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1Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
Go to Writing Process McRel Alignment Go to Composition StructureGo to Basic Grammar and Usage ISAT Cut ScoresGo to Conventions: Capitalization Go to Conventions: Punctuation State Standards Go to Conventions: Spelling
New VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process
State Standard
and Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Writing Composition and the Writing Process Return to Top
717.01.a
Pre-Writing Skills
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Using a grading rubric, assess students by assigning an expository topic on the board and asking them to create a writing “plan” that includes brainstorming and a graphic organizer. This can be done individually or with a group
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Assign students an expository topic, such as “How to Be a Good Friend, etc.” Brainstorm as a class and turn ideas into a graphic organizer.
Family Links: Sample writing prompts--Six Traits Prompts WebpageStep Up to Writing:http://www.stepuptowriting.com/
2Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
717.01.a
Drafting and Revising
Skills
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Teacher observation:Observe students as they draft and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for sentence fluency and/or conventions to assess the student’s final copy for effective revision before publishing.State scoring guidehttp://www.sde.state.id.us/instruct/docs/langarts/DWA03/grade5standard.pdfOf Learning:RIT 191-200RIT 201-210RIT 211-220
Description of Narrative Writing Project
Sample Model Story, “Halloween Model”.
Place a Narrative writing that you are personally doing and have the students assist you in editing it.
Students work collectively to edit each other’s papers using the scoring rubric or a class created students friendly rubric.
Family Links: Sample writing prompts--Six Traits Prompts Webpage
Step Up to Writing:http://www.stepuptowriting.com/
3Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
717.02.a
Use Editing and Proof-
reading Processes
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Teacher Observation: Assign students a writing topic (narrative or expository). Have the students write a rough draft. Using editing symbols have students work first independently to edit their own writing, correct errors and add details using editing symbols in red pen. Then, have students work in pairs to read each other’s writing and make any necessary editing marks to their partner’s writing.
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Step 1:Introduce the editing symbols for writing and practice samples on the board together as a class. Write sentences and paragraphs with various errors (capitalization, punctuation, etc.) correct them together, using the editing symbols to correct each error.
Step 2:Have the editing symbols posted either with a poster in the room or on cards for individual students to keep in their desks. Using the Daily Oral Language format, have students copy down various sentences and paragraphs with a variety of errors. They should copy the sentences “as is” on their journals and use red pens to insert editing symbols to correct each mistake. Go over the editing symbols together as a class and discuss.
Step 3:Assign a writing project (narrative or expository). Have students use editing symbols to correct errors and add details to their writing before they start a final copy.
Family Links: Sample writing prompts--Six Traits Prompts Webpage
Writing Composition and Structure Return to Top
717.01.b
Appropriate
Learning Continuum
Teacher
For Learning:Given samples have students identify different forms of writing and the appropriate time to use each.
Take paragraphs from a story and cut them apart. Have the students order the sentences into a paragraph.
4Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Format ObservableDWAECAISAT
Of Learning:RIT 191-200RIT 201-210RIT 211-220
If access use Step Up to Writinghttp://www.stepuptowriting.com/idaho.htm
Write directions for doing an everyday task like making peanut butter and jelly sandwiches
Write a letter to a local business
Read poetry and discuss moods
Have the student work in teams to decide what genre a piece of writing is.Description of research reportsSample Parent Letter
717.01.c
Appropriate Style and
Vocabulary / Use
Sentence Forms
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observes students explaining topic sentence to each otherOf Learning:RIT 191-200RIT 201-210RIT 211-220
Have each student write one sentence for each type of sentence (exclamatory, imperative). Place all sentences in a container. Have students draw one sentence at a time out and identify what type it is. Have the students create nonlinguistic representations of the definition for a topic sentence. Ex-top piece of bread on a sandwich
717.02.b
Variety of Elements
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observation:Monitor student progress on each poetry style and encourage the use of personification, alliteration, etc. as appropriate for each style of poem.Student Presentation:Have students read their poetry to the
Introduce various styles of poetry (Limericks, Haiku, etc.), and have students create their own Poetry Books. Introduce one style of poetry per day/lesson and encourage students to share their completed poems with the class by reciting them at the end of the
5Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
class, emphasizing dramatic styles of presenting and reciting poetry.
lesson for closure.Sample Poetry--Cinquain
717.02.c
Details
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Assessment of student writing with grading rubric
Develop a paragraph with a clear main idea and details appropriate for a 5th grade audience.
1) Brainstorm ideas and create an outline using the Step Up to Writing method: (Colors are on a piece of paper, colored pencils, crayons, stickers, etc.)
Green=Big Topic, Topic sentence
Yellow=Reasons, facts, details, transition words
Red=stop and explain the yellows
2) Model sample of a complete paragraph.
3) Students write rough draft, proofread, edit with editing symbols, and final copy.
See Sample Writing Key and Paragraph
Family Links: Sample writing prompts--Six Traits Prompts Webpage
Step Up to Writing:http://www.stepuptowriting.com/
717.03.a
Composition Forms
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observation:Observe students as they plan, draft, proofread and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for the 6 Traits of Writing
Of Learning:
Description of Narrative Writing Project
Family Links: Sample writing prompts--Six Traits Prompts Webpage
6Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
RIT 191-200RIT 201-210RIT 211-220
717.03.b
Variety of Components/
Develop Paragraphs
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observation:Observe students as they plan, draft, proofread and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for the 6 Traits of Writing, or state rubricSee Sample RubricGrading Rubric
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Description of Narrative Writing Project
See ideas for appropriate format
Family Links: Sample writing prompts--Six Traits Prompts Webpage
Grammar and Usage Return to Top http://www.ncte.org/positions/grammar.shtml 717.02.c
Variety of Sentences
Learning Continuum
Teacher ObservableDWAECA
For Learning:Teacher observation:Observe students as they write in their journals, read them, and provide written responses to students, focusing on sentences structure and past, present and future tense.
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Assign journal writing each day, for approximately 20 – 30 minutes per session.
Assign specific topics to focus on a variety of sentence structures for past, present and future tense.
717.02.cLearning Continuum
For Learning:Teacher observation:
Description of Expository Writing Project
Family Links: Sample
7Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Sentence Structure / Type / Kind
Teacher ObservableISATECADWA
Observe students as they plan, draft, proofread and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for the 6 Traits of Writing-Sentence Fluency and Conventions.
