FNWSU Literacy Curriculum GRADE 5 Power Standard #1 Literate Community Students participate as members of a 21 century literate community by creating,

comprehending, and responding purposefully to a range of media, images, and texts. (Aligns with Standards 1.4, 5.14)
Literate Community

st

Concepts

Skills/Strategies

Power Indicators

Common Local Assessment

Reading Extensively Reading Widely and In-Depth

-Read the equivalent of two instructional or independent level books a month (including summer months) - Read at least three different genres/ kinds of text and a variety of authors as in the following: literary texts: poetry, plays, fairy tales, fantasy, fables, folktales, realistic fiction, historical fiction informational: content trade books, textbooks, childrens magazines, dictionaries, glossaries, encyclopedias, childrens newspapers practical/functional texts: procedures, instructions, announcements, invitations, book orders

Active Listening
-Ask clarifying questions -Restate information -Respond appropriately in a variety of modes -Be responsive, respectful to the speaker -Extend and apply -Make connections -Individual and Class Reading Logs? -Teacher Observations?

- Read four books (or the equivalent) by an author, about a subject or in one genre -Develop reading stamina by reading to 40-50 minutes per day (*******not in GEs but was in our last curriculum) - Self-select reading materials of personal interest and reading ability -Participate in discussions about text, ideas, and student writing:

Speaking
-Share knowledge and perspectives -Show awareness of audience by adapting language & style -Respond effectively to audience -Use language expressively -Speak clearly with appropriate pacing and volume -Assume roles in group communication tasks

offer comments support evidence recommend books and other materials , respond to comments and recommendations

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #2 Reading Strategies Students effectively apply a combination of word identification, vocabulary, monitoring, & broad comprehension strategies to help them read.
Sound-symbol correspondence Analyzing word structure Word identification Word Study/Word Identification/Phonics
Concepts Skills/Strategies Power Indicators Common Local Assessment

Word ID/Vocabulary
Apply word identification skills (including six syllable types & syllable division) & use resources to identify and understand unfamiliar vocabulary words

(act of reading)
(Aligns with Standards 1.1, 1.13, 1.14, 1.18, 1.19, 2.1, 2.2, 2.6, 2.9, 3.2)
Word patterns

Syllables

-Decode multi-syllabic words using sounds, six-

syllable types, word patterns including prefixes and suffixes

FNWSU Literacy Curriculum Grade 5 Fall 2010

Vocabulary

Word ID/Vocabulary
Apply word

^GatesMacGinitie Forms T & S

Identifying meaning of words

-Use strategies to unlock word meaning including: prefixes, suffixes, base words, context clues, and prior knowledge -Use resources to unlock word meaning including: dictionaries, glossaries, and thesauruses

identification skills (including six syllable types & syllable division) & use resources to identify and understand unfamiliar vocabulary words

Relationship of words (e.g. synonyms, antonyms)

-Identify synonyms, antonyms, homonyms, homophones, or shades of meaning (i.e. cold/freezing) -Describe words in terms of categories, functions, or features -Select and explain appropriate words to use in context, including content-specific vocabulary, multiple meaning words, or precise vocabulary

FNWSU Literacy Curriculum Grade 5 Fall 2010

Comprehension Applying reading strategies to understand text -Use prior knowledge, summary, prediction, inference determine importance, ask inferential questions, visualize, make connections, take notes, read and adjust -Locate, use, and analyze text features including: transition words, phrases, subheadings, bold/italicized print, and parts of book -Use text structure clues including: chronological, cause/effect, compare/contrast, proposition and support, and logical/sequential Context and SelfCorrection Strategies -Use context and self-correction strategies including: predicting, monitoring, adjusting and confirming through the use of syntactic and semantic clues

Broad Comprehension
Construct meaning of varied texts by activating prior knowledge, predicting, inferring, making connections, visualizing, asking questions, determining important ideas and themes, summarizing, and using text structure clues while reading

^F & P Text Level V ^GatesMacGinitie Forms T & S

Monitoring
Monitor and adjust reading by selfcorrecting using sentence structure and context cues

