INTRODUCTION TO GRADE 5 - 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.
TEACHER ELEMENTS |
STUDENT ELEMENTS |
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GRADE 5 |
GRADE 5 |
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THE TEACHER SHALL: |
THE STUDENT SHOULD: |
REVIEW, RETEACH, AND REASSESS PAST CONCEPTS. |
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NEW CONCEPTS READING COMPREHENSION AND FLUENCY |
NEW CONCEPTS READING COMPREHENSION AND FLUENCY |
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Explain cause and effect relationships. |
Identify cause and effect relationships. |
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Demonstrate classification strategies. |
Use classification strategies. |
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Teach techniques to use in comparing/contrasting. |
Demonstrate the ability to compare and contrast. |
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Demonstrate how to synthesize ideas. |
Synthesize ideas. |
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Provide opportunities for students to read and interpret news stories. |
Read and interpret news stories. |
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Provide opportunities for students to develop ease and fluency in oral reading for an audience. |
Read orally with ease and fluency for an audience. |
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INDEPENDENT READING/ASSIGNED READING/GUIDED READING |
INDEPENDENT READING/ASSIGNED READING/GUIDED READING |
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Provide opportunities for students to read and study 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). |
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). |
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Guide students to read independently at least 25 books of various genres from accepted fiction and non-fiction lists. |
Read independently at least 25 books of various genres from accepted fiction and non-fiction lists. |
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Read aloud various genres of literature which are rich in vocabulary. |
Demonstrate understanding of literature which is read aloud. |
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LITERARY EMPHASIS |
LITERARY EMPHASIS |
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Emphasize the important literary content of myths and legends from around the world; famous speeches (e.g., Gettysburg Address). |
Explain the important literary content of myths and legends from around the world; famous speeches (e.g., Gettysburg Address). |
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LITERARY TERMS |
LITERARY TERMS |
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Teach the following terms: pseudonym (pen name), two kinds of drama (tragedy and comedy), Shakespearean Theater, sense imagery, metaphor and simile, symbol, personification, onomatopoeia, alliteration, characterization. |
Define and identify examples of the following terms: pseudonym (pen name), two kinds of drama (tragedy and comedy, Shakespearean Theater, sense imagery, metaphor and simile, symbol, personification, onomatopoeia, alliteration, characterization. |
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INQUIRY, RESEARCH, STUDY STRATEGIES |
INQUIRY, RESEARCH, STUDY STRATEGIES |
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Demonstrate various note-taking strategies (e.g., prioritizing, verbatim definitions, listing, abbreviations, outlining). |
Use various note-taking strategies (e.g., prioritizing, verbatim definitions, listing, abbreviations, outlining). |
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Teach various test-taking strategies (e.g., bubbling answers, following directions, rechecking answers, eliminating "nonsense" answers, making choice of answer and then "proofing" the choice). |
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). |
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Show ways to help students to memorize facts. |
Demonstrate ways to memorize facts. |
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Explain the parts of a card catalogue card: author, title, subject, call number, page numbers, publisher, place of publication, copyright, and subject headings. |
Identify the parts of a card catalogue card: author, title, subject, call number, page numbers, publisher, place of publication, copyright, and subject headings. |
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Demonstrate the use of various indices (e.g., encyclopedia, atlas, almanac) to locate information and to do research. |
Use various indices (e.g., encyclopedia, atlas, almanac) to locate information and to do research.. |
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