Give each student apart of a sentence with a piece missing. The student will identify the part they have and look for the student with the missing piece.
Of Learning:See Row above for sample test items
Rearrange sentence structure from a picture book to tell the story while keeping the meaning the same.
writing prompts--Six Traits Prompts Webpage
717.02.a
Subject-verb agreement
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observation of class participation and individual work via monitoring and circulation. Grade independent work.
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Write several sample sentences on the board. As a class, identify the subject and the verb of each sentence by underlining the subject once and the verb twice. Discuss subject-verb agreement.
Complete several examples of single and plural subjects. Examples:
1. Amy wants to go bowling.2. Her parents want to go
bowling, too.3. Harry and Emil spend time
playing basketball.4. 4. Sarah and Mary join
them.
Next, write sample sentences on the board that have a choice of
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
8Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
verbs to select for subject-verb agreement, and have students work independently to underline the subject and verb and select the correct subject-verb option.Example:1. Every winter the kids in my neighborhood (put, puts) on a play.
717.02.a
Noun Forms
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observation during class discussion and participation. Monitoring during independent work and grading of independent assignment if desired.
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Orally review the meaning of a noun: a person, place, thing or idea. Write several sample sentences on the board, identifying the nouns as a class and discussing the differences between singular nouns, plural nouns, and possessive nouns.
Ask students to use their Accelerated Reading books or various library books to read and copy from their books 5 sentences, circling the various types of nouns for each category: singular nouns, plural nouns and possessive nouns.
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
9Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
717.02.a
Noun / Pronoun
Antecedent
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observation during direct instruction and questioning.
Partner work on paragraphs.
Of Learning:RIT 201-210
Introduce antecedents: a noun that replaces a pronoun.
Do several examples as direct instruction.Example:
1. My brother had fun at his first game. (The pronoun his and the word it replaces, brother, are both singular, so they agree.)
Complete several examples together as a class.
Have students each write a descriptive paragraph about something fun they have done. Ask pairs of students to exchange papers and write a second paragraph that uses a pronoun in place of one of the nouns in each of their partner’s original sentences.
Writer’s Express, Write Source http://www.thewritesource.com/index2.htm, Houghton Mifflin Company, Wilmington, Massachusetts.
717.02.a
Pronoun Forms
Learning Continuum
Teacher ObservableISATECADWA
For Learning:DOL participationTeacher ObservationStudent Writing
Of Learning:RIT 191-200RIT 201-210
Review pronoun forms: personal, singular, plural, subject, object, and possessive. Writer’s Express pages 423 – 424. Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
Introduce the differences and
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
10Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
RIT 211-220 correct uses of “their, there and they’re” in DOL practice.
Divide into groups, and ask each group to write a paragraph on a topic such as a hobby, trip, etc. One student begins by writing a sentence containing a personal pronoun and a form of “their, there or they’re” and underlining it. The students take turns adding related sentences. Each pair of student should complete a paragraph containing at least 10 sentences. Have students read paragraphs aloud to the class.
717.02.a
Verb Tenses
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Whole class participation in oral review.Student Writing
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Orally review past, present and future tense.
1. Students each write a paragraph about the way something was in the past (cars, schools, television).
2. 2. Ask students to trade papers with a partner, and rewrite their partner’s paragraph using future tense. How do they think the selected topic will be in the future?
3. Share paragraphs with the class if time allows.
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
717.02.a
Irregular Verb Forms
Learning Continuum
Teacher ObservableISAT
For Learning:Independent assignment of 3 column verb forms and sentences.
Of Learning:RIT 191-200
1. List present tense of the following verbs on the board:BlowBringDrawEat
Writer’s Express, Write Source, Houghton Mifflin Company,
11Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
ECADWA
RIT 201-210RIT 211-220
FlyHideKnowLayLieRun Wake
2. Have students fold a piece of paper into 3 sections and label them, “Present, Past and Past Participle”.
3. Ask students to complete each column for the list of verbs above.
4. Provide an answer key for students to check their work. For each verb form they missed, ask them to write a sentence using each one. If they didn’t make any mistakes, they can choose any two verbs and write a total of six sentences using the principal parts of each verb.Writer’s Express Skills Workbook, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
Wilmington, Massachusetts.
717.02.a
Adjective Forms
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observation of student participation and monitoring for correct forms of adjectives.
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Have students draw 3 separate pictures of themselves with 3 different “moods”. Then, have them draw a web organizer of adjectives (at least 4 adjectives per picture) that describe each mood.
Fold a piece of paper in half and label each side, “comparative and
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
12Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
superlative”. Ask students to list the comparative and superlative forms of each of the adjectives they used on their mood drawings.
717.02.a
Adverb Forms
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Independent Student AssignmentTeacher Monitoring and Observation
Of Learning:RIT 191-200RIT 201-210RIT 211-220
List 4 adverbs on the board: carefully, loudly, slowly and well.
Have students fold a piece of paper vertically in 3 sections and label them: “positive, comparative and superlative”.
Write a sentence for each form of adverb in the appropriate section and underline the adverb form in each sentence. For example: Positive: Sally writes her spelling words carefully.Comparative: Jim writes his more carefully than Sally.Superlative: Clair writes hers most carefully of all.
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
717.02.a
Negative Forms
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student participation and reading of skits in class.
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Orally review examples of negatives: no, nowhere, never, nothing, not nobody, no one, etc. Review examples of double negatives: isn’t no, wasn’t nothing, not no one, etc.
In pairs have students write a dialogue skit, each student writing for a separate character part, “Correct Grammar Gretta/Greg and Double Negative Nelly/Nate”. Students should focus on writing dialogue about what they are going to do at recess and using either appropriate negatives or double negatives accordingly. Share skits
13Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
with the class when completed.
Phrases
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student participationTeacher ObservationIndependent AssignmentStudent Writing
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Introduce and discuss examples of prepositions and prepositional phrases. Provide a list of commonly used prepositions, such as listed on page 434 of the Writer’s Express, Write Source, Houghton Mifflin.
Write sample sentences with prepositional phrases on the board and have students copy them. Practice as a class identifying the prepositional phrases, underlining the phrase and circling the preposition. For example: Spot ran around the room and then jumped onto the couch.
Next, have students write a friendly letter about what they did over the weekend. Underline each prepositional phrase and circle each preposition in the letter (they should have at least six).
