Curriculum
Pacing Guide &Assessment Map
Language Arts
Grade 5
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Table 1 applies to all fifth grade writing pieces/applications.
|
Grade Level
Indicators
|
Writing
Processes
B. Determine audience and purpose for self-selected
and assigned writing tasks. C. Clarify ideas for writing assignments by
using graphics or other organizers. D. Use revision strategies to improve the
overall organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. E.
Select more
effective vocabulary when editing by using a variety of resources and
reference materials. F.
Edit to
improve fluency, grammar and usage. G. Apply tools to judge the
quality of writing. |
3. State and develop a clear
main idea for writing. 4.
Determine a
purpose and audience. 9. Vary
language and style as appropriate to audience and purpose. 5.
Use
organizational strategies (e.g., rough outlines, diagrams, maps, webs and
Venn diagrams) to plan writing. 11. Reread and analyze clarity of writing, using a
variety of methods. 12. Add and delete information and details to better
elaborate on a stated central idea and to more effectively accomplish purpose. 14. Use resources and reference materials (e.g.,
dictionaries and thesauruses) to select more effective vocabulary. 15. Proofread writing, edit to improve conventions
(e.g., grammar, spelling, punctuation and capitalization) and identify and
correct fragments and run-ons. 16. Apply tools (e.g., rubric, checklist and feedback)
to judge the quality of writing. |
Writing
Conventions
A. Use correct spelling conventions. |
1.
Spell
frequently misspelled and high-frequency words correctly. |
Table 2 applies to all fifth grade oral presentations.
|
Grade Level
Indicators
|
Communication
A.
Use effective listening strategies,
summarize major ideas and draw logical inferences from presentations and
visual media. B.
Explain a speaker’s point of view and
use of persuasive techniques in presentations and visual media. C.
Vary language choice and use effective presentation
techniques, including voice modulation and enunciation. D.
Select an organizational structure appropriate to the
topic, audience, setting and purpose. |
1.
Demonstrate
active listening strategies (e.g., asking focused questions, responding to
cues, making visual contact). 2. Interpret the main idea
and draw conclusions from oral presentations and visual media 3. Identify the speaker’s
purpose in presentations and visual media (e.g., to inform, to entertain, to
persuade). 5.
Demonstrate
an understanding of the rules of the English language and select language
appropriate to purpose and audience. 6.
Use clear
diction and tone, and adjust volume, phrasing and tempo to stress important
ideas. 7.
Adjust
speaking content and style according to the needs of the situation, setting
and audience. |
Beginning of the year Baseline
Assessment: AGS Group Reading Assessment
and Diagnostic Evaluation
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
Literacy
Place
Vol.1 TE324 Parkside packet |
Acquisition of
Vocabulary
A. Use
context clues and text structures to determine the meaning of new vocabulary F.
Use multiple resources to enhance comprehension of
vocabulary. |
1. Define the meaning of
unknown words by using context clues and the author’s use of definition,
restatement and example. 8. Determine the meanings and
pronunciations of unknown words by using dictionaries, thesauruses,
glossaries, technology and textual features, such as definitional footnotes
or sidebars. |
First
Quarter Assessment |
|
September |
Read
Alouds: The
Toothpaste Millionaire There’s a Boy in the Girls’ BathroomLP: “The Donuts” Literacy
Place
Unit 2: It’s a Mystery “The
Red Headed League” “The
Case of the Secret Message” |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
A.
Determine a purpose for reading and use a range of reading
comprehension strategies to better understand text. B.
Apply effective reading comprehension strategies,
including summarizing and making predictions, and comparisons using information
in text, between text and across subject areas. |
1.
Establish and
adjust purposes for reading, including to find out, to understand, to
interpret, to enjoy and to solve problems. 2.
Predict and
|
Teacher
observation Reading
Log Prediction
chart First
Quarter Assessment |
|
September |
Novels: Suzannah and the Purple Mongoose Windcatcher From
the Mixed-up Files of Mrs. B. E. F. The
Case of the Blue Figurine The
View from the Cherry Tree |
Reading
Applications: Literary Text
B.
