (8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. |
The student is expected to:
(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words.
(B) Tell the spelling/meanings of Old English and foreign suffixes ABLE/IBLE, AL, ATE, EN, ESCENT, ESQUE, FIC, FUL, ISH, LESS, LIKE, LY, OSE, OUS, SOME, WARD, Y.
(C) Explain that words containing the aforementioned suffixes are adjectives.
(D) Identify the spelling/meanings of at least 25 pairs of homophones.
(E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.
(F) Spell and use words regularly and correctly from professional lists prepared for grade level.
(G) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections. |
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