Fifth Grade English Language Arts

ELA Websites utilized in this classroom:

Google Classroom

Reading Street textbook

Reading Horizons

Get Epic Reading Libraries for Students

Edulastic - ELA

CK12 Online textbook

Engage New York ELA

 

 

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Our units include full course details with information for resources and assessments.  Click on course title to find related information: course codes, prerequisites and textbook/resources information. Click on View Full Course Detailsfor specific information.

 
Content Area
Language Arts
Description

Fifth grade English Language Arts instruction includes reading, writing, speaking and listening.  Fifth graders will become more fluent readers while using word analysis skills.  They will apply comprehension strategies to develop a deeper understanding of fiction and informational text.  Students will write opinion, narrative, and informative pieces using appropriate grammar and spelling skills.  Instruction may be in small groups, whole group, and/or individually, depending on the needs of the students. 

R01 The Reading Community

Literacy block routines are established to allow students to listen, speak and develop as readers.  Readers learn effective ways to collaboratively engage in conversations.

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R02 Questioning

Readers ask questions before, during and after reading to establish a purpose for reading, determine the meaning of unfamiliar words, clarify confusing information, validate inferences and extend learning.

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R03 Determining Importance

Readers determine important ideas that support understanding and use key details to state big ideas in their own words.   Readers use text features to determine the author’s perspective, point of view and/or opinion and how it relates to their own.

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R04 Visualizing

Readers use text evidence to form mental images of how something looks, feels, sounds, smells or tastes while reading.

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R05 Monitoring and Correcting

Readers monitor their reading for understanding and use corrective actions when text does not make sense.   These may include but are not limited to: searching for and using information and adjusting. 

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R06 Connecting

Readers make connections to text in three ways: text-to-self, text-to-text and text-to-world. 

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R07 Inferring

Readers monitor their reading for understanding and use corrective actions when text does not make sense.   These may include but are not limited to: searching for and using information and adjusting. 

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R08 Synthesizing

Readers adjust present understandings to accommodate new knowledge. Readers form generalizations, judgments or opinions of text as new knowledge is gained and apply the information across content areas.

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R09 Critiquing and Analyzing

Readers evaluate text based on personal experiences or text knowledge.  Readers examine the elements of a text to know more about how it is constructed and to notice aspects of the writer’s craft.

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W01 The Writing Community

Writing block routines are established to allow students to listen, speak, and develop as writers. Writers follow the writing process to compose and publish a coherent piece of writing.

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W02 Informative and Explanatory Writing

Writers compose an informative/explanatory piece of writing with an awareness of audience, task, and purpose, and an understanding of the subject, by gathering information from a variety of sources and use the writing process to produce and publish a coherent piece of writing with the use of technology.

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W03 Narrative Writing

Writers compose a narrative piece of writing with an awareness of audience, task, and purpose, with an understanding and use of the narrative elements and use the writing process to produce and publish a coherent piece of writing with the use of technology.

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W04 Opinion Writing

Readers ask questions before, during and after reading to establish a purpose for reading, determine the meaning of unfamiliar words, clarify confusing information, validate inferences and extend learning.

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