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Grade 5Overview

Fifth-grade students continue to use the skills they have acquired in the earlier grades to comprehend more challenging texts. They read a variety of informational texts as well as four major types of literary texts: fiction, literary nonfiction, poetry, and drama. Students respond to literary and informational texts in a variety of ways. They begin to examine how an author uses words to convey meaning. Fifth graders learn how the structure of a text supports meaning and how the graphic features included in a text aid the reader’s understanding. Students make connections among their personal experiences, the texts they read, and the world.

Fifth graders develop vocabulary strategies and word analysis skills. Students construct meaning in context through a knowledge of Greek and Latin roots and various affixes. The vocabulary students acquire through reading transfers to their oral and written communication.

Students write for various audiences to inform, to describe, and to entertain. In the fifth grade, students plan, draft, revise, and edit narrative and informational writing. They pay attention to the content and development, the organization, the quality of voice, and the correct use of Standard American English in their written works.

Students in the fifth grade are actively involved in gathering information through reading, oral communication, and research about topics that are relevant to their lives. They access information using print and electronic reference materials. Students create a list of the sources they use and demonstrate in their writing a clear distinction between their own ideas and the ideas of others.

Grade 5Big Idea: Reading

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Understanding and Using Literary Texts

Standard 5-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Essential Question: How do people make meaning of literary print and non-print text?

Students in grade five read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, picture books, folktales, legends, tall tales, and myths. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators:5-1.1 Analyze literary texts to draw conclusions and make inferences.5-1.2 Differentiate among the first-person, limited-omniscient (third person), and

omniscient (third person) points of view.5-1.3 Interpret devices of figurative language (including simile, metaphor,

personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

5-1.4 Analyze literary texts to distinguish between direct and indirect characterization.

5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.

5-1.6 Analyze the details that support the expression of the main idea in a given literary text.

5-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

5-1.8 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics.

5-1.9 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain).

5-1.10 Predict events in literary texts on the basis of cause-and-effect relationships.5-1.11 Read independently for extended periods of time for pleasure.

GRADE 5

Big Idea: READINGUnderstanding and Using Literary Texts

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Help Page for Standard 5-1: The student will read and comprehend a variety of literary texts in print and non-print

formats.

See support document attached for 1.1, 1.3, & 1.5

Notes:Assessments

*Teacher observation/anecdotal records*Writing rubrics (included)*Teacher made tests and quizzes

Textbook Correlation““Going with the Flow”” (drawing conclusions) p.246-259““Missing Links”” (drawing conclusions, making inferences, creative response, cause and effect) p.218-231“Just Telling the Truth” (inferences, cause and effect) p. 672- 691“Faith and Eddie” (point of view) p.42-61“Everglades” (point of view) p. 198-213“Meeting Mr. Henry” (characterization, cause and effect) p.88- 103“I Want To Vote!” (characterization) p. 486-503“The Long Path To Freedom” (characterization) p.510-528)“Babe To the Rescue” (characterization) p. 328-346“Kate Shelley: Bound For Legend” (characterization, legend) p.264-283)“Jr. Iditarod Race” (main idea) p. 384-399“The Baker’s Neighbor” (creative response, cause and effect) p. 614-630“Is It Real? (creative response)“In the Days of King Adobe” (myths and legends) p. 656-667“How the Sun Came” (myth) p. 421“Why the Bears Have Short Tails” (myth) p. 402“From the Diary of Leigh Botts” (cause and effect) p.22-36“The Night Alone” (cause and effect) p. 404-420)Poems “Valuables” (rhyme scheme) p.234 poetry section

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“Since Hanna Moved Away” (rhyme scheme) p. 234 “You and I” (rhyme scheme) p. 124 poetry section“Thistles” (alliteration) p. 234 poetry section“De Colores” (onomatopoeia) p. 234 poetry section“Curb Your Cloud” (personification) p.124 poetry section“Stars” (simile and metaphor, free verse) p.348 poetry section“Limericks” (assonance and alliteration) p. 348 poetry section “Babe To the Rescue” (characterization) p. 328-346“Kate Shelley: Bound For Legend” (characterization, legend) p.264-283)“Jr. Iditarod Race” (main idea) p. 384-399“The Baker’s Neighbor” (creative response, cause and effect) p. 614-630“Is It Real? (creative response)“In the Days of King Adobe” (myths and legends) p. 656-667“How the Sun Came” (myth) p. 421“Why the Bears Have Short Tails” (myth) p. 402“From the Diary of Leigh Botts” (cause and effect) p.22-36“The Night Alone” (cause and effect) p. 404-420)

Literature:

An Illustrated Treasury of Read-Aloud Myths and Legends: More than 40 of the World's Best-Loved Myths and Legends Including Greek, Roman, Celtic, Scandinavian, Indian, Mexican, and Many More by Joan C. Verniero and Robin Fitsimmons (Hardcover - April 1, 2004)

D'Aulaires' Book of Greek Myths by Ingri d’Aulaire

Greek Myths for Young Children (Stories for Young Children) by Heather Amery and Linda Edwards (Hardcover - Jan 2000)

Mallet, Jerry and Keith Polette. World Folktales. Fort Atkinson: Alleyside Press, C 1994. “Giants and Mosquitoes”

Read and Understand Myths & Legends, Grades 4-6 by Jill Norris, Tekla White, and Evan-Moor Educational Publishers (Paperback - Jan 1, 2000)

Usborne Illustrated Guide to Greek Myths and Legends by Cheryl Evans, Anne Millard, and Rodney Matthews (Paperback - Jul 1986)

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http://www.amazon.com/Illustrated-Treasury-Read-Aloud-Myths-Legends/dp/1579123619/ref=sr_1_6?ie=UTF8&s=books&qid=1245088451&sr=1-6



http://www.amazon.com/Usborne-Illustrated-Guide-Greek-Legends/dp/0860209466/ref=sr_1_11?ie=UTF8&s=books&qid=1245088451&sr=1-11

http://www.amazon.com/Read-Understand-Myths-Legends-Grades/dp/1557997527/ref=sr_1_9?ie=UTF8&s=books&qid=1245088451&sr=1-9

http://www.amazon.com/Greek-Myths-Young-Children-Stories/dp/0746037252/ref=sr_1_14?ie=UTF8&s=books&qid=1245088661&sr=1-14

http://www.amazon.com/Greek-Myths-Young-Children-Stories/dp/0746037252/ref=sr_1_14?ie=UTF8&s=books&qid=1245088661&sr=1-14

Why Mosquitoes Buzz in People’s Ears by Verna Aardema

Technology:

United Streamline Videos:

(Ancient Greek and Roman gods and goddesses)http://www.scetv.org/education/streamlineSC /html

websites:

Gods and goddesses: www.mythweb.com www.prometheanplanet.comwww.magickeys.com Warm-up activity about colors using “Giants and Mosquitoes” : http://artsedge.kennedy-center.org/content/2231/

Native American legends: www.ilhawaii.net/~stony/lore145.html

“Why Bat Has No Friends” and other myths: http://www.planetozkids.com/oban/whybat2.html

Characterization: (character trait list) http://home.att.net/~teaching/litcircl/charact.pdf

Poetry lessons:http://volweb.utk.edu/Schools/bedford/harrisms/spotlight.htmhttp://www.english.emory.edu/classes/Handbook/Handbook.html

Club Write series grades 4-6: Poetry (14:37 in length)Point of View (14:43 in length)http://www.scetv.org/education/streamlineSC /html

metaphors:http://edsitement.neh.gov

Discovering Language Arts: Writing (grades 3-5)

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http://edsitement.neh.gov/

http://www.scetv.org/education/streamlineSC/html

http://www.english.emory.edu/classes/Handbook/Handbook.html

http://www.english.emory.edu/classes/Handbook/Handbook.html

http://volweb.utk.edu/Schools/bedford/harrisms/spotlight.htm

http://home.att.net/~teaching/litcircl/charact.pdf

http://www.planetozkids.com/oban/whybat2.html

http://www.ilhawaii.net/~stony/lore145.html

http://artsedge.kennedy-center.org/content/2231/

http://www.magickeys.com/

http://www.prometheanplanet.com/

http://www.mythweb.com/


Fiction (47:33 in length)Nonfiction (38:23 in length)http://www.scetv.org/education/streamlineSC /html

South Carolina Department of Education Support Document


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Students in grade five read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the followingspecific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, picture books, folktales, legends, tall tales, and myths. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.


Indicator 5-1.1: Analyze the details that support the expression of the main idea in a given literary text.

Definition of Revised Bloom’s Verb Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Other verb terminology that speaks to the notion of analyzing might be differentiating, organizing, and attributing.

Explanation of Indicator Details are the individual bits of information about a subject or topic.The main idea is the major topic of a passage or work that may be stated directly or inferred.

Finding the Main IdeaTeaching the strategy of how to find the main idea is important. Once the subject of the paragraph is discovered, the main idea (what the author wants the reader to remember) will be determined by analyzing the details.

Subject+ What the author says about the subject

Main Idea

Stated Main IdeaLocating important details in a passage is an important key in the process of isolating the main idea or the main point the author wants his readers to understand. The main idea may be found anywhere in a passage but is often stated in the first sentence followed by the details or in the last sentence after the author has given an explanation of the details.

Implied Main IdeaIf the main idea is not directly stated by the author, the reader must think about how the details in the sentences connect to support the main subject or topic and decide what the author wants his readers to remember most. Establishing a plan of action is important for a successful analysis of the details in a passage. Separating important details from non-essential details is another critical skill. Asking the question, “What do the details tell me about the subject?’ and/or including an

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organizer is part of the process. These steps will enable students to analyze details to arrive at the main idea.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for main idea and details differ at each grade level.

What do students need to know before they can understand main idea and details in a literary text?

Students should understand that main idea is the “big idea” of a single paragraph or an entire work. It is what the author wants the reader to remember most.

Details will provide the specific information that the reader will analyze. Essays, stories, and articles consist of a series of paragraphs. One

paragraph builds on another to present a writer’s thoughts. While each paragraph has its own main idea, all the paragraphs in a

selection relate to each other and to the subject of the piece. The student must find the main idea in each paragraph and determine its

relationship to the subject.

Within the study of main idea and details, what have students been taught and what will they be taught in the future?The words in bold indicate a change from grade to grade.

K-1.1 Summarize the main idea and details from literary texts read aloud.1-1.1 Summarize the main idea and supporting evidence in literary text during

classroom discussion.2-1.1 Analyze the details that support the expression of the main idea in a given

literary text.3-1.1 Analyze the details that support the expression of the main idea in a given



literary text.6-1.6 Compare/contrast main ideas within and across literary texts.

When teaching main idea and details, what connections, links, or ties can be made to other indicators?


5-1.11 Read independently for extended periods of time for pleasure.5-2.1 Summarize evidence that supports the central idea of a given informational text.5-2.4 Create responses to informational texts through a variety of methods (for

example, drawings, written works, and oral presentations).5-2.9 Read independently for extended periods of time to gain information.

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5-4.3 Create multiple paragraph compositions that include a central ideawith supporting details and use appropriate transitions betweenparagraphs.

5-5.1 Create informational pieces (for example, book reviews and newsletterarticles) that use language appropriate for the specific audience.

5-5.2 Create narratives that have a fully developed plot and a consistentpoint of view.

5-5.3 Create written descriptions using precise language and vivid details.5-5.4 Create written pieces (for example, picture books, comic books, and

graphic novels) to entertain a specific audience.5-6.2 Use print sources (for example, books, magazines, charts, graphs,

diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers,and almanacs) and nonprint sources to access information.

5-6.4 Paraphrase research information accurately and meaningfully.

Classroom AssessmentStudents should be taught and assessed using similar methods. In this indicator, the verb is “analyze”. In grade 5, analysis of details and how they express the author’s main idea, should be assessed as they were instructed. For example, if the students used graphic organizers during instruction to identify important details then a graphic organizer should also be used during assessment. Students should read cold text (text the students have not previously experienced) to find the important details and establish the main idea based on their analysis of the details.

Students should also demonstrate an understanding of details and main idea through their own writing. Students should be able to read a text, separate the important details from the non-essential details, explain the analysis, and determine the main idea in their own writing.

The primary focus of assessment for the analysis of details supporting the author’s expression of the main idea is to determine if students can choose the essential details, complete an analysis of those details, and comprehend what the author wants the reader to remember most. Students’ reading and comprehension should be assessed using a sample literary text or cold text, with multiple choice or constructed response questions or through teacher observations and conferences.