^F & P Text Level V

Monitoring and Adjusting Strategies

-Sample a page of text for readability and interest -Preview text selection -Reread, adjust pace and use other strategies as needed

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #3 Reading Accuracy Students read grade appropriate text with accuracy and fluency in a way that makes meaning clear
Rate & Accuracy Accuracy & Fluency ^F & P
Concepts Skills/Strategies Power Indicators Common Local Assessment

- Read grade appropriate material with at least 9094% accuracy at the end of grade 5 - Read grade-appropriate text with oral and silent fluency at a rate of 125-150 correct words per minute

Accuracy: Read
material appropriate for the end of grade 5 within the instructional range of 90-94% accuracy.

Benchmark Assessment Text Level V

(Instructional Level)

^Grade Level

Aligns with Standard 1.2

Phrasing (e.g. expression, punctuation)

Fluency: Oral and silent

- Read grade-appropriate text in a way that makes meaning clear by: ^reading with correct phrasing ^using good expression ^paying attention to punctuation, text features, and dialogue reading of material appropriate for end of grade 5 demonstrates phrasing, expression and attention to text features at rates of 125-150 correct words per minute (cwpm).

Fluency Measure

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #4 Reading Comprehension Students read, understand, interpret and analyze informational texts.
Initial Understanding of Informational Text -Obtain information from ALL text features -Use text to answer questions about main ideas and key details -Identify features of a variety of informational text including reference (reports, internet websites, & biographies) and practical/functional (recipes, menus, etc.) -Organize information to show understanding through charting, mapping, paraphrasing, -Use text features (the glossary, index, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs or illustrations) to obtain information in order to answer literal and inferential questions related to central ideas and key details -Communicate learning by taking notes and organizing information by comparing & contrasting central details within or across texts
Concepts Skills/Strategies Power Indicators Common Local Assessment

^F & P Level V

(Instructional Level)
^VT Item Bank ^Progress Assessment 1 OR 2 OR 3

Aligns with Standards 1.15, 2.1, 2.2, 2.7, 2.11

summarizing, comparing and contrasting

FNWSU Literacy Curriculum Grade 5 Fall 2010

Analysis & Interpretation of Informational Text/Citing Evidence

-Connect and synthesize information within or across text (i.e. create appropriate titles or form judgments/opinions about central or controlling ideas) -Make inferences about text including authors purpose or message (e.g., persuade) -Make inferences about causes and effects -Distinguish fact from opinion

-Analyze and synthesize information within and across reference, practical, & functional texts -Determine authors purposes or stance (fact/opinion)

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #5 Reading Comprehension Students read, understand, interpret and analyze literary texts.
Initial Understanding of Literary Text (Comprehension)
Concepts Skills/Strategies Power Indicators Common Local Assessment

When reading text, students will be able to cite evidence from the text to:
Identify and describe characters physical characteristics, personality traits, interactions, and motives as they change over time Paraphrase or summarize the setting, plot, major events, and key ideas in a logical sequence Identify and describe possible causes and effects Demonstrate knowledge of characteristics of a variety of types of literary text (e.g. poetry, plays, fairy tales, fantasy, fables, realistic fiction, folk tales, mysteries, and historical fiction) Demonstrate knowledge and use of literary devices to analyze authors craft as appropriate to the genre (e.g. rhyme, alliteration, dialogue, description, imagery, similes, simple metaphors, and exaggeration) Identify character motivation and change over time Make logical predictions and connections based on evidence from text Make inferences of relationships among story elements -Identify literary devices such as imagery, exaggeration, and simple metaphors Identify narrator Identify implied or stated authors message

^F & P Text Level V

(Instructional Level)
^VT Item Bank ^Progress Assessment 1 OR 2 OR 3

Aligns with Standards 1.3, 1.15, 2.1, 2.2, 2.7, 2.11

FNWSU Literacy Curriculum Grade 5 Fall 2010

Analysis and Interpretation of Literary Text/ Citing Evidence

When reading text, students will be able to cite evidence from the text to:
Make logical predictions and inferences about text to describe: ^Physical and personality traits of main characters and their motivation through their thoughts, words, or actions as it changes over time ^Main idea, problems, conflicts, solutions, causes, effects within the text ^The narrator ^Implied or stated authors purpose or message/theme How different story elements effect each other Analyze authors craft as appropriate to genre How dialogue advances the plot of the story Make connections with personal experience, prior knowledge, or other text to make text-to-self, text-to text, text-to-world connections Generate a personal response to what is read by comparing stories or other texts to related personal experience, prior knowledge, or books

