NORTH CAROLINA'S FIRST PUBLIC CHARTER SCHOOL TO OPEN ITS DOORS TO STUDENTS

Grade 5 Language Arts

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Fifth graders read more challenging literature. This year, they will expand their vocabulary skills. Students will refine, understand and summarize what they have learned from text, and they will enhance and learn from classroom discussion as they continue to explore and filter input from others. They will research and write regularly and continue to develop their public speaking ability.
Your student will:

  • discover the theme of a story, play, or poem, and explain in vivid detail how characters respond to events;
  • compare and contrast stories;
  • analyze how authors use evidence to support their content;
  • research multiple books, articles, and online sources to find information;
  • practice the rules of speaking and writing standard English;
  • expand their vocabulary, including using figurative language;
  • participate in discussions;
  • create and give a class presentation, introducing relevant facts and details in a clear, logical order; and
  • write grade-appropriate research and opinion papers.

COMMON CORE EXPECTATIONS

  • analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem);
  • compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics;
  • read and comprehend literature and information, including stories, dramas, poetry, and science, history or social studies texts, at the high end of the grades 4–5 text complexity band independently and proficiently;
  • quote accurately from a text when explaining what the text says and when drawing inferences from the text;
  • determine two or more main ideas of a text and explain how they are supported by key details;
  • summarize text;
  • explain relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text;
  • determine the meaning of words and phrases in a text;
  • compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts;
  • analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent;
  • draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently;
  • explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s);
  • integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably;
  • know and apply grade-level phonics and word analysis skills to decode words;
  • use knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context;
  • write opinion pieces on topics or texts, supporting a point of view with reasons and information;
  • introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the purpose.
  • provide logically ordered reasons that are supported by facts and details;
  • link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically);
  • write strong summary conclusions;
  • write informative/explanatory texts that examine a topic and convey ideas and information clearly;
  • introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension;
  • develop a topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic;
  • link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially);
  • use precise language;
  • write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences;
  • orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally;
  • use dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations;
  • use a variety of transitional words, phrases, and clauses to manage the sequence of events;
  • with support, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach;
  • with support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting;
  • conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic;
  • recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources;
  • draw evidence from literary or informational texts to support analysis, reflection, and research;
  • write regularly over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences;
  • participate in discussions. Draw on that preparation and other information known about the topic to explore ideas. Follow agreed-upon rules for discussions and carry out assigned roles. Contribute to the discussion and respect as well as elaborate on the remarks of others. Form conclusions after considering information gained from the discussions;
  • summarize information, using diverse media and formats;
  • report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace;
  • adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation;
  • demonstrate a command of the conventions of standard English grammar and usage when writing or speaking;
  • explain the function of conjunctions, prepositions, and interjections;
  • understand verb tenses (e.g., I had walked; I have walked; I will have walked);
  • use verb tense to convey various times, sequences, states, and conditions;
  • recognize and correct incorrect shifts in verb tense;
  • learn and use correlative conjunctions (e.g., either/or, neither/nor);
  • use punctuation to separate items in a series.
  • use a comma to separate an introductory phrase from the rest of the sentence;
  • use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?);
  • use underlining, quotation marks, or italics to indicate titles of works;
  • compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems;
  • use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis);
  • consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise spelling and meaning of key words and phrases;
  • demonstrate understanding of figurative language, word relationships, and nuances in word meanings;
  • interpret figurative language, including similes and metaphors, in context;
  • recognize and explain the meaning of common idioms, adages, and proverbs;
  • use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words; and
  • acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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