Asmerian 5th Grade Lang Art Syllabus by YA411O6



Teacher               Ms. Anika Asmerian
Phone                 818.892.7991
Conference Hours      8:10am- 8:40am
Course Name &         Language Arts – Fifth Grade
Grade Level
Textbooks             Harcourt School Publishers (Textbook and Practice Book),

Resources             Various Newberry Award winning chapter books, web based lesson, and
                      multiple other research-based resources.
Required              Textbook, workbook, 3-ring binder, composition book, 3-subject
Materials             notebook, post-its, colored pencils, red and green pens, personal
                      sharpener, glue, pencils, college ruled paper, and 1 folder.
Course Description:

The Language Arts class objective is twofold. The first is to instill in students a love for
reading by teaching the necessarily skills for comprehension of both fictional and
informational text. The reading classroom will comprise of vocabulary instruction, guided
reading, independent reading, conferencing, book discussions and reflections, ‘read-alouds’
and ‘think-alouds’, book clubs, and group presentations. The second objective in the
Language Arts class is to teach the 7 traits (idea, word choice, organization, voice,
conventions, sentence fluency and presentation) and various styles (i.e. narrative,
expository, persuasive, etc…) of good writing. Through writer’s workshops, guided writing,
writing conferences, and mini-lessons on writer’s craft, students will improve their writing
skills and view writing as an expression of who they are in a format that commands an

                                     ESLRs Addressed
 1a   1b 1c           2a 2b 2c            3a 3b 3c            4a 4b 4c             5a 5b 5c
  Re-enter in the following boxes the designated ESLRs numbers, which are addressed by this course
1a 1b 1c                                3a 3b 3c             4a 4b 4c             5a 5b 5c

                                     Content Standards
      The following is the California Department of Education Content Standards of this Course.

Grade Five

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical
and literary context clues, to determine the meaning of specialized vocabulary and to
understand the precise meaning of grade-level-appropriate words.

Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with
appropriate pacing, intonation, and expression.

Vocabulary and Concept Development
1.2 Use word origins to determine the meaning of unknown words.
1.3 Understand and explain frequently used synonyms, antonyms, and homographs.
1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge
to analyze the meaning of complex words (e.g., controversial).
1.5 Understand and explain the figurative and metaphorical use of words in context.

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect
the essential ideas, arguments, and perspectives of the text by using their knowledge of text
structure, organization, and purpose. The selections in Recommended Literature,
Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to
be read by students. In addition, by grade eight, students read one million words annually on
their own, including a good representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary literature, magazines, newspapers, online
information). In grade five, students make progress toward this goal.

Structural Features of Informational Materials
2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations,
charts, maps) make information accessible and usable.
2.2 Analyze text that is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with
textual evidence a

nd prior knowledge.

Expository Critique
2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature. They
begin to find ways to clarify the ideas and make connections between literary works. The
selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the
quality and complexity of the materials to be read by students.

Structural Features of Literature
3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and
explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main problem or conflict of the plot and explain how it is resolved.
3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and
appearances of characters in a work of fiction and discuss the importance of the contrasts to
the plot or theme.
3.4 Understand that theme refers to the meaning or moral of a selection and recognize
themes (whether implied or stated directly) in sample works.
3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor,

Literary Criticism
3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and
tradition by using literature from different eras and cultures.
3.7 Evaluate the author's use of various techniques (e.g., appeal of characters in a picture
book, logic and credibility of plots and settings, use of figurative language) to influence
readers' perspectives.

1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students'
awareness of the audience and purpose. Essays contain formal introductions, supporting
evidence, and conclusions. Students progress through the stages of the writing process as
Organization and Focus
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear
line of thought.
c. Offer a concluding paragraph that summarizes important ideas and details.

Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic
references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational
features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell
1.5 Use a thesaurus to identify alternative word choices and meanings.

Evaluation and Revision
1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding,
deleting, consolidating, clarifying, and rearranging words and sentences.

2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700
words in each genre. Student writing demonstrates a command of standard American
English and the research, organizational, and drafting strategies outlined in Writing Standard

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:
2.1 Write narratives:
a. Establish a plot, point of view, setting, and conflict.
b. Show, rather than tell, the events of the story.
2.2 Write responses to literature:
a. Demonstrate an understanding of a literary work.
b. Support judgments through references to the text and to prior knowledge.
c. Develop interpretations that exhibit careful reading and understanding.
2.3 Write research reports about important ideas, issues, or events by using the following
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.

Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between
those for writing and for listening and speaking because these conventions are essential to
both sets of skills.

