Created on: July 16, 2015 Created by: Lisa Chapman, Lakehurst; Loreen Reiman, Manchester; Jenna Risden, Ocean Twp Revised on: Revised by: OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Content Area: English Language Arts Course Title: English Language Arts Grade Level: 5th Unit 1 September-October-November Reading Fiction Informational (historical/scientific/ technical) Writing Narrative Literary Analysis Task Unit 2 November-December-January Reading Informational (historical/scientific/ technical) Fiction Writing Informative/Explanatory Literary Analysis Task Research Simulation Unit 3 February-March Reading Fiction Informational (historical/scientific/ technical) Writing Opinion Research Simulation Unit 4 April-May Reading Complex Texts (Folktales/Legends/ Myths/Poetry) Writing Short Research Project Narrative Task Unit 5 June Reading Drama Writing Opinion
expected rules and behaviors to be a contributing member of the learning community. the appropriate use of technology to locate information, quote from sources, recall, and restate information to produce published pieces writing, individually and collaboratively. the relationship between particular words (synonyms, antonyms, homographs) to better understand each of the words. how to use context as a clue to the meaning of a word or phrase. to adapt speech to a variety of context and tasks. how to use and spell grade- appropriate words in their daily writing. to utilize the writing process to evaluate the quality of writing through revision and editing. compare and contrast two or more characters, settings, or events read on-level text with purpose and understanding across a variety of genres, both fiction and non-fiction. write routinely over extended time frames (time for research, reflection, revision), and in specific times frames (a single sitting or a day or two) for a range of discipline-specific tasks consult reference materials both print and digital, to find the pronunciation and determine the meaning of key words or phrases. maintain a working portfolio use knowledge of English grammar and usage to express ideas effectively. describe how a narrator’s or speaker’s point of view influences how events are described OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Formative Assessments Journal Writing Class discussion Teacher Observations/Conferences Do-Nows Exit Cards Projects Literature Circles Graphic Organizers Multiple Choice Tests Timed Readings/Writing Tasks Running Records/Anecdotal Notes Writer’s Workshop Performance-Based Checklists Higher Order Questioning Reader/Writer Workshops Reader/Writer Workshops Reading Response Entries Rubric Assessments Peer Editing Portfolio Reflection Process/Self Evaluation Teacher Conferences Pair & Share Activities Cooperative Learning Groups Literature Responses/Reader's Notebook Open-Ended Questions Note-Taking Quizzes Self-Assessments/Reflections Literary Projects
OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Journal Writing Class discussion Teacher Observations/Conferences Do-Nows Exit Cards Projects Literature Circles Graphic Organizers Multiple Choice Tests Timed Readings/Writing Tasks Running Records/Anecdotal Notes Writer’s Workshop Performance-Based Checklists Higher Order Questioning Reader/Writer Workshops Reading Response Entries Rubric Assessments Peer Editing Portfolio Reflection Process/Self Evaluation Teacher Conferences Pair & Share Activities Cooperative Learning Groups Literature Responses/Reader's Notebook Open-Ended Questions Note-Taking Quizzes Self-Assessments/Reflections Literary Projects Summative Assessments Novel/unit projects District benchmark or interim assessments End of unit assessments Portfolios State assessments Unit Tests/Project Modifications (ELLs, Special Education, Gifted and Talented) Suggested / possible modifications for ELL and Special Education: choral reading chants, songs use charts, posters, videos use a highlighter for key ideas, vocabulary write helpful hints in margins of copied materials provide copy of all notes preferential seating use manipulatives use graphic organizers reinforce vocabulary within the content assign a picture or movement to vocabulary words small group instruction use print, not cursive use books on tape Suggested / possible modifications for Gifted and Talented: ask open-ended questions encourage upper level int––ellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating) do not always be explicit, allow for discovery use centers and group students according to ability or interest propose interest-based extension activities