Suggested Instructional ResourcesProfessional TextsHarvey, Stephanie, and Anne Goudis, Strategies That Work, Portland, ME:

Stenhouse, 2007

Portalupi, Joann and Ralph Fletcher, Craft Lessons, New York: Stenhouse, 2001.

Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA:

Great Source Education Group, 2002.

(Although this is a student book it has excellent examples of reading strategies and skills.)

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Student TextsThere are many titles that teachers and students may select to better understand facts and opinions. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http://readwritethink.org

http://www.brainpopjr.com/reading/comprehension/mainidea/grownups.weml



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http://www.brainpopjr.com/reading/comprehension/mainidea/grownups.weml

http://readwritethink.org/

http://scasl.pbwiki.com/ELA+Standards



Indicator 5-1.3: Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

Definition of Revised Bloom’s VerbInterpret Changing from one form of representation to another. In order to demonstrate their ability to interpret, students might explain in their own words the meaning of examples of figurative language from literary text.

Explanation of IndicatorFigurative Language refers to language that is enriched by word meanings, figures of speech, and sound devices such as onomatopoeia, alliteration, simile, metaphor, personification, and hyperbole. It refers to writing or speech that is not meant to be taken literally. Writers use figurative language to state ideas in vivid and imaginative ways. Onomatopoeia is the use of words whose sounds suggest their meaning. Examples of onomatopoeias are “grr,” “rattle,” or “buzz.” Alliteration is the repetition of the initial sounds or stressed syllables in neighboring words. An example of alliteration is “We went to Wal-Mart to win a watermelon.” Simile is a device of figurative language that is a stated comparison between two unlike things using the word “like” or “as.” Examples of a simile are in the poem “Willow and Ginkgo” by Eve Merriam.

The willow is like an etching,Fine-lined against the sky.The ginkgo is like a crude sketch,Hardly worthy to be signed.

Metaphor is a device of figurative language that compares two unlike things. An example of a metaphor is found in the poem “Dreams” by Langston Hughes.

Hold fast to dreamsFor if dreams dieLife is a broken-winged birdThat cannot fly.

Personification is a figurative device in which nonhumans (animals, objects, and abstractions) are represented as being human or as having human attributes. An example of personification is “The ocean crashed angrily during the storm.” Hyperbole is an overstatement; the figure of speech that is a conscious exaggeration for the purpose of making a point. An example of a hyperbole is found in the poem “No Differences” by Shel Silverstein.

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Small as a peanut,Big as a giant,We’re all the same sizeWhen we turn out the light.

Instructional ProgressionThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of figurative language differ at each grade level.

What do students need to know before they can understand figurative language?

Students need to know that authors use sound devices intentionally to make reading and writing more interesting.

Figurative language is used to create vivid pictures in the reader’s mind in order to make writing emotionally intense.

It is also used to state ideas in new and unusual ways to satisfy the reader’s imagination.

The teacher can provide a variety of experiences in reading (sports pages in newspaper), writing (poetry), listening (music), and speaking (recitation of poetry) that demonstrate to students that they already are familiar with many elements of figurative language.

Begin reviewing the figurative language that students have been taught in previous grades by having students identify and explain examples from literary text. One way to extend this review is to have students make their own personal dictionary with definitions, examples, and pictures or illustrations of figurative language studied to date.

Within figurative language, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.K-1.4 Find examples of sound devices (including onomatopoeia and

alliteration) in texts read aloud.1-1.4 Find an example of sound devices (including onomatopoeia and

alliteration) in texts read aloud.2-1.4 Find examples of devices of figurative language (including simile) and

sound devices (including onomatopoeia and alliteration).3-1.4 Distinguish among devices of figurative language (including simile,

metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

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6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).

8-1.3 Interpret devices of figurative language (including extendedmetaphor, oxymoron, and paradox).

When teaching figurative language, what connections, links, or ties can be made to other indicators?Students in grade five will use figurative language as they interact with other indicators such as:5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative

language, dialogue, and imagery) on the meaning of literary texts.5-1.7 Create responses to literary texts through a variety of methods (for

example, writing, creative dramatics, and the visual and performing arts).


5-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience.

5-5.2 Create narratives that have a fully developed plot and a consistent point of view.


graphic novels) to entertain a specific audience.

Classroom AssessmentStudents should be taught and assessed using similar methods. For example, the verb is “interpret.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to demonstrate exemplifying.

Students learn the different types of figurative language when they use them, not when they are required to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using figurative language, then assessment should also focus on these levels of thinking.

Another interesting way to assess would be to pair students and give each student in the pair the same poem (but each group of pairs would have different poems). Students would first

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individually interpret the figurative language and the overall meaning of the poem. Then, the two students would exchange interpretations and come to some consensus, which would be written.

The primary focus of assessment for figurative language should be to determine if students understand the effect of figurative language on reading and writing and if they can transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations/anecdotal records, classroom discussions during, reading and writing conferences, and student writing samples.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can interpret the figurative language.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Daniels, Harvey and Marilyn Bizar. Teaching The Best Practice Way, Methods That Matter, K-12. Portland, ME: Stenhouse, 2005.

Fountas, Irene C. and Gay Su Pinnell. Guided Reading. Portsmouth, NH: Heinemann, 1996.

Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME: Stenhouse, 2007.

Hindley, Joanne. In The Company of Children. Portland, ME: Stenhouse, 1996.

Routman, Regie. Reading Essentials. Portsmouth, NH: Heinemann, 2003.

Student TextsThere are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Figurative Language/Word PlayCaleb and Kate by William SteigChocolate Mouse for Dinner by Fred GwyuneDouble Trouble in Walla Walla by Andrew ClementsFeathers and Fools by Mem FoxI Love You the Purplest by Barbara JooseeKing Who Rained by Fred GwyunePictures In the Fire by Charles LonsburyPossum Magic by Mem Fox

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http://scasl.pbwiki.com/ELA%20Standards


Storm Boy by Paul Owen LewisThe Lotus Seed by Tatsura KiuchiThe Old Man and His Door by Gary SotoThe Old Woman Who Named Things by Cynthia RylantThe Storm by Marc HarshmanWilman Unlimited: How Wilma Rudolph Became the World’s Fastest Woman by Kathleen KYo! Yes? by Chris Raschka

PersonificationBill Pickett: Rodeo-Riding Cowboy by Andrea Davis PinkneyFlossie and the Fox by Patricia C. McKissackSierra by Diane SiebertThe Talking Eggs by Robert D. Souci

AlliterationAlligator Arrived with Apples: A Potluck Alphabet Feast by Crescent DragonwagonDia’s Story Cloth: The Hmong People’s Journey of Freedom by Cha, DiaFeathers and Fools by Mem FoxHow the Grinch Stole Christmas by Dr. SeussLife Doesn’t Frighten Me by Maya AngelouMortimer Mooner Stopped Taking a Bath by Frank B. Edwards and John BianchiPrince Cinders by Babette Cole

SimileBlack Cat by Christopher MyersChanticleer and the Fox by Geoffrey ChaucerHide and Seek Fog by Alvin TresseltLittle Island by Golden MacDonaldMonster Mama by Liz RosenbergNettie’s Trip South by Ann TurnerOwl Moon by Jane YolenThe Girl Who Loved Horses by Paul GobelUmbrella by Tara YashimaWhite Snow, Bright Snow by Alvin Tresselt

MetaphorBlack Cat by Christopher MyersDragon Scales and Willow Leaves by Howard KaplanFaraway Home by Jane KirtzGoodbye, Geese by Nancy CarlstromHarlem: a Poem by Walter Dean MyersMouse, Look Out! by Judy WaiteSwitch on the Night by Ray BradburyThe Lonely Scarecrow by Tim PrestonThe Stone Dancers by Nora Martin

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HyperboleAlice Nizzy Nazzy, the Witch of Sante Fe by Tony JohnstonBig Jabe by Jerdine NolenCome On, Rain! by Karen HesseLittle Red Cowboy Hat by Susan LowellMama and Me and Model T. by Faye GibbonsScarlette Beane by Karen WallaceSimply Delicious by Margaret MahyTrouble on Thunder Mountain by Russell HobanWhat! Cried Granny: An Almost Bedtime Story by Kate Lum

OnomatopoeiaDouble Trouble in Walla Walla by Andrew ClementsFroggy Goes to Bed by Jonathan LondonFroggy Goes to School by Jonathan LondonFroggy Plans Soccer by Jonathan LondonLittle Red Cowboy Hat by Susan LowellMama and Me and Model T. by Faye GibbonsOld Devil Wind by Bill MartinOne Duck by Hazel HutchinsThe Grumpy Morning by Pamela Duncan EdwardsThe Little Engine That Could by Watty Piper

Poetry BooksA light In the Attic by Shel SilversteinSomething Big Has Been Here by Jack PrelutskyThere’s A New Kid On The Block by Jack PrelutskyIt’s Raining Pigs & Noodles by Jack PrelutskyWhere The Sidewalk Ends by Shel Silverstein

Nonprint Materialshttp://www.missspott.com/figlangquiz.html

http://www.missspott.com/Alliteration.html.http://www.missspott.com/hyperbole.html

http://www.missspott.com/Metaphors.html

http://www.missspott.com/personification.htmlhttp://www.missspott.com/similies.html

http://www.readwritethink.org.Reading Rainbow

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http://www.readwritethink.org/

http://www.missspott.com/similies.html

http://www.missspott.com/personification.html

http://www.missspott.com/Metaphors.html

http://www.missspott.com/hyperbole.html

http://www.missspott.com/Alliteration.html

http://www.missspott.com/figlangquiz.html

This program explores reading for children. It is available through SC Educational Television. Refer to the book list and correlate it to the Program Title.

http://www.scetv.org/education/streamlinesc/index.cfm

Discovering Language Arts: Fiction (Grades 3-5) Total length 47:23 Topics covered: Understanding genre; plot of a story; character development; character traits; figurative language; making connections

Discovering Language Arts: Style, Structure, and tone (Grades 3-5) Total length 21:30 Figurative language; powerful paragraphs, sentence structure, sentences

Best Practiceshttp://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.html

South Carolina Department of EducationSupport Document


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http://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.html

http://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.html

http://www.scetv.org/education/streamlinesc/index.cfm



Indicator 5-1.5: Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.

Definition of Revised Bloom’s VerbInterpret Changing from one form of representation (for example, written) to another (for example, oral) (for example, paraphrase important speeches and documents).

Explanation of IndicatorAuthor’s craft refers to the specific techniques that an author chooses to relay an intended message (for example, figurative language, flashback, imagery, irony, word choice, and dialogue). Author’s craft is best taught in the context of guided literature conversations, shared reading discussions, and reading aloud time. Example: Conferences about structure help students to decide how they will write their piece or how they will refine their piece they are working on. Students may ask themselves the following types of questions: Will my beginning and end match? Will I write it as a diary entry? Will I use figurative language or dialogue? Did the author use imagery and can I use imagery in my writing? This type of conference will help students envision more than one kind of text possibility for their various reasons to write.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the author’s craft differ at each grade level.

What do students need to know before they can understand author’s craft? Students need to know that pictures are sources of information that give us

clues to words. Students need to know that the meaning of a story and the text will make

sense and have structure (sounds right). Students need to understand that print conveys meaning. Students need to know that pictures usually support the text and that

activating their schema to a storyline will give clues to the meaning of words.

Students need to know that the meaning of a story and the text will make sense and have structure (sounds right).

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Students need to know that pictures, subheadings, and headings usually support the text and that activating their schema to a storyline will give clues to the meaning of words.

Students need to know that authors use a certain craft to make their reading and writing more interesting.

Within author’s craft, what have students been taught and what will they be taught in the future?The words in bold indicate a change from grade to grade.K-1.6 Discuss how the author’s choice of words affects the meaning of the text

(for example, yell rather than said).1-1.6 Explain how elements of author’s craft (for example, word choice)

affect the meaning of a given literary text.2-1.6 Explain the effect of the author’s craft (for example, word choice and the

use of repetition) on the meaning of a given literary text.3-1.6 Analyze the effect of the author’s craft (for example, word choice and

sentence structure) on the meaning of a given literary text.4-1.6 Interpret the effect of the author’s craft (for example, word choice,

sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts.

6-1.5 Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts.

When teaching author’s craft, what connections, links, or ties can be made to other indicators and/or content areas?

5-1.1 Analyze literary texts to draw conclusions and make inferences.5-1.3 Interpret devices of figurative language (including simile, metaphor,



5-1.11 Read independently for extended periods of time for pleasure.5-2.4 Create responses to informational texts through a variety of methods (for

example, drawings, written works, and oral presentations).

5-2.5 Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information.