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #2 Writing Dimensions/ Process Students apply the processes of writing including drafting, revising, editing, and critiquing to create a written product for the purpose of communication, discovery, or expression.
Prewriting, drafting, revising, editing, publishing
Concepts Skills/Strategies Power Indicators Common Local Assessment

In addition to previous:
Pre-write - Explore topics by determining purpose, audience, and form - Identify and take notes from resources when applicable - Use appropriate graphic organizers - Discuss ideas with peers/teachers Draft - Establish voice/tone that is appropriate to the content and audience - Write a cohesive piece which includes: ^introduction with hook, setting/context, and focus/thesis ^a controlling idea which is consistent throughout ^details that contribute to development of ideas

Prewriting
^Generate and select topics related to a given purpose ^Gather relevant details from text and/or experience that support focus ^Use oral or visual strategies to organize and share details

Drafting and revision of content ideas

^Explore and elaborate details in order to develop a controlling idea and reach a meaningful conclusion ^Revise writing length and connection of

FNWSU Literacy Curriculum Grade 5 Fall 2010

^a conclusion that demonstrates deeper understanding - Use transitions effectively - Use effective organization to support purpose Revise - Reread own writing to check for meaning - Check for coherence and structure - Add details that enhance the story - Delete irrelevant details - Reflect on and improve writing using established criteria - Select vocabulary and title for more precise meaning - Rearrange sections of text to improve organization of ideas - Confer with others and use feedback to revise - Reflect on and improve writing using established criteria Edit

details for effectiveness by conferencing (teacher and peers) and utilizing benchmarked models and rubrics ^Use rich transitions to connect ideas and to create coherence within the piece

Editing and Publishing

^Use editing skills and tools to check grammar, usage, and mechanics ^Edit independently and collaboratively ^Share final drafts with an intended audience

FNWSU Literacy Curriculum Grade 5 Fall 2010

-Edit with help from adults and peers -Use resources to correct spelling of unknown words -Use grade-appropriate grammar, usage, and mechanics Publish

-Create and share text with an audience in a variety

of forms (handwritten, electronic, or visual display

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #3 Writing Conventions & Structures Students demonstrate command of the structures of English language by writing with appropriate English grammar and conventions.
Grammar, Usage, Mechanics, Spelling -Use correct grammar; employ a variety of sentence structures, follow conventional spelling; use correct mechanics display few errors or patterns of errors, relative to length and complexity; make only intentional, effective departure from conventions. Spelling - Identify misspelled words. - Correctly spell grade appropriate, high frequency words, including homonyms and homophones. - Applying syllable and affixing spelling patterns/rules to new situations. GUM - Applies rules of standard English usage to correct grammatical errors (i.e. plurals) - Applying basic capitalization rules and using punctuation to clarify meaning examples is commas, apostrophes, quotation marks.
Concepts Skills/Strategies Power Indicators Common Local Assessment

Students will build meaning with

Prepositional phrases, adverb clauses, and varied sentence beginnings.

Students will edit for clarity

Phrase and clause fragments.

FNWSU Literacy Curriculum Grade 5 Fall 2010

- Identify and use the 8 parts of speech.

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #4 Informational Writing Students will write informational pieces with purpose, organization, voice and details in order to show thinking through analysis, synthesis and evaluation.
Purpose, Voice, Organization, Details (Elaboration) Response to Informational Text -State and maintain a focus (purpose) -Select appropriate information to set context/background -Summarize key ideas -Connect what has been read (ideas/concepts) to prior knowledge or other texts -Use specific details and references to text or citations to support focus -Organize ideas using transition words/phrases and writing a conclusion that provides closure -Use appropriate voice and tone through word choice and sentences with embedded phrases and clauses
Concepts Skills/Strategies Power Indicators Common Local Assessment

Purpose:
-Select appropriate information to set the context in order to convey a perspective. -Establish a topic while maintaining a focus/controlling idea. -Anticipate readers needs through appropriate format and stating a position when necessary.

