ORAL
LANGUAGE
5.1 The student will listen, draw conclusions, and share responses in subject-related group learning activities.
Participate in and contribute to discussions across content areas.
Organize information to present reports of group activities.
Summarize information gathered in group activities.
G
THE STUDENT WILL: RESOURCES:
R
a.
b.
Participate in class discussions involving all content areas.
Organize information to present to group.
- Teaching Gifted Kids in the
Regular Classroom by Susan
A
c. Summarize information organized in group activities.
-
Winebrenner
Teaching Students with
Learning Difficulties in the
D
-
Regular Classroom by Susan
Winebrenner
Cooperative Learning by
E
Spencer Kagan
- World of Language, Silver
Burdett and Ginn
LEARNING EXPERIENCES: 5
1. Have students review good listening and speaking techniques. Students will then practice listening and speaking skills.
2. Teach student cooperative learning skills. Post information on large charts in the room. Define roles of cooperative group
members. Teach students that coming to consensus is one goal of group work. Use cooperative learning to solve a
problem in any content area.
3. Teach students to value the opinions of others and that opinions can be valid or invalid.
4. After students have developed skills in communication skills, provide opportunities for peer evaluation. As a class,
develop a peer evaluation checklist. Using a checklist, the students will evaluate members of group who present oral
presentation.
ORAL
LANGUAGE
5.2 The student will use effective nonverbal communication skills.
Maintain eye contact with listeners.
Use gestures to support, accentuate, or dramatize verbal message.
Use facial expressions to support or dramatize verbal message.
G
Use posture appropriate for communication setting.
R
THE STUDENT WILL:
a. Use effective nonverbal communication skills, maintaining eye contact, gestures,
RESOURCES:
- Literacy Plus Resource Book
A
facial expressions and posture to dramatize verbal message.
-
by Zaner-Bloser
Experiment with Fiction by
Donald Graves
D
-
-
Experiment with Nonfiction by
Donald Graves
First Steps Writing Resource
E
Book by Education Department
of Western Australia
- After the End by Barry Lane
- Craft Lessons: Teaching
Writing K-8 by Ralph Fletcher
and Joann Portalupi
5
- World of Language, Silver
Burdett and Ginn
LEARNING EXPERIENCES:
1. Explain to students that speakers use both verbal and nonverbal skills when presenting to audience. Have class list those
nonverbal skills they have recalled in presentations. Students will give examples of good and ineffective nonverbal skills.
2. Play charades using book titles or characters to practice appropriate gestures and expressions. After each team has a turn,
stop and discuss which of the nonverbal communication skills were most effective.
3. Use a camcorder to tape students as they present. Allow the students to view the tape with a partner and to evaluate the
presentation. Provide a class-designed rubric for this purpose. Afterward, have the presenter write a summary of what he
or she did well and to write a plan for improvement.
ORAL
LANGUAGE
5.3 The student will make planned oral presentations.
Determine appropriate content for audience.
Organize content sequentially or around major ideas.
Summarize main points before or after presentation.
G
Incorporate visual aids to support the presentation.
R
THE STUDENT WILL:
a. Select appropriate content for audience.
RESOURCES:
- What’s New in Children’s
A
b.
c.
d.
Organize content in correct sequence.
Organize and summarize main points before presentation
Use visual aids that are appropriate for the presentation. -
Literature and How to Use It by
Dr. Peggy A. Sharp
Teaching Vocabulary to
D
Improve Reading
Comprehension by William
Nagy
E
- Invitations by Regie Routman
- Experiment with Fiction by
Donald Graves
-
-
Experiment with Nonfiction by
Donald Graves
First Steps Writing Resource
5
Book Education Department of
Western Australia
- After the End by Barry Lane
- Craft Lessons: Teaching
Writing K-8 by Ralph Fletcher
and Joann Portalupi
- World of Language, Silver
Burdett and Ginn
LEARNING EXPERIENCES:
1. Review oral presentation skills with students. Post an illustrated chart highlighting the skills for all to see. Provide
students an opportunity to select a skill and to practice using it effectively.
2. Teach, one at a time, the three types of speeches: to inform, to demonstrate and to persuade. After each type is taught,
provide students with opportunities to work to develop short speeches.
3. Often shy students find it difficult to speak before a large group. To assist them in developing oral presentation skills,
allow shy students to work with a small group until they feel comfortable. Student will then present speech to larger
group.
