5th+Grade


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 * Grade Level: 5 ||  ||   ||
 * Subject Area: Writing ||  ||   ||   ||
 * Essential Learning

What every child will know and be able to do. || Indicators for Success || Assessment || Quarter/Month EL Assessed || • Logical arrangement of ideas • Specific details related to the topic || Rubric- Checklist || Quarter 3 || 2. Students will construct a rough draft. 3. Students will show evidence of revisions including conventions and word choice. 4. Multi-paragraph essays will include: introductory paragraphs, supporting paragraphs, and concluding paragraphs. a. Introductory paragraphs will include: clear, creative topic sentences; concise introduction to the key ideas, and concluding sentences with transitions. b. Supporting paragraphs will include: transitional topic sentences, details, and transitional conclusions. c. Concluding paragraph will include: Restatements of the topic and key ideas and an interesting, thought-provoking conclusion. || Rubric-advanced/ proficient/ partially proficient/ unsatisfactory || Quarter 2 || 2. Students will construct a rough draft. 3. Students will show evidence of revisions including conventions and word choice. Word Choice will include: transitions, descriptive language, figurative language, voice, and dialogue. 4. Narratives will include a beginning, middle, and end. || Rubric-advanced/ proficient/ partially proficient/ unsatisfactory || Quarter 3 ||
 * Students will organize and write focused responses for a variety of purposes. || 1. Responses will include as appropriate: restatement of question, details, content vocabulary, diagrams, charts, and lists.
 * Students will plan and construct effective expository multi-paragraph essays. || 1. Students will select a thinking map to formulate a writing plan.
 * Students will explore and compose engaging narrative writing. || 1. Students will select a thinking map to formulate a writing plan.
 * Descriptive language will emphasize strong verbs, adjectives, and adverbs.
 * Students will compose poetry to express human experience. || Poetry will include: a variety of poetic forms, imagery, mood, perspective, use of the six senses, emotions, and risk-taking. || No formal assessment || n/a ||

2. Adjust reading pace to accommodate purpose, style, genre, and difficulty of text. || *DIBELS for WPM 2. Locate, identify and retell main idea and supporting details. 3.Generate a response citing examples from the text. 4. Summarize text. 5. Understand literary elements 6. Know how text features can support meaning. 7. Know how text structures can support meaning. 8. Draw inferences. 9. Compare and contrast different literary texts. Non-fiction: 1. Locate, identify and retell main idea and supporting details. 2. Generate a response citing examples from the text. 3. Summarize text. 4. Interpret information from simple diagrams, charts, and graphs. 5.Know how text features can support meaning 6. Know how text structures can support meaning. 7. Draw inferences.
 * Reading EL Worksheet: April 8, 2009 ||
 * Grade Level: 5th |||||| Name(s): Mark Brost, Greg DiFIore, Amber Richman, Chris Whipkey ||  ||
 * Subject Area:Reading ||  ||   ||   ||   ||
 * Essential Learning || Indicators for Success || Common Assessment in place or needed (Notes only) || Materials or training in place or needed (Notes only) || Other Thoughts (Notes only) ||
 * Fluency--students will read grade level material fluently. || 1. Read grade level materials attending to phrasing, intonation, and punctuation when reading.
 * Fluency--students will read grade level material fluently. || 1. Read grade level materials attending to phrasing, intonation, and punctuation when reading.
 * Informal teacher assessemnt year-long for expression, pace, and intonation. ||  ||   ||
 * Vocabulary--Students will develop grade level reading vocabulary || 1. Understand and generate vocabulary essential to text. 2.Use a range of strategies and resources to understand unfamiliar words. || *Integrated and assesed in content areas. ||  ||   ||
 * Comprehension--Students will read and understand a variety of fiction, non-fiction, and poetry. || Fiction:1. Retell text using characters, setting, and sequence of events.

Poetry: 1. Draw inferences. 2. Create images (read & visualize). 3. Interpret figurative language. || Lisa & Amy to work on fiction/non-fiction. Poetry---"House for Sale" ? Other? Informal? ||  ||   ||