5-2.6 Use graphic features such as illustrations, graphs, charts, maps, diagrams, and graphic organizers as sources of information.5-2.9 Read independently for extended periods of time to gain information.

5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.5-4.3 Create multiple-paragraph compositions that include a central idea with

supporting details and use appropriate transitions between paragraphs.

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graphic novels) to entertain a specific audience.

Classroom Assessment Students should be taught and assessed using similar methods. For example, the verb is “interpret.” Students should be challenged to construct meaning from author’s craft and to demonstrate how the author’s craft contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced).

The primary focus of assessment for author’s craft is to determine if students can interpret the effect of author’s craft on reading and writing and if they can transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations, classroom discussions during read alouds, reading and writing conferences, literature discussions, and shared reading discussions.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can interpret the author’s craft when reading and writing.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Fletcher, Ralph and Joann Portalupi. Craft Lessons Teaching Writing K-8. Portland, ME: Stenhouse. 1998.

Fletcher, Ralph and Joann Portalupi. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001.

Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME: Stenhouse, 2007.

Pinell, Gay Su and Patricia L. Scharer. Guided Reading. New York: Scholastic, 2003.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse, 2001.

Ray, Katie Wood. Wondrous Words. Urbana, IL: National Council of Teachers of English, 1999.

Student TextsThere are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a

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sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materialshttp://www.readwritethink.org

Reading RainbowThis program explores reading for children. It is available through SC Educational Television. Refer to the book list and correlate it to the Program Title.

http://www.unitedstreaming.com

Best Practiceshttp://ed.sc.gov/agency/offices/cso/standards/ela/index.html


Understanding and Using Informational Texts

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http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

http://www.unitedstreaming.com/




Standard 5-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Essential Question: How do people make meaning of informational print and non-print text?

Students in grade five read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Indicators:

5-2.1 Summarize the central idea and supporting evidence of a given informational text.

5-2.2 Analyze informational texts to draw conclusions and make inferences.

5-2.3 Analyze a given text to detect author bias (for example, unsupported opinions).



5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.

5-2.7 Use functional text features (including tables of contents, glossaries, Iindexes, and appendixes).

5-2.8 Predict events in informational texts on the basis of cause-and-effect relationships.

5-2.9 Read independently for extended periods of time to gain information.

Big Idea: READINGUnderstanding and Using Informational Texts

Help Page for Standard 5-2: The student will read and comprehend a variety of informational texts in print and

non-print formats

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See support documents attached for 2.2, 2.3, 2.7

Notes:Assessmentsteacher observation/anecdotal recordstests/quizzesclassroom discussion reading response journals

Textbook Correlation (the following selections from the textbook are informational articles. They all lend themselves to instruction of this standard.)“Looking for a Home”“What Were Orphan Trains?”“Eloise Greenfield”“Diver and the Dolphins”“Dolphin Behavior”“The Fury of the Hurricane” (graphic features)“Flying into a Hurricane”“Everglades”“Florida Everglades”“From Bees to Honey”“Jr. Iditorod Race”“Dogs in Sports”“The Brain and Memory”“How the Underground Railroad Got Its Name”“Passage to Freedom: The Sugihara Story”“All Kinds of Money”“Bug-a-Licious”“Meeting Mr. Henry” (cause/effect)“Babe To the Rescue” (summarizing)Technology:

Graphic features: (hard copy included)http://teachingtoday.glencoe.com/lessonplans/nonfiction-text-features



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http://teachingtoday.glencoe.com/lessonplans/nonfiction-text-features

http://teachingtoday.glencoe.com/lessonplans/nonfiction-text-features



Indicator 5-2.2: Analyze informational texts to draw conclusions and make inferences.

Definition of Revised Bloom’s VerbAnalyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Other verb terminology that speaks to the notion of analyzing might be differentiating, organizing, and attributing.

Explanation of IndicatorMaking inferences is the act or process of drawing a conclusion or making a prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright.

Instructional ProgressionThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for drawing conclusions and making inferences differ at each grade level.

What do students need to know before they can understand drawing conclusions and making inferences? Students should understand the meaning of “reading between the lines” and that sometimes readers have to make educated guesses in order to make meaning from the text. Students should know that these educated guesses should be based on evidence that comes from their prior knowledge, observations, and the text itself.

Within drawing conclusions and making inferences, what have students been taught and what will they be taught in the future?The words in bold indicate a change from grade to grade. K-2.2 Analyze texts during classroom discussions to make inferences. 1-2.2 Analyze informational texts to draw conclusions and make inferences

during classroom discussions.2-2.2 Analyze informational texts to draw conclusions and make inferences

during classroom discussions.3-2.2 Analyze informational texts to draw conclusions and make inferences.4-2.2 Analyze informational texts to draw conclusions and make inferences.5-2.2 Analyze informational texts to draw conclusions and make inferences.

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6-2.2 Analyze informational texts to draw conclusions and make inferences.7-2.2 Analyze information within and across texts to draw conclusions and

make inferences.8-2.2 Compare/contrast information within and across texts to draw

conclusions and make inferences.

When teaching drawing conclusions and making inferences, what connections, links, or ties can be made to other indicators?

5-1.1 Analyze literary texts to draw conclusions and make inferences.





5-5.3 Create written descriptions using precise language and vivid details.

5-5.4 Create written pieces (for example, picture books, comic books, and graphic novels) to entertain a specific audience.

Classroom Assessment Students should be assessed in the same ways they are taught. During instruction and assessment, students should make inferences from informational text. Assessments may include but are not limited to teacher observations, classroom discussions, reading and writing conferences, and student artifacts.

Suggested Instructional ResourcesProfessional TextsCunningham, Andie and Ruth Shagoury. Starting With Comprehension: Reading Strategies for

the Youngest Learners. Portland, ME: Stenhouse, 2005.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition. Portsmouth, NH: Heinemann, 2007.

Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth, NH: Heinemann, 2008.

Miller, Debbie. Reading With Meaning: Teaching Comprehension in the Primary Grades. Portland, ME: Stenhouse, 2002.

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Owocki, Gretchen. Comprehension: Strategic Instruction for K-3 Students. Portsmouth, NH: Heinemann, 2003.

Student TextsThere are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

The Great Migration: An American Story Paintings by Jacob Lawrence; with a poem in appreciation by Walter Dean Myers.

The Dust Bowl Therese DeAngelis and Gina DeAngelis.

Nonprint Materialshttp://www.readwritethink.org

http://www.readwritethink.org/lessons/lessonview.asp?id=326

http://www.EduScapes.comhttp://eduscapes.com/sessions/pilot/pilotinference.htm




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http://eduscapes.com/sessions/pilot/pilotinference.htm

http://www.EduScapes.com/

http://www.readwritethink.org/lessons/lessonview.asp?id=326




Teachers should continue to address earlier indicators as they apply to more difficult text.

Indicator 5-2.3: Analyze a given text to detect author bias (for example, unsupported opinions).

Definition of Revised Bloom’s VerbAnalyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Explanation of IndicatorBias is “a personal and largely unreasoned judgment either for or against a particular person, position, or thing; a prejudice.” An author is biased when his opinion influences his written work. Instead of simply stating the facts, the author has “taken sides” about a particular issue. The opinions of the author are evident in the work. The author is attempting to persuade the reader to think as he does about the topic.

For example, the front page of a World War I newspaper reports the attack on the Lusitania. Within the article, the writer uses only one quote from a senator: “The United States must eliminate its ill-conceived isolationist policy and enter World War I immediately to vindicate this vicious attack on its citizens aboard the ill-fated ship.” By using only this quote, the writer wants to influence the reader to support the country’s entry into World War I, rather than allowing readers to form their opinions from the presentation of the facts.

Instructional ProgressionThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for facts differ at each grade level.

What do students need to know before they can understand the difference between fact and opinion at each grade level? Students should be able to break a text into parts and determine how the parts

contribute to the meaning of the overall text. Students should understand reading for a clear purpose. Students should understand the difference in a fact and an opinion, and be able

to apply that definition to the analysis of the text. Students should be able to analyze texts to determine

o what information in a text is more important than other information in the same text,

o why this information is more important,

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o why the author included this opinion in this text,o if the author is integrating opinions with facts, and o how the opinions influence the overall meaning for the reader.

What do students need to know before they can analyze a text for author’s bias?Students should be able to use before, during and after reading strategies while reading an informational text. In order to analyze an informational text to locate fact and opinion, students should clearly understand the meaning of the two terms. Students should be able to read, noting important details in a text. Students should be familiar with contextual clues and be able to critically think about these details.

Within author’s bias, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.K-2.3 Find facts in texts read aloud.1-2.3 Distinguish between facts and opinions. 2-2.3 Distinguish between facts and opinions in informational texts.3-2.3 Distinguish between facts and opinions in informational texts.4-2.3 Analyze informational texts to locate and identify facts and opinions. 5-2.3 Analyze a given text to detect author bias (for example, unsupported

opinions). 6-2.3 Summarize author’s bias based on the omission of relevant facts and

statements of unsupported opinions.

When teaching author’s bias, what connections, links, or ties can be made to other indicators?


5-2.2 Analyze informational texts to draw conclusions and make inferences. 5-2.3 Analyze a given text to detect author bias (for example, unsupported

opinions). 5-2.4 Create responses to informational texts through a variety of methods (for

example, drawings, written works, and oral presentations). 5-2.5 Use titles, print styles, chapter headings, captions, subheadings, and

white space to gain information. 5-2.6 Use graphic features (including illustrations, graphs, charts, maps,

diagrams, and graphic organizers) as sources of information. 5-2.7 Use functional text features (including tables of contents, glossaries,

indexes, and appendixes). 5-2.8 Predict events in informational texts on the basis of cause-and-effect

relationships. 5-2.9 Read independently for extended periods of time to gain information.5-5.1 Create informational pieces (for example, book reviews and newsletter

articles) that use language appropriate for the specific audience. 5-6.1 Clarify and refine a research topic.

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5-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

5-6.3 Select information appropriate for the research topic. 5-6.4 Paraphrase research information accurately and meaningfully. 5-6.5 Create a list of sources that contains information (including author, title,

and full publication details) necessary to properly credit and document the work of others.

5-6.6 Use the Internet as a source of information.5-6.7 Use vocabulary (including Standard American English) that is

appropriate for the particular audience or purpose. 5-6.8 Use appropriate organizational strategies to prepare written works and

oral and visual presentations. 5-6.9 Select appropriate graphics, in print or electronic form, to support

written works and oral and visual presentations.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “analyze.” Students should be challenged to separate fact from opinion. In grade 5, fact and opinion may be assessed during one-on-one reading conferences, during small group discussions, or as a written assessment. When it is time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). For example, students may read an informational text about the New Deal. The teacher should establish a purpose for reading by asking a question. For example, “Was Roosevelt’s New Deal good for America?” Students should be able to read the text for a specific purpose of locating important information mentioned in the article. During the text analysis, students should be able to use their definitions of fact and opinion to decipher the factual statements needed to justify their responses.

Students’ understanding of author’s bias may be assessed within their writing. Fifth grade students can write newspaper articles or persuasive works that use language appropriate for illustrating author’s bias. The teacher may ask students to research information about a given topic. Students should be able to collect factual information required for a research project. Students should be able to read articles, explore the Internet, and analyze information for author’s bias.

Suggested Instructional ResourcesProfessional TextsHarvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME: Stenhouse, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. New York: Stenhouse, 2001.

Student TextsThere are many titles that teachers and students may select to better understand author’s bias. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be

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used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materialshttp://www.pbs.org/wgbh/globalconnections/multimedia/strategies.html

http://readwritethink.org

http://www.timeforkids.com/TFK/teachers/minilessons/wr/0,28171,1638913,00.html

http://streaming.discoveryeducation.comDiscovering Language Arts: Nonfiction (Grades 3-5)

http://streaming.discoveryeducation.comDiscovering Language Arts: Fiction (Grades 6-8)




Students in grade five read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines,

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http://streaming.discoveryeducation.com/




http://www.pbs.org/wgbh/globalconnections/multimedia/strategies.html


graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Indicator 5-2.7: Use functional text features (including tables of contents, glossaries, indexes, and appendixes).

Definition of Revised Bloom’s Verb Use Applying a procedure to an unfamiliar task

Explanation of IndicatorFunctional text features including tables of contents, glossaries, indexes, and appendixes provide information to the reader. A table of contents, often simply labeled "Contents," is a list of the parts of a document or book organized in the order in which the parts appear in a given text. The amount of detail in a table of contents depends on the length of the work. A glossary is a list of terms and definitions or explanations of each related to the information included in a particular text. Glossaries are usually placed at the end of the text and include those terms included in the text in the book which are either not commonly known or are newly introduced.