Voice:
Demonstrate use of

Report - State and maintain a focus /controlling idea (purpose) on a topic using an appropriate organizational text structure (e.g. description,

appropriate voice and tone (word choice, sentences with embedded phrases and

FNWSU Literacy Curriculum Grade 5 Fall 2010

chronology, proposition/support, compare/contrast) -Select appropriate information to set the context -Elaborate by including relevant and sufficient facts and details, (excluding extraneous information) -Use transition words or phrases appropriate to organizing text structure -Obtain information from more than one source -Write a strong conclusion -List sources at end of a report Procedure -Include an appropriate purpose in context - Record a list of materials, if appropriate -Arrange the steps in a logical manner using numbering, bullets, or phrases -Include details and examples that help the reader understand the process (exclude extraneous information) -Anticipate the readers needs using paragraphing, white space/blocking, pictures and/or diagrams making the piece easy to read

clauses).

Organization:
-Create an organizational text structure (format) appropriate to the focus/controlling idea that is easy to follow. -Logically organize ideas by writing a strong introduction (which sets the context) middle, and conclusion restating the issue or problem and summarizing key ideas. -Use transition words and phrases excluding extraneous information.

Details (Elaboration):
-Elaborate on the focus by selecting appropriate information from more

FNWSU Literacy Curriculum Grade 5 Fall 2010

-Develop a conclusion

than one source. -Use sufficient and

Persuasive Writing -Restate the issue or problem -Articulate a point of view, or state a firm judgment about the issue or problem -Provide appropriate facts and details -Address the readers potential concerns or counterarguments

specific details referenced/cited from text(s) while supporting focus, making connections and inferring.

FNWSU Literacy Curriculum Grade 5 Fall 2010

FNWSU Literacy Curriculum GRADE 5 Power Standard #5 Expressive Writing Students will write creatively with purpose, organization, voice and details in order to express identity, their own thoughts, ideas and feelings.
Expressive Writing: Purpose, Voice, Organization, Details (Elaboration) Narrative -Create a clear and coherent (logically consistent) story line - Use transition words/phrases to establish clear chronology and enhance meaning -Establish setting or background information, problem/ conflict/challenge, and resolution -Use relevant and descriptive details to advance the story line -Create dialogue to advance action -Develop characters through description
Concepts Skills/Strategies Power Indicators Common Local Assessment

Purpose:
-Create a clear and coherent (logically consistent) story line/focus. -Write poems that express feelings or thoughts.

Voice:
-Show evidence of individual voice for audience. -Exhibit a variety of

Reflective -Use concrete details to establish context (purpose) -Establish focus or allow it to evolve

techniques for reflecting on thoughts or feelings through questioning, comparing or connecting. -Select vocabulary

FNWSU Literacy Curriculum Grade 5 Fall 2010

-Show evidence of individual voice -Reflect on thoughts or feelings using questioning, comparing, or connecting techniques -Maintain coherent organization

according to purpose and effect on audience. -Use rhyme or repetition in a variety of poetic forms (poetry).

Poetry -Establish a clear topic or focus (purpose) and voice for audience -Express feeling -Select vocabulary according to purpose or for effect on audience -Use rhyme or repetition -Use a variety of poetic forms Haiku Rhyming couplets Limericks Other formula poems Free verse

Organization:
-Utilize coherent organization using transition words/phrases to establish clear chronology and enhance meaning.

Details (Elaboration):
-Establish context (setting or background information), problem/conflict/challe nge, and resolution. -Use relevant and descriptive details to

FNWSU Literacy Curriculum Grade 5 Fall 2010

advance the story line. -Use dialogue to advance action. -Develop characters through description.

FNWSU Literacy Curriculum Grade 5 Fall 2010