Analyze the importance of setting. G. Explain how figurative
language expresses ideas and conveys mood. |
2. Explain the influence of setting on the selection. 7. Interpret how an author’s choice of words appeals to the senses and suggests mood. |
First
Quarter Assessment |
|
September |
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
|
|
|
September |
Science
unit: Ecosystems |
Writing
Processes
A. Generate writing topics and establish a
purpose appropriate for the audience. D. Use revision strategies to improve the
overall organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. |
1.
Generate
writing ideas through discussions with others and from printed material, and
keep a list of writing ideas. 8.
Group related
ideas into paragraphs, including topic sentences following paragraph form, and
maintain a consistent focus across paragraphs. |
LA
binder/spiral |
|
September |
Mystery
Unit Economics
unit |
Writing
Applications
B. Write
responses to literature that extend beyond the summary and C. Produce letters (e.g., business, letters
to the editor, job applications) that address audience needs, stated purpose
and context in a clear and efficient manner. |
2.
Write
responses to novels, stories and poems that organize an interpretation around
several clear ideas, and justify the interpretation through the use of
examples and specific textual evidence 3.
Write letters
that state the purpose, make requests or give
compliments and use business letter format. |
Writing
response rubric Business
letter rubric |
|
September |
|
Writing
Conventions
A.
Use
correct spelling conventions. B.
Use conventions of punctuation and capitalization in
written work. |
1.
Spell
high-frequency words correctly. 5.
Use correct
capitalization. |
Writing
rubric |
|
September |
|
Research
|
|
|
|
September |
Class
introductions |
Communication: Oral and Visual
D. Select an organizational structure appropriate to the topic, audience, setting and purpose. |
9. Deliver formal and
informal descriptive presentations recalling an event or personal experience
that convey relevant information and descriptive details.
|
Oral
presentation rubric |
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
Acquisition of
Vocabulary
|
|
|
|
|
October |
Literacy
Place
Unit 1: Making a Difference “Fox
Song” “Like
Father, Like Son” “Who’s
On first?” “Just
Like Me” “Number
the Stars” |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
D. Apply
self-monitoring strategies to clarify confusion about text and to monitor
comprehension. |
9.
List
questions and search for answers within the text to construct meaning. |
|
|
October |
Literacy
Place
Unit 1: Making a Difference “Fox
Song” “Like
Father, Like Son” “Who’s
on First?” “Just
Like Me” “Number
the Stars” Novels: Walk
Two Moons Sing
Down the Moon Sign
of the Beaver Native
American myths |
Reading
Applications: Literary Text
A. Describe and analyze the
elements of character development. G. Explain how figurative language
expresses ideas and conveys mood. |
1.
Explain how a
character’s thoughts, words and actions reveal his or her motivations 8.
Identify and
explain the use of figurative language in literary works, including idioms,
similes, hyperboles, metaphors and personification. |
Character
web |
|
October |
HM
United States History text |
Reading
Applications: Informational, Technical
and Persuasive Text
A. Use text features and graphics to
organize, analyze and draw inferences from content and to gain additional
information D. Identify arguments and persuasive
techniques used in informational text. E. Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic. |
1.
Use text
features, such as chapter titles, headings and subheadings; parts of books,
including the index and table of contents and online tools (search engines)
to locate information. 9.
Identify and
understand an author's purpose for writing, including to explain, to
entertain or to inform. 6.
Clarify steps
in a set of instructions or procedures for proper sequencing and completeness
and revise if necessary. |
|
|
October |
|
Writing
Processes
C.
Clarify ideas for writing
assignments by using graphics or other organizers. D.
Use revision strategies to
improve the overall organization, the clarity and consistency of ideas within
and among paragraphs and the logic and effectiveness of word choices. G. Apply tools to judge the quality of
writing. |
5.
Use
organizational strategies (e.g., rough outlines, diagrams, maps, webs and
Venn diagrams) to plan writing. 6.
Organize
writing, beginning with an introduction, body and a resolution of plot,
followed by a closing statement or a summary of important ideas and deta 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. |
|
|
October |
Native
American myths/tales LP
Unit 1 stories Novels |
Writing
Applications
A.
Use narrative
strategies (e.g., dialogue and action) to develop characters, plot and
setting and to maintain a consistent point of view. B. Write responses to literature that extend
beyond the summary and |
1.