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
717.02.a
Clauses
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student writing
Of Learning:RIT 201-210RIT 211-220
Introduce the subject of sentences and sentence fragments by comparing the sentence to a person. A person needs both a body and a brain to work; in a similar way, a sentence needs both a subject and a verb to be complete.
Ask volunteers for a list of subjects and verbs, and write students’ suggestions on the chalkboard. Have students combine the
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
14Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
subjects and verbs to practice forming sentences.
717.02.a
Subject and Predicate
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student writing
Of Learning:Goal not on original Learning Continuum
Introduce subjects and predicates. The subject of a sentence is the part that tells whom or what the sentence is about. The predicate is the part that tells what the subject is or does.
Brainstorm with the students and write various subjects and predicates on the board randomly. Then, ask the students to combine the subjects and predicates to make sentences on their papers.
HBJ Language, Harcourt Brace Jovanovich.
717.02.a
Run-ons and Fragments
Learning Continuum
Teacher ObservableISATECADWA
For Learning:DOL participationStudent WritingPeer Editing
Of Learning:Goal not on original Learning Continuum
Use DOL sentences and paragraphs to edit and correct run-on sentences and fragments.
Have students write 3 run-on sentences and 3 fragments on an index cards, mixing the run-ons and fragments on the card. Students trade cards with a partner. Underline all the run-on sentences in red and the fragments in yellow. Ask students to identify on the card what part of the sentence is missing if the sentence is a fragment, then rewrite each sentence to correct it and make is a complete sentence. Students should trade cards back with the original owner when they are finished and peer edit for correctness.
15Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Conventions: Capitalization Return to Top
717.02.a
Fundamen-tal Rules: Beginning Capital-ization
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student writing DOL sentences and editing marksTeacher observation
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Use DOL sentences with various capitalization errors, have students correct the errors using editing marks, then go over each capitalization error and the rule for each as a class.
Family Links:
717.02.a
Fundamen-tal Rules:
Pronoun “I”
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student WritingClass Participation
Of Learning:RIT 191-200
Have students write a paragraph about what they did over the summer, weekend, holiday, etc. that causes them to use the “I” pronoun.
Have students read their paragraphs out loud to the class and ask the class to stand up every time they hear the pronoun “I” to signify the importance of capitalizing “I”.
717.02.a
Adjectives, Titles, Proper
Nouns
Learning Continuum
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student Writing of DOL sentences
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Use DOL sentences to review the rules of capitalization for: The beginning of sentences The beginning of quotations Full names, including titles and
initials Particular places, points of
interest, buildings, monuments Teams, organization,
government bodies Countries and continents
Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois.
D.O.L Plus, Great source
16Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Historical events and eras Companies, stores, products
717.02.a
Capitali-zation:
Fundamental Rules
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student Writing of DOL SentencesLetter Writing
Use DOL sentences to review the rules of capitalization.
Have students write a friendly letter telling about their favorite books, magazines, stories, and poems, focusing on correctly capitalization rules for each.
Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois.
Conventions: Punctuation Return to Top
717.02.a
Use Appro-priate End
Punctuation
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student ParticipationTeacher ObservationIndependent written assignmentDOL Sentences
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Have students each write 5 simple sentences on an index card.
Read the sentences out loud to the class. Have them stomp their feet at the end of the sentence if they think it should end with a period, clap their hands if it should end in an exclamation point, and snap their fingers if it should end with a question mark.
Discuss how the meaning would change if different end punctuation were applied.
Provide independent assignments of written sentences or paragraphs with missing end punctuation, and have students insert the correct punctuation.
Use DOL sentences to practice correct end punctuation daily.
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois.
717.02.aLearning
For Learning:Student Participation
Provide several examples of sentences with dates and edit Writer’s
17Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Use Commas Appro-priately
Continuum
Teacher ObservableDWAISATECA
Teacher ObservationStudent writing
Of Learning:RIT 191-200RIT 201-210RIT 211-220
them, inserting commas where appropriate as a class.
Students write a news story announcing the unveiling of a new car. Use dates to tell when each of the car’s special new features was first developed. Use commas correctly.Page 10, Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
717.02.aUse Apos-
trophes
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student ParticipationTeacher ObservationStudent Writing
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Review the use of apostrophes to show ownership. Discuss how the placement of the apostrophes changes when singular or plural.
Complete several examples together on the board of singular and plural possessives.
Students write a paragraph about an item that belongs to someone else, but they would like to own it. They should include at least 4 singular possessives and 4 plural possessives in their paragraphs.
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
717.02.a
Appropriate Marks in
Dialogue / Enclosing
Punctuation
Learning Continuum
Teacher ObservableDWA, ISATECA
For Learning:Student Writing and Editing DOL Sentences
Of Learning:RIT 191-200RIT 201-210RIT 211-220
Use DOL sentences to review and practice the rule for enclosing titles of stories in parentheses.
Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois
18Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
717.02.a
Use underlining
for titles
Learning Continuum
Teacher ObservableDWA, ISATECA
For Learning:Student Writing and Editing DOL SentencesStudent ParticipationStudent Writing Peer Editing
Of Learning:RIT 191-200
RIT 211-220
Use DOL sentences to review and practice the rule for underlining titles.
Call students up to the board to write the title and author of their library book. Have another student come to the board to correctly underline the title of the book.
Have students write a friendly letter, recommending 5 of their favorite books to a friend. They should correctly underline each of the titles. Trade papers with a peer and check each other’s work.
Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois
717.02.a
Dependent and
Independent Clauses / Comma Usage
Learning Continuum
Teacher ObservableDWA, ISATECA
For Learning:Student participationTeacher observationIndependent Student Assignment
Of Learning:Go to “Use Commas Appropriately”
Orally review with students: A clause is a group of related words that has both a subject and a predicate. An independent clause expresses a complete thought and can stand alone as a sentence. A dependent clause does not express a complete thought and cannot stand alone.Writer’s Express, Page 79.
Complete several examples of dependent and independent clauses as a class and ask students to identify them and explain why they are dependent or independent.
On sentence strips, ask students to write several dependent clauses. Collect and write the examples of each dependent clause on the
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
19Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
board and discuss why they are dependent.
Assign students to independently rewrite each dependent clause on a piece of paper and make each one a complete sentence by adding a comma and an independent clause.