An index is an alphabetized list of subjects, places, events, concepts, or names found in a printed work. An index gives the page number where information about an entry item is mentioned.

An appendix is a collection of supplementary materials found at the end of a text. The materials included an appendix may or may not be essential parts of the main text. Regardless, they provide additional information related to the text. Appendixes may include diagrams, lists, explanations and/or elaborations related to the main text. Multiple appendixes may be included in a document.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for facts differ at each grade level.

What do students need to know before they can use functional text features (including a table of contents, glossaries, indexes, and appendixes)? Students must have many experiences recognizing, naming, and recalling

functional text features, including tables of contents, glossaries, indexes, and appendixes

Students must be familiar with locating functional text features, including tables of contents, glossaries, indexes, and appendixes in a text.

Students should understand the purpose functional text features, including tables of contents, glossaries, indexes, and appendixes.

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Students should recognize the variances in formats, fonts, and the information included in functional text features including tables of contents, glossaries, indexes, and appendixes.

Within text features, what have students been taught and what will they be taught in the future?The words in bold indicate a change from grade to grade.K-2.7 Recognize tables of contents.1-2.7 Use functional text features (including tables of contents).2-2.7 Use functional text features (including tables of contents

and glossaries) as sources of information.3-2.7 Use functional text features (including tables of contents,

glossaries, and indexes) as sources of information.4-2.7 Use functional text features (including tables of contents, glossaries,

indexes, and appendixes) as sources of information. 6-2.7 Interpret information from functional text features (for example, tables

of contents and glossaries).

When teaching functional teaching functional text features (table of contents, glossaries, indexes, and appendixes), what connections, links, or ties can be made to other indicators?




5-6.5 Create a list of sources that contains information (including author, title, and full publication details) necessary to properly credit and document the work of others.

5-6.6 Use the Internet as a source of information.

5-6.9 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “use.” In fifth grade, functional text features (including tables of contents, glossaries, indexes, and appendixes) may be assessed during one-on-one reading conferences, during small group or whole class discussions, or as a written assessment. When students are assessed, they should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). For example, students may look at a book that they have not seen previously and use a text feature (including table of contents,

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glossaries, indexes, appendixes) to locate information in order to answer questions about particular content.

Suggested Instructional ResourcesProfessional TextsHarvey, Stephanie. Nonfiction Matters, Portland, ME: Stenhouse, 1998.



Student TextsThere are many titles that teachers and students may select to better understand text features. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials

http://forpd.ucf.edu/strategies/strattext_features.html

http://www.helium.com/items/152030-text-features-an-aid-to-reading-comprehension

http://languagearts.pppst.com/partsofabook.html

http://www.literacymatters.org/lessons/textstructure.htm

http://www.pbs.org/teachers/readlanguage

http://www.readingrockets.org/resources


http://streaming.discoveryeducation.comDiscovering Language Arts: Nonfiction (Grades 3-5).


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http://www.readingrockets.org/resources

http://www.pbs.org/teachers/readlanguage

http://www.literacymatters.org/lessons/textstructure.htm

http://languagearts.pppst.com/partsofabook.html

http://www.helium.com/items/152030-text-features-an-aid-to-reading-comprehension

http://forpd.ucf.edu/strategies/strattext_features.html



Building Vocabulary

Standard 5-3: The student will use word analysis and vocabulary strategies to read fluently.

Essential Question: How does vocabulary help people make meaning of print and non-print text?


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Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicators:5-3.1 Use context clues (for example, those that provide an example, a definition, or a

restatement) to generate the meanings of unfamiliar and multiple-meaning words.5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within

texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.5-3.4 Spell correctly

multisyllabic constructions, double consonant patterns, and irregular vowel patterns in multisyllabic words.

Big Idea: READINGUnderstanding and Using Vocabulary

Help Page for Standard 5-3: The student will use word analysis and vocabulary strategies to read fluently.

See support documents attached for 3.1, 3.2 & 3.3

Notes:Assessments

*teacher observation/anecdotal records*tests/quizzes*spelling tests (lists included in the Scott Foresman spelling workbook

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Textbook Correlation “The Heart of a Runner” (context clues)“Passage to Freedom; The Sugihara Story” (context clues)

Technology:Unfamiliar words: “Frequently Confused Words”http://www2.actden.com/writ_den/tips/sentence/confused.htm

Greek Affixes:http://teacher.scholastic.com/activities/athens_games/games.htmwww.lexfiles.com

(also see the Greek and Latin Roots and Affixes list for grade 5 in the appendix)Pendemonium- A Sari Tale: Spelling ErrorsPendemonium- The Italian Job: Roots, Prefixes, Suffixeshttp://www.scetv.org/education/streamlineSC /html





Indicator 5-3.1: Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

Definition of Revised Bloom’s VerbUse Applying a procedure to an unfamiliar task

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http://www.lexfiles.com/

http://teacher.scholastic.com/activities/athens_games/games.htm

http://teacher.scholastic.com/activities/athens_games/games.htm

http://www2.actden.com/writ_den/tips/sentence/confused.htm

Explanation of IndicatorContext clues provide students multiple ways of understanding the meaning of new and unknown words they may encounter in texts. When good readers find unknown words or multiple-meaning words, they use the words or sentences around them (the context) to predict the word’s meaning.

The words or sentences around an unknown word may give an example, a definition, or a restatement to help the reader generate meaning.

A context clue that provides an example might be“While floating in the harbor, the buoy lit the water and warned the ship to stay away from the rocks.”(The unknown word buoy is something that floats, lights the water, and warns the ship to stay away.)

An example of a context clue that provides a definition might be“The food was stored in a large larder, or pantry.” (The unknown word larder is defined as pantry.)

An example of a context clue that provides a restatement might be“The food was bland. In fact, everyone called it tasteless.”(The unknown word bland is restated in simpler terms in the second sentence and means tasteless.)

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues? Students need to understand that it is not unusual to encounter words that we

do not know when reading. Students need to understand that, when good readers get “stuck” on a problem

during reading, they stop and figure out how to fix the problem. Students need to know that, when good readers find unfamiliar words or multiple

meaning words, they use the surrounding words or sentences (the context) to predict the word’s meanings.

Students need to understand that some words have different meanings depending on the context in which they are used.

Students need to understand that texts often provide examples, definitions, or restatements to support the use and understanding of unfamiliar or multiple meaning words.

Within context clues, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-3.1 Use pictures and context to construct the meaning of unfamiliar words in texts

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read aloud.1-3.1 Use pictures, context, and letter-sound relationships to read

unfamiliar words. 2-3.1 Use context clues to determine the meaning of unfamiliar words.

3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues.

4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).


6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

When teaching context clues, what connections, links, or ties can be made to other indicators?

Students in grade 5 will use context clues as they interact with other indicators such as:


5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 5-3.4 Spell correctly

multisyllabic constructions, double consonant patterns, and irregular vowel patterns in multisyllabic words.

Classroom AssessmentStudents should be taught and assessed using similar methods. In this indicator, the verb is “use”; students should be challenged to generate meaning from using context clues and to demonstrate how that process contributes to the understanding of text and to determining meanings of unknown words. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

Students learn the different types of context clues as they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

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In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to generate meanings for unfamiliar and multiple-meaning words. In grade 5, student responses to a text, in writing or in conversations, will demonstrate understandings of words within the text. Teacher observations about the ways students read, discuss, and problem-solve texts are effective ways to teach and assess the use of context clues for determining meanings of unfamiliar words. Locating and explaining embedded examples, definitions, or restatements also demonstrates ways context clues are used to generate meanings of unfamiliar or multiple meaning words.

Examples of strategies to assist students with using context clues include: Search pictures for information beyond what is presented in texts. Search pictures for specific information about the text. Stop during read-alouds or shared readings to talk about what is known, so far, about the

context of the story, or stop at the end of each page to summarize the clues given in that part of text. Refer to that information as the reading continues and unfamiliar words are encountered.

Use post-it notes to mark words that are identified as unknown or difficult. After one reading, return to the post-its to use the information from the reading to problem-solve the word meanings.

Read the sentence before the unknown word to get a hint about the word meaning or the sentence after the unknown word, which can define, explain or give an example of the word.

Use teacher prompts to integrate multiple sources of information, such as, “That word sounds right, but does it make sense in this story” or “That makes sense, but does it look right?”

Use the CLOZE method to read text up to the unfamiliar word to predict what kinds of words would make sense within the given context.

Isolate an example, definition, or restatement, for a word within a text, to clarify the word’s meaning before returning to text to use it within its context.

In texts used in class, highlight the example, definition, or restatement that gives meaning for an unfamiliar or multiple meaning word within the text.

Suggested Instructional ResourcesProfessional TextsHarvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME, 2000.

Keene, Ellin Oliver. To Understand. Portsmouth, NH: Heinemann, 2008.

Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse, 2002.

Pinnell, Gay Su and Patricia L. Scharer. Teaching for Comprehension in Reading. Grades K-2. New York, NY: Scholastic Professional Books.

Rasinski, Timothy and Nancy Padak. Effective Reading Strategies. Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall, 2004.

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Routman, Regie. Invitations. Portsmouth, NH: Heinemann, 1991.

Taberski, Sharon. On Solid Ground. Portsmouth, NH: Heinemann, 2000.

Student TextsThere are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Reading a wide range of books of different genres, topics, and purposes give students opportunities to learn to use context clues in many different kinds of settings and situations, all for the ultimate purpose of more clearly understanding an author’s message.

Nonprint Materialshttp://www.brighthub.com/education/k-12/articles/6323.aspx

http://www.readwritethink.org

http://www.literacymatters.org/content/readandwrite/vocab.htm

http://www.learnnc.org/search?area=&phrase=context+clues

http://vclass.mtsac.edu:920/readroom/context.htm

http://www.manatee.k12.fl.us/sites/elementary/samoset/Resources/contextclues.pdf

http://www.clintweb.net/ctw/Context_Clues.ppt#4

http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan

http://pbskids.org/read/

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http://www.brighthub.com/education/k-12/articles/6323.aspx







Indicator 5-3.2: Use base words and affixes to determine the meanings of words within texts (see Instructional Appendix: Greek and Latin Roots and Affixes).

Definition of Revised Bloom’s VerbUse Apply a procedure to a familiar task

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Explanation of the IndicatorA study of base words and affixes offers an effective tool for teachers to nurture students’ vocabulary development. Base words and affixes provide students with an understanding of word parts. Students then can use that understanding to determine the meanings of unfamiliar words. Instruction should foster an interest in word exploration. The study of word parts should not be done merely as an exercise in memorization but as an opportunity to connect known words and word parts to other words to further develop vocabulary. Teachers should immerse students in rich oral and written language to promote effective word study. Students can then connect their knowledge of words to the world. The purpose of vocabulary instruction is to strengthen students as readers and writers.

A review of the affixes learned in previous grades is essential before teachers begin the teaching of the new affixes. An effective way to do this is through mini-lessons based upon what students are reading and writing.

Instructional Progression of the IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of Greek and Latin roots and affixes differ at each grade level.

What do students need to know before they can understand Greek and Latin roots and affixes? Students must have knowledge of inflectional endings. Students must have knowledge of word structure including the relationship

between base words and affixes. Students need to understand that prefixes, base words, and suffixes each have

meaning and when joined together they create new words. Students should understand that prefixes come at the beginning of words and

suffixes at the end of words. Students should begin to understand that meanings of words are often

grounded in history.

Within the study of Greek and Latin roots and affixes, what have students been taught and what will they be taught in the future? In kindergarten through grade 4, students analyze the meaning of words by using their knowledge of base words and affixes. In grades five through English 4, the focus shifts to the study of Greek and Latin roots and affixes. The intent of vocabulary development is not to assign large numbers of words to memorize from predetermined lists, but to develop a deeper strategic approach to determining word meaning through analysis. The words in bold indicate changes from grade to grade.K-3.2 Create a different form of a familiar word by adding an –s or –

ing ending.

1-3.2 Identify base words and their inflectional endings (including -s,-es, -ing, -ed, -er, and -est).

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2-3.2 Construct meaning through a knowledge of base words, prefixes (including un-, re-, pre-, bi-, mis-, dis-) and suffixes (including -er, -est, -ful) in context.

3-3.2 Use base words and affixes to determine the meanings of words.4-3.2 Use base words and affixes to determine the meanings of words.6-3.2 Analyze the meaning of words by using Greek and Latin roots and

affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

8-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

When teaching Greek and Latin roots and affixes, what connections, links, or ties can be made to other indicators?5-3.1 Use context clues (for example, those that provide an example, a

definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

5-3.4 Spell correctly multisyllabic constructions, double consonant patterns, and irregular vowel patterns in multisyllabic words.