4. Provide students opportunity to create and prepare poetry presentations. To prepare a poetry presentation, students should
select one of the poems to present from memory or from a prepared reading. Stress importance of gestures, facial
expressions, etc. in conveying the meaning of the poem.
5. Encourage participation in 4-H sponsored public speaking contest. Provide class time for preparation and presentation as
addressed in SOL skill.
READING/
LITERATURE
5.4 The student will read and learn the meanings of unfamiliar words.
Use knowledge of root words, prefixes, and suffixes.
Use dictionary, glossary, thesaurus, and other word-reference materials. G
R
THE STUDENT WILL: RESOURCES: A
a.
b.
Decode vocabulary through use of root words, prefixes and suffixes.
Use materials such as dictionary, glossary, thesaurus and other reference materials.
- Teaching Vocabulary to
Improve Reading D
c. Identify synonyms, antonyms and homonyms. Comprehension by William
d. Identify words with multiple meanings
-
Nagy
Invitations by Regie Routman E
- Literacy Plus Resource Book
by Zaner-Bloser
- www.puzzlemaker.com
- Trade books
- Treasury of Literature
5
LEARNING EXPERIENCES:
1. Model for students how you figure out a word’s meaning using context clues, structural analysis, etc.
2. Introduce each week a Greek stem such as geo or bio . Brainstorm words that contain the given stem. Define
some of the words.
3. Present and explain English words that are commonly confused with other words. Create charts or have vocabulary
notebooks.
4. Stamp out use of vague words (very, mess, stuff, etc.). Make chart, “Words to Avoid.” Add to chart as needed.
5. Categorizing words according to common characteristics can lead to a better understanding of the words. Work in
groups to create word list – categorize each word under columns.
6. Play various activity games to practice and review words (“Concentration,” “Baseball,” “Wheel of Fortune,”
“Scattergories,” “Hollywood Squares.”)
7. Give definition from a reading selection and have students locate the word from a given page using context clues.
8. Create a word chart entitled “Interesting Words.” Create a chart of suitable words. Challenge students to take the
word home for dinner. During a conversation, student will use word. Next day, student will share with class.
READING/
LITERATURE
5.5 The student will read a variety of literary forms, including fiction, nonfiction, and poetry.
Describe character development in fiction and poetry selections.
Describe the development of plot, and explain how conflicts are resolved.
Describe the characteristics of free verse, rhymed, and patterned poetry.
G
Describe how author's choice of vocabulary and style contribute to the quality and enjoyment of selections.
R
THE STUDENT WILL:
a. Identify point of view (who is telling the story?)
RESOURCES:
A
- In the Middle by Nancie Atwell
b.
c.
d.
Define author’s purpose (describe, inform, entertain, explain, persuade)
Identify rhyme scheme of various poems (approximate, end and internal)
Locate sensory words and their effect on the reader in a poem
- Literacy Plus Resource Book
by Zaner-Bloser
D
- Invitations by Regie Routman
e.
f.
g.
Write different styles of poems (rhymed, unrhymed and patterned poetry)
Describe character development
Describe and identify figures of speech: personification, metaphors, similes,
- Why You’ve Made it Your
Own: Teaching Poetry to
E
Young People by Gregory A.
hyperbole Denman
5
LEARNING EXPERIENCES:
1. Read a variety of trade books offering high-interest. Read both independently and together showing the video (if possible)
as a culminating activity.
2. Listen to audiotapes of text stories with discussion following.
3. Read newspaper articles for comprehension of journalistic style and current events.
4. Read literature from different genres. Share characteristics and discuss similarities/differences (Venn Diagram) between
two genres.
5. Teach literary elements and their purposes (to enhance a piece of writing) – plot, setting, point of view, irony, theme,
conflict, foreshadowing – create story wheel.
6. Share with class a variety of poems. Students may make class poetry books.
READING/
LITERATURE
5.6 The student will demonstrate comprehension of a variety of literary forms.
Use text organizers such as type, headings, and graphics to predict and categorize information in informational
texts.
Locate information to support opinions, predictions, and conclusions.
G
Identify cause-and-effect relationships.
Prioritize information according to purpose of reading.
Write about what is read.
R
THE STUDENT WILL: RESOURCES:
A
a. Use text organizers such as type, headings and graphics to predict and categorize - Literacy Plus Resource Book D
information. by Zaner-Bloser
b.
c.
