language arts fifth grade...curriculum guide language arts fifth grade office of quality assurance...

OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

LANGUAGE ARTS

Fifth Grade

Office of Quality Assurance and Curriculum Support

Guyla Hendricks, Chief Officer


Curriculum Guide for Language Arts

REV 062012 Fifth Grade Language Arts

CONTENTS

Mission Statement............................................................................................................................................................. 3

Suggestions for Implementing Curriculum Guides ........................................................................................................ 3

Florida Department of Education Website ..................................................................................................................... 3

OCSD Curriculum and Pacing Guide ∞ Overview .................................................................................................... 4

Language Arts Curriculum Guide ............................................................................................................................... 5

Quarter 1 ........................................................................................................................ 5

Quarter 2 ........................................................................................................................ 8

Quarter 3 ...................................................................................................................... 11

Quarter 4 ...................................................................................................................... 14

OCSD’s Elementary Comprehensive Literacy Model Overview ................................................................................ 17

Language Arts K-5 Resources....................................................................................................................................... 20

Writing Pacing Guide ................................................................................................................................................... 21

Writing Resources ........................................................................................................................................................... 26

Assessment / Curriculum / Monitoring Information from FLDOE............................................................................... 27

Additional Literature (by writing process topic, by grade level) ............................................................................... 28

2011 FCAT 2.0 Reading Grade 5.................................................................................................................................. 44

FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY ........................................................ 45




Mission Statement

Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate

instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level,

Implement the OCSD Comprehensive Balanced Literacy Model,

Enhance the curriculum by uuing resources and instructional technology, and

Differentiate instruction as needs are identified by assessments/progress monitoring.

In addition, teachers should:

Collaborate with the reading leadership team to maximize school resources and expertise,

Document questions and suggestions for improvement of the Curriculum Guide,

Stay abreast of the Florida Department of Education website and Just Read, Florida!, and

Provide students the opportunity to assess on-line textbooks.

Florida Department of Education Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

http://www.floridastandards.org/homepage/index.aspx




OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality

instruction for each nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers

ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period.

Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their

students or school needs.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark

Column Two – Focus Skill

Generally based on the sequence of instruction as presented in the textbook adoption

Column Three – Progress Monitoring / Assessment

Provides teachers with myriad of assessment and monitory resources available

Column Four – Literacy Connection/Vocabulary/Reading

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx



REV 052012 Fifth Grade Language Arts – Quarter 1

Language Arts Curriculum Guide Quarter 1

Benchmark Reading Unit and Focus Skill

Progress Monitoring and

Assessment Schedule Additional Reading Resources

Open: Specific to teacher,

grade, subject, school

LA.5.1.6.7 or 5.L.4.b The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words. LA.5.1.6.8 or 5.L.4.c The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words. LA.5.1.6.3 or 5.L.4.a The student will use context clues to determine meanings of unfamiliar words. LA.5.1.4.1 or 5.FS.3.a The student will understand spelling patterns. LA.5.2.1.3 or 5.RL.4 The student will demonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem. LA.5.1.7.5 or 5.RIT.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text.

Vocabulary:

Context Clues: Synonym

Word Parts: compound words

Dictionary: Homographs,

Context Clues: Description or

Explanation,

Thesaurus: Synonyms

Phonics/Decoding:

Short Vowels a,e,i,o,u

Long vowel, VCe

Words with /u/

R-controlled Vowel

Fluency:

Intonation

Pausing

Commas

Exclamation Points

Adjusting Rate

Comprehension:

Plot Development

Compare and contrast

Main idea and details

Cause and Effect

Text Features/Literary

FCAT Format Weekly Assessments Screening, Diagnostic, Placement Assessment Grade 5: Can use Placement

Assessment for determining Approaching, On Level, or Beyond Level Instruction (Fall)

Fluency Assessment (Fall) Running Record

(suggested every 4 weeks) Essential Word Sorts for Intermediate Grades

Florida Treasures Unit 1 Theme Titled: Challenges (Week 1-5)

1. School Contests 2. American Legends 3. Trees for Life 4. Exploring Space 5. Rescue Dogs

www.macmillanmh.com www.mhln.com Electronic textbook and dictionary www.Brainpop.com Synonyms/antonyms Compound words

Grammar Types of sentences Subject and predicate Run-on sentences Keys to Good Language Wordly Wise 300

www.Edhelper.com Great graphic organizers for cause/effect, compare and contrast www.unitedstreaming.com Topic and theme connections www.languagearts.pppst.com free resource to Power Point presentations on reading and grammar skills

http://www.macmillanmh.com/

http://www.mhln.com/

http://www.brainpop.com/

http://www.edhelper.com/

http://www.unitedstreaming.com/

http://www.languagearts.pppst.com/




LA.5.1.7.3 or 5.RIT.2 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details. LA.5.2.2.2 or 5.RL.1, 5.RIT.1 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.5.1.7.4 or 5.RL.3, 5.RIT.3 The student will identify cause-and-effect relationships in text. LA.5.1.7.1 or 5.RIT.5, 5.RL.7 The student will explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm predictions, and establish a purpose for reading. LA.5.3.5.1 or 5.W.6, 5.W.4 The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia). LA.5.2.2.1 or 5RIT.5 The student will locate, explain, and use information from text features (e.g., table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations).

Elements/Study Skills:

Photo and Captions

Toolbar and Link

Using the Library or

Media Center

Rhyme Scheme and Rhythm

Charts

Grammar:

Sentence Types

Subject and Predicates

Sentence Combining

Run-on Sentences

Spelling:

Words with Short Vowels

Words with Long Vowels

Words with /u/

Words with /ar/

www.quia.com/web free resource to games that support reading and grammar skills Weekly Spelling Practice Time for Kids FACT Edition

Issue 1, 4 Main idea Issue 5,9,12 Cause and Effect Issue 3,14,15 Compare and

Contrast

Issue 1,4,6 Photo/Captions Issue 5,15 synonyms Issue 3,5,15 charts Theme Bibliography in textbook provides supplemental books on each theme Read alouds:

“Owen and Mzee” Compare/contrast photo and captions website (www.owenmzee.com)

“Thank You Mr. Falker” Great for teaching cause and effect

“Spider and the Fly” Rhyme Scheme/Rhythm Daily News/Newspapers (main idea/details) Reader’s Theater available in Anthology of MacMillan/McGraw-Hill Reading Series Various Readers Theater script resources available on-line MacMillan/McGraw-Hill Fluency CD-Rom Caught Ya!: Grammar with a Giggle by Jane Bell Kiester

http://www.quia.com/web




LA.5.3.4.5 or 5.W.5, 5.L.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences. LA.5.1.6.4 or 5.RIT.4 The student will categorize key vocabulary and identify salient features. LA.5.1.6.5 or 5.FS.4.c The student will relate new vocabulary to familiar words. LA.5.1.7.8 or 5.FS.4.a & c The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources. LA.5.2.1.4 or 5.RL.2 The student will identify an author's theme, and use details from the text to explain how the author developed that theme. LA.5.2.1.5 or 5.RL.2, 5.RIT.2 The student will demonstrate an understanding of a literary selection, and depending on the selection, include evidence from the text, personal experience, and comparison to other text/media.