One of the goals of vocabulary instruction is for students to become independent learners as they further develop their understanding of how words work. Vocabulary instruction should connect to the various types of literary and informational texts read and the skills learned in Standards 1 and 2. Vocabulary development should also transfer to student writing and link to the writing process and writing products included in Standards 4 and 5. Research in content area vocabulary has demonstrated the effectiveness of teaching Greek and Latin roots especially for struggling readers.

Many of the roots and affixes listed in Appendix on Greek and Latin Roots and Affixes connect to other content area academic standards. For example, in the fifth grade South Carolina Academic Standards for Science, students will encounter words and concepts related to the roots aqua- and geo-. Students may study the root meter- and encounter terms in the South Carolina Academic Standards for Mathematics such as centimeter, millimeter, kilometer, and perimeter. Deliberate attempts were made to list roots and affixes at grade levels where connections could be made to other content areas.

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Classroom Assessment Students should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their knowledge of words. If vocabulary instruction is to be rich and authentic then the way in which we assess vocabulary must also change. Ideally, teachers will observe students using vocabulary strategies in authentic contexts (including writing and reading conferences related to independent, shared or guided reading) to unlock the meaning of unfamiliar words.

If vocabulary words are simply assigned for students to match or complete the definitions, the level of instruction necessary will not be provided. In order to address the definition of the verb “use,” opportunities for demonstration of knowledge should be drawn from material the student is not likely to have had contact with or be presented from a different perspective.

Suggested Instructional ResourcesProfessional TextsAllen, Janet. Words, Words, Words. Portland, ME: Stenhouse, 1999.

---. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ: Merrill, 2000.

Beck, Isabelle, Margaret McKeown, and Linda Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: Gilford, 2002.

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.

Newton, Rick and Evangeline Newton. A Little Latin and A Lot of English. Adolescent Literacy in Perspective. The Ohio Resource Center, 2005.

Rasinski, Tim, Nancy Padak, Rick Newton, and Evangeline Newton. Building Vocabulary from Word Roots. Huntington Beach, CA: Beach City Press, 2007.

Student TextsThere are many titles that teachers and students may select to better understand affixes and Greek and Latin roots. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materialshttp://teachers.net/lessons/posts/4159.html

http://www.resourceroom.net/comprehension/idavocab2004.asp

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http://www.resourceroom.net/comprehension/idavocab2004.asp

http://teachers.net/lessons/posts/4159.html


http://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixes

http://www.adlit.org/article/19692

http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12

http://www.collaborativelearning.org/suffixconnect4.pdf

http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1

http://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=en

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html

http://www.espindle.org/roots.html#up

http://www.factmonster.com/ipka/A0907017.html

http://www.quia.com/jg/65969.html





Indicator 5-3.3: Interpret the meaning of idioms and euphemisms encountered in texts.

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http://www.quia.com/jg/65969.html

http://www.factmonster.com/ipka/A0907017.html

http://www.espindle.org/roots.html#up

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html




http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1

http://www.collaborativelearning.org/suffixconnect4.pdf

http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12

http://www.adlit.org/article/19692

http://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixes

Definition of Revised Bloom’s VerbInterpret Changing from one form of representation to another by clarifying, paraphrasing, representing, and translating

Explanation of IndicatorIdioms are common phrases made use of words that cannot be understood by their literal, or ordinary, meanings. They are a type of figurative language.

The English language is full of idiomatic expressions. If a student doesn’t understand the culture behind the idiom, the student may be baffled by the idiom. This is why foreigners find the English language difficult to master. Fluent English speakers use idioms in everyday conversation. For example, if it is raining very hard outside, we may say, “It is raining cats and dogs outside!” Now, cats and dogs are not falling from the sky. The expression simply means it is raining very hard outside. If someone says, “Henry just kicked the bucket.” Henry did not walk into a room and kick a bucket with his foot. This expression is used to explain that Henry has died. Some other familiar idioms are

“I smell a rat!” (Meaning the speaker is convinced that something is wrong or not right.) “You are pulling my leg!” (Meaning someone must be joking or fooling the speaker.) “I got it straight from the horse’s mouth!” (Meaning the speaker heard the information

from the main source.)

An euphemism is the substitution of an agreeable or inoffensive expression to replace one that might be a little nicer or more pleasant. For example, when someone is dead, one may say, “He is at rest.”

English language learners may have a difficult time learning idioms and euphemisms. These expressions are not like other types of figurative language because the meaning of the idiom cannot be determined by guessing. ESL students may need an in-depth explanation of the idiom. Using idioms and euphemisms during conversation may have a positive impact on understanding an idiom or euphemisms in a text.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the idioms and euphemisms differ at each grade level.

What do students need to know before they can interpret the meaning of idioms and euphemisms encountered in texts?

Students should be familiar with learning to read strategies. Students should have learned oral language and vocabulary development,

fluency, phonemic awareness and phonics, oral language acquisition and comprehension development and concepts about print.

Students should be able to use pictures and context to decode unfamiliar words.

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Students have probably heard idioms used in conversation in the home or on television. However, they may not fully understand what the expression means.

In regard to idioms and euphemisms, what have students previously learned and what they will learn in the future?

K-3.3Use vocabulary acquired from a variety of sources (including conversations, texts read-aloud, and the media).1-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read-aloud, and the media). 2-3.4 Identify idioms in context.3-3.3 Interpret the meaning of idioms encountered in texts.4-3.3 Interpret the meaning of idioms encountered in texts.5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

When teaching idioms and euphemisms, what connections, links, or ties can be made to other indicators?

5-1.1 Analyze literary texts to draw conclusions and make inferences.5-1.3 Interpret devices of figurative language (including simile, metaphor,





5-1.8 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics.


5-1.11 Read independently for extended periods of time for pleasure.5-3.1 Use context clues (for example, those that provide an example, a


5-4.5 Use revision strategies to improve the organization and development of content and the quality of voice in written works (see Instructional Appendix: Composite Writing Matrix).

5-5.3 Create written descriptions using precise language and vivid details.

5-5.4 Create written pieces such as picture books, comic books, and graphic novels to entertain a specific audience.

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Classroom Assessment Students should be assessed in the same ways they are taught. For example, in either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to demonstrate interpreting.

Students learn idioms and euphemisms when they use them, not when they are required to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using idioms and euphemisms, then assessment should also focus on these levels of thinking.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can interpret idioms and euphemisms. In grade 5, encourage class discussions when encountering idioms and euphemisms within a text. The teacher should model the thought process for interpreting the idioms and euphemisms. When the teacher thinks aloud, students witness the critical thinking needed to decipher the idiom and euphemism. Students should then be given an idiom or euphemism and with a partner or alone be asked to decipher what the expression means.

The primary focus of assessment for idioms and euphemisms should be to determine if students understand the effect of them on reading and writing and if they can transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations/anecdotal records, classroom discussions during read alouds, reading and writing conferences, and student writing samples.

Suggested Instructional ResourcesProfessional TextsCunningham, Patricia M. Phonics They Use. Boston, MA: Allyn & Bacon, 2004.

Diller, Debbie. Literacy Work Stations Making Centers Work. Portland, ME: Stenhouse, 2003.

Fletcher, Ralph. Craft Lessons. New York: Steinhouse, 2002.


Ray, Katie Wood. Wondrous Words. Urbana, IL: National Council of Teachers of English, 1999.

Routman, Regie. Invitations Changing as Teachers and Learners K-12. Portsmouth, NH: Heinemann, 1991.

Routman, Regie. Conversations. Portsmouth, NH: Heinemann, 2000.

Although these are student books, these two books are outstanding to find examples of idioms.

Terban, Marvin. In a Pickle. New York, Boston: MA Clarion Books, 2007.

Terban, Marvin. Scholastic Dictionary of Idioms: Reed Business Information, 1998.

Student TextsThere are many titles that teachers and students may select to better understand using vocabulary from a variety of sources. Library Media Specialists from the South Carolina Association of

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School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materialshttp://www.idiomsbykids.com/

http://www.englishdaily626.com

http://www.englishdaily626.com/idioms.php

http://k6educators.about.com

http://k6educators.about.com/cs/lessonplanskin/a/lessonplan46c.htm

Grade 5Big Idea: Writing

Developing Written Communications

Standard 5-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Essential Question: How do people create meaning through written communication?

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http://k6educators.about.com/cs/lessonplanskin/a/lessonplan46c.htm

http://www.englishdaily626.com/idioms.php

http://www.englishdaily626.com/

http://www.idiomsbykids.com/



Indicators:5-4.1 Generate and organize ideas for writing using prewriting techniques (for example,

creating lists, having discussions, and examining literary models).5-4.2 Use complete sentences in a variety of types (including simple, compound, and

complex) in writing.5-4.3 Create multiple-paragraph compositions that include a central idea with

supporting details and use appropriate transitions between paragraphs. 5-4.4 Use grammatical conventions of written Standard American English, including

• irregular comparative and superlative adjectives, • irregular adverbs,• interjections,• past participles of commonly misused verbs, and• subject-verb and pronoun-antecedent agreement with collective nouns. (See Instructional Appendix: Composite Writing Matrix.)

5-4.5 Use revision strategies to improve the organization and development of content and the quality of voice in written works. (See Instructional Appendix: Composite Writing Matrix.)

5-4.6 Edit for the correct use of written Standard American English, including• capitalization

– ethnic groups,– national groups, and– established religions and languages;

• punctuation– colons and– hyphens; and

• spelling – commonly confused words,– multisyllabic constructions, – double consonant patterns, and– irregular vowel patterns in multisyllabic words.

(See Instructional Appendix: Composite Writing Matrix.)

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Big Idea: READINGUnderstanding and Using Written Communications

Help Page for Standard 5-4: The student will create written work that has a clear focus, sufficient detail. Coherent

organization, effective use of voice, and correct use of the conventions of written Standard American English.

Notes:Assessments

*teacher observation/anecdotal records *writing conferences*Extended Response Scoring Rubric Grades 3-8 (PASS rubric found in the appendix)*tests/quizzes*Scott Foresman Grammar Practice Book

Technology:

Irregular Verb charthttp://english-zone.com/verbs/verbchrt.htm

power points for: action verbs, adjectives, adjective or adverb?, Name It! (nouns) , state of being verbs, subject/verb agreement, Introduction to pronouns, possessive nouns, irregular verbs

www.newberry.k12.sc.us/InstructionalLinks/ela/Lang_Word_Study_Links_Page_l.htm l

(The following are topics on the SCetv streamline website shown in 20 minute “cartoons”. Grammar and Social Studies are incorporated. Students seem to really enjoy these.)