717.02.a
Prepositional, Participle and
Appositive Phrases / Comma Usage
Learning Continuum
Teacher ObservableDWA, ISATECA
For Learning:Student ParticipationTeacher ObservationIndependent Assignment
Of Learning:Go to “Use Commas Appropriately”
Review comma usage rules orally. Complete several examples of DOL sentences on the board together.
Student assignment: Rewrite the following paragraphs. Combine short, choppy sentences to make smooth ones. Combine them however you choose, as long as the meaning stays the same and your sentences are correct.
There was a barn. It was dusty. It was made of wood. The wood was old. The wood was gray. The nail marks showed signs of rust. There was an old silo. It stood next to the barn. It looked tired. It was every bit as old as the barn. Just then, Penny appeared. She appeared in front of the barn. The animals looked up at her. They were surprised. Penny never came into the barnyard. Not at this time of day.Writer’s Express, Page 100.
Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.
Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois
Conventions: Spelling Return to Top
717.02.aLearning Continuum
For Learning:Student Pretest
Introduce 15 –20 new spelling words each week from the adopted Spelling Lists
20Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Conventional Rules
Teacher ObservableDWAISATECA
Student Self Assessment
Of Learning:RIT 191-200RIT 201-210RIT 211-220
5th grade spelling list.
Give a pretest of the new list of words on Monday. Have students grade their own pretest as you write the correct spelling of each word on the overhead. Students should say the word together, spell the word and say the word again. As you write the correct spelling for each word, students touch each letter on their paper with a red checking pencil, making a dot underneath each letter. If they missed a word, they should write the correct spelling underneath the misspelled word. Students use this pretest to study.
Discuss any applicable conventional rules.
717.02.a
High Frequency
Spelling Words
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Teacher ObservationStudent AssignmentStudent Self AssessmentStudent ParticipationTest Assessment
Of Learning:See Test items above in “Conventional Rules” row
Monday: Spelling Pretest (see above).
Tuesday: Put each of the spelling words for the week on the Word Wall. As a class, say each word aloud, clap on the word, snap finger on each letter as you say them, and clap on the word again.
Wednesday: Ruler Tap: Teacher calls out one of the spelling words for the week from the Word Wall. Then, without saying anything, tap several of the letter of that word and stop. Call on a student to finish spelling the word correctly. Each tap of the ruler on the desk
Spelling Lists
5 Step Spelling Practice
Fry word list
Sitton lists
21Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
represents one letter. Students must spell along with you mentally to finish spelling the word when you stop.
Thursday: Students complete the 5-Step Spelling Practice independently.
1. Look2. Say3. Cover4. Write5. Check
Friday: Test
717.02.a
Application of Rules
(prefixes / suffixes)
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student ParticipationTeacher Observation
Of Learning:See Test items above in “Conventional Rules” row
Introduce 5-10 new words each week. Write the word on the board and ask for student to find the root word. Then, identify the prefix and/or suffix.
In their journals, students write the word, underline the root and circle the prefix and/or suffix.
Tape the words on the wall (separate from the spelling Word Wall).
Play SPARKLE:Call out one of the words. Then, going down the rows, each student calls out a letter of the word to spell it correctly. However, after a student finished spelling a prefix, the next student must say “prefix”. Then, after a student finished spelling the root, the next student must say “root”, and after a student
Month-By-Month Phonics for upper Grades, by Patricia M. Cunningham and Dorothy P. Hall. Carson-Dellosa Publishing Company, 1998.
22Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curriculum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
finishes spelling the suffix, the next student must say “suffix.” The final students say, “the word, then SPARKLE” and the next student is out. Continue playing until only one student is left.
23Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORESReturn to Top
Approved by the State Board of Education March 6, 2003
READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235
LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235
MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.
The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.
The student can perform skills or processes independently without any significant errors.
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24Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
PROFICIENT: Meets Standards Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.
The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.
The student can perform skills or processes independently without any significant errors.
BASIC: Below Standards Back to Top
The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.
The student has an incomplete knowledge of the topic and/or misconceptions about some information.
The student requires assistance and coaching to complete tasks without errors.
BELOW BASIC: Critically Below Standards Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.
The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.
The student cannot complete any skill set without significant assistance and coaching.
Idaho State Standards—5th Grade Writing/LanguageReturn to Top
669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS.
01. Languages and Communications. Language, the gateway to learning, provides our most powerful and readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.
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25Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.
715. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 5, SECTIONS 716 THROUGH 720. The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.
717.WRITING.Rationale: Students write to demonstrate skill and conventions according to purpose and audience.
Standard - The student will:
Content Knowledge and Skills:
Samples of Applications:
01. Understand and use the writing process.
Return to Prewriting Skills
Return to Drafting & Revising
a. Understand and apply steps of the writing process:
- Brainstorm;
- Draft;
- Revise;
- Edit/proofread;
- Publish.
i. Participate in the writing process to share ideas and create rough drafts.
ii. Use peer editing and self-revision to improve a piece of writing.
iii. Publish by preparing a final hard copy or informally sharing.
Return to “Appropriate Format”
b. Write in a variety of formats to record, generate, and reflect upon ideas.
i. Create learning logs, personal learning records, notes, and journals.
ii. Use collected notes to determine a self-selected topic for further study.
Return to “Appropriate Style and Vocabulary”
c. Identify and use appropriate style and vocabulary for audience and purpose.
i. Write narratives that relate ideas and provide context for reader.
ii. Write an expository piece using topics across curriculum.
02.Write and edit for correctness and clarity.
Return to Editing & Proofreading
Return to Subject-Verb Agreement
Return to Noun / Pronoun Forms
Return to Noun/Pronoun Antecedent
Return to Verb Tenses / Irregular Verb Forms
Return to Adjective / Adverb / Negative Forms
a. Apply rules and conventions of the following:
- Grammar;
- Punctuation;
- Capitalization;
- Spelling;
- Legibility.
i. Apply fundamental rules and conventions for grammar, punctuation, and capitalization.
ii. Use dictionaries and spell checkers to correct spelling errors.
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26Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Return to Phrases / Clauses
Return to Subject-Predicate / Run-ons-Fragments
Return to Capitalization
Return to Punctuation
Return to Spelling
Return to Variety of Elements
b. With support, incorporate a variety of elements of writing:
- Alliteration;
- Figurative language;
- Personification;
- Vocabulary.
i. Incorporate such targeted skills as alliteration and figurative language into writing.
ii. Use such resources as a dictionary and thesaurus to develop targeted skills.