Mountain Language Steck-Vaughn Poetry Comprehension Series Grade 5 (use quarterly as needed) Random House Book of Children’s Poetry (use quarterly as needed)




Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Benchmark Focus Skill Progress Monitoring and

Assessment Schedule Additional Reading and Resources

Open: Specific to teacher, grade,

subject, school

SS.5.C.2.1 Differentiate Political Ideas of Patriots, Loyalists, and “Undecideds” during the American Revolution. SS.5.C.2.2 Compare forms of political participation in the colonial period to today. LA.5.1.6.1 or 5.RIT.4 The student will use new vocabulary that is introduced and taught directly. LA.5.1.4.2 or 5.RL.5, 5.RIT.5 The student will recognize structural analysis. LA.5.2.1.2 or 5.RL.5 The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction. LA.5.2.1.7 or 5.RL.6, 5.RIT.6 The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

Vocabulary:

Dictionary: idioms,

pronunciation key

Context clues: look for

restatement

Word Parts: inflectional

endings

Word families

Word parts: suffixes

Analogies: antonyms

Phonics/Decoding:

Compound words

Plural endings

Inflected endings

Words with /o/, /ou/, /oi/

VCCV pattern

V/CV and VC/V patterns

V/V patterns

Fluency:

Quotation marks

Question marks

Pauses

Phrasing

Chunks

Comprehension:

Plot development

Make inferences

Main idea and details

Problem and solution

Plot development: draw

Running Record FCAT Format Weekly Assessment FCAT Format Benchmark Assessment Form A (administer middle of unit 2) Unit Assessments Fluency Assessment (Winter) Mountain Language

www.Brainpop.com

Grammar Idioms and clichés Prefixes, roots, suffixes

(PRS) Dialogue

Antonyms, synonyms, homonyms

Compound words

Florida Treasures: Unit 2 Theme Titled:

Discoveries 1. People Helping Animals 2. Slithery Snakes 3. Remembering the Past 4. The Caribbean Islands 5. Cowboys and Cowgirls

Partial Unit 3 (Week 1-2) Theme Titled: Turning Points 1. The American Revolution

Unit 3.1: Letters from the Revolution and Sleds on Boston Common (SS.5.C.2.1/2)

2. The Right to Vote Unit 3.2 : Your Vote, Your Voice and When Esther Morris Headed West (SS.5.C.2.3/4)

3. Protecting the Environment

4. Desert Habitats 5. Into the Future

Inference: The Gardener by Sarah

Stewart

Van Gogh Café by Cynthia Rylant





LA.5.6.4.2 or 5.SL.5, 5.W.6 The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic. LA.5.4.1.1 or 5.W.3.a-e The student will write narratives that establish a situation and plot with rising action, conflict, and resolution. LA.5.2.2.4 The student will identify the characteristics of a variety of types of text (e.g., reference, newspapers, practical/functional texts). LA.5.3.4.4 or 5.W.5, 5.L.5 The student will edit for correct use of the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns. LA.5.3.4.3 or 5.L.2.a-e The student will edit for correct use of punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources. LA.5.2.1.8 or 5.RL.4 The student will explain changes in the vocabulary and language patterns of literary texts written across historical periods.

conclusions

Relevant facts and details

Fluency:

Model fluency, practice

partner reading

Phrase-cued text: pauses

Echo-reading punctuation

Main Idea: When I Was Young in the

Mountains by Cynthia Rylant

So You Want to be President by Judith St. George

P&S: Wilma Unlimited by Kathleen

Krull, David Diaz

Two Bad Ants by Chris Van Allsburg,

PD: Mufaro’s Beautiful Daughters by John Steptoe Readers Theater Sight Word Bingo (also affixes and homophone bingo) Photo & Captions Nonfiction text:

A Drop of Water by Walter Wick

Caves by Stephen Kramer Figurative Language Owl Moon by Jane Yolen Tuck Everlasting by Natalie

Babbitt Repetition www.library.thinkquest. Org/J0112392/index.html Meter and Alliteration The Z was Zapped by Chris VanAllsburg Time Line www.teach-nology.com/web_tools/materials/timelines Mountain Language

http://www.teach-nology.com/web_tools/materials/timelines






LA.5.2.1.9 or 5.SL.1 The student will use interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture. LA.5.2.2.5 or 5.SL.1 The student will use interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science, history) to continue building a core foundation of knowledge. LA.5.1.7.6 or 5.RL.2, 5.RIT.2 The student will identify themes or topics across a variety of fiction and nonfiction selections.


Elements/Study Skills

Photo and captions

Hero and personification

Figurative language

Using the Internet

Chart

Repetition and assonance

Meter and alliteration

Time line

Grammar:

Common and proper nouns

Singular and plural nouns

Possessive nouns

Plural and possessive nouns

Action verbs

Verb tenses

Spelling:

Compound words

Words with plural endings

Words with inflected endings

Words with /o/, /ou/,/oi/

Words with V/CV and VC/V

patterns

Nouns

A Mink, a Fink, a Skating Rink: What is a Noun? by Brian Cleary and Jenya Prosmitsky

If You Were a Noun by Michael Dahl and Sara Gray

A Cache of Jewels byRuth Heller

Verbs To Root, to Toot, to

Parachute by Cleary and Gable

If You Were a Verb by Michael Dahl and Sara Gray




Quarter 3

Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.





SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation’s early history to today. SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy. SS.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society LA.5.3.3.3 or 5.W.4 The student will revise by creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus). LA.5.1.6.9 or 5.RL.4, 5.RIT.4 The student will determine the correct meaning of words with multiple meanings in context. LA.5.1.4.3 or 5.FS.3.a The student will use language structure to read multi-syllabic words in text.