Pendemonium: Star Words: Apostrophes and Double Negatives

Pendemonium: The Ink on the Sphinx -Nouns Pendemonium: The Great China Chase -Adjectives Pendemonium: Go West, Young Pens: Capitalization

Pendemonium: Behind Enemy Lines: Coordinating Conjunctions

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http://player.discoveryeducation.com/index.cfm?guidAssetId=9C22EA9C-E4B4-46A8-A598-5E4B476CACA8&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=9C22EA9C-E4B4-46A8-A598-5E4B476CACA8&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=D9308BE6-DB2F-4133-8A99-4B815E151C8E&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=C767E90D-FB8C-4506-AAE0-0B83BE4DD790&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=9367A7D7-300D-4D4C-85F8-8C1EEE1E2E35&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=A5E1B8A1-B919-4439-9D6E-68383852C4A5&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=A5E1B8A1-B919-4439-9D6E-68383852C4A5&blnFromSearch=1&productcode=US

http://www.newberry.k12.sc.us/InstructionalLinks/ela/Lang_Word_Study_Links_Page_l.html

http://www.newberry.k12.sc.us/InstructionalLinks/ela/Lang_Word_Study_Links_Page_l.html

http://english-zone.com/verbs/verbchrt.htm

Pendemonium: Unnatural Selection: Quotation Marks Pendemonium: A Sari Tale: Spelling Errors Pendemonium: The Posse in Australia -periods and

commas Pendemonium: The Great African Surfari -verbs Pendemonium: Cold Case: Adverbs

http://www.scetv.org/education/streamlineSC /html

complex/compound sentence interactive quiz:http://grammar.ccccommnet.edu/GRAMMAR?cgi-shl/quiz.pl/sentence_types_quiz.htm

complex/compound sentence rules:http://www.mccd.edu/faculty/pirov/compound.htm

Books:

Eats, Shoots, and Leaves: Why Commas Really Do Make a Difference! by Lynne Truss and Bonnie Timmons

The Girls Like Spaghetti: Why You Can’t Manage Without Apostrophes! by Lynne Truss and Bonnie Timmons

To Root to Toot to Parachute: What Is a Verb (Words Are Categorical) by Brian P. Cleary and Jenya Prosmitsky (Hardcover - April 1, 2001)

A Mink, a Fink, a Skating Rink: What Is a Noun? (Words Are Categorical) by Brian P. Cleary and Jenya Prosmitsky (Hardcover - Sep 1, 1999)

Hairy, Scary, Ordinary: What Is an Adjective? (Words Are Categorical) by Brian P. Cleary and Jenya Prosmitsky (Paperback - Sep 1, 2001)

Under, Over, by the Clover: What Is a Preposition? (Words Are Categorical) by Brian P. Cleary and Brian Gable (Paperback - Sep 1, 2003)

Dearly, Nearly, Insincerely: What Is An Adverb? (Words Are Categorical) by Brian P. Cleary and Brian Gable (Paperback - May 16, 2005)

Stop And Go, Yes And No: What Is an Antonym? (Words Are

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http://www.amazon.com/Stop-Go-Yes-No-Categorical/dp/157505860X/ref=sr_1_16?ie=UTF8&s=books&qid=1245158865&sr=8-16

http://www.amazon.com/Dearly-Nearly-Insincerely-Adverb-Categorical/dp/1575059193/ref=sr_1_15?ie=UTF8&s=books&qid=1245158865&sr=8-15

http://www.amazon.com/Dearly-Nearly-Insincerely-Adverb-Categorical/dp/1575059193/ref=sr_1_15?ie=UTF8&s=books&qid=1245158865&sr=8-15

http://www.amazon.com/Under-Over-Clover-Preposition-Categorical/dp/1575052016/ref=sr_1_14?ie=UTF8&s=books&qid=1245158865&sr=8-14

http://www.amazon.com/Under-Over-Clover-Preposition-Categorical/dp/1575052016/ref=sr_1_14?ie=UTF8&s=books&qid=1245158865&sr=8-14

http://www.amazon.com/Hairy-Scary-Ordinary-Adjective-Categorical/dp/1575055546/ref=sr_1_12?ie=UTF8&s=books&qid=1245158865&sr=8-12

http://www.amazon.com/Hairy-Scary-Ordinary-Adjective-Categorical/dp/1575055546/ref=sr_1_12?ie=UTF8&s=books&qid=1245158865&sr=8-12

http://www.amazon.com/Mink-Fink-Skating-Rink-Categorical/dp/1575054027/ref=sr_1_11?ie=UTF8&s=books&qid=1245158865&sr=8-11

http://www.amazon.com/Mink-Fink-Skating-Rink-Categorical/dp/1575054027/ref=sr_1_11?ie=UTF8&s=books&qid=1245158865&sr=8-11

http://www.amazon.com/Root-Toot-Parachute-Words-Categorical/dp/1575054035/ref=sr_1_1?ie=UTF8&s=books&qid=1245158865&sr=8-1

http://www.amazon.com/Root-Toot-Parachute-Words-Categorical/dp/1575054035/ref=sr_1_1?ie=UTF8&s=books&qid=1245158865&sr=8-1

http://www.mccd.edu/faculty/pirov/compound.htm

http://grammar.ccccommnet.edu/GRAMMAR?cgi-shl/quiz.pl/sentence_types_quiz.htm

http://grammar.ccccommnet.edu/GRAMMAR?cgi-shl/quiz.pl/sentence_types_quiz.htm


http://player.discoveryeducation.com/index.cfm?guidAssetId=74864D2F-F704-4998-879F-C722405A11C9&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=B260FC18-F9A9-4A06-81D2-AA7A3B1DCC54&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=CCD7A626-5304-465D-B315-40B27BC3F398&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=0E1CA264-71FB-4430-A686-1EB0DA183BA1&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=7305C2A6-0D6C-47AA-ACB3-B65D0ECCF54B&blnFromSearch=1&productcode=US

Categorical) by Brian P. Cleary and Brian Gable (Library Binding - Jan 2006)

A Lime, a Mime, a Pool of Slime: More About Nouns (Words Are Categorical) by Brian P. Cleary and Brian Gable (Paperback - Sep 2008)

Straight and Curvy, Meek and Nervy: More About Antonyms (Words Are Categorical) by Brian P. Cleary and Brian Gable (Library Binding - Mar 2009)

Stroll and Walk, Babble and Talk: More About Synonyms (Words Are Categorical) by Brian P. Cleary and Brian Gable (Library Binding - Oct 2008)

How Much Can A Bare Bear Bear?: What Are Homonyms And Homophones? (Words Are Categorical) by Brian P. Cleary and Brian Gable (Library Binding - Sep 2005)

Pitch And Throw, Grasp And Know: What Is A Synonym? (Words Are Categorical) by Brian P. Cleary and Brian Gable (Hardcover - Nov 2004)

Quirky, Jerky, Extra Perky: More About Adjectives (Words Are Categorical) by Brian P. Cleary and Brian Gable (Library Binding - Sep 1, 2007)

Stop And Go, Yes And No: What Is an Antonym? (Words Are Categorical) (Library Binding)by Brian P. Cleary (Author), Brian Gable (Illustrator)

Grade 5Big Idea: Writing

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http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_2?_encoding=UTF8&search-type=ss&index=books&field-author=Brian%20Gable

http://www.amazon.com/exec/obidos/search-handle-url/ref=ntt_athr_dp_sr_1?_encoding=UTF8&search-type=ss&index=books&field-author=Brian%20P.%20Cleary

http://www.amazon.com/Quirky-Jerky-Extra-Perky-Categorical/dp/0822567091/ref=sr_1_36?ie=UTF8&s=books&qid=1245159483&sr=8-36

http://www.amazon.com/Quirky-Jerky-Extra-Perky-Categorical/dp/0822567091/ref=sr_1_36?ie=UTF8&s=books&qid=1245159483&sr=8-36

http://www.amazon.com/Pitch-Throw-Grasp-Know-Categorical/dp/1575057964/ref=sr_1_31?ie=UTF8&s=books&qid=1245159377&sr=8-31

http://www.amazon.com/Pitch-Throw-Grasp-Know-Categorical/dp/1575057964/ref=sr_1_31?ie=UTF8&s=books&qid=1245159377&sr=8-31

http://www.amazon.com/How-Much-Can-Bare-Bear/dp/1575058243/ref=sr_1_29?ie=UTF8&s=books&qid=1245159377&sr=8-29

http://www.amazon.com/How-Much-Can-Bare-Bear/dp/1575058243/ref=sr_1_29?ie=UTF8&s=books&qid=1245159377&sr=8-29

http://www.amazon.com/Stroll-Walk-Babble-Talk-Categorical/dp/0822578506/ref=sr_1_27?ie=UTF8&s=books&qid=1245159377&sr=8-27

http://www.amazon.com/Stroll-Walk-Babble-Talk-Categorical/dp/0822578506/ref=sr_1_27?ie=UTF8&s=books&qid=1245159377&sr=8-27

http://www.amazon.com/Straight-Curvy-Meek-Nervy-Categorical/dp/0822578786/ref=sr_1_26?ie=UTF8&s=books&qid=1245159268&sr=8-26

http://www.amazon.com/Straight-Curvy-Meek-Nervy-Categorical/dp/0822578786/ref=sr_1_26?ie=UTF8&s=books&qid=1245159268&sr=8-26

http://www.amazon.com/Lime-Mime-Pool-Slime-Categorical/dp/1580139345/ref=sr_1_17?ie=UTF8&s=books&qid=1245159268&sr=8-17

http://www.amazon.com/Lime-Mime-Pool-Slime-Categorical/dp/1580139345/ref=sr_1_17?ie=UTF8&s=books&qid=1245159268&sr=8-17

http://www.amazon.com/Stop-Go-Yes-No-Categorical/dp/157505860X/ref=sr_1_16?ie=UTF8&s=books&qid=1245158865&sr=8-16

Producing Written Communications in a Variety of Forms

Standard 5-5: The student will write for a variety of purposes and audiences.

Essential Question: How do people create meaning for a variety of purposes and audiences through written communication?


Indicators:5-5.1 Create informational pieces (for example, book reviews and newsletter articles)

that use language appropriate for the specific audience. 5-5.2 Create narratives that have a fully developed plot and a consistent point of view. 5-5.3 Create written descriptions using precise language and vivid details.5-5.4 Create written pieces (for example, picture books, comic books, and graphic

novels) to entertain a specific audience.

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Big Idea: WritingUnderstanding and Using

Written Communication in a Variety of Forms

Help Page for Standard 5-5: The student will write for a variety of purposes and audiences

See support document attached for 5.1

Notes:Assessments

teacher observation/anecdotal recordsstudent/teacher writing conferencestests/quizzesclassroom discussion Extended Response Scoring Rubric Grades 3-8 (PASS rubric found in the appendix)

Textbook Correlation “Passage To Freedom” (narrative)“Eloise Greenfield” (narrative)“Dwaina Brooks” (narrative)“Jr. Iditarod Race” (narrative)“Everglades” (descriptive)“Looking for a Home” (descriptive)

Technology:

Club Write: Descriptive Writing (14:37 in length)http://www.scetv.org/education/streamlineSC /html

descriptive writing prompts: (hard copy included in UbD Unit Plan)http://www.hwrel.org/assessment/pdfGeneral/Prompts_BlowingAway.pdf

narrative and descriptive writing prompts: (hard copy included)http://poster.4teachers.org/worksheet/view.php?ID=1309

South Carolina Department of Education

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http://poster.4teachers.org/worksheet/view.php?ID=1309

http://www.hwrel.org/assessment/pdfGeneral/Prompts_BlowingAway.pdf

http://www.hwrel.org/assessment/pdfGeneral/Prompts_BlowingAway.pdf


Support DocumentStandard 5-5: The student will write for a variety of purposes and audiences.

Students in grade five write for various audiences to inform, to describe, and to entertain. They plan, draft, revise, and edit narrative and informational writing. Students pay attention to the content and development, the organization, the quality of voice, the correct use of Standard American English in their written works.

Teachers should continue to address earlier indicators as they apply to more difficult text.

Indicator 5-5.1: Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience.

Definition of Revised Bloom’s Verb Create Put elements together to form a coherent or functional whole

Explanation of IndicatorCreating informational pieces of writing requires a different approach to composing. This type of writing is more authentic, is about knowledge that the writer has to share, gives information to explain realities or ideas, has a purpose that is related to a real-life situation, and is written for a specific audience. Various techniques can be used to convey information. For example, a book review can provide a written description of what the student read and understood. A newsletter article can include artwork and snippets of information to convey information.

Instructional ProgressionThe level of difficulty of the writing increases at each grade level. Additionally, some areas of focus differ at each grade level.

What do students need to know before they can create informational pieces? Students need to be familiar with various forms of different types of

writing. Students should be able to create a variety of written communications

for specific audiences. Students should be able to create lists, notes, thank you notes,

invitations, and friendly letters, postcards, flyers, and emails. Students may be able to write book reviews and newsletter articles,

but must be able to do so in a manner to inform.

Within informational writing, what have students been taught and what will they be taught or learn in the future?The words in bold indicate a change from grade to grade.K-5.1 Use symbols (drawings, letters, and words) to create written

communications (for example, notes, messages, and lists) to inform a specific audience.

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1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example, directions and instructions) to inform a specific audience.

3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).

4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.


6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

When teaching informational writing, what connections, links, or ties can be made to other indicators?

5-1.1 Analyze literary texts to draw conclusions and make inferences.5-1.7 Create responses to literary texts through a variety of methods (for

example, writing, creative dramatics, and the visual and performing arts).5-1.8 Analyze works of fiction (including legends and myths) and works of

nonfiction (including speeches and personal essays) by characteristics.5-2.1 Summarize the central idea and supporting evidence of a given

informational text.






5-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes).


5-3.4 Spell correctly multisyllabic constructions, double consonant patterns, and irregular vowel patterns in multisyllabic words.

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5-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).

5-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing.

5-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

5-4.4 Use grammatical conventions of written Standard American English, including

• irregular comparative and superlative adjectives, • irregular adverbs,• interjections,• past participles of commonly misused verbs, and• subject-verb and pronoun-antecedent agreement with collective nouns. (See Instructional Appendix: Composite Writing Matrix.)

5-4.5 Use revision strategies to improve the organization and development of content and the quality of voice in written works. (See Instructional Appendix: Composite Writing Matrix.)