Return to “Details”
Return to Variety of Sentences
Return to Sentence Type/Kind
c. Develop a paragraph:
- Incorporate a clear and focused main idea;
- Support main ideas with details and examples that are appropriate to topic, audience, and purpose;
- Use topic sentences, appropriate word choices, sentence structure, transitions, indentation, and organization.
i. Write a paragraph about a cross-curricular topic.
ii. Write from personal and practical needs: messages, diaries, journals, thank-you notes, friendly letters, and step-by-step directions.
02. Write a narrative essay that aligns with the fourth-grade Direct Writing Assessment.
Return to “Composition Forms”
a. Create a multiple-paragraph narrative composition that includes the following:
- An introductory paragraph to establish and support a central idea;
- Supporting paragraphs with thoughtful transitions, simple facts, details, and explanations;
- A concluding paragraph that summarizes key points;
- Proper indentation.
i. Include an effective lead/topic sentence.
ii. Incorporate the following story elements: plot, characters, setting, and point of view.
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27Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Return to Variety of Components
b. Write and publish original creative words that incorporate figurative and descriptive language.
i. Produce short stories, narrative essays, poetry, and plays.
ii. Incorporate one or more of the following elements: alliteration, hyperbole, idioms, similes, metaphors, personification, and vocabulary.
27
29Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220CapitalizationAdjectives, Titles, Sentence Beginnings
Return to Curriculum Guide
Capitalize the first word in the sentence and the first word of a quotation
Verbalize the rule telling which word in a quotation is always capitalized
Book, movie, TV show, magazine titles: know which words to and not to capitalize
Capitalize first word of a quotation
Distinguish sentences using quotations that are not capitalized correctly
Capitalize the first word in the sentence and the first word of a quotation
Capitalize the first word in the sentence, the first word of a quotation, and proper nouns
Capitalize the beginning of each sentence in a group of sentences, including quotations within sentences
In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker
Compass directions – when to and not to capitalize them
Full names, including titles
Fundamental Rules
Return to Curriculum Guide
Format: Most of the items in this range require correct identification of more than one capitalization error, either missing capitals or incorrect capitals
Distinguish between common and proper nouns
Generalize rules of capitalization
Format: Most of the items in this range require correct identification of more that one capitalization error, either missing capitals or incorrect capitals
Format: Longer passages in many of the items
Generalize rules of when to capitalize the first word:
Format: Most items also call on finer distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)
Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in
29
30Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220sentences, poems, letter greetings
Differentiate between similar common and proper nouns
Radio and TV station initials All titles: which words should and
should not be capitalized Compass directions: when they
are correctly and incorrectly capitalized
quotations, but also first words in sentences, proper/common nouns, capitalizing multiple sentences in a paragraph
All titles: what to capitalize and what not to capitalize
Generalize capitalization rules
Fundamental Rules-Beginning Capitali-zation
Return to Curriculum Guide
Capitalize the first word in the sentence
Capitalize the first word in the greeting and closing of a letter
Capitalize only the first word in a sentence without proper nouns
Capitalize the beginning of each sentence in a group of sentences
Capitalize first word and proper nouns
Capitalize the first word in the greeting and closing of a letter
Capitalize the first word in the sentence
Capitalize only the first word in a multi-word greeting or closing
Capitalize only the first word in the greeting and closing of a letter with no proper nouns
Pronoun “I”
Return to Curriculum Guide
Identify the sentence not capitalized correctly (“I” the error)
Identify “I” errors twice in the same sentence
Proper Nouns
Places: rivers, mountains, countries, states, cities, monuments, buildings, points of
Full names, including titles and initials
Particular places, points of
Countries, nationalities, languages Holidays, special events Places, rivers, parks, bridges,
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31Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220Return to Curriculum Guide
interest Organizations and government
bodies People’s full names, including
initials and titles Identify a “proper noun” Company and product names Nationalities and languages Team names
interest, buildings, monuments Teams, organization, government
bodies Countries and continents Historical events and eras Companies, stores, products Classes, schools Ships Identify proper nouns
monuments…d. Artistic groupse. Buildings, businesses,
stores
Writing Composition and Structure Appropriate Format
Return to Curriculum Guide
Use correct letter format Develop paragraph with specific
detailsEdit paragraph format for fragment
and run-on sentences
Combine sentences into paragraph structure
Look for patterns of organization in a paragraph
Order sentences into a concise paragraph
Give directions in a systematic order
Use correct business letter structure
Define parts of a research paper Define purposes of poetry (i.e.
feelings, moods, expressions) Define paragraph by genre Identify parts of the newspaper
Use standard forms of indentation Review several paragraphs and
choose the best organization Determine the pattern of
organization in a lengthy passage
Appropriate Style and Vocabulary
Use strong topic sentences Plan for strong conclusions When given a 5-8 sentence
Focus on exclamatory sentence structure
Choose the best definition for the
Choose best opening paragraph in a narrative piece of writing
Use of vocabulary of declarative,
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32Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220
Return to Curriculum Guide
paragraph, edit for off-topic sentences
When reading a short story choose the best ending
Choose the correct paragraph that best explains an action
Focus on imperative sentence structure
Answer standard questions when writing a news story
term “topic sentence” imperative, interrogative and exclamatory terms
Composition Forms
Return to Curriculum Guide
Write limericks Define composition forms in
lengthy passages
Details
Return to Curriculum Guide
Select clear details for paragraph
Variety of Components
Return to Curriculum Guide
Edit sentences into multi-paragraphs
Determine method of organization (i.e. order of events, from examples to main idea, go from main idea to examples)
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33Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220
Variety of Elements
Return to Curriculum Guide
Use imagery in poetry
Grammar and UsageAdjective Form
Return to Curriculum Guide
Use comparatives “bad, worse, worst” correctly
Use comparatives “more, most” correctly
Use comparative adjectives (-er, -est) correctly
Recognize correctly and incorrectly used comparative forms
Use adjectives telling “what kind”
Use comparatives “less, least” correctly
Understand the meaning of comparative adjectives
Identify adjectives used in a sentence
Recognize correctly and incorrectly used comparative forms
Recognize that adjectives are words that describe things
Use comparatives “-y, -ier, -iest” correctly
Understand that there are names for various parts of speech; identify which word in a sentence is the adjective
Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “–tion” (inspiration, inspirational)
Understand that comparative –er means to compare two things
Understand the correct use of “good” as an adjective, not an adverb
Adverb Form
Use adverbs telling “when” correctly
Use comparative adverbs telling
Understand that adverbs can tell “where, when, or how”;
Identify adverbs that tell “when”
Format: Longer sentences, more difficult vocabulary
Recognize correct and incorrect
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34Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220
Return to Curriculum Guide
“when” Use comparative adverbs correctly Understand the meaning of
comparative adverbs
use of adverbs, including comparative adverb forms
Recognize correct and incorrect comparative adverb forms for words ending in –ly
Clauses
Return to Curriculum Guide
Understand the intended meaning of a particular clause
Identify the main clause in a sentence
Irregular Verb Forms
Return to Curriculum Guide
Identify common irregular past tense forms of verbs
Recognize more difficult irregular verb forms
Recognize or determine the correct use of irregular past tense verbs
Format: Difficulty of vocabulary increases in this RIT range
Determine which verb to use in sentences with or without auxiliary verbs
Identify troublesome irregular verbs (lie/lay, sit/set, etc.)