1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to
this grade level.

Sentence Structure
1.1 Identify and correctly use prepositional phrases, appositives, and independent and
dependent clauses; use transitions and conjunctions to connect ideas.

1.2 Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/ raise),
modifiers, and pronouns.

1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks
around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

1.4 Use correct capitalization.

1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the
background and interests of the audience. They evaluate the content of oral communication.

1.1 Ask questions that seek information not already discussed.
1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and
1.3 Make inferences or draw conclusions based on an oral report.

Organization and Delivery of Oral Communication
1.4 Select a focus, organizational structure, and point of view for an oral
1.5 Clarify and support spoken ideas with evidence and examples.
1.6 Engage the audience with appropriate verbal cues, facial expressions, and
Analysis and Evaluation of Oral and Media Communications
1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery,
glittering generalities); identify logical fallacies used in oral presentations and media
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of
events, and transmission of culture.

2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical
strategies (e.g., narration, exposition, persuasion, description). Student speaking
demonstrates a command of standard American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0,
2.1 Deliver narrative presentations:
a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.
b. Show, rather than tell, the listener what happens.
2.2 Deliver informative presentations about an important idea, issue, or event by the
following means:
a. Frame questions to direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
2.3 Deliver oral responses to literature:
a. Summarize significant events and details.
b. Articulate an understanding of several ideas or images communicated by the literary
c. Use examples or textual evidence from the work to support conclusions.

                              If need be please use additional pages

                            Class Schedule - Quarter 1
The schedule includes the textbook chapters to be covered throughout the year, additional subject
matter, all lectures, tests, quizzes, projects and other relevant information.

                                      First Semi-Quarter
Week 1                   Theme 1 Lesson 1 Rope Burn Quiz1

Week 2                   Theme 1 Writing Sample 1: Personal Narrative

Week 3                   Theme 1 Lesson 2 Line Drive Test 1

Week 4                   Theme 1 Lesson 3 Chang and the Bamboo Flute Quiz 2

Week 5                   Theme 1 Lesson 4 The Daring Nellie Bly Test 2

                                    Second Semi-Quarter
Week 1                   Theme 1 Lesson 5 It Takes Talent

Week 2                   Theme 1 Review and Assessment

Week 3                   Theme 2 Lesson 6 The Night of San Juan

Week 4                   Theme 2 Writing Sample: Response to Literature

Week 5                   Theme 2 Lesson 7 When the Circus Came to Town and Quiz

           Class Schedule - Quarter 2

                    First Semi-Quarter
Week 1   Theme 2 Lesson 8 When Washington Crossed the Delaware

Week 2   Theme 2 Lesson 9 Leonardo’s Horse and Quiz

Week 3   Theme 2 Lesson 10 The Secret Ingredient

Week 4   Theme 2 Review and Assessment

Week 5   Theme 3 Lesson 11 Sailing Home

                  Second Semi-Quarter
Week 1   Theme 3 Writing Sample: Expository Composition

Week 2   Theme 3 Lesson 12 Ultimate Field Trip 3 and Quiz

Week 3   Theme 3 Lesson 13 Stormalong

Week 4   Theme 1, 2, and 3 Review and Mid Year Assessment and Project

Week 5   Theme 1, 2, and 3 Review and Mid Year Assessment and Project

           Class Schedule - Quarter 3

                   First Semi-Quarter
Week 1   Theme 4 Lesson 16 The School Story

Week 2   Theme 4 Writing Sample: Narrative

Week 3   Theme 4 Lesson 17 Nothing Ever Happens on 90th Street and Quiz

Week 4   Theme 4 Lesson 18 Project Mulberry

Week 5   Theme 4 Lesson 19 Inventing the Future and Quiz

                  Second Semi-Quarter
Week 1   Theme 4 Lesson 20 The Invention Convention

Week 2   Theme 4 Review and Assessment

Week 3   Theme 5 Lesson 21 Interrupted Journey

Week 4   Theme 5 Writing Sample: Persuasive Composition

Week 5   Theme 5 Lesson 22 The Power of W.O. W. and Quiz

           Class Schedule - Quarter 4

                    First Semi-Quarter
Week 1   Theme 5 Lesson 23 Any Small Goodness and Quiz

Week 2   Theme 5 Lesson 24 Chester Cricket’s Pigeon

Week 3   Theme 5 Lesson 25 The Compassion Campaign and Quiz

Week 4   Theme 5 Review and Assessment

Week 5   Theme 6 Lesson 26 Lewis and Clark

                   Second Semi-Quarter
Week 1   Theme 6 Writing Sample: Research Report

Week 2   Theme 6 Lesson 27 Exploring the Gulf and Quiz

Week 3   Theme 6 Review and Assessment

Week 4   Theme 4, 5, and 6 Review and Assessment

Week 5   Final Project

                                       Classroom Rules
   This section includes the rules set by the teacher and the consequences of violating these rules.
Behavior Policy
     Code of Conduct:
         o I will be respectful.
         o I will be responsible.
         o I will be safe.
         o I will be tolerant.
         o I will be cooperative.
         o I will show integrity.