Vocabulary:

Word parts: prefixes

Thesaurus: denotation and

connotation

Analogies: synonyms

Homophones

Context clues: within a

sentence

Word parts: prefixes and

suffixes

Dictionary: multiple meaning

words

Phonics/Decoding:

VCCCV Patterns

Accented syllables

Final /#e/

Final /#l/ and /#n/

Accented syllables in

homographs

Words with /ch#r/ and /zher/

Fluency:

Pronounce hard words

Tempo

Punctuation

Apostrophes

Contractions

FCAT Format Weekly Assessment FCAT Format Benchmark Assessment Form B (Administer end of unit 3) Unit assessments

Florida Treasures:

Completion of Unit 3 Theme titled: Turning Points (Week 3-5)

Unit 4 Theme titled Experiences 1. Civil Rights

Unit 4.1 Lunch Counter Encounter and Goin’ Someplace Special (SS.5.C.2.4/.5)

2. Animal Defenses 3. Democracy

Unit 4.3 Party Animals and Getting Out the Vote (SS.5.C.2.3/.4)

4. Extreme Weather 5. Trickster Tales

www.Brainpop.com

Grammar prefixes, suffixes, roots

(PRS) parts of speech punctuation

Synonyms/antonyms

Homophones Dictionary and thesaurus Contractions

Important/unimportant Information www.studyzone.org/testprep/ela4/a/importantunimpotl.cfm Personification www.thinkquest.org


http://www.studyzone.org/testprep/ela4/a/importantunimpotl.cfm

http://www.studyzone.org/testprep/ela4/a/importantunimpotl.cfm

http://www.thinkquest.org/




LA.5.1.5.1 or 5.FS.3.a The student will demonstrate the ability to read grade level text. LA.5.1.5.2 or 5.FS.4.b The student will adjust reading rate based on purpose, text difficulty, form, and style. LA.5.1.7.2 or 5.RL.6, 5.RIT.6 The student will identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text. LA.5.1.7.7 or 5.RIT.5 The student will compare and contrast elements in multiple texts. LA.5.2.2.2 or 5.RL.2, 5.RIT.2 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.5.2.2.3 or 5.RL.2, 5.RIT.2 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing). LA.5.6.1.1 or 5.RIT.2 The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions).

Comprehension:

Author’s purpose

Compare characters, settings

and events

Plot development

Relevant facts and details

Recognize organizational

patterns

Text Features/Literary Elements/Study Skills: Process diagrams

Headline and byline

Time line

Headings and deck

Parts of a book

Personification, imagery, and

onomatopoeia, moral

Grammar:

Verbs

Main and helping verbs

Linking verbs

Irregular verbs

Spelling:

Words with VCCCV patterns

Words with vowel patterns in

accented syllables

Final /#r/

Revolutionary War to Modern times, (Civil Rights) One More River to Cross: The Story of Twelve Black Americans by Jim Haskins




LA.5.2.1.7 or 5.RL.6, 5.RIT.6 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects. LA.5.3.4.1 or 5.W.5 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. LA.5.3.2.1 or 5.W.5 The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood. LA.5.1.6.2 or 5.SL.1.a, 5.RL.10, 5.RIT.10 The student will listen to, read, and discuss familiar and conceptually challenging text.




Quarter 4

Quarter 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.





SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society. LA.5.1.6.10 or 5.LS.4.a-c, 5.RL.4, 5.RIT.4 The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools. LA.5.1.6.11 or 5.LS.4.b The student will use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words. LA.5.2.1.7 or 5.RL.6 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects. LA.5.2.1.1 or 5.RIT.9 The student will demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic

Vocabulary:

Analogies: relationships

Word parts: base and root

words

Dictionary: word origins

Thesaurus/Dictionary:

antonyms

Context clues

Word parts: Latin roots

Phonics/Decoding:

Words with –ance and –ence

Soft g

Homophones

Prefixes dis-, in-, mis-, pre-

Suffixes –less and –ness

Adding on -ion

Fluency:

Tempo

Pauses

Intonation

Comprehension:

Author’s purpose

Problem and solution

Essential message /theme

Cause and effect

Author’s point of view

Plot development

FCAT Format Weekly Assessment Fluency Assessment (Spring) Unit Assessments FCAT Format Benchmark Assessment Form C (middle of Unit 5)

Florida Treasures Completion of Unit 4 Theme

titled: Experience (Week 5)

Unit 5 Theme titled: Great Ideas (Week 1-5) 1. North Pole, South Pole 2. Fantastic Foods 3. Learning from Nature 4. Talking in Codes

Unit 5.4 The Unbreakable Code (SS.5.C.2.5)

5. Whales

Unit 6 (if possible with time) Theme: Expository 1. Fairy Tales 2. Camping Out 3. Improving Lives 4. Balloon Flight 5. Scientists at Work

www.Brainpop.com Dictionary and thesaurus Antonyms/synonyms Symbolism The Giving Tree by Shel

Silverstein

Tar Beach by Faith Ringgold The Butterfly by Patricia

Polacco

Barefoot by Elin Hildebrand Pronouns

I and You and Don’t Forget Who: What is a Pronoun? by Brian Gable, Brian Cleary





literature) as forms with distinct characteristics and purposes. LA.5.1.6.10 or 5.LS.4.a-c The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools. LA.5.3.4.1 or 5.LS.4.b&c, 5.FS.3.a, 5.W.5 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary. LA.5.1.6.6 or 5.RL.4, 5.RIT.4 The student will identify shades of meaning in related words (e.g., blaring, loud). LA.5.1.6.2 or 5.RL.10, 5.RIT.10, 5.SL.1 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.5.2.1.8 or 5.RL.4, 5.RIT.10 The student will explain changes in the vocabulary and language patterns of literary texts written across historical periods. LA.5.2.1.4 or 5.RL.2, 5.RIT.2 The student will identify an author's theme, and use details from the text to explain how the author developed that theme.


Elements/Study Skills:

Moral and metaphor

Journals and letters

Hyperlink and keyword

Using a dictionary/

thesaurus

Consonance

Symbolism

Graphs

Grammar:

Pronouns and homophones

Contractions

Adjectives and demonstrative

Adjectives

Articles

Adjectives that compare

Comparing with “more” and

“most”

Comparing “good” and “bad”

Spelling: Words with –ance and –ence Words with soft g Homophones

Words with prefixes dis-, in-, mis-, pre-

Words with suffixes -less, -ness

Words ending in –ion

If You Were a Pronoun by Nancy Loewen, Sara Gray

The Planet Without Pronouns by Justin McCory Martin

Adjectives

Hairy, Scary, Ordinary: What is an Adjective by Brian Cleary, Jenya Prosmitsky

If You Were an Adjective by Michael Dahl, Sara Gray

Many Luscious Lollipops by Ruth Heller

Quirky, Jerky, Extra Perky: More About Adjectives by Brian Cleary, Brian Gable




LA.5.6.3.1 or 5.RIT.8, 5.SL.3, 5.SL.4 The student will examine how ideas are presented in a variety of print and nonprint media and recognize differences between logical reasoning and propaganda.