Negative Forms
Return to Curriculum Guide
Recognize the correct use of only one negative in a sentence: isn’t any; has no; doesn’t have; haven’t any
Recognize the correct use of only one negative in a sentence: no more than; hasn’t any
Recognize that two negatives in a sentence is not Standard English
Use “n’t” contractions correctly
Recognize the correct use of negatives “hardly” and “scarcely”
Noun Forms
Return to Curriculum
Identify a word as a noun Identify which is the noun in a
sentence Recognize the correct plural form
Recognize the correct plural form of a noun
Understand the meaning of a singular possessive noun
Recognize which is not a correct irregular plural noun
Identify a plural possessive noun Distinguish plural nouns from
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35Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220Guide of a noun used in a sentence
Recognize plural nouns needing the –es ending
Recognize a noun that is not plural Recognize the irregular plural
form of a noun Identify which is not a correct
irregular plural noun Recognize the correct use of a
singular possessive noun
Recognize the correct irregular plural form of a noun
Identify which word is not a plural noun
Recognize the correct use of a plural noun in a sentence
Distinguish possessive nouns from contractions
Recognize a collective noun as being singular, distinguishing it from plural nouns
singular collective nouns, nouns that end in ‘s’, and possessive nouns
Identify a noun that is an idea or a feeling, not just a person, place, or thing
Noun-Pronoun Antecedent
Return to Curriculum Guide
Identify the noun replaced by a pronoun
Replace more than one noun with the correct pronouns, matching gender and type of pronoun: nominative, objective, and possessive
Use the correct pronoun in one sentence to match the number and gender in another: them
Noun / Pronoun Usage Agreement
Use possessive pronouns correctly: their, theirs, his, hers, its
Recognize the correct and incorrect use of she/her as subject or object
Recognize the correct and
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36Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220incorrect use of “I” in a compound subject or in a list
Identify the pronoun used to take the place of names in the objective case: them
Use reflexive pronouns correctly: themselves
Recognize the correct use of “whom” (With whom are you…?)
Phrases
Return to Curriculum Guide
Understand the meaning of a phrase telling “why”
Recognize phrases telling “how” or “where”
Vocabulary: prepositional phrase Identify a prepositional phrase Recognize a phrase telling
“which”
Recognize what part of the sentence a prepositional phrase modifies
Recognize a prepositional phrase used as an adjective
Recognize the meaning of a verb phrase
Pronoun Forms
Return to Curriculum Guide
Recognize the correct and incorrect use of nominative, objective, possessive, and demonstrative pronouns
Use objective pronouns correctly in a complex sentence: Everyone except ___…
Recognize correct and incorrect use of “their, they’re, and there”
Use reflexive pronouns correctly: themselves
Identify which word in a sentence is the pronoun
Recognize the correct and incorrect use of reflexive, nominative, possessive, and objective pronouns
Understand the meaning of a pronoun: “all of us” = “we”
Use nominative case pronouns correctly
Use nominative pronouns correctly in compound subjects
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37Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220 Recognize the correct and
incorrect use of “I” in a compound subject or in a list
Recognize the correct and incorrect use of reflexive pronouns: themselves, itself, herself, ourselves
Use indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each, one, either)
Run-on Sentences & Fragments
Return to Curriculum Guide
Recognize complete and incomplete sentences (first time this term appears)
Recognize a group of words as an incomplete sentence or a question
Identify sentence fragments
Sentence Structure/ Type/Kind
Return to Curriculum Guide
Recognize sentences that are complete and not complete
Complete sentences with the correct phrase
Recognize complete sentences containing only a noun and a verb
Identify a simple sentence Identify the correct word order to
form a sentence Identify a group of words as an
incomplete sentence
Identify compound sentences Identify sentence patterns (some
articles and possessive pronouns used in short, simple sentences): noun–verb, noun-verb-noun
Change the word order and keep the same meaning
Add a phrase to form a complete sentence
Verbalize what sentence part is needed to form a complete
Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verb-noun, noun-verb-verb
Identify a sentence as simple or compound
Complete sentences correctly with words or phrases
Recognize sentences with clear meaning and correct form
Name the part of the sentence
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38Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220 Identify two sentences with
different word order but the same meaning
Turn a clause into a complete sentence
sentence: subject, object, adjective, or subordinate clause
needed to complete a sentence: adjective to complete the linking verb
Recognize complete complex sentences
Subject & Predicate
Return to Curriculum Guide
Identify the subject of a sentence Identify a complete sentence
where the predicate is written first Recognize where to divide a
sentence between the subject and the predicate
Name the two main parts of a sentence
Identify the subject of a sentence
Subject/Verb Agreement
Return to Curriculum Guide
Recognize the correct use of subjects or verbs in the following cases:o Compound subject – linking
verbo Compound subject – verb
phraseo Third person singular subject –
main verbo Plural subject – auxiliary verb
or verb phrase
Recognize the correct use of subjects or verbs in the following cases:o Singular subject – linking verbo Singular subject – main verbo Plural subject – linking verbo Plural subject – auxiliary verb
Recognize the correct use of subjects or verbs in the following cases:o First person singular subject –
main verbo Identify a singular subject by
recognizing form of the verb in the predicate
Variety of Sentences
Format: Sentences in this RIT range often begin with prepositional or adverb phrases
Sentences have more complex syntax and phrasing, more difficult vocabulary
Understand that sentences tell past, present, or future
Identify which sentence tells past
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39Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220
Return to Curriculum Guide
Recognize that sentences can tell past, present or future actions
Identify a sentence that tells past action
Identify a sentence that tells future action
Identify sentences that tell past, present, or future
Verb Tenses
Return to Curriculum Guide
Identify the past tense of a verb Determine which verb to use in a
question that has an auxiliary verb at the beginning of the sentence
Recognize or determine the correct use of regular past tense verbs
Determine the correct verb to use in a sentence with auxiliary verbs
Tell the meaning of “past tense of a verb”
Determine the correct verb to use to tell future actions
Understand the tense and meaning of verbs, replace with similar verbs of the same tense and meaning
Determine the correct verb tense to use in a sentence
Determine the correct verb form to use in a sentence: irregular verbs, verbs used with auxiliary verbs
Identify present tense verbs Determine the correct verb phrase
to use in a sentence
Determine the correct verb form to use in a sentence
Identify the verb form not used correctly in a sentence
