GLEN RIDGE PUBLIC SCHOOLS

 

Curriculum Format

 

 

Course Title:                                                   Language Arts

 

Subject:                                                           Language Arts

 

Grade Level:                                                   Grade 5

 

Department/School:                                                  Language Arts/ Ridgewood Avenue School

 

Duration:                                                        Full Year

 

Number of Credits:                                         N/A

 

Prerequisite:                                                   N/A

 

Elective or Required:                                     N/A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

 

 

Author:  Nicole Dilkes

Date Submitted:  Summer 2006

Course Description

 

            The purpose of this course in Language Arts is to build on the already present reading, writing, listening and speaking skills of the current fifth grade students.  With the use of a quality literature anthology, coordinating grammar and writing program, age appropriate novels, and technology, students in the fifth grade will build skills that will strengthen their ability to communicate.  

 

 

GLEN RIDGE PUBLIC SCHOOLS

LANGUAGE ARTS MISSION STATEMENT

 

In order to pursue interdisciplinary lifelong learning, students need the skills to communicate effectively. Through a challenging, sequential academic curriculum, the Glen Ridge Language Arts Literacy Program provides all students with varied and integrated experiences. The skills of reading, writing listening, speaking, viewing, presenting, and researching will enable them to effectively participate in school and in society, respectful of various points of views while displaying creative and critical thinking skills.

 

Goals of the Glen Ridge Language Arts Literacy Program

                       

Provided with an environment that encourages creativity as well as expression of unique feelings and thoughts, students will:

  • become competent critical readers who learn to analyze, evaluate, reflect upon and respond to the ideas of others;
  • approach reading with an appreciation for a variety of literary styles, genres and contexts;
  • implement the writing process including: pre-writing, drafting, revising, proofreading, and publishing;
  • write in clear, concise, organized language that varies in content and form for different audiences and purposes;
  • apply appropriate conventions of spelling, grammar, punctuation and language usage;
  • speak for a variety of real purposes and audiences;
  • listen interactively in diverse situations to information from a variety of sources;
  • view, understand, and construct meaning from non-textual sources;
  • gather, evaluate, synthesize and cite data from a variety of technological sources and print materials, and
  • share, display, and/or publish individual and collaborative products.

 

 

New Jersey Core Curriculum Standards

 

Standard 3.1:  (Reading)  All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

Students will:

·        Use a text index and glossary independently and appropriately.

·        Survey and explain text features that contribute to comprehension (headings, introduction and concluding paragraphs).

·        Identify and use common textual features and graphic features to comprehend information.

·        Recognize and use common print formats to obtain information.

·        Develop an understanding of the organizational structure of printed material.

·        Identify and use organizational structures to comprehend information.

·        Use the pronunciation key of a dictionary to decode new words.

·        Use a dictionary to decode new words independently.

·        Distinguish among the spellings of homophones to determine meaning.

·        Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

·        Interpret new words correctly in context. 

·        Apply spelling and syllabication rules that aid in decoding and word recognition.

·        Apply knowledge of new words correctly.

·        Apply spelling rules and syllabication rules that aid in correct spelling.

·        Continue to use structural analysis and context analysis to decode new words.

·        Apply knowledge of word structures and patterns to read with automaticity.

·        Adjust reading speed appropriately for different purposes and audiences.

·        Apply knowledge of letter-sound associations, language structures, and context to recognize words.

·        Read aloud in ways that reflect understanding of proper phrasing and intonation.

·        Read aloud in selected texts reflecting understanding of text and engaging the listener.

·        Read grade-level text orally with high accuracy and appropriate pacing, intonation, and expression.

·        Read silently for the purpose of increasing speed, accuracy, and reading fluency.

·        Read increasingly difficult texts silently with comprehension and fluency.

·        Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.

·        Reread information text for clarity.

·        Adjust reading rate in response to the type of text and level of difficulty.

·        Activate prior knowledge and anticipate what will be read or heard.

·        Vary reading strategies according to their purpose for reading and the nature of the text.

·        Reread to make sense of difficult paragraphs or sections of text.

·        Make revisions to text predictions during and after reading.

·        Use reference aids for word meanings when reading.

·        Apply graphic organizers to illustrate key concepts and relationships in a text.

·        Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

·        Use increasingly complex text guides to understand different text structures and organizational patterns.

·        Infer word meanings from learned roots, prefixes, and suffixes.

·        Infer specific word meanings in the context or reading passages.