OCSD’s Elementary Comprehensive Literacy Model Overview

Okaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formula

in elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy model

are the essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a daily

basis.

REV 072011 Key: READING—PA=phonological awareness, PH=phonics, F=fluency, V=vocabulary, C=comprehension

ASSESSMENT—S=screening, D=diagnostic, PM=progress monitoring

Component Description Time

Allocation Frequency of

Use Ideas/Sources for

Implementation

Read Alouds, Interactive Read

Alouds

(PA, PH, F, V, C)

Teachers read aloud to students from a variety of genre often above the

students’ instructional reading level to allow for enhancement of listening and

speaking vocabulary. During this component teachers initially articulate metacognitive strategies (thought processes) and elements of f luency so

students can observe behaviors of an accomplished reader. Over time, students

are invited to participate in the read aloud experience by articulating their

thought processes in understanding the text, discussing text interactions,

reflecting on personal interactions w ith the text, and w riting reflections about the text. Additionally, specif ic comprehension and vocabulary strategies are

modeled by the teacher during reading of the text (i.e. cause-effect,

compare/contrast, etc). In addition to interactive read alouds, teachers should

also spend uninterrupted time reading aloud to their students to model f luent reading.

15-20 minutes, K-2

20-30 minutes,

3-5

Daily during literacy and content area

blocks

high interest literature

aw ard w inning literature

varied genre (poetry, f iction, non-

fiction, etc.)

author studies

Shared Reading

(PA, PH, F, V, C; D, PM)

Shared Reading is an interactive reading experience that occurs w hen students

join in or share the reading of a big book or other enlarged text w hile guided and

supported by the teacher. It is through shared reading that the students can observe an eff icient reader’s reading process and use of reading strategies.

During shared reading, the teacher demonstrates f luent reading behaviors such

as prosodic elements w hile students enjoy the moderate level of scaffolding to

support their reading process. Access to the text is critical during shared reading; therefore, all students must have a copy or should be able to view a

projected copy of the text. In early grades, books are read multiple times

allow ing students to acquire concepts of print, language patterns, and develop

phonological aw areness.

10-15 minutes Daily varied genre to include: poetry, charts, new spaper or magazine

clippings, introductions to novels,

short stories; f iction and non-

fiction selections (w hich can be

displayed by ELMO or LCD projector)

shared reading selections from

the basal series

big books

Guided Reading

(PH, F, V, C; D, PM)

Guided reading occurs in a small group setting of four to six students w ho are

w orking w ith the teacher to process increasingly challenging texts w ith

understanding and f luency. The teacher selects and introduces instructional

level texts to readers, supports them w hile reading the text, engages the readers in discussion, and performs a mini-lesson after the reading. During the lesson,

60 minutes of literacy block

15-25 minutes

Daily as a component of the literacy block with

rotation among reading groups

instructional leveled reading

material

reading basal materials—leveled

books, anthology selections

appropriately leveled trade




the teacher acts as facilitator by asking students to make predictions, posing

questions and confirming comprehension strategy applications, and scaffolding

students to become problem solvers and self-reliant learners. All students read

the text during guided reading at their ow n pace – round robin is NOT used as an instructional strategy during this time. Often after reading a text, the teacher

extends the meaning of the text through w riting, text analysis, or another

learning activity. The lesson may also include w ork w ith w ords based on the

specif ic needs of the small group. Teachers should monitor student progress

through anecdotal notes, running records, or f luency checks in order to assure correct placement in and movement betw een flexible groupings. Needs-based

groups may also be called during this small group time. While students and

teacher are engaged in group w ork, the remainder of students should be

engaged in meaningful literacy activities at stations or w ithin the scope of the Daily Five. These activities should allow students to engage in practice of

recently taught literacy skills.

In upper primary and intermediate grades, teachers can use literature circles in

lieu of a reading group activity. Literature circles are student-facilitated reading

clubs or meetings w here students have prepared notes prior to gathering to discuss reactions, interesting vocabulary, and literary elements of the text.

Literature circle attendees may be assigned a role for their preparations, but the

roles should be diminished once the students are comfortable and understand

how to do each. Teachers w ill confer w ith groups to assist in targeting discussion points and w ill take anecdotal notes during this time.

per group across the week’s time.

Frequency of group meetings dictated by student needs

with less successful readers meeting

daily with teacher.

books, at teacher’s discretion

novels may be used for literature

circles

Familiar Reading

(PA, PH, F, V, C; PM)

During familiar, or independent, reading time, students re-read materials that

have been previously read thus allow ing students to engage in f luent and expressive reading, practice effective strategies on easy material, become more

know ledgeable about story structure and text features, expand vocabulary

know ledge, and promote independent problem-solving activities. Students

should select materials for familiar reading that can be read independently (97%

or higher accuracy level).

20 minutes Daily previously read basal reading selections or leveled readers

Accelerated Reader (AR)

selections

trade books

multiple genres of leveled

reading selections at independent reading level

classroom and student-

generated stories, books, charts, and poetry

materials in students’ book boxes

big books

Writing Workshop

(PH, V; D, PM)

Writing w orkshop contains several daily components to include teacher directed

mini-lesson, independent w riting time for students, teacher/student conferencing,

and teacher-led small group w ork. Writing w orkshop begins w ith a brief mini-lesson including explicit instruction for all students in a topic that w ill improve

their w riting process such as know ledge of w riting strategies, author’s craft and

skills, or fundamentals of drafting a text. After the mini-lesson, the students

begin w riting independently to apply the focus of the mini-lesson, and then continue to w ork on self -selected pieces. In order for students to spend quality

time engaged in the w riting process, all students do not need to be in the same

stage of the w riting process at the same time. During independent w riting time,

the teacher circulates among students, conferences w ith children to encourage

their w riting process, and collects anecdotal notes regarding student performance for instructional planning or future conferences. Teachers may

also use time during this w riting period to assemble small groups of students

w ith similar needs to receive explicit instruction and guided practice. Students

20 to 60 minutes

depending on students’ age

Daily teacher/student generated lists of

w riting topics

w riting journals/portfolios

math journals

conferencing—teacher and peer

author’s chair

author’s fair

publishing of w ork

w riting to prompts




should be encouraged to utilize the entire w riting process by publishing several

selected w orks throughout the year. At the close of the w riting w orkshop, the

teacher should reserve a few minutes to review the focus of the day’s w riting

lesson, and also to allow selected students to share their w riting progress on current w riting samples.