Write
narratives with a consistent point of view, using sensory details and
dialogue to develop characters and setting. 2.
Write
responses to novels, stories and poems that organize an interpretation around
several clear ideas, and justify the interpretation through the use of
examples and specific textual evidence. |
Narrative
rubric Prompt: Write
a Native American tale. Writing
response rubric |
|
October |
|
Writing
Conventions
C.
Use
grammatical structures to effectively communicate ideas in writing. |
4.
Use commas,
end marks, apostrophes and quotation marks correctly. 6.
Use various
parts of speech, such as nouns, pronouns and verbs (regular and
irregular). |
Grammar
test |
|
October |
|
Research
|
|
|
|
October |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
LP
Unit 3: Voyagers “The
Bunyans” poems |
Acquisition of
Vocabulary
B.
Infer word meaning through identification and analysis of
analogies and other word relationships. |
4. Identify and understand
new uses of words and phrases in text, such as similes and metaphors. |
|
|
|
November |
HM
United States History text Science
texts |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
D. Apply
self-monitoring strategies to clarify confusion about text and to monitor
comprehension. |
8.
Monitor own
comprehension by adjusting speed to fit the purpose, or by skimming,
scanning, reading on, looking back or summarizing what has been read so far
in text. |
|
|
November |
Selection
of legends and folk tales Refer
to “the Case of the Secret Message” “The
Bunyans” “John
Henry” Legends
video |
Reading
Applications: Literary Text
E.
Identify the elements of
plot and establish a connection between an element and a future event. G. Explain how figurative
language expresses ideas and conveys mood. |
3.
Identify the
main incidents of a plot sequence and explain how they influence future
action. 8.
Identify and
explain the use of figurative language in literary works, including idioms,
similes, hyperboles, metaphors and personification. |
Plot
map Second
Quarter Assessment |
|
November |
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
|
|
|
November |
|
Writing
Processes
|
|
|
|
November |
Folk
tales Social
studies: Explorers Unit |
Writing
Applications
B. Write responses to literature that extend
beyond the summary and |
2.
Write
responses to novels, stories and poems that organize an interpretation around
several clear ideas, and justify the interpretation through the use of
examples and specific textual evidence. 5.
Produce
informal writings (e.g., journals, notes and poems) for various purposes. |
Written
response rubric with focus on plot sequence, conflict and resolution Journal
rubric Explorer
journal entries |
|
November |
|
Writing
Conventions
A. Use correct spelling conventions. C. Use grammatical structures to effectively
communicate ideas in writing. |
2.
Spell
contractions correctly. 6.
Use various
parts of speech, such as nouns, pronouns and verbs (regular and
irregular). 8.
Use adverbs. |
Grammar
test Writing
rubric |
|
November |
|
Research
|
|
|
|
November |
Science
movie Legends
video |
Communication: Oral and Visual
A. Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media. |
2. Interpret the main idea
and draw conclusions from oral presentations and visual media. |
Video/movie
worksheet |
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
Acquisition of
Vocabulary
D. Use
knowledge of symbols, acronyms, word origins and derivations to determine the
meanings of unknown words |
7. Identify the meanings of
abbreviations. |
|
|
|
December |
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring |
|
|
|
December |
|
Reading Applications: Literary Text |
|
|
|
December |
HM
Unit: Colonial Life LP: “Tolliver’s Secret” LP: “ LP: “Sky Pioneer” Editorials Math
story problems |
Reading
Applications: Informational, Technical
and Persuasive Text
B. Recognize the difference
between cause and effect and fact and opinion to analyze text. D. Identify arguments and
persuasive techniques used in informational text. |
2.
Identify,
distinguish between and explain examples of cause and effect in informational
text. 7.
Analyze the
difference between fact and opinion. 8.
Distinguish
relevant from irrelevant information in a text and identify possible points
of confusion for the reader. |
|
|
December |
|
Writing
Processes
C. Clarify ideas for writing assignments by
using graphics or other organizers. |
5.
Use
organizational strategies (e.g., rough outlines, diagrams, maps, webs and
Venn diagrams) to plan writing. |
|
|
December |
Read
Aloud: Running Out of Time Colonial
Unit |
Writing
Applications
B. Write responses to literature that extend
beyond the summary and D. Produce informational essays or reports
that convey a clear and accurate perspective and |
2.
