| LANGUAGE ARTS TESTED OBJECTIVES | ||||
| Fifth Grade | ||||
| Internet Resource Alignment | ||||
| SPI | Assessed Objective | Internet Resources | ||
| Powerpoint | United Streaming | Websites | ||
| READING | ||||
| The student will develop reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation and appreciation of print and nonprint texts. | ||||
| 5.1.16 | Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of content). | |||
| 5.1.6 | Recognize and use grade appropriate vocabulary and determine word meanings within context. | Guessing Vocabulary in Context 1 | ||
| 5.1.10 | Identify the sequence of events in fiction and nonfiction selections. | Sequencing Fun | ||
| 5.1.21 | Identify the author’s purposes (i.e., to inform or to entertain). | Tone and Purpose | What are Author's Purpose Questions? | |
| 5.1.25 | Identify information to support opinions, predictions, and conclusions. | |||
| 5.1.12 | Identify stated or implied cause and effect relationships. | |||
| 5.1.18 | Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies and autobiographies). | Literature Genres | Exploring Literary Genre | |
| Cinquains | ||||
| Writing Friendly Letters | ||||
| Poetry Workshop | ||||
| 5.1.14 | Determine inferences from selected passages. | Inferences | ||
| 5.1.20 | Recognize that a story is told from the first person point of view. | |||
| 5.1.1 | Recognize root words, prefixes, suffixes and syllabication as aids in determining meaning within context. | Root Words | Prefixes, Bases, and Suffixes | |
| 5.1.8 & 5.1.9 | Determine the correct meaning/usage of multiple-meaning words within context. | Multiple Meaning Words | Context is Key | |
| Using Context Clues: Word Clues | ||||
| 5.1.23 | Identify similes, metaphors, personification, and hyperbole in context. | The Search for Similies, Metaphors, and Idioms | ||
| 5.1.15 | Select the appropriate summary statement for a given passage. | |||
| 5.1.5 | Identify setting, characters, and plot in a passage. | |||
| 5.1.19 | Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved. | Plot and Setting | ||
| 5.1.27 | Identify, using a graphic organizer, placement of events. | Plot and Setting | Graphic Organizers | |
| 5.2.14 | Supply a missing piece of information in an outline. | |||
| 5.1.2 | Select appropriate synonyms, antonyms and homonyms within context. | Antonym | Synonyms | |
| Synonym | Antonyms | |||
| 5.1.26 | Select a logical word to complete an analogy using synonyms, antonyms, categories, and subcategories. | |||
| 5.1.17 | Recognize reasonable predictions of future events within a given context. | Prediction Page | ||
| 5.1.11 | Select stated or implied main idea and supporting details from text. | Main Idea | Locating Specific Information: Put-It-Together Questions | |
| 5.1.24 | Identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme and repetition). | Literary Special Effects: Onomatopoaia | ||
| Literary Special Effects: Alliteration | ||||
| 5.1.13 & 5.2.5 | Distinguish between elements of fact/opinion and reality/fiction. | Fact and Opinion | Fact or Opinion? | |
| 5.1.22 | Determine whether the theme is stated or implied within a passage. | Elements of Fiction | ||
| 5.1.4 | Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, side bars) | |||
| 5.1.7 | Select questions used to focus and clarify thinking before, during, and after reading the text. | |||
| 5.1.3 | Identify compound words, contractions, and common abbreviations within text. | Section C: Conjunctions (02:19) | Contractions Page | |
| Breaking Down Compound Words | ||||
| WRITING | ||||
| The student will develop the structural and creative skills necessary to produce written language that can be read, presented to and interpreted by various audiences. | ||||
| 5.2.17 | Revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information. | |||
| 5.2.3 | Identify the purpose for writing (i.e., to entertain, to inform, and to report). | |||
| 5.2.4 | Identify the audience for which a piece of text is written. | |||
| 5.2.7 | Develop and write a paragraph topic sentence with supporting details. | You Don’t Say! | ||
| 5.2.15 | Select, limit, and refine a writing topic. | |||
| 5.2.1 | Complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) to group ideas for writing. | Graphic Organizers | ||
| 5.2.21 | Arrange multi-paragraphed work of exposition (e.g., persuasion, compare/contrast) in a logical and coherent order. | Expository Writing | Compare and Contrast | |
| 5.2.12 | Select the best title for a written selection. | |||
| 5.2.22 | Identify the sentence irrelevant to a paragraph’s theme or flow. | |||
| 5.2.13 | Choose the supporting sentence that best fits the context and flow of ideas in a paragraph/Select details that support a topic sentence. | |||
| 5.2.20 | Demonstrate syntactic variety when writing. | |||
| 5.2.8 | Rearrange paragraphs in a narrative writing selection in sequential or chronological order. | |||
| 5.2.9 | Select appropriate time order or transitional words/phrases to enhance the flow of a writing sample. | Can you transition? | ||
| 5.2.24 | Use appropriate transitional words and devices when writing. | Can you transition? | Sentence Variety | |