Guided Writing

(PA, PH, V; D, PM)

Guided reading and guided w riting are often used in complimentary lessons w ith

younger students to draw attention to concepts of print, high frequency w ords,

and new vocabulary. Through analysis of anecdotal notes, teachers determine w hen guided w riting activities such as shared w riting, interactive w riting, or

w riting aloud are necessary. These authentic w riting opportunities are meant to

instantiate, or deeply embed, the learning that is occurring for students. By

selecting the best instructional method necessary for student scaffolding (w riting aloud, shared w riting, or interactive w riting), the teacher is able to thoughtfully

meet the needs of her students.

15-20 minutes Frequency determined by the

teacher

student generated topics

teacher generated topics

literature logs

journals/travel logs

assisted w riting responses

reflective journals

Spelling/Word Study

(PH, V; D, PM)

Spelling or w ord study activities are an integral part of the reading and content area curriculum providing students explicit instruction in orthographic skills such

as examining w ord parts for common vow el patterns, identifying w ord families,

identifying Latin or Greek roots, and identifying base w ords in order to utilize this

information to problem-solve w ords encountered in text. Whole and small group

instruction is often encountered in daily lessons thus creating an opportunity for new learning and guided practice.

20 minutes Daily high frequency or high interest w ords

spelling w ords from basal series

w ord w all w ords

content area vocabulary

materials to use during lessons:

w hite boards, magnetic letters,

literacy task cards, etc.




Language Arts K-5 Resources

www.internet4classrooms.com/lang_elem.htm

www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html

www.homeworkspot.com/elementary/language

www.kidsolr.com/language_arts

www.youth.net/cec/ceclang/ceclang-elem.html

http://free.ed.gov/subjects.cfm?subject_id=78

www.cloudnet.com/~edrbsass/edeng.htm

www.readwritethink.org

www.middleweb.com/CurrLangArt.html

http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

www.pitt.edu/~poole/eledLAKidLit.html

www.cln.org/subjects/english.html

http://www.internet4classrooms.com/lang_elem.htm

http://www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html

http://www.homeworkspot.com/elementary/language

http://www.kidsolr.com/language_arts

http://www.youth.net/cec/ceclang/ceclang-elem.html

http://free.ed.gov/subjects.cfm?subject_id=78

http://www.cloudnet.com/~edrbsass/edeng.htm

http://www.readwritethink.org/

http://www.middleweb.com/CurrLangArt.html

http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm



http://www.pitt.edu/~poole/eledLAKidLit.html

http://www.cln.org/subjects/english.html



REV 0520121 Fifth Grade Language Arts – Writing Pacing Guide

Writing Pacing Guide

Quarter 1

Standard Benchmark with Description

Prewriting

The student will use prewriting strategies to generate ideas and formulate a plan.

LA.5.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writers notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;

LA.5.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece; and

LA.5.3.1.3 The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).

Drafting

The student will write a draft appropriate to the topic, audience, and purpose.

LA.5.3.2.1 The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood;

LA.5.3.2.2 The student will draft writing by organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and

LA.5.3.2.3 The student will draft writing by creating interesting leads by studying the leads of professional authors and experimenting with various types of leads (e.g., an astonishing fact, a dramatic scene).

Revising

The student will revise and refine the draft for clarity and effectiveness.

LA.5.3.3.1 The student will revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation;

LA.5.3.3.4 The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).

Editing for Language

Conventions

The student will edit and correct the draft for standard language conventions.

LA.5.3.4.2 The student will edit for correct use of capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places;

LA.5.3.4.3 The student will edit for correct use of punctuation, including commas in clauses, hyphens, and in cited sources, including quotations for exact words from sources;

LA.5.3.4.4 The student will edit for correct use of the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns; and

LA.5.3.4.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.




Quarter 1 continued

Publishing The student will write a final product for the intended audience.

LA.5.3.5.3 The student will share the writing with the intended audience.

Creative

The student develops and demonstrates creative writing.

LA.5.4.1.1 The student will write narratives that establish a situation and plot with rising action, conflict, and resolution; and

LA.5.4.1.2 The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.

Informative

The student develops and demonstrates expository writing that provides information related to real -world tasks.

LA.5.4.2.3 The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs;

LA.5.4.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and

LA.5.4.2.5 The student will write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map.

Penmanship Standard

The student engages in the writing process and writes to communicate ideas and experiences.

LA.5.5.1.1 The student will demonstrate fluent and legible cursive writing skills.




Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Revising

The student will revise and refine the draft for clarity and effectiveness.

LA.5.3.3.2 Creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure.

LA.5.3.3.3 Creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus).

Editing for Language

Conventions

The student will edit and correct the draft for standard language conventions.

LA.5.3.4.1 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, o r other resources as necessary.

Research Process

The student uses a systematic process for the collection, processing, and presentation of information.

LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement.

Technology The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

LA.5.6.4.2 Determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.




Quarter 3

Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Publishing

The student will write a final product for the intended audience.

LA.5.3.5.1 The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia).

LA.5.3.5.2 The student will use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate.

Informative

The student develops and demonstrates expository writing that provides information related to real -world tasks.

LA.5.4.2.1 The student will write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions).

LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate.

Persuasive

The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

LA.5.4.3.1 The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of the proposed idea with detailed evidence.

LA.5.4.3.2 The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).




Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Research Process

The student uses a systematic process for the collection, processing, and presentation of information.

LA.5.6.2.2 Read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information.

LA.5.6.2.3 The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical sequence, and a concluding statement.

LA.5.6.2.4 The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).

Media Literacy

The student develops and demonstrates an understanding of media literacy as a life skill that in integral to informed decision making.

LA.5.6.3.2 The student will use a variety of reliable media sources to gather information effectively and to transmit information to specific audiences.