Write
responses to novels, stories and poems that organize an interpretation around
several clear ideas, and justify the interpretation through the use of
examples and specific textual evidence. 4.
Write
informational essays or reports, including research, that organize
information with a clear introduction, body and conclusion following common
expository structures when appropriate (e.g., cause-effect,
comparison-contrast) and include facts, details and examples to illustrate
important ideas. |
Prompt: Compare/contrast
life in the colonies with life on the frontier. |
|
December |
|
Writing
Conventions
C. Use grammatical structures to effectively
communicate ideas in writing. |
7. Use prepositions and prepositional phrases. |
|
|
December |
|
Research
|
|
|
|
December |
|
Communication: Oral and Visual
B. Explain a speaker’s point of view and use of persuasive techniques in presentations and visual media. |
4. Discuss how facts and
opinions are used to shape the opinions of listeners and viewers |
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
Acquisition of
Vocabulary
|
|
|
|
|
January |
HM
Unit: American Revolution |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
A.
Determine a purpose for reading and use a range of reading
comprehension strategies to better understand text. B.
Apply effective reading comprehension strategies,
including summarizing and making predictions, and comparisons using
information in text, between text and across subject areas. |
6.
Select,
create and use graphic organizers to interpret textual information. 4.
Summarize the
information in texts, recognizing that there may be several important ideas
rather than just one main idea and identifying details that
|
Second
Quarter Assessment |
|
January |
True Story of the Three Pigs |
Reading
Applications: Literary Text
D. Differentiate between the
points of view in narrative text. |
4.
Identify the
speaker and explain how point of view affects the text. |
|
|
January |
HM
United States History text Science
text Cobblestone
Magazines Articles
within websites |
Reading
Applications: Informational, Technical
and Persuasive Text
F.
Determine the
extent to which a summary accurately reflects the main idea, critical details
and underlying meaning of original text. |
4.
Summarize the
main ideas and |
Second
Quarter Assessment |
|
January |
|
Writing
Processes
D. Use revision strategies to improve the
overall organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. |
6. Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details. |
|
|
January |
Fairy
tales American
Revolution Unit |
Writing
Applications
A. Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view. C. Produce letters (e.g., business, letters
to the editor, job applications) that address audience needs, stated purpose
and context in a clear and efficient manner. |
1.
Write
narratives with a consistent point of view, using sensory details and
dialogue to develop characters and setting. 3.
Write letters
that state the purpose, make requests or give
compliments and use business letter format. |
Narrative
rubric Prompt: Rewrite
a falry tale from a different character’s point of
view. Business
letter rubric Prompt: Write
a letter to King George or a letter to the editor about the Boston Massacre. |
|
January |
|
Writing
Conventions
B. Use conventions of punctuation and capitalization in written work. C.
Use grammatical structures
to effectively communicate ideas in writing. |
4.
Use commas,
end marks, apostrophes and quotation marks correctly. 11. Use conjunctions and
interjections. |
Writing
rubric |
|
January |
|
Research
|
|
|
|
January |
American
Revolution Unit |
Communication: Oral and Visual
B. Explain a speaker’s point of view and use of persuasive techniques in presentations and visual media. |
10. Deliver persuasive
presentations that: a.
establish a
clear position; b.
include
relevant evidence to c. follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution). |
Oral
presentation rubric Prompt: Loyalists
versus Patriots about revolutionary issue |
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
LP
TE 623 Parkside worksheets |
Acquisition of
Vocabulary
C.
Apply knowledge of connotation and denotation to learn the
meanings of words. |
3. Identify the connotation
and denotation of new words. |
|
|
|
February |
Historical
fiction to non-fiction texts |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
B. Apply effective reading
comprehension strategies, including summarizing and making predictions, and
comparisons using information in text, between text and across subject areas. |
3.
Make critical
comparisons across texts. |
Comparison
chart |
|
February |
LP
Vol. 1 TE190 “Wilma
Unlimited” “Number
the Stars” “Miss
Ida’s Porch” “Cricket
in “Nothing Ever happens on |
Reading
Applications: Literary Text
E. Demonstrate comprehension
by inferring themes patterns and symbols. |
5.