Recognize verbs that have the same form for both present and past tense
Understand that there are names for various parts of speech; identify which word in a sentence is the verb
Determine which verb to use in a sentence in which the auxiliary verb is separated from the main verb
Understand the meaning of a complex verb phrase
Determine which verb form is correctly used in a complex sentence
Punctuation
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40Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220Appropriate Marks in Dialogue
Return to Curriculum Guide
Use quotation on both sides of split direct conversation
Use quotations in titles Use parentheses around non-
essential phrases
Use quotations in quoted material Use single quotation inside
quotation marks
Dependent and Independent Clauses/ Comma Usage
Return to Curriculum Guide
Use commas in dependant clauses Use commas between two main
clauses Use commas in a compound
sentence
Use commas between two main clauses in a complex sentence
Use commas between two main clauses in a compound complex sentence
Prepositional, Participle and Appositive Phrases-Comma Usage
Return to Curriculum Guide
Use commas after participial phrases
Use commas after an introductory adjective phrase
Use commas around appositives
Use commas after participial phrases in a lengthy paragraph
Use Apostrophes
Return to
Use apostrophes in pronoun contractions
Use apostrophes in possessive plurals
Use apostrophes with helping verb
Use apostrophes for subject and helping verb contractions
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41Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220Curriculum Guide
and “not”
Use Appropriate End Punctuation
Return to Curriculum Guide
Use correct end punctuation in 8-10 word sentences
Mark each end punctuation correctly when writing a multi-paragraph friendly letter
Identify different meanings of the same sentence when end punctuation is changed
Identify incorrect end punctuation Identify periods when given a
paragraph
Identify correct punctuation in a 16-20 word compound sentence
Use correct punctuation when sentence ends with an abbreviation
Identify correct punctuation in a 5-7 sentence paragraph
Use Commas Appropri-ately
Return to Curriculum Guide
Use commas around parenthetical phrases
Use commas after a direct address in an imperative sentence
Use commas after participial phrases in a lengthy paragraph
Use commas in non-essential parenthetical phrases
Use commas around interrupting phrases contained within the sentence
Use commas in a direct quotation Use commas around non-essential
phrases
Use Underlining in Titles
Return to Curriculum Guide
Underline book titles Underline movie titles Underline magazine titles
Spelling
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42Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220Accuracy and High-Frequency Words
Return to Curriculum Guide
Recognize common words that have been misspelled, either by sight or by applying basic rules of phonics
Recognize the correct spelling and use of homographs
Recognize the correct spelling and use of the contraction “it’s”
Format: Generally more difficult, commonly misspelled words
Application of Rules (prefixes-suffixes)
Return to Curriculum Guide
Recognize correct application of basic spelling rules:
Change “y” to “i” and add ending
Change “f” to “v” and add –es
Drop final “e” and add –ing, -ed, or –ous
Recognize correct and incorrect spellings of root words with affixes: un-, -ly, a-, dis-, -able, im-, mis-, -ful, -ness
Recognize the correct spelling/pronunciation of words ending in –th or –the
Recognize correctly and incorrectly applied basic spelling rules when adding endings or affixes
Recognize when to double final consonant before adding ending
Conventional Rules
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Format: Many longer words: three and four syllables
Format: Less frequently used words
Distinguish the correct spelling of
Distinguish the correct spelling of a word from incorrect versions
Identify which word is or is not spelled correctly
Troublesome spelling patterns: -ance/-ence ei/ie -ary/-ery plural form of words ending in
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43Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220a word from incorrect versions
Recognize the correct spelling of “ui” words
Recognize the correct spelling of “ie” or “ei” words
“o”
Writing ProcessDrafting and Revising Skills
Return to Curriculum Guide—Drafting
Revise and replace misplaced modifiers
Use figurative language to describe
Use creative figures of speech Write to stay on purpose Use symbolic language Create a variety of sentences,
simple, compound, and complex Use phrases and multi-word
modifiers to enhance details Use adjective and infinitive
phrases Begin topic with strong sentence
starters Use a variety of genres
Use participial phrases in correct word order
Use of figurative speech in context
Select the best title for a piece of work
Use precise language Correct use of transitional
expressions Use vivid descriptors Use adverbial clauses in complex
sentences Avoid run-on sentences Use sentence variety Use correct word order when
using adjective phrases
Revise syntax for correct order Use subject-verb agreement Use a variety of sentences from
simple to complex Use infinitive phrases to denote
emphasis Use subordinating clauses Edit for misplaced modifiers Combine sentences to make
compound and complex Use parts of a news story for
complete description of an event Write strong conclusions
Editing and Proofreading
Capitalize royal titles, professional titles, and personal titles
Use similes for comparison Identify suffixes Use slang words for a direct
Use capitals in magazine, newspaper, essay and titles
Use commas in letter closure Punctuate introductory dependant
clauses
Use commas in a series of participial phrases
Use strong topic sentences with strong verbs
Use capitals in a letter closure
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44Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200 RIT 201-210 RIT 211-220Processes
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purpose Proof for spelling errors Use commas between city and
state Edit sentence fragments Use correct return address format Capitalize government bodies Use parallelism between subject
and direct object Use appositives
Capitalize inside addresses Punctuate non-essential
parenthetical phrases with commas
Use abbreviations in appropriate places
Pre-Writing Skills
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Select point of view (i.e. I, He, You)
Choose a mode of writing Use clear descriptors List details in outline form Determine tone and mood Choose tone by determined
audience Outline main topic with
descriptors Organize sentences for paragraphs Create a list of possible word
choices Select main headings for outline Choose subject and brainstorm
(i.e. word lists, webbing, free writing)
Choose formal or informal language
Select purpose of paragraph Choose syntax that illustrates
point of view Outline expository mode
Create comprehensive outlines Use compound sentence selection Outline verbiage for imaginative
stories Categorize using main topic as
guideline
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45Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
45
46Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
New Vocabulary
Goal RIT 161-170 RIT 171-180 RIT 181-190
Capitalization
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capital letter, capitalized, underlined, sentence, missing words
pronoun, name greeting, letter, title, note, list
RIT 191-200 RIT 201-210 RIT 211-220
direct quotation, proper noun, place, phrase, address, magazine
closing, book title, paragraph
No new vocabulary above last RIT band.