*Writing Resources

But How Do You Teach Writing by Barry Lane

Cracking Open the Author’s Craft by L. Laminack

A Writer’s Notebook: Unlocking the Writer Within You by R. Fletcher

A Writer Teaches Writing (revised) by D. Murray

Creating Writers Through 6-Trait Writing Assessment and Instruction by V. Spandel

The Art of Teaching Writing by L. Calkins

Teaching the Youngest Writers by M. Freeman

Writing Through Childhood: Rethinking Process and Product by S. Harwayne

Literacy Work Stations: Making Centers Work by D. Diller

Melissa Forney resources

Six Traits Writing resources

Four Blocks Literacy Model

Teaching Writing Skills with Children’s Literature (Dierking; Maupin House)

Daily 6-Trait Writing by Evan Moor

Take It to Your Seat: Writing Centers by Evan Moor

Writing Makeovers, Creative Teahers press

Nothing Ever happens on 90th Street by Schotter, Scholastiv

If You Were a Writer by Nixon, Aladdin

Show Don’t Tell! Secrets of Writing by Nobisso, Gingerbread house

What Do Author’s Do? By Christelow, Sandpaper

Author: A True Story by Lester, Sandpiper

Live Writing; Writers’ Notebook and others by Ralph Fletcher

*See other resources by cited authors




Assessment / Curriculum / Monitoring Information from FLDOE

Administer Discovery Education Assessment (DEA) - Predictive Assessment (3-5) Reading vocabulary, application, literary analysis, writing process, writing application/communication, and informational literacy.

Dates: AP 1: August - October AP 2: December - January AP 3: April - May

IF: DEA scale score falls within the Red range by Proficiency by Skill

IF: DEA scale sore falls within the Yellow range by Proficiency by Skill

IF: DEA scale score falls within the Green or Blue range by Proficiency by Skill

THEN:

Administer FAIR Reading Comprehension to determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students.

Vocabulary knowledge Comprehension knowledge Text reading efficiency Determine need for more intensity:

additional time smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Students not responding and making progress will be further diagnosed and instruction will be modified to be more explicit and in smaller groups. Students not making progress will be served with different materials in subsequent years to accelerate their reading skills. Programs and Materials: Macmillan Treasures or Reading Mastery Plus Macmillan Triumphs Intervention

THEN:

Administer FAIR Reading Comprehension to determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students.

Vocabulary knowledge Comprehension knowledge Text reading efficiency Determine need for more intensity:

additional time smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Programs and Materials: Macmillan Treasures with differentiated small group instruction Macmillan Triumphs Intervention

THEN:

Continue with enhanced instruction that follows a developmental reading continuum including instruction with higher level comprehension, vocabulary, phonics, and fluency at the word and/or connected text level.

Programs and Materials: Macmillan Treasures Appropriate leveled text and materials for small group




Additional Literature (by writing process topic, by grade level)

(This list was originally developed by Lucy McCormick Calkins for use with her program “The Art of Writing” and expanded for use by the

Okaloosa County School District.)

Grade 1

The Writing Process: Launching the Writing Workshop

Arthur Writes a Story Marc Brown

The Importank Book Margaret W. Brown

The Letters Are Lost Lisa C. Ernst

My Book By Me Dana M. Rau

My Five Senses Margaret Miller

Would You Rather.. John Burningham

Writing Places Pamela Chanko

A Tree Is Nice Janice May Udry

Honey, I Love Eloise Greenfield

The Writing Process: Memoir/Personal Narrative

A Chair For My Mother Vera B. Williams

Just Us Women Jeannette Caines

Little Nino's Pizzeria Karen Barbour

Night in the Country Cynthia Rylant

Night Shift Daddy Eileen Spinelli

Owl Moon Jane Yolen

Shortcut Donald Crews

When Everybody Wore a Hat William Steig

The Writing Process: Composition: Characters Who Write

Arthur's Pen Pal Lillian Hoban

Author: A True Story Helen Lester

Cherries and Cherry Pitts Vera B. Williams

Dear Juno Soyung Pak

Dear Mr. Blueberry Simon James

From Pictures To Words Janet Stevens

Harold And The Purple Crayon Crockett Johnson

Mr. Putter & Tabby Write The Book Cynthia Rylant




The Writing Process: Composition: Letter Writing/Diaries/Journals

Click, Clack, Moo: Cows That Doreen Cronin

Dear Peter Rabbit Alma F. Ada

Dear World Takayo Nado

Diary of a Wombat Jackie French

Diary of a Worm Doreen Cronin

First Year Letters Julie Danneberg

The Gardener Sarah Stewart

A Letter To Amy Ezra J. Keats

The Writing Process: Nonfiction: Describing a Process

Bread Comes To Life George Levenson

From Flower To Honey Robin Nelson

How a Seed Grows Helene J. Jordan

How To Hide a Crocodile Ruth Heller

Liftoff! Carmen Bredeson

Ten Seeds Ruth Brown

We Need Directions! Sarah De Capua

Flash, Crash, Rumble & Roll Franklyn Branley

The Writing Process: Narrative Procedure

Apple Farmer Annie Monica Wellington

Cassie's Word Quilt Faith Ringgold

Duck in the Truck Jez Alborough

Good-night, Owl Pat Hutchins

How To Talk To Your Dog Jean Craighead George

Jump, Frog, Jump Robert Kalan

Kitten's First Full Moon Kevin Henkes

My Mother's Pearls Catherine M. Fruisen

Building Comprehension Skills: Determining Importance and Summarizing Information

Arthur's Funny Money Lillian Hoban

The Big, Fat Enormous Lie Marjorie Sharmat

Bringing The Rain To Kapiti Plain Verna Aardema

I Need a Lunch Box Jeannette Caines




The Jacket I Wear In The Snow Shirley Neitzel

Rabbit and Hare Divide An Apple Harriet Ziefert

Sam and The Lucky Money Karen Chinn

Building Comprehension Skills: Questioning, Predicting, and Inferring

Are You My Mother Philip D. Eastman

Be Brown! Barbara Bottner

Sitting Down To Eat Bill Harley

Where is the Green Sheep? M. & J. Fox

Who Stole The Cookies? Judith Moffatt

Who Took The Farmer's Hat? Joan Nodset

Something Beautiful Sharon D. Wyeth

Enriching The Reader's Experience: Visualizing

At The Beach Huy Voun Lee

Calabash Cat James Rumford

Doodler Doodling Rita G. Gelman

Fishing in the Air Sharon Creech

I Had A Hippopotamus Hector V. Lee

Mouse Paint Ellen S. Walsh

Sidewalk Circus Paul Fleischman

What I See Holly Keller

Enriching The Reader's Experience: Wordplay and Language Skills

Baby Beluga Ashley Wolff

I Kissed The Baby! Mary Murphy

Pig Pigger Piggest Rick Walton

Sheep Out To Eat Nancy Shaw

So Much Trish Cooke

The Worrywarts Pamela D. Edwards

Clara Caterpillar Pamela D. Edwards

The Cake That Mack Ate Mary Ann Kovalski

Look I Can Read Susan Hood

Genre Studies: Biographies

Betsy Ross and The Silver Thimble Stephanie Greene




The Boy Who Loved To Draw Barbara Brenner

Dr. Suess Dana M. Rau

Honest Abe Edith Kunhardt

If A Bus Could Talk Faith Ringgold

Johnny Appleseed Patricia Demuth

A Weed Is A Flower Aliki

Home Run Robert Burleigh

George Washington Garnet Jackson

Grade 2

The Writing Process: Launching the Writing Worksho

The Day Eddie Met The Author Louise Borden

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptown Bryan Collier

Voices in the Park Anthony Browne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