Summarize
stated and implied themes. |
|
|
February |
George Washington SocksJean
Fritz biographies websites |
Reading
Applications: Informational, Technical
and Persuasive Text
C. Explain how main ideas
connect to each other in a variety of sources. |
3.
Compare
important details about a topic, using different sources of information,
including books, magazines, newspapers and online resources. |
|
|
February |
|
Writing
Processes
|
|
|
|
February |
LP
stories |
Writing
Applications
B. Write responses to literature that extend
beyond the summary and |
2.
Write
responses to novels, stories and poems that organize an interpretation around
several clear ideas, and justify the interpretation through the use of
examples and specific textual evidence. |
|
|
February |
|
Writing
Conventions
C. Use grammatical structures to effectively
communicate ideas in writing. |
6.
Use various
parts of speech, such as nouns, pronouns and verbs (regular and
irregular). 9.
Use objective
and nominative case pronouns. |
|
|
February |
|
Research
|
|
|
|
February |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
LP
TE 259, 370, 416, 560 Spelling
R 8-9, 14-15, 42-43, 48-49, 64-65, 70-71 Parkside packet |
Acquisition of VocabularyE. Use knowledge of roots and
affixes to determine the meanings of complex words. |
6. Apply the knowledge of
prefixes, suffixes and roots and their various inflections to analyze the
meanings of words |
|
|
|
March |
HM
Unit: Pioneers Refer
to “The House of Dies Drear” Refer
to “Tolliver’s Secret” |
Reading Process: Concepts of Print, Comprehension & Self-MonitoringB.
Apply effective reading comprehension strategies,
including summarizing and making predictions, and comparisons using
information in text, between text and across subject areas. C. Make meaning through
asking and responding to a variety of questions related to text. |
5.
Make
inferences based on implicit information in texts, and provide justifications
for those inferences. 7.
Answer
literal, inferential and evaluative questions to demonstrate comprehension of
grade-appropriate print texts and electronic and visual media. |
|
|
March |
|
Reading
Applications: Literary Text
|
|
|
|
March |
LP: “Cities at a Glance” HM
United States History text Science
text Time for Kids |
Reading
Applications: Informational, Technical
and Persuasive Text
A. Use text features and
graphics to organize, analyze and draw inferences from content and to gain
additional information. |
5.
Analyze
information found in maps, charts, tables, graphs and diagrams. |
|
|
March |
|
Writing
Processes
D.
Use revision strategies to
improve the overall organization, the clarity and consistency of ideas within
and among paragraphs and the logic and effectiveness of word choices. |
6.
Organize
writing, beginning with an introduction, body and a resolution of plot,
followed by a closing statement or a summary of important ideas and details. 7.
Vary simple,
compound and complex sentence structures. 13. Rearrange words, sentences
and paragraphs, and add transitional words and phrases to clarify meaning. |
|
|
March |
|
Writing
Applications
A. Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view. B. Write responses to literature that extend
beyond the summary and |
1.
Write
narratives with a consistent point of view, using sensory details and
dialogue to develop characters and setting. 2.
Write
responses to novels, stories and poems that organize an interpretation around
several clear ideas, and justify the interpretation through the use of
examples and specific textual evidence. 5.
Produce
informal writings (e.g., journals, notes and poems) for various purposes. |
Narrative
rubric Prompt: Use
“starter strips” for characters, setting, and plot. Written
responses focus on inferential and evaluative questions. Journal
rubric Pioneer
journal entries |
|
March |
|
Writing
Conventions
A. Use correct spelling conventions. C. Use grammatical structures to effectively
communicate ideas in writing. |
3.
Spell roots,
suffixes and prefixes correctly. 10. Use indefinite and
relative pronouns. |
|
|
March |
|
Research
|
|
|
|
March |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
LP
Spelling R 2-3, 14-15, 48-49 Parkside packet LP: “La Bamba” LP
TE 539 LP
Spelling R 20-21, 42-43, 58-50, 70-71, 76-77 |
Acquisition of
Vocabulary
A. Use
context clues and text structures to determine the meaning of new vocabulary D.