     ADOPT
        o A- not paying Attention
        o D- not following Directions
        o O- Off-task behavior
        o P- Playing around
        o T- social Talking or blurting out

     Clip Chart
         o Black-Outstanding
         o Blue-Great Job
         o Light Blue-Good Day
         o Green-Ready to Learn
         o Yellow-Think about it
         o Orange- Teacher’s Choice
         o Pink-Contact Parents
         o Red- Office Referral

     Code of Conduct Violation and ADOPT Consequences:
         o 1st time- Corrective Verbal Warning
         o 2nd time- Sign the Reflection Book, complete a Think-Sheet, conference with
            teacher, and correct own mistake.
         o 3rd time- Parents notified. If required, conference is scheduled.
             (Severe disruption will result in an immediate referral to the office.)

     Positive Reinforcements:
         o Verbal Praise or Notes in Assignment Book
         o Earned Credits (traded in for prizes and privileges)
         o Classroom Privileges
         o Class Rewards

                                      School Grading Policy
           This section includes grading policies set by the school administration for grades K-5

The grades assigned to students are based on their academic progress and their classroom
behavior. Students receive Academic and Cooperation grades for every quarter of the four-quarter
academic year. Students also receive a mid-term progress report for each of these 9-10 weeklong
quarters. Besides the quarter grades, students are assigned semester grades for each class or course.

                                   Academic Grade Scale - Grades K-5
  Letter Grade            Scale             Scale
                         of 100              of 4
      A+                 100-97              4.0
      A                   96-93              4.0         Exceeds grade level standards
      A-                  92-90              3.7
      B+                  89-87              3.3
      B                   86-83              3.0         Meets grade level standards
      B-                  82-80              2.7
      C+                  79-77              2.3
      C                   76-73              2.0         Partially meets grade level standards
      C-                  72-70              1.7
      D+                  69-67              1.3
      D                   66-63              1.0         Below grade level standards
      D-                  62-60              0.7
       F                   59-0               0          Fail

                       This section includes rules set by the school administration

Test/Quiz Policy
Students take at least TWO tests and two quizzes per class or course per semi-quarter. Two to four
quizzes may be counted as one test. It is up to the individual teacher to adopt a policy to drop the
lowest test grade of a student in calculating the quarter grade. No more than two tests are scheduled
on the same day. The test scheduled last will be automatically dropped.

Test/Quiz Make-Up
Students with excused absences shall have the opportunity to complete missed class work and make
up all tests receiving full credit. The student is responsible to arrange for the make-up.

Students who miss a test/quiz because of an unexcused absence will receive a failing grade on that
test/quiz, except when the teacher decides to offer the chance for make-up.

If a student misses a test/quiz while on suspension, he/she will not have the opportunity to make up
the test/quiz and will receive an "F".

Acts of cheating or plagiarism will result in suspension and the student will receive an "F" (20/100)
on the test or the assigned work.

         This section includes grade percent distribution and additional rules set by the teacher

Homework is designed to extend students’ learning of concepts studied in class. Students are
expected to be responsible for their learning and turn in assignment when they are due.

Homework is assigned nightly. The following can be expected:
   Student will read for a minimum of 20 minutes each night and complete a reflection
   Student will complete spelling and vocabulary activities and prepare for weekly
   Student will complete unfinished class assignments (due the following school day).
   Student will reflect on day’s learning through extension activities.
   Student will work on reading and writing project.

A student earns his or her grades through a variety of assignments and assessments,
including class work and homework assignments, class participation, and tests, quizzes, and
major projects. Tests and major projects account for 40% of the student’s grade, quizzes
and class assignments EACH count as 20% of the student’s grade, whereas home work
and class participation EACH account for 10% of the student’s grade.

Students will be tested frequently to guide lesson planning and pacing. Students can expect
to have a spelling and vocabulary test weekly. In addition, comprehension strategy and skills
tests will be scheduled throughout and at the completion of each unit of study.


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