I Love Saturdays Y Domingos Alma Flor Ada

Irene and the Big, Fine Nickel Irene Smalls

Nothing Ever Happens on 90th Street Roni Schotter

Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora

Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write

Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James Howe

Donavan't Word Jam Monalisa DeGross

The Furry News Loreen Leedy

Joody Moody Megan McDonals




Keepers Jeri Watts


The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry

The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney

Dear Mrs. Larue: Letters from Obed.School

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sweetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Switch On, Switch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highway Builders Georgie Adams

How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback

The Huckabuck Family and How…. Carl Sandburg

Pete's A Pizza William Steig

Stella Louella's Runaway Book Lisa Ernst

Zoom Istvan Banyai

Three Days on a River Vera Williams


An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham

It Could Still be a Mammal Allan Fowler




The Library Sarah Stewart

Measuring Penny Loreen Leedy

Nobody Owns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan

Building Commprehension Skills: Questioning, Predicting, and Inferring

Cam Jansen and the Chocolate Fudge Mystery David Adler

The Dinosaurs of Waterhouse Hawkins Barbara Kerley

The Enormous Crocodile Roald Dahl

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Flying Over Brooklyn Myron Uhlberg

How I spent My Summer Vacation in the A Mark Teague

Madlenka's Dog Peter Sis

Matthew's Dream Leo Lionni

My Life With the Wave Catherine Cowan

Meanwhile Jules Feiffer

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson

Many Lusious Lollipops Ruth Heller

The War Between the Vowels/Consonants Pricilla Turner

Things that Are Most in the World Judi Barrett

Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cows Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac





Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra

Girl Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrews-goebel

Grade 3


The Day Eddie Met The Author Louise Borden

From Idea to Book Pam Marshall

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptown Bryan Collier

Voices in the Park Anthony Browne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

Today Was A Terrible Day Patricia Giff

Irene and the Big, Fine Nickel Irene Smalls


Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora

Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write

Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James Howe

Donavan't Word Jam Monalisa DeGross

The Furry News Loreen Leedy

Joody Moody Megan McDonals

Keepers Jeri Watts





Saguaro Moon: A DesertJournal Kristin Pratt-Serafini

Some Good News Cynthia Rylant

The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry

The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney

Dear Mrs. Larue: Letters from Obed.School Mark Teague

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sweetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

Digging Up Dinosaurs Aliki

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Switch On, Switch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highway Builders Georgie Adams

How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback

Pete's A Pizza William Steig

Stella Louella's Runaway Book Lisa Ernst

Zoom Istvan Banyai

Three Days on a River Vera Williams


An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham




It Could Still be a Mammal Allan Fowler

The Library Sarah Stewart

Measuring Penny Loreen Leedy

Nobody Owns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan


Cam Jansen and the Chocolate Fudge Mystery David Adler

Clever Beatrice Margaret Willey

The Dinosaurs of Waterhouse Hawkins Barbara Kerley

The Enormous Crocodile Roald Dahl

The Teacher's Secret Life Stephen Krensky

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

What Will the Weather Be? Lynda DeWitt

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Dinner at Aunt Connie's House Faith Ringgold

Flying Over Brooklyn Myron Uhlberg

Gila Monsters Meet You At the Airport M. Weinman Sharmat

How I spent My Summer Vacation in the A Mark Teague

Madlenka's Dog Peter Sis

Matthew's Dream Leo Lionni

My Life With the Wave Catherine Cowan

Meanwhile Jules Feiffer

The Legend of the Indian Paintbrush Tomie dePaula

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson




Many Lusious Lollipops Ruth Heller

The War Between the Vowels/Consonants Pricilla Turner

Things that Are Most in the World Judi Barrett

Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cows Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac


Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra

Girl Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrews-goebel

The Story of Ruby Bridges Robert Coles

Grade 4


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher

The Making of a Writer Joan Lowery Nixon

The School Story Andrew Clements

You Have To Write Janet S. Wong


A Girl From Yamhill Beverly Cleary

Homesick, My Own Story Jean Fritz

Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Lowry

My Brother Martin Christing King Farris




Through My Eyes Ruby Bridges

When I Was Your Age Amy Ehrlich


Absent Author Ron Roy

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad

Tales From The House of Bunnicula James Howe


The Color of My Words Lynn Joseph

Trial By Journal Kate Klise

The Writing Process: Composition: Letter Writing/Diaries/ Journals

Dame Shirley and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow

Little Wolf's Handy Book of Poems Ian Whybrow

Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lewin

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas

Grow It Again Elizabeth Macleod

How To Make A Million Rowland Morgan

How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson

The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

The Chocolate Touch Patrick S. Catling

How To Build a Time Machine Hazel Richardson




How To Eat Fried Worms Thomas Rockwell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson

Richard Wright and The Library Card William Miller

Sun and Spoon Kevin Henkes

The Three Questions Jon J. Muth


Encyclopedia Brown Solves Them All Donald J. Sobol

Farewell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey

Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi

Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

Charlie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEwan

Everglades Jean Craighead George

Lizard Music Daniel Pinkwater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Weslandia Paul Fleischman