Use knowledge of symbols, acronyms, word origins and
derivations to determine the meanings of unknown words. |
2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs. 5. Use word origins to
determine the meaning of unknown words and phrases. |
|
|
|
April |
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
|
|
|
|
April |
|
Reading
Applications: Literary Text
F. Identify similarities and
differences of various literary forms and genres. |
6.
Describe the
defining characteristics of literary forms and genres, including poetry,
drama, chapter books, biographies, fiction and non-fiction |
|
|
April |
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
|
|
|
April |
|
Writing
Processes
C. Clarify ideas for writing assignments by
using graphics or other organizers. |
2.
Conduct
background reading, interviews or surveys when appropriate. |
|
|
April |
Poetry
Unit |
Writing
Applications
B. Write responses to literature that extend
beyond the summary and |
2.
Write
responses to novels, stories and poems that organize an interpretation around
several clear ideas, and justify the interpretation through the use of
examples and specific textual evidence. 5.
Produce informal writings (e.g., journals, notes and poems) for
various purposes. |
Written
responses which analyze poems Poetry
rubric Write
poetry using “recipes” or patterns. |
|
April |
|
Writing Conventions |
|
|
|
April |
|
Research |
|
|
|
April |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
Acquisition of Vocabulary
|
|
|
|
|
May |
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring |
|
|
|
May |
|
Reading Applications: Literary Text |
|
|
|
May |
Research
sources
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
|
|
|
May |
|
Writing
Processes
D. Use revision strategies to improve the
overall organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. G. Apply tools to judge the quality of writing. H. Prepare writing for
publication that is legible, follows an appropriate
format and uses techniques such as electronic resources and graphics. |
6.
Organize
writing, beginning with an introduction, body and a resolution of plot, followed
by a closing statement or a summary of important ideas and details. 16. Apply tools (e.g., rubric,
checklist and feedback) to judge the quality of writing. 10. Use available technology
to compose text. 17. Prepare for publication
(e.g., for display or for sharing with others) writing that follows a format
appropriate to the purpose, using techniques such as electronic resources and
graphics to enhance the final product. |
Checklist, draft feedback, rubric |
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May |
|
Writing
Applications
D. Produce informational essays or reports
that convey a clear and accurate perspective and |
4.
Write
informational essays or reports, including research, that organize
information with a clear introduction, body and conclusion following common
expository structures when appropriate (e.g., cause-effect,
comparison-contrast) and include facts, details and examples to illustrate
important ideas |
Research
rubric |
|
May |
|
Writing
Conventions
|
|
|
|
May |
Topic
determined by teacher Unit
rotates monthly during second semester Research
sources
|
Research
A.
Formulate open-ended research questions
suitable for inquiry and investigation and develop a plan for gathering
information. B.
Locate and summarize important
information from multiple sources. C.
Organize information in a systematic
way. D.
Acknowledge quoted and paraphrased information and
document sources used. E.
Communicate
findings orally, visually and in writing or through multimedia. |
1.
Generate a
topic, assigned or personal interest, and open-ended questions for research
and develop a plan for gathering information. 2.
Locate sources
and gather relevant information from multiple sources (e.g., school library
catalogs, online databases, electronic resources and Internet-based
resources). 3.
Identify
important information found in sources and paraphrase the findings in a
systematic way (e.g., notes, outlines, charts, tables or graphic organizers). 4.
Compare and
contrast important findings and select sources to 5.
Define
plagiarism and acknowledge sources of information. 6.
Use a variety
of communication techniques, including oral, visual, written or multimedia
reports, to present information gathered. |
Works
Cited Note
cards Research
rubric-content Works
Cited Research
rubric |
|
May |
Group
class presentations of research |
Communication: Oral and Visual
E. Present ideas in a logical sequence and use
effective introductions and conclusions that guide and inform a listener’s
understanding of key ideas F. Give presentations
using a variety of delivery methods, visual materials and technology. |
8. Deliver informational
presentations (e.g., expository, research) that: a.
demonstrate
an understanding of the topic and present events or ideas in a logical
sequence; b.
c.
organize
information, including a clear introduction, body and conclusion and follow
common organizational structures when appropriate (e.g., cause-effect,
compare-contrast); d.
use
appropriate visual materials (e.g., diagrams, charts, illustrations) and
available technology; and e. draw from several sources and identify
sources used. |
Oral
presentation rubric |