ENGLISH LANGUAGE ARTS RESOURCES

LANGUAGE ARTS :: ELEMENTARY RESOURCES :: ENGLISH LANGUAGE ARTS OVERVIEW

ENGLISH LANGUAGE ARTS
AN OVERVIEW
GRADE 5

Students in fifth grade expand and deepen concepts, skills, and strategies learned at earlier grades. They make new connections as they experience more sophisticated ideas and begin to study subjects in more formal ways.They read and write a variety of texts with greater breadth and depth, critically analyzing and evaluating information and ideas. Fifth graders revisit and refine concepts and their knowledge of English Language Arts conventions as they become more sophisticated, independent learners. The learner will:

• Use reading and writing to learn about and understand their world and other cultures.
• Evaluate text to determine the author's purpose and point of view.
• Increase vocabulary knowledge through wide reading, word study, discussion, and content area study.
• Use print and non-print media to persuade an audience.
• Use metacognitive skills to accomplish a task independently or as a group member.
• Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas.
• Apply comprehension strategies critically, creatively, and strategically.
• Use media and technology as resources for extended research and as tools for learning.

Strands: Oral Language, Written Language, and Other Media/Technology

WORD RECOGNITION/VOCABULARY

COMPETENCY GOAL 1

The learner will apply enabling strategies and skills to read and write.

Objectives

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

1.03 Increase reading and writing vocabulary through:

• wide reading.
• word study.
• word reference materials.
• content area study.
• writing process elements.
• writing as a tool.
• debate.
• discussions.
• seminars
• examining the author's craft.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words.

1.05 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:

• increase fluency.
• build background knowledge.
• expand and refine vocabulary.

COMPREHENSION

COMPETENCY GOAL 2

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

Objectives

2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

• making predictions.
• formulating questions.
• supporting answers from textual information, previous experience, and/or other sources.
• drawing on personal, literary, and cultural understandings.
• seeking additional information.
• making connections with previous experiences, information, and ideas.

2.03 Read a variety of texts, such as:

• fiction (tall tales, myths).
• drama (plays and skits).
• poetry (narrative, lyric, and cinquains).
• nonfiction (books of true experience, newspaper and magazine articles, schedules).

2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:

• effectiveness of figurative language (e.g., personification, flashback).
• plot development.
• author's choice of words.
• tone.

2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).

2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment).

2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.

2.08 Explain and evaluate relationships that are:

• causal.
• hierarchical.
• temporal.
• problem-solution.

2.09 Listen actively and critically by:

• asking questions.
• delving deeper into the topic.
• elaborating on the information and ideas presented.
• evaluating information and ideas.
• making inferences and drawing conclusions.
• making judgements.

2.10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience.

CONNECTIONS

COMPETENCY GOAL 3

The learner will make connections through the use of oral language, written language, and media and technology.

Objectives

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

• analyzing word choice and content.
• examining reasons for a character's actions, taking into account the situation and basic motivation of the character.
• creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
• examining alternative perspectives.
• evaluating the differences among genres.
• examining relationships among characters.
• making and evaluating inferences and conclusions about characters, events, and themes.

3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message.

3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).

3.04 Make informed judgements about television, radio, video/ film productions, other electronic mediums and/or print formats

3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts.

3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

3.07 Make informed judgments about:

• bias.
• propaganda.
• stereotyping.
• media techniques.

PRODUCTS

COMPETENCY GOAL 4

The learner will apply strategies and skills to create oral, written, and visual texts.

Objectives

4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience, and purpose.

4.02 Use oral and written language to:

• formulate hypotheses.
• evaluate information and ideas.
• present and support arguments.
• influence the thinking of others.

4.03 Make oral and written presentations to inform or persuade selecting vocabulary for impact.

4.04 Select a self-evaluated composition for publication and justify rationale for selection.

4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.

4.06 an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content.

4.07 Compose a variety of fiction, nonfiction, poetry, and drama using self-selected topics and formats (e.g., poetry, research reports, news articles, letters-to-the- editor, business letters).

4.08 Focus revision on target elements by:

• improving word choice.
• creating simple and/or complex sentences for clarity or impact.
• rearranging text for clarity.
• developing a lead, characters, or mood.

4.09 Produce work that follows the conventions of particular genres (e.g., essay, feature story, business letter).

4.10 Use technology as a tool to enhance and/or publish a product.

GRAMMAR & LANGUAGE CONVENTIONS

COMPETENCY GOAL 5

The learner will apply grammar and language conventions to communicate effectively.

Objectives

5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences)

5.02 Demonstrate understanding in speaking and writing by using:

• troublesome verbs.
• nomative, objective, and possessive pronouns.

5.03 Elaborate information and ideas in speaking and writing by using:

• prepositional phrases.
• transitions.
• coordinating and/or subordinating conjunctions.

5.04 Determine the impact of word choice on written and spoken language.

5.05 Spell most commonly used words accurately using a multi-strategy approach to the learning of new spellings.

5.06 Proofread for accuracy of spelling using appropriate strategies to confirm spelling and to correct errors.

5.07 Edit final product for grammar, language conventions, and format.

5.08 Create readable documents through legible handwriting (cursive) and word processing.

Composition Products

These composition products represent a basic list of text types. Teachers may want to focus instruction on these text types, but are encouraged to expose students to additional types of writing.

GRADE K
Participate in writing behaviors by using authors' models of language. Write by using models.

FIRST GRADE
Stories, journal entries, letters, response logs, simple poems, oral retellings

SECOND GRADE
Personal narratives, creative stories, skits (familiar stories/experiences), structured, informative presentations and narratives

THIRD GRADE
Simple narratives, short reports, friendly letters, directions, instructions, poems, learning logs, notes

FOURTH GRADE
Personal narratives, imaginative narratives, research reports, logs, diaries, journals, rules, instructions, letters-of-request, letters-of-complaint

FIFTH GRADE
Research reports, news articles, business letters, letters-to-the-editor, poetry, essays, feature stories

 

TEXTS IN GENRE

Grade Levels	Fiction	Nonfiction	Poetry	Drama
Grade K	Picture books Caption books	Short inofrmational texts	Nursery rhymes Word plays & Finger plays	Puppet plays Reenactments of familiar stories
Grades 1-2	Storybooks Short chapter books	Newspapers Telephone books Signs/labels	Short poems Word plays (alliteration/rhyme)	Skits Short plays
Grade 3	Short stories Novels Fantasies Fairy tales & Fables	Biographies Letters & Articles Procedures/instructions Charts	Proverbs Riddles Limericks Simple poems	Skits Plays
Grade 4	Legends Novels Folklore & Science fiction	Autobiographies Informational books Diaries & Journals	Concrete poems Haiku	Skits Plays
Grade 5	Tall tales Myths	True experiences Newspapers & Magazines Schedules	Narrative Lyric Cinquain	Skits Plays

PROFESSIONAL ORGANIZATIONS

International Reading Association (IRA)
800.336.READ; www.reading.org

North Carolina Reading Association (NCRA)
www.ncreading.org

National Council of the Teachers of English (NCTE) (Elementary Section)
800.369.6283; www.ncte.org

National Association for the Education of Young Children (NAEYC)
800.424.2460; www.naeyc.org

North Carolina Association for the Education of Young Children (NCAEYC)
800.982.4406; www.ncaeyc.org

North Carolina Association of Elementary Educators (NCAEE)
Under Construction

SERVE
800.755.3277; www.serve.org

English Language Arts/Social Studies/Student Services Section
PreK-Elementary Division :: NC Department of Public Instruction :: 919.807.3931

 

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