5-4.6 Edit for the correct use of written Standard American English, including• capitalization

– ethnic groups,– national groups, and– established religions and languages;

• punctuation– colons and– hyphens; and

• spelling – commonly confused words,– multisyllabic constructions, – double consonant patterns, and- irregular vowel patterns in multisyllabic words with suffixes and

prefixes and- multisyllabic words.

5-6.1 Clarify and refine a research topic.5-6.2 Use print sources (for example, books, magazines, charts, graphs,

diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

5-6.3 Select information appropriate for the research topic.




5-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

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5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations.

5-6.9 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “create.” In grade five, informational writing may be assessed during one-on-one writing conferences, during small group discussions, or as a written assessment. When students are assessed, they should be asked to show what they have learned in the same way they were taught.

Students’ understanding of informational writing may also be assessed within their writing. Fifth grade students can write a variety of texts containing information. Students may be asked to respond to a text or discussion about a given topic. The Students may be asked to create book reviews or newsletter articles, with either piece including important details. The primary focus of assessment for informational writing is to determine if students can write an informational piece.

Classroom assessment should be based on the domains and descriptors in the South Carolina Extended Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.

Suggested Instructional ResourcesProfessional TextsHarvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME: Stenhouse, 2007.


Student TextsThere are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materialshttp://www.teachersdesk.org/news.htmlThis site provides ideas on using newspapers in the classroom.



5 - 59



http://www.teachersdesk.org/news.html


http://www.teachersfirst.com

http://streaming.discoveryeducation.comDiscovering Language Arts: Nonfiction (Grades 3-5).

http://streaming.discoveryeducation.comDiscovering Language Arts: Fiction (Grades 6-8).

Grade 5Big Idea: Research

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http://www.teachersfirst.com/

Applying the Skills of Inquiry and Oral Communication

Standard 5-6: The student will access and use information from a variety of sources.

Essential Question: How do people discover meaning through inquiry and communication?


Indicators: 5-6.1 Clarify and refine a research topic.5-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams,

dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

5-6.3 Select information appropriate for the research topic. 5-6.4 Paraphrase research information accurately and meaningfully.5-6.5 Create a list of sources that contains information (including author, title, and full

publication details) necessary to properly credit and document the work of others. 5-6.6 Use the Internet as a source of information. 5-6.7 Use vocabulary (including Standard American English) that is appropriate for

the particular audience or purpose.5-6.8 Use appropriate organizational strategies to prepare written works and oral and

visual presentations.5-6.9 Select appropriate graphics, in print or electronic form, to support written works

and oral and visual presentations.

Big Idea: ResearchUnderstanding and Using the Skills of Inquiry

Help Page for Standard 5-6: The student will access and use information from a variety of sources

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See support document attached for 6.1, 6.2

Notes:Assessments

teacher observation/anecdotal recordsstudent/teacher writing conferencestests/quizzesrubrics to grade steps in the research process

Textbook Correlation (see all informational selections in the textbook for examples)

“Looking for a Home”“What Were Orphan Trains?”“Eloise Greenfield”“Diver and the Dolphins”“Dolphin Behavior”“The Fury of the Hurricane” (graphic features)“Flying into a Hurricane”“Everglades”“Florida Everglades”“From Bees to Honey”“Jr. Iditorod Race”“Dogs in Sports”“The Brain and Memory”“How the Underground Railroad Got Its Name”“Passage to Freedom: The Sugihara Story”“All Kinds of Money”“Bug-a-Licious”“Long Path to Freedom” (paraphrasing)“Paul Revere’s Ride” (paraphrasing)

Technology:

Electronic Note Card: (hard copy included)http://drb.lifestreamcenter.net/E-note.rtf

Online Research Planner: (hard copy included)http://secondary.oslis.org/plan/plan-research/Researchplanner?plone_skin=OSLIS+Secondary+Theme

Book Source Notes:

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http://secondary.oslis.org/plan/plan-research/Researchplanner?plone_skin=OSLIS+Secondary+Theme

http://secondary.oslis.org/plan/plan-research/Researchplanner?plone_skin=OSLIS+Secondary+Theme

http://drb.lifestreamcenter.net/E-note.rtf

http://www.lesliepreddy.com/Inquiry/ISNB.pdf

paraphrasing:http://owl.english.purdue.edu/owl/resource/563/02/

Discovering Language Arts: Writing- grades 3-5Research (42:49 in length)http://www.scetv.org/education/streamlineSC /html




Indicator 5-6.1: Clarify and refine a research topic.

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http://owl.english.purdue.edu/owl/resource/563/02/

http://www.lesliepreddy.com/Inquiry/ISNB.pdf

Definition of Revised Bloom’s VerbClarify Changing from one form of representation to another

For example, students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question that the student requires information to answer.

Explanation of IndicatorA research topic is the subject matter that requires the student to access and use information. Students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question the student requires information to answer.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for clarifying and refining a research topic differ at each grade level.

What do students need to know before they can understand clarifying and refining a research topic?

Students must know how to generate how and why questions about topics of interest.

Students must know the type of information answers to questions provide. Students need to experience selecting topics of interest. Students need to know how to paraphrase information (state in their own

words). Students need to know how to appropriately credit the words and work of

others.

Within clarifying and refining a research topic, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-6.1 Generate how and why questions about a topic of interest.1-6.1 Generate how and why questions about a topic of interest.2-6.1 Generate how and why questions about a topic of interest.3-6.1 Generate a topic for inquiry.4-6.1 Clarify and refine a research topic.5-6.1 Clarify and refine a research topic.6-6.1 Clarify and refine a research topic.7-6.1 Clarify and refine a research topic.8-6.1 Clarify and refine a research topic.

When teaching how to clarify and refine a research topic, what connections, links, or ties can be made to other indicators and/or content areas?

5-1.1 Analyze literary texts to draw conclusions and make inferences.

5 - 64









5-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes).


5-4.4 Use grammatical conventions of written Standard American English, including

• irregular comparative and superlative adjectives, • irregular adverbs,• interjections,• past participles of commonly misused verbs, and• subject-verb and pronoun-antecedent agreement with

collective nouns. (See Instructional Appendix: Composite Writing Matrix.)


5-6.3 Select information appropriate for the research topic.



5-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

5 - 65

Classroom Assessment Students should be taught and assessed using similar methods. This indicator addresses one part, and a critical part, of a larger whole in which students will ultimately participate. At this grade level, students should be assessed based upon that what the indicator is asking of them, in this case clarifying and refining a topic for research. The topics students choose to inquire about should become more complex, therefore the need to clarify and refine becomes more important. Students must learn and expand upon the foundational components of the research process before demonstrating their knowledge of the total process in later grades.

Because the research topic is the foundation upon which the student builds the overall research project, the teacher should assess the student’s research topic for clarity and refinement and prompt the student as needed to revise the topic before proceeding with research. Conferencing with the student as well as providing specific written feedback is an excellent way to assess this indicator.

Students might also keep a research journal or log. The student should spend a few minutes each day to reflect on his list of topics and the types of questions and the search strategies needed to gather the most relevant information. The journal or log serves as both a self-assessment mechanism as well as a tool for use for assessing classroom performance.

Suggested Instructional ResourcesResearch is not taught in isolation. Students need to know how they can find out about things they don’t know, and they need to know how to share what they’ve learned with others. Suggested texts are listed below; however, what is used depends on the topic of interest. Students clarify and refine their research best when they select topics that interest them.

Professional Texts Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for

K-6. Worthington, OH: Linworth Publishing Co., 2007.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for Parents, Teachers, Librarians, and Others Who Care About Computer-Using Young People. Worthington, OH: Linworth Publishing Co., 2003.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME: Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose, CA: Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15 Models for Teaching and Learning in Information-Rich and Technology-Rich Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American Library Association, 2001.

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Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters. Chicago: American Library Association, 2003.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research: Topic Guidelines for Finding Information on Current Issues. Englewood, CO: Libraries Unlimited, 2001.

Student TextsThere are many titles that teachers and students may select to better understand clarifying and refining a research topic. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards

Nonprint MaterialsAlewine, Martha. “The Simple Four: An Information Problem-Solving Model.”

School Library Media Services, South Carolina Department of Education, 9 Sept, 2007. http://martha.alewine.googlepages.com/thesimplefour

Baker, Frank. “Media Literacy Clearinghouse.” 28 Sept. 2007.

http://www.frankwbaker.com/ 28 Sept. 2007.

DISCUS. 2007. South Carolina State Library. 28 Sept. 2007.

http://www.scdiscus.org/databases/discus-kids/

StreamlineSC. 2007. ETV. Sept. 28. http://www.myetv.org/education/streamlinesc/index.cfm

"The Four Phases of Instruction in an I-Search Unit: Phase 1: Becoming

Immersed in a Topic and Generating a Question.” Literacy Matters. 23 Aug.

2007. Education Development Center, Inc.

Instructional Progression of IndicatorThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues?

5 - 67

http://www.myetv.org/education/streamlinesc/index.cfm


http://www.frankwbaker.com/

http://martha.alewine.googlepages.com/thesimplefour


Students need to understand that it is not unusual to encounter words that we do not know when reading.

Students need to understand that, when good readers get “stuck” on a problem during reading, they stop and figure out how to fix the problem.

Students need to know that, when good readers find unfamiliar words or multiple meaning words, they use the surrounding words or sentences (the context) to predict the word’s meanings.

Students need to understand that some words have different meanings depending on the context in which they are used.

Students need to understand that texts often provide examples, definitions, or restatements to support the use and understanding of unfamiliar or multiple meaning words.

Within context clues, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-3.1 Use pictures and context to construct the meaning of unfamiliar words in texts read aloud.

1-3.1 Use pictures, context, and letter-sound relationships to read unfamiliar words.

2-3.1 Use context clues to determine the meaning of unfamiliar words.3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues.4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition).5-3.1 Use context clues (for example, those that provide an example, a


6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

When teaching context clues, what connections, links, or ties can be made to other indicators?

Students in grade 5 will use context clues as they interact with other indicators such as:


5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 5-3.4 Spell correctly

multisyllabic constructions,

5 - 68

double consonant patterns, and irregular vowel patterns in multisyllabic words.

Classroom AssessmentStudents should be taught and assessed using similar methods. In this indicator, the verb is “use”; students should be challenged to generate meaning from using context clues and to demonstrate how that process contributes to the understanding of text and to determining meanings of unknown words. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

Students learn the different types of context clues as they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to generate meanings for unfamiliar and multiple-meaning words. In grade 5, student responses to a text, in writing or in conversations, will demonstrate understandings of words within the text. Teacher observations about the ways students read, discuss, and problem-solve texts are effective ways to teach and assess the use of context clues for determining meanings of unfamiliar words. Locating and explaining embedded examples, definitions, or restatements also demonstrates ways context clues are used to generate meanings of unfamiliar or multiple meaning words.

Examples of strategies to assist students with using context clues include: Search pictures for information beyond what is presented in texts. Search pictures for specific information about the text. Stop during read-alouds or shared readings to talk about what is known, so far, about the

context of the story, or stop at the end of each page to summarize the clues given in that part of text. Refer to that information as the reading continues and unfamiliar words are encountered.

Use post-it notes to mark words that are identified as unknown or difficult. After one reading, return to the post-its to use the information from the reading to problem-solve the word meanings.

Read the sentence before the unknown word to get a hint about the word meaning or the sentence after the unknown word, which can define, explain or give an example of the word.

Use teacher prompts to integrate multiple sources of information, such as, “That word sounds right, but does it make sense in this story” or “That makes sense, but does it look right?”

Use the CLOZE method to read text up to the unfamiliar word to predict what kinds of words would make sense within the given context.

Isolate an example, definition, or restatement, for a word within a text, to clarify the word’s meaning before returning to text to use it within its context.

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In texts used in class, highlight the example, definition, or restatement that gives meaning for an unfamiliar or multiple meaning word within the text.

Suggested Instructional ResourcesProfessional TextsHarvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME, 2000.

Keene, Ellin Oliver. To Understand. Portsmouth, NH: Heinemann, 2008.

Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse, 2002.

Pinnell, Gay Su and Patricia L. Scharer. Teaching for Comprehension in Reading. Grades K-2. New York, NY: Scholastic Professional Books.

Rasinski, Timothy and Nancy Padak. Effective Reading Strategies. Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall, 2004.

Routman, Regie. Invitations. Portsmouth, NH: Heinemann, 1991.

Taberski, Sharon. On Solid Ground. Portsmouth, NH: Heinemann, 2000.