Create questions from the reading.
Gather information to support opinions, predictions and conclusions.
- Experiment with Fiction by
Donald Graves E
d. Identify important ideas through paraphrasing. - Experiment with Nonfiction by
e. Identify cause and effect relationships. Donald Graves
f. Prioritize information according to purpose of reading. - First Steps Writing Resource
g. Write about what is read. Book Education Department of
-
-
Western Australia
After the End by Barry Lane
Craft Lessons: Teaching
5
Writing K-8 by Ralph Fletcher
and Joann Portalupi
- Trade books
- Treasury of Literature textbook
- Videotapes/audiotapes
LEARNING EXPERIENCES:
1. Review and model the SQ3R model – Survey, Question, Read, Recite, Review.
2. Brainstorm and compile a list of reasons why people write. Discuss reasons. Add to list when necessary.
3. Complete K-W-L charts when introducing new material.
4. Dramatize events from stories using sequential order – cause and effect.
5. List events in sequential order.
6. Write a summary of what was read.
7. Complete story maps.
8. Complete questions/answers worksheets to find basic information.
9. Pair/share student made questions or tests.
WRITING
5.7 The student will write for a variety of purposes to describe, to inform, to entertain, and to explain.
Revise writing to make it appropriate for purpose and audience.
Edit final copies for grammar, capitalization, spelling and punctuation (especially the use of quotation marks and
possessive nouns).
G
DIVISION
Use standard English in writings.
Use prewriting techniques.
R
Use mapping, webbing and/or outlining skills.
Present a clear main topic and keep that topic as the focus.
Organize ideas and information, and reach an evident conclusion.
A
Use available technology to plan, draft and publish writing.
Use details, sentence variety and well-chosen vocabulary. D
Compose personal correspondence using the correct format.
Address an envelope.
Write friendly and business letters.
E
THE STUDENT WILL: RESOURCES:
a. Write the following types of paragraphs: descriptive, narrative, expository,
b.
persuasive.
Develop a plan for writing using a variety of prewriting strategies including:
-
-
The Quick Word
Web site: http://crayon.net/
Nonfiction books by Russell
5
webbing, outlining, brainstorming.
c. Organize information into proper writing form using paragraphs with appropriate Freedman such as Children of
topic sentences, supporting details and indentations. the Dust Bowl, Immigrant
d. Use a variety of vocabulary wording and sentence structures. Children, Children of the old
e. Proofread and revise writing for clarity and appropriate grammar usage. West, etc.
f. Edit further, proofread and publish all writing assignments as a final step in the - I-Search Paper; Revised Edition
writing process. Of Searching Writing
g. Follow the writing process as named above (b. – f.) in all formal writing by Ken Macrorie
assignments - Bibliography by Lynn Thye
http://www.mcps.org/ces/
prewriting
library.html
writing
revising
publishing
h. Use proper grammar, capitalization, spelling and punctuation in all writing
assignments.
i. Practice and use the following correctly in all writing with knowledge of the proper
rules:
punctuation of possessives
quotation marks
capitalizing the first word of a quote
avoiding and correcting run-on sentences
subject-verb agreement
usage of subject pronouns
usage of object pronouns
pronoun-verb agreement
verb tenses
comparative adjectives, adverbs
avoiding double negatives.
WRITING
5.7 The student will write for a variety of purposes to describe, to inform, to entertain, and to explain.
Revise writing to make it appropriate for purpose and audience.
Edit final copies for grammar, capitalization, spelling and punctuation (especially the use of quotation marks and
possessive nouns).
G
DIVISION
Use standard English in writings.
Use prewriting techniques.
R
Use mapping, webbing and/or outlining skills.
Present a clear main topic and keep that topic as the focus.
Organize ideas and information, and reach an evident conclusion.
A
Use available technology to plan, draft and publish writing.
Use details, sentence variety and well-chosen vocabulary. D
Compose personal correspondence using the correct format.
Address an envelope.
Write friendly and business letters.
E
THE STUDENT WILL: (CONTINUED)
usage of the pronoun “I” in compound sentences and in capitalized form
usage of commas
usage of plurals
5
usage of abbreviations
j. Practice and use the 6-trait models of writing in assignments:
voice
fluency
word choice
conventions
ideas
organization
k. Identify proper formats for writing business and friendly letters and poetry.