·        Identify and correctly use antonyms, synonyms, homophones, and homographs.

·        Use a grade level appropriate dictionary to independently define unknown words.

·        Use the dictionary for a variety of purposes.

·        Use a thesaurus to identify alternative word choices and meanings.

·        Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading.

·        Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.

·        Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.

·        Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

·        Explain relationships between and among words.

·        Identify author’s purpose, views, and beliefs.

·        Respond critically to an author’s purpose, ideas, views, and beliefs.

·        Identify genre by their distinctive elements.

·        Use cause and effect and sequence of events to gain meaning.

·        Anticipate and construct meaning from text by making conscious connections to self, an author, and others.

·        Recognize persuasive and propaganda techniques used to influence readers.

·        Recognize historical and cultural biases and different points of view.

·        Understand that theme refers to the central idea or meaning of a selection and recognize themes whether implied or stated.

·        Identify and analyze features of themes conveyed through characters, actions, and images.

·        Distinguish between major and minor details.

·        Make inferences using textual information and provide supporting evidence.

·        Recognize common organizational patterns in text that support comprehension.

·        Identify and analyze text types, formats, and elements in nonfiction.

·        Recognize literary elements in stories including characters, setting, and mood.

·        Recognize characterization, setting, plot, theme, and point of view in fiction.

·        Recognize figurative language in text.

·        Recognize sensory details, figurative language, and other literary devices in text.

·        Identify and respond to the elements of sound and structure in poetry.

·        Identify the structures in drama.

·        Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.

·        Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.

·        Explain ways that the setting contributes to the mood of a novel, play, or poem.

·        Read regularly in materials appropriate for their independent reading levels.

·        Interpret idiomatic expressions.

·        Speculate about text by generating literal and inferential questions.

·        Distinguish between essential and nonessential information.

·        Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals and electronic texts.

·        Articulate the purposes and characteristics of different writing.

·        Compare and analyze several authors’ perspectives on character, personality, topic, setting or event.

·        Analyze ideas and recurring themes found in texts such as bravery, loyalty, friendship, loneliness, and good vs. evil across traditional and contemporary works.

·        Develop an awareness of a variety of perspectives on a single event, setting character, personality, or topic expressed by different authors.

·        Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.

·        Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.

·        Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence for understanding.

·        Respond critically to text ideas and author’s craft by using textual support interpretations.

·        Identify and analyze literary techniques and elements.

·        Identify and analyze recurring themes across literary works.

·        Read critically and analyze poetic forms.

·        Identify and understand the author’s use of idioms, analogies, metaphors and similes in prose and poetry.

·        Compare and contrast the perspectives of authors in a variety of interdisciplinary works.

·        Interpret text ideas through journal writing, discussion, and enactment.

·        Demonstrate the use of everyday texts.

·        Compare and analyze the various works of writers through an author’s study.

·        Use library classification systems, print or electronic, to locate information.

·        Develop and revise questions for investigations prior to, during, and after reading.

·        Use multiple sources to locate information relevant to research questions.

·        Read independently and research topics using a variety of material to satisfy personal, academic, and social needs, and produce evidence of reading.

·        Draw conclusions from information gathered from multiple sources.

·        Interpret and use graphic sources such as maps, graphs, timelines, or tables to address research questions.

·        Summarize and organize information by taking notes, outlining ideas, and/or making charts.

·        Produce projects and reports using visuals, media, and/or technology to show learning and support the learning of an audience.

·        Compare themes, characters, settings and ideas across texts or works and produce evidence of understanding.

·        Produce written and oral work that demonstrates comprehension of informational materials.

·        Analyze a work of literature showing how it reflects the heritage, traditions and attitudes and beliefs of its authors.

·        Self-select materials appropriately related to a research project.

·        Read and compare at least two works including books, related to the same genre, topic, or subject and produce evidence of reading.

 

Standard 3.2:  All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Students will:

·        Write stories with multiple paragraphs that develop a situation or plot, describe the setting and include an ending.

·        Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.

·        Write informational compositions that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.

·        Write stories or scripts with well-developed characters, setting, dialog, clear conflict and resolution, and sufficient descriptive detail.

·        Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.

·        Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

·        Generate ideas for writing through reading and making connections across the curriculum and with current events.

·        Generate and narrow topics by considering purpose, audience, and form with a variety of strategies.

·        Develop an awareness of form, structure, and voice in a variety of genres.

·        Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

·        Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

·        Draft writing in selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.

·        Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.