Student TextsThere are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Reading a wide range of books of different genres, topics, and purposes give students opportunities to learn to use context clues in many different kinds of settings and situations, all for the ultimate purpose of more clearly understanding an author’s message.

Nonprint Materialshttp://www.brighthub.com/education/k-12/articles/6323.aspx

http://www.readwritethink.org

http://www.literacymatters.org/content/readandwrite/vocab.htm


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http://www.brighthub.com/education/k-12/articles/6323.aspx







http://pbskids.org/read/




Indicator 5-6.2: Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

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Definition of Revised Bloom’s VerbUse Apply a procedure to an unfamiliar task

Explanation of IndicatorNonprint media includes sources of information such as television, radio, films, movies, videotapes, DVDs, live performances, and the Internet

Instructional ProgressionThe level of difficulty of the text increases at each grade level. Additionally, some areas of focus for using a variety of print and nonprint sources to access information differ at each grade level.

What do students need to know before they can understand using a variety of print and nonprint sources to access information?

Students need to know the difference between print and nonprint resources. They need to have used and been exposed to a variety of sources including books,

newspapers, pictures, charts, and graphs and nonprint media.

Within using a variety of print and nonprint sources to access information, what have students been taught and what will they be taught in the future?The words in bold indicate a change from grade to grade.

K-6.2 Recognize that information can be found in print sources (for example, books, pictures, simple graphs, and charts) and nonprint sources (for example, videos, television, films, radio, and the Internet).

1-6.2 Use print sources of information (for example, books, newspapers, pictures, charts, and graphs) and nonprint media to access information.

2-6.2 Use a variety of print sources (for example, books, pictures, charts, graphs, diagrams, and picture dictionaries) and nonprint media to access information.

3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.

4, 5-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

1 and 2-6.4 Use the Internet with the aid of a teacher.3-6.5 Use the Internet as a source of information.4-6.6 Use the Internet as a source of information.6, 7 and 8-6.7 Use a variety of print and electronic reference materials.

When teaching using a variety of print and nonprint sources to access information, what connections, links, or ties can be made to other indicators?

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5-2.2 Analyze informational text to draw conclusions and make inferences.







5-3.2 Use base words and affixes to determine the meaning of words within text (see Instructional Appendix: Greek and Latin Roots and Affixes).

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.



5-6.6 Use the Internet as a source of information.5-6.9 Select appropriate graphics, in print or electronic form, to support

written works and oral and visual presentations.

Classroom Assessment Students should be taught and assessed using similar methods.

Suggested Instructional ResourcesResearch is not taught in isolation. Students need to know how they can find out about things they don’t know and they need to know how to share what they’ve learned with others.

Professional TextsReadWriteThink. 27 Sept. 2007. IRA/NCTE. http://www.readwritethink.org

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This website allows teachers to use lesson plans that have been produced. For this indicator, browse lessons 3-5; Learning Through Language; Inquiry/Research

Student TextsThere are many titles that teachers and students may select to better understand using a variety of print and nonprint sources to access information. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards

Nonprint MaterialsStreamlineSC. 2007. ETV. 28 Sept. 2007. http://www.myetv.org/education/streamlinesc/index.cfm

DISCUS. 2007. South Carolina State Library. 28 Sept. 2007. http://www.scdiscus.org/databases/discus-kids/http://www.brainpop.com/

http://www.moma.org/modernteachers/lessons.php Lessons and images from the Metropolitan Museum of Art.

http://www.images.library.uiuc.edu/projects/tdc/lessonplans/#gk4Lessons plans using nonprint media.

UbD Unit Plan

Unit Title: Analyzing Works of Fiction and Nonfiction Grade Level: 5

Subject/Topic: Myths, Legends, Speeches, personal essays

Key Words: myth, legend, speech, essay, fiction, nonfiction

Designed by: Linsay Carnes and Kelly Malloy Time Frame: Three Weeks

School District:

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Unit Cover Page

http://www.images.library.uiuc.edu/projects/tdc/lessonplans/#gk4

http://www.moma.org/modernteachers/lessons.php

http://www.brainpop.com/


http://www.myetv.org/education/streamlinesc/index.cfm


Newberry County

School: Prosperity-Rikard Elementary, Little Mountain Elementary

Brief Summary of Unit (including curricular context and unit goals):

Students will analyze works of fiction including myths and legends. Students will review many examples of each.

In addition, students will consider the author’s craft including tone, purpose, and the morals presented.

Students will be able to identify the characteristics of various examples of myths and legends and discuss them in a Socratic environment. In the culminating performance task, students will identify the characteristics of myths and legends and create their own works of fiction, assessed by teacher-made rubric.

Unit Design Status: Completed template pages – Stages 1, 2, and 3

Completed blueprint for each performance task Completed rubrics

Directions to students Materials and resources listed

Suggested accommodations Suggested Extensions

Status: Initial Draft (date: ) Revised draft (date: )Peer Reviewed Content reviewed Field Tested Validated

Anchored

Established Goals:Standard and Indicators: 5-1 The student will read and comprehend a variety of literary texts in prints and non-print formats. SC 5-1.8 Analyze works of fiction (including legends and myths) and works of non-fiction (including speeches and personal essays) by characteristics.SC 5-1.5Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, imagery) on the meaning of literary texts. SC 5-1.7Create responses to literary texts through a variety of methods (for example, writing).

What essential questions will be considered? What understandings are desired?

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Stage 1- Identify Desired Results

When would fictitious writing be

appropriate?

What are the main differences between fiction and non-fiction?

What are the characteristics of legends and myths? How does a reader distinguish between the two?

How do the characteristics of different kinds of myths and legends affect the author’s tone?

Can a story that is passed down through the oral tradition still be considered credible?

The student will be able to determine when the use of fiction writing is appropriate. This includes, but is not limited to, poetry, using writing as a method entertainment, or to present a moral or theme.

Students must understand that non-fiction is text that is based on factual information that can be proven. Fiction encompasses a variety of genres. These include fantasy, realistic, and historical fiction. However, the text written under these pretenses are not considered to be factual.

The student will be able to recognize that a legend is a story written or told to explain about people and their actions or deeds. The setting could be modern or ancient and a hero is often present. While a myth is a story written or told to explain how something came to be.

Students will need to understand that authors write for many different purposes. The genre of the text often has a great impact on the author’s tone.

Students need to be able to identify the credibility of a source. They need to understand that information is available in a variety of formats. This includes print and non-print sources.

What key knowledge and skills will students acquire as a result of this unit?Students will know… Students will be able to…

Read and comprehend a variety of literary text in a variety of formats, including print and non-print sources.

Read and determine meaning through reading essays, novels, short stories, poetry, and non-print sources. These pieces should be

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Analyze sources of fiction and non-fiction.

Determine how the author’s tone can affect the interpretation of the text.

Respond to a variety of texts using (but not limited to) verbal and written communication.

fiction and non-fiction. Students will use their prior knowledge to distinguish between the two.

Establish characteristics for criteria to categorize a text as fiction or non-fiction.

Analyze details in a text to determine if an author is angry, sad, happy, sarcastic, etc. The reader also needs to recognize that the tone that the author uses can change the meaning of the text.

The student needs to be able to write and speak about a text in a manner that conveys clear, concise ideas. The responses should show the reader has a deep understanding of the text.

What evidence will show that students understand?

Performance Tasks: Students will read and discuss their thoughts and findings in a way that

conveys clear, concise ideas. The reader will also defend his/her opinions that are brought about during discussion.

Students will write their own legend or myth, graded by a rubric included in help pages.

WHERETO and W.O.W Design Qualities

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Stage 3- Plan Learning Experiences

Stage 2- Determine Acceptable Evidence

What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements.

Note: Key vocabulary terms are introduced as needed by the various learningactivities and performance tasks. (Content and Substance, Organization of Knowledge)

1.) Introduce the Essential Questions and discuss the culminating unit performance tasks (writing) (Clear and Compelling Product Standards) W

2.) As a focus activity, refer to the “Color” activity, located at: http://artsedge.kennedy-center.org/content/2231/ E, H (Product Focus, Authenticity)3.) To support the above activity, read aloud “Giants and Mosquitoes” to students.

(Mallet, Jerry and Keith Polette. World Folktales. Fort Atkinson: Alleyside Press, 1994.) E Choice, Authenticity

4.) Read aloud Why Mosquitoes Buzz in People’s Ears by Verna Aardema. E Choice

5.) Students will view this myth on the internet at SC-ETV Streamline. www.scetv.org E Choice

6.) Discuss the characteristics of a myth. Record thinking on an anchor chart. (See definitions). E, E Affirmation of Performance

7.) Read several examples of Greek/Roman myths, including gods and goddesses as main characters. (See suggested resources on help pages). E

8.) Read several examples of “creation myths” (see suggested resources on help pages). E Product Focus, Organization of Knowledge, and Affiliation

9.) Read several examples of “natural phenomenon myths” (see suggested resources on help pages). Tell students they will have the opportunity to write their own myth. R, E Product Focus, Organization of Knowledge, and Affiliation

10.) The teacher will discuss the importance of tone. (See included mini-lesson.) .Content and Substance

11.) Present the key elements of a legend, and review the characteristics for a myth. Content and Substance

12.) Students will read a variety of different legends provided by the teacher (See suggested resources in the help pages.) E, Affiliation, Choice 13.) Teacher will show the blank legend writing template on the overhead or the Smart board and discuss the characteristics of a legend, and specifically Highlighting the differences between a myth and a legend. T, H Novelty and Variety, Organization of Knowledge 14.) As a whole group activity, the class will compose a brief legend together. The teacher will document their ideas on a template. T, H Protection Against Adverse Consequences for Initial Failure

15.) Students will break up into groups and create another original legend using their blank templates as a guide. Products will be recorded on anchor charts. T,H

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http://www.scetv.org/

Protection from Adverse Consequences for Initial Failures, Choice 16.) Students will present their legends to the class, discussing and color-coding the components of a legend as they go. R Novelty and Variety, Clear and Compelling Product Standards 17.) Students will discuss and reflect upon their thoughts about the myths and legends presented in class. Students will write their responses and their ideas in their reading logs. Students can share and comment. R,E Protection from Adverse Consequences for Initial Failures, Choice, Authenticity 18.) Students will plan their strategies for writing a myth and/or a legend. Choice 19.) Students will employ the writing process to complete the writing assignments. Choice, Authenticity, Product Focus 20.) Students will share their final draft with a group or the whole class. The teacher will assess the product with the included corresponding rubric. Affirmation of Performance, Clear and Compelling Product Standards

Consider the WHERETO elements.

Frid

ay

Con

tinue

read

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Gre

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oman

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.

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nent

s of a

le

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lly a

nd w

ith

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ode

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cha

rt.

Stud

ents

will

em

ploy

th

e w

ritin

g pr

oces

s to

com

plet

e th

e w

ritin

g as

sess

men

ts se

t for

th

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tabl

ishe

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Thu

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Dis

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char

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m

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and

reco

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cha

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Rea

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mpl

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of G

reek

/Rom

an

myt

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Rev

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the

lege

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writ

ten

the

day

befo

re

and

brea

k in

to g

roup

s to

writ

e an

orig

inal

le

gend

.

Stud

ents

will

em

ploy

th

e w

ritin

g pr

oces

s to

com

plet

e th

e w

ritin

g as

sess

men

ts se

t for

th

in th

e es

tabl

ishe

d go

als.

Wed

nesd

ay

Rea

d W

hy M

osqu

itoes

B

uzz

in P

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ars

by V

erna

Aar

dem

a

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w th

is o

n St

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line.

Con

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read

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exam

ples

of l

egen

ds

Do

the

teac

her-

led

grou

p ac

tivity

usi

ng

the

lege

nd w

ritin

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mpl

ate.

Stud

ents

will

em

ploy

th

e w

ritin

g pr

oces

s to

com

plet

e th

e w

ritin

g as

sess

men

ts se

t for

th

in th

e es

tabl

ishe

d go

als.

5 - 79

Stage 3- Plan Learning Experiences (continued)

Tue

sday

Ref

er to

the

“Col

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activ

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ocat

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t:ht

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arts

edge

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R

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and

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ecor

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ead

seve

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xam

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Stud

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will

beg

in

plan

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thei

r st

rate

gies

for w

ritin

g a

myt

h an

d/or

lege

nd.

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will

refe

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the

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uden

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guid

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usly

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Mon

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myt

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Rea

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natu

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on

myt

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Stud

ents

will

dis

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flect

upo

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eir

thou

ghts

abo

ut th

e m

yths

and

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nds

pres

ente

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cla

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Stud

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thei

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ents

can

shar

e an

d co

mm

ent.

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