LEARNING EXPERIENCES:
1. Read aloud good examples of fiction and nonfiction writing noting topic and supporting sentences, word choice and
transitional phrases from one paragraph to another.
2. Practice writing paragraphs together on a given topic to model the aspects of a good paragraph.
3. Practice a three-paragraph paper format as a game. Plan to use for test essays – Paragraph 1 – Introduction; Paragraph 2 –
Details, Information; and Paragraph 3 – Closing.
4. Give students a variety writing prompts and creative writing assignments to practice test-taking.
5. Use journals for practice in self-expression with less emphasis on writing mechanics.
6. Compose a classroom or school newspaper where students are assigned particular roles – reporter, editor, graphics
designer, layout journalist, circulation manager.
7. Write letters to pen pals in another class or school.
8. Write business letters to various Chambers of Commerce in cities throughout the United States to ask for information or
regarding points of interest within that city.
9. Prepare book reports based on a variety of writing formats.
10. Practice summarizing a variety of reading materials.
11. Establish school-wide/grade level-wide themes for weekly writing experiences.
12. Use one of the six traits as a point of emphasis in given writing assignments.
13. Use rubrics to evaluate and self-evaluate writing.
RESEARCH
5.8 The student will synthesize information from a variety of resources.
Skim materials to develop a general overview of content or to locate specific information.
Develop notes that include important concepts, paraphrases, summaries, and identification of information sources. G
Organize and record information on charts, maps, and graphs.
Use available electronic databases to access information.
Credit secondary reference sources. R
THE STUDENT WILL: RESOURCES:
A
a. Use the following nonfiction resources to research a topic:
dictionaries
-
-
Yahoo http://www.yahoo.com
Bibliography by Lynn Thye
D
encyclopedias http://www.mcps.org/ces/librar
reference books
atlases -
y.html
Literacy Plus Resource Book
E
almanacs by Zaner-Bloser
thesaurus - Experiment with Nonfiction by
b. Use videos, cassettes and interviews to research a topic. Donald Graves
- First Steps Writing Resource
c. Use available technology to find and record information with teacher assistance.
electronic card catalog
encyclopedia/almanac on CD-ROM
Book by Education Department
of Western Australia
5
- World of Language (English
other available databases
text). “Writing a Research
d. Develop notes by overviewing general content and securing specific information.
Report”
e. Paraphrase material from notes to organize summaries of information.
f. Identify information source when used in researching a topic.
g. Identify the composition of a simple bibliography including
listing of the book title
author
date of publication
h. Use a bibliography to credit reference sources.
i. Organize and record information on charts, maps and graphs to include in a
research paper.
j. Follow the writing process in composing a reference paper.
LEARNING EXPERIENCES:
1. Practice a paraphrasing activity whereby students:
read a brief article from a nonfiction resource
take notes
collect reference source
have students write a summary of material from notes.
2. Follow steps in the language textbook for writing a research paper and complete given activities.
3. Incorporate skills for writing a research paper with topics studied in social studies, science and health. Examples: reports
on vertebrates, invertebrates, states, famous colonial Americans.
4. Give a series of questions relating to a given topic. Have students use reference materials to find the answers to questions
in note form and then compose a summary paragraph or paper. Example: city, state, famous battle.
5. Use technology to research a given topic using various websites.
6. Establish an outline (as instructed by the teacher) or organize the written report from notes.
COMPUTER/
TECHNOLOGY
GRADE 5
C/T5.1 The student will demonstrate a basic understanding of computer theory, including bits, bytes, and binary logic.
G
R
THE STUDENT WILL: RESOURCES: A
a. Use electronic and print media to define unfamiliar vocabulary dealing with
computer theory, including bits, bytes and binary logic in 4.3 and 5.4. D
E
LEARNING EXPERIENCES: 5
See Standard 5.2, Learning Experiences.
COMPUTER/
TECHNOLOGY
GRADE 5
C/T5.2 The student will develop basic technology skills.
Develop a basic technology vocabulary that includes cursor, software, memory, disk drive, hard drive, and
CD-ROM.
Select and use technology appropriate to tasks.
G
Develop basic keyboarding skills.
Operate peripheral devices.
Apply technologies to strategies for problem solving and critical thinking.