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47Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
New Vocabulary
Goal RIT 161-170 RIT 171-180 RIT 181-190
Writing Composition and Structure
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poem, letter, story, ad, statement, command, question, exclamation, style, sentence, rhyme, book, paragraph
missing word, first, ending, last, greeting, describe
topic sentence, best order, correct order, chronological order, parts of a letter, passage, complete sentence, main idea
RIT 191-200 RIT 201-210 RIT 211-220
title, information, review, author’s purpose, narration, persuasion, sequence, composition
exclamatory sentence, encyclopedia, supporting detail
limerick, formal essay, drama, declarative sentence, imperative sentence, interrogative sentence, tone, mood, pattern of organization
RIT 221-230 RIT 231-240
descriptive writing, incomplete sentence
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48Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
New Vocabulary
Goal RIT 161-170 RIT 171-180 RIT 181-190
Grammar and Usage
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underlined, missing word, more than one, complete sentence, Standard English, pronoun, correct
noun, past tense, wrong, word order
subject, predicate, incomplete sentence, run-on sentence, phrase, verb, plural, question, paragraph, singular, action word, verb phrase, clause
RIT 191-200 RIT 201-210 RIT 211-220
simple sentence, comparative forms, suffix
fragment, compound sentence, prepositional phrase, present tense, adjective, nonstandard English, linking verb, adverb, possessive, dependent clause
modifies, main clause, plural possessive, irregular verb, simple sentence, compound sentence, complex sentence, compound-complex sentence
RIT 221-230 RIT 231-240
noun phrase, dependent clause, possessive noun, conjunction
adverb phrase, adjective phrase, pronoun’s antecedent
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49Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
New Vocabulary
Goal RIT 161-170 RIT 171-180 RIT 181-190
Punctuation
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comma, contraction, punctuate, right mark, sentence
punctuation mark, exclamation point, question mark, apostrophe, period
letter, ownership
RIT 191-200 RIT 201-210 RIT 211-220
quotation marks, possession, address, phrase, salutation, colon, semicolon
parentheses, hyphen, rough draft
possessive noun
RIT 221-230 RIT 231-240
plural possessive
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50Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003
New Vocabulary
Goal RIT 161-170 RIT 171-180 RIT 181-190
Writing Composition and the Writing Process
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sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order
underlined, phrase, describe, story, question mark, incomplete sentence, topics, main topic, outline, complete sentence
comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog
RIT 191-200 RIT 201-210 RIT 211-220
comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing
run-on sentence, formal and informal language, composition, simile, subheading, detail, sub-detail, style, figure of speech, suffix, capitalization, caret (editing mark), research report, apostrophe
tone, summary, synonym, personification, metaphor, fantasy, complex sentence, rough draft, personal narrative
RIT 221-230 RIT 231-240
nonparallel construction, sentence fragment, faulty tense change, irony, exaggeration, fragment
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51Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 191-200
Spelling.doc "Use Adjective Forms.doc"
"Use Adverb Forms.doc"
"Use Basic Sentence Patterns.doc"
"Use Irregular Verb Forms.doc"
Return Return Return Return Return
"Use Negative Forms Correctly.doc"
"Use Noun Forms.doc"
"Use Pronoun Forms.doc"
"Use Subject-Verb Agreement.doc"
"Use Types of Phrases.doc"
Return Return Return Return Return
"Use?Distinguish Verb Tenses.doc"
Return
Basic Grammar and Usage RIT 201-210
Spelling.doc "Use Adjective Forms.doc"
"Use Adverb Forms.doc"
"Use Basic Sentence Patterns.doc"
"Use Irregular Verb Forms.doc"
Return Return Return Return Return
"Use Negative Forms Correctly.doc"
"Use Noun Forms.doc"
"Use Pronoun Forms.doc"
"Use Pronoun-Antecedent Agreemen.doc"
"Use Subject-Verb Agreement.doc"
Return Return Return Return Return
"Use Types of Clauses.doc"
"Use Types of Phrases.doc"
"Use?Distinguish Verb Tenses.doc"
Return Return Return
Basic Grammar and Usage RIT 211-220
Return Return Return Return Return
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52Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
"Use Negative Forms Correctly.doc"
"Use Noun Forms.doc"
"Use Pronoun Forms.doc"
"Use Subject-Verb Agreement.doc"
"Use Types of Clauses.doc"
Return Return Return Return Return
"Use Types of Phrases.doc"
"Use?Distinguish Verb Tenses.doc"
Return Return
Capitalization RIT 191-200
"Capitalize Pronoun ?I?.doc"
"Capitalize Proper Nouns and Adj.doc"
"Use Beginning Capitalization.doc"
Return Return Return
Capitalization RIT 201-210
"Capitalize Proper Nouns and Adj.doc"
"Use Beginning Capitalizatio.doc"
Return Return
Capitalization RIT 211-220
Return Return
Composing and Writing Process RIT 191-200
Return Return Return
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53Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Composing and Writing Process RIT 201-210
Return Return Return
Composing and Writing Process RIT 211-220
Return Return Return
Composition Structure RIT 191-200
Return Return Return Return
Composition Structure RIT 201-210
Return Return Return Return
Composition Structure RIT 211-220
Return Return Return Return
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54Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Punctuation RIT 191-200
Return Return Return Return Return
Punctuation RIT 201-210
Return Return Return Return
Punctuation RIT 211-220
Return Return Return Return Return
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55Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
5th Grade Spelling WordsReturn to Curriculum Guide
Other Resources
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