| 5.2.19 | Explain and/or illustrate key ideas when writing. | |||
| Compose narratives (e.g., to entertain, inform, and report). | Moving to the Five Paragraph Narrative Essay | |||
| 5.2.15 | Select, limit, and refine a writing topic | |||
| 5.2.16 | Write well-developed, organized, and coherent essays in response to narrative prompts. | Moving to the Five Paragraph Narrative Essay | ||
| 5.2.26 | Write an effective concluding paragraph for a well-developed essay. | Creating a Conclusion | ||
| Drawing Conclusions | ||||
| 5.2.11 | Select the best way to combine sentences to provide syntactic variety within context. | Sentence Variety | ||
| 5.2.18 | Edit writing for the elements of language. | Let's Proofread | Proofreading Makes Perfect | |
| 5.2.23 | Select an appropriate concluding sentence for a well-developed paragraph. | Drawing Conclusions | ||
| 5.2.10 | Identify the most reliable sources of information for preparing a report or project. | Evaluation of information sources | ||
| 5.2.2 | Rearrange sentences to form a sequential, coherent paragraph. | |||
| 5.2.25 | Incorporate figurative language, vivid description, active voice verbs, sensory details, and personal observations to display facility in the use of language. | Eye on Idioms | ||
| Metaphors | ||||
| 5.2.6 | Express thoughts and feelings using colorful, fully elaborated descriptions using vivid and active words/Choose vivid and active words when writing. | |||
| ELEMENTS OF LANGUAGE | ||||
| The student will use standard English conventions and proper spelling as appropriate to speaking and writing. | ||||
| 5.3.5 | Identify the correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) within context. | Cluster Busters:A lesson on commas, colons, and semicolons | Section A: Separating Items on a List (06:00) | |
| Section B: Introductory Clauses and Phrases (05:40) | ||||
| Section B: Introductory Clauses and Phrases (continued from Program One) (03:55) | ||||
| 5.3.12 | Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semi-colons, and periods to join or separate elements) within context. | Sentences and Non-Sentences | Section C: Run-On Sentences (01:47) | |
| Section C: Conjunctions (02:19) | ||||
| 5.3.9 | Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, and introductory phrases and/or clauses). | Sentence Variety | Section B: Introductory Clauses and Phrases (05:40) | Sentence Speedway |
| Section B: Introductory Clauses and Phrases (continued from Program One) (03:55) | ||||
| Section A: The Semicolon (06:35) | ||||
| 5.3.2 | Select the best way to correct incomplete sentences within context. | Grammar: Is This Sentence Correctt? | ||
| 5.3.3 | Identify the correct use of nouns within context (i.e., singular/plural; possessives; predicate nouns, nouns as objects); | Parts of Speech: Nouns | Grammar Basics: The Harold Syntax Guide to Nouns (17:14) | Power Proofreading |
| Types of Nouns: Common and Proper | ||||
| Plural and Singular Nouns | ||||
| Possessive Nouns | ||||
| 5.3.11 | Identify the correct use of colons (i.e., in business letters and preceding a list of items). | Cluster Busters:A lesson on commas, colons, and semicolons | Section B: The Colon (02:44) | |
| 5.3.8 | Identify the correct spelling of plurals and possessives. | Segment 3: Plural Formations (02:43) | Power Proofreading | |
| 5.3.7 | Identify correctly or incorrectly spelled words in context. | Spellroo | ||
| 5.3.3 | Identify the correct use of verbs within context (i.e., action/linking, regular/irregular, agreement, tenses); | Verbs | Segment 1: Verb Functions and Verb Tenses (07:29) | Power Proofreading |
| Action Verbs | Grammar Blast | |||
| Irregular and Helping Verbs | ||||
| State of Being Verbs | ||||
| 5.3.4 | Identify sentences with correct subject-verb agreement (person/number). | Subject Verb Agreement | Section A: Subject/Verb Agreement (13:15) | |
| 5.3.3 | Identify the correct use of adjectives within context (e.g., common/proper, comparative forms, predicate adjectives); | Adjectives | Section C: Adjectives (04:20) | Power Proofreading |
| Part One: Adjectives (04:03) | ||||
| Part Two: Adjective Degrees of Comparison (04:08) | ||||
| 5.3.1 | Recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they’re; lie, lay; sit, set). | Using the Most Commonly Missed Homophones in Writing | Double Negatives | |
| Homophone Search | ||||
| Double Negatives | ||||
| 5.3.3 | Identify the correct use of pronouns within context (i.e., agreement, subject, object); | Pronouns | Segment 3: Pronoun Cases (04:01) | Power Proofreading |
| 5.3.3 | Identify the correct use of adverbs within context (e.g., comparative forms, negatives). | Section A: Adverbs (03:45) | Power Proofreading | |
| Part Three: Adverbs (01:48) | ||||
| Part Four: Adverbial Degrees of Comparison (04:23) | ||||
| 5.3.10 | Choose the most appropriate interjection to complete a sentence. | Part One: Interjections (03:04) | ||
| 5.3.6 | Choose the correct use of quotation marks and commas in direct quotations. | Quotation Mark | Section B: Quotation Marks (15:05) | Power Proofreading |