The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel

Handel, Who Knew What M.T. Anderson

Lives of The Musician Jean Craighead George

This Land is My Land George Littlehead

Walt Whitman Barbara Kerley

Malcolm X Walter Dean Myers

We'll Race You, Henry Barbara Mitchell

Only Passing Through Anne Rockwell

The Tarantula In My Purse Jean Craighead George

Grade 5


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher

The Making of a Writer Joan Lowery Nixon


You Have To Write Janet S. Wong


A Girl From Yamhill Beverly Cleary

Homesick, My Own Story Jean Fritz




Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Lowry

My Brother Martin Christing King Farris

Through My Eyes Ruby Bridges

When I Was Your Age Amy Ehrlich


It Came From Beneath The Bed James Howe

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad


The Color of My Words Lynn Joseph

The Absent Author Ron Roy

Just Justice Karen Hesse

The Writing Process: Composition: Letter Writing/Diaries/Journals

Dame Shirley and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow

Harriet The Spy Louise Fitzhugh

Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lewin

Dear Napoleon Elvira Woodruff

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas

Grow It Again Elizabeth Macleod

How To Make A Million Rowland Morgan

How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson




The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

How To Build a Time Machine Hazel Richardson

How To Eat Fried Worms Thomas Rockwell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson

Richard Wright and The Library Card William Miller

Sun and Spoon Kevin Henkes

The Three Questions Jon J. Muth

When The Circus Came To Town Laurence Yep


Encyclopedia Brown Solves Them All Donald J. Sobol

Farewell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey

Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi

Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

Charlie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEwan




Everglades Jean Craighead George

Lizard Music Daniel Pinkwater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Picture of Hollis Woods Patricia Giffy


The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel

Handel, Who Knew What M.T. Anderson

Lives of The Musician Jean Craighead George

This Land is My Land George Littlehead

Walt Whitman Barbara Kerley

Malcolm X Walter Dean Myers

The Tarantula In My Purse Jean Craighead George




2011 FCAT 2.0 Reading Grade 5

NGSSS Benchmark Content Focus Number of Points Possible

Reporting Category 1. Vocabulary

LA.5.1.6.3 Context clues 2

LA.5.1.6.8 Synonyms 4

LA.5.1.6.9 Analyze words in text; Multiple meanings 2

Reporting Category Point Total 8

Reporting Category 2. Reading Application

LA.5.1.7.2 Author's perspective; Author's purpose 3

LA.5.1.7.3 Main idea; Relevant details 8

LA.5.1.7.4 Cause and effect 5

LA.5.1.7.7 Compare 1


Reporting Category 3. Literary Analysis: Fiction and Nonfiction

LA.5.2.1.2 Character development; Character point of view; Plot development; Problem/resolution

11

LA.5.2.1.7 Descriptive language 1


Reporting Category 4. Informational Text/Research Process

LA.5.6.1.1 Locate, interpret, organize information 8





Excerpts from:

FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY

III. Content Categories

Tables 2–6 present the content categories for FCAT Science and Writing, FCAT 2.0 Reading and Mathematics, and the Algebra 1 EOC Assess ment, along

with the approximate percentage of raw-score points that will be derived from each content category.

Table 3: FCAT 2.0 Reading

Grade Vocabulary Reading Application Literary Analysis

Fiction/Nonfiction

Informational Text/Research

Process

3–5 15-25% 25-35% 25-35% 15-25%

Table 6: FCAT Writing

The writing assessment is administered to students in grades 4, 8, and 10. It provides one prompt for each grade to which stu dents are expected to draft a

response according to a specific purpose (mode). The student response should integrate the writing elements of focus, organization, support, and

conventions. The possible modes of writing used at each grade are presented in the table below.

Grade Narrative

Writing to tell a story

Expository

Writing to explain

Persuasive

Writing to convince

4 NA

IV. Reading Passages

Proposed reading passages are reviewed by Florida educators for quality and grade-level appropriateness. Criteria for this review can be found in the FCAT

2.0 Reading Test Item Specifications. A review is also conducted by a committee of Florida citizens to ensure the passages are free of bias or cultural

insensitivity.




Table 7: Lengths of Reading Passages

Grade

Number of Words per Passage

Range Average

3 100–700 500

4 100–900 500

5 200–1000 600

Table 8: Reading Passage Types and Percentage of Test

Literary passages provide entertainment or inspiration and include fiction, nonfiction, poetry, and drama.

Informational passages are subject-matter centered and the language may be used to solve problems, raise questions, provide information, or present

new ideas. The context of these passages includes everyday life outside of the classroom.

Grade Literary Text Informational Text

3 60% 40%

4 50% 50%

5 50% 50%

V. Cognitive Complexity

FCAT, FCAT 2.0, and EOC assessment items are classified using a model with origins in the works of Dr. Norman Webb1 on depth of knowledge and the

cognitive classification system used for the National Assessment of Educational Progress (NAEP). With this system, items are classified on the cognitive

demand inherent in the test item, not on assumptions about the student’s approach to the item.

Low-complexity items rely heavily on recall and recognition. Moderate-complexity items require more flexible thinking and may require informal reasoning or

problem solving. High-complexity items are written to elicit analysis and abstract reasoning. Tables 9-11 present the range for the percentage of raw-score

points by cognitive complexity level on each FCAT, FCAT 2.0, and EOC assessment.

1

Webb, Norman L. and others. “Webb Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx.




Table 10: Percentage of Points by Cognitive Complexity Level for FCAT 2.0 Reading

Grades Low Moderate High

3 25–35 50–70 5–15

4 20–30 50–70 10–20

5-7 15–25 50–70 15–25

VI. Test Length and Item/Prompt Types

Table 12: Duration of Test

The table below displays the number of minutes allowed for the 2011 regular test takers. With the exception of FCAT Writing, and FCAT Reading and

Mathematics Retakes, which must be taken in one day, all tests are administered in two sessions.

Grade Reading Mathematics Science Writing

3 120 140 NA NA

4 120 140 NA 45

5 120 140 110 NA

6 120 140 NA NA

Table 13: Length of Tests

This table provides an approximate range for the number of items on each test.


3 50–55 50–55 NA NA

4 50–55 50–55 NA 1 prompt

5 50–55 50–55 60–65 NA




Table 13: Length of Tests

This table provides an approximate range for the number of items on each test.


3 50–55 50–55 NA NA

4 50–55 50–55 NA 1 prompt

5 50–55 50–55 60–65 NA

Table 14: Item Types and Numbers

This table gives ranges for the approximate number of items by item type.

FCAT/FCAT 2.0/EOC Test Design Summary © 2010 Florida Department of Education


3 50–55 MC 50–55 MC NA NA

4 50–55 MC 35–40 MC 10–15 GR

NA 1 prompt

5 50–55 MC 35–40 MC 10–15 GR

60–65 MC NA

Retake 55-60 MC 30-35 MC 20-25 GR

NA NA

Key

GR – Gridded-Response

MC – Multiple-Choice

FR – Fill-in Response

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