R
THE STUDENT WILL: RESOURCES:
A
a. Use a dictionary or encyclopedia on CD-ROM to develop a basic technology D
vocabulary of unfamiliar words in 2.11, 3.10, 4.3, and 5.4.
b. Use peripheral devices such as digital cameras and scanners to develop oral
communication skills in K.2, K.3, 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 4.1, 5.1, and 5.2. E
c. Select and use technology appropriate to task to research information from a
variety of sources in 2.11, 3.10, 4.9, and 5.8.
d. Develop basic keyboarding skills while writing for a variety of purposes in K.10,
1.2, 2.9, 3.7, 3.8, 4.7 and 5.7.
e.
f.
Use a keyboard to follow written directions and oral directions in K.2, 1.2, 2.2 and
4.2.
Use peripheral devices such as digital cameras and scanners to integrate graphics
5
into written documents in 1.12, 2.9, 2.10, 3.7, 4.7 and 5.7.
LEARNING EXPERIENCES:
Create a class dictionary of basic technology vocabulary terms. As a class, keep a chart that lists each new computer
vocabulary term as it is introduced in context. To make the chart, divide a piece of large paper into three columns: vocabulary
term, student definition, and picture/icon. As each term is introduced, post it on the chart. As a culmination to the introductory
activity, have the class create a definition for the term and design a picture/icon to represent it. (You may want students to
keep individual vocabulary lists as well as keeping a class posted list. In this case, students create their individual
pictures/icons.) As a culmination project for the year’s technology study, have the class create a technology dictionary. This
activity includes the class deciding how to go about doing the project, (e.g., what should be included, what format should be
used, how should the work be divided, how should jobs be assigned, etc.) Use of technology should be central to the
production of the dictionary, e.g., drawing, graphic, and desktop publishing programs; digital cameras; scanners, etc.
COMPUTER/
TECHNOLOGY
GRADE 5
C/T5.3 The student will process, store, retrieve, and transmit electronic information.
Use search strategies to retrieve electronic information using databases, CD-ROMs, videodiscs, and
telecommunications.
Use electronic encyclopedias, almanacs, indexes, and catalogs.
G
Use local and wide-area networks and modem-delivered services to access information from electronic databases.
Describe advantages and disadvantages of various computer processing, storage, retrieval, and transmission
techniques.
R
THE STUDENT WILL: RESOURCES: A
a. Use books on CD-ROM to understand how print is organized and read in K.5 and
1.5. D
b. Use pictures found on CD-ROMS, videodiscs and the Internet to make descriptions
c.
and use listening and speaking vocabularies in K.2, 1.2, and 2.2.
Use a program such as Accelerated Reader to demonstrate comprehension of a E
variety of printed materials in 2.8, 3.5, 4.5, and 5.6.
d. Use a program such as Vowels: Short and Long to develop an understanding of
basic phonetic principles in K.7 and 1.6.
e. Use a program such as Every Child a Reader! To hear, day and manipulate
f.
phonemes of spoken language in K.4 and 1.4.
Research a topic using electronic encyclopedias, almanacs, indexes, and catalogs in
2.11, 3.10, 4.9, and 5.8.
5
g. Research a topic using local and wide areas networks in 2.11, 3.10, 4.9, and 5.8.
LEARNING EXPERIENCES:
See activities for SOLs referenced in objectives above.
COMPUTER/
TECHNOLOGY
GRADE 5
C/T5.4 The student will communicate through application software.
Create a 1-2 page document using word processing skills, writing process steps, and publishing programs.
Use simple computer graphics and integrate graphics into word-processed documents.
Create simple databases and spreadsheets to manage information and create reports.
G
Use local and worldwide network communication systems.
R
THE STUDENT WILL: RESOURCES: A
a. Create a 1-2 page document using word processing skills, writing process and
publishing programs Sol 3.8, 4.7 and 5.7. D
b. Edit a document using a word processing application in Sol 2.9, 2.10, 3.7, 3.8, 4.7,
c.
4.8, and 5.7.
Create a simple database to develop an understanding of phonetic principles in Sol E
K.6, 1.6, 2.4, 3.3, 4.3, and 5.4.
d. Integrate graphics to enhance written documents in Sol 1.12, 2.9, 2.10, 3.7, 3.8, 4.7,
4.8, and 5.7.
e. Create simple databases such as a book review database, to demonstrate reading
f.
comprehension in Sol 1.11, 2.8, 3.5, 4.5, and 5.6.
Use local and worldwide network communication systems to write letters in Sol 2.9
and 3.8.
5
LEARNING EXPERIENCES: