| Communication Arts | Essential Questions | Links |
| Reading |
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| 1C
*Apply decoding strategies to "problem-solve" unknown words when
reading when needed |
How can we use structural and graphic features of a text to help us understand what an author is both stating and implying? | |
1D*Read grade-level instructional text a.with fluency, accuracy and expression; b. adjusting reading rate to difficulty and type of text
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What approach would you use to read the text effectively? | |
| 1F
Apply pre-reading strategies to aid comprehension a. access prior knowledge,
b.preview,c. predict with evidence,d. set a purpose for reading |
Why is it useful to connect what we are reading to our personal experiences and our world? | |
1G During reading, utilize strategies to self-questions and correct, infer, visualize, predict and check using cueing systems: meaning, structure and visual
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1.
How does making connections from text to text enhance our understanding
of a work of literature? |
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1H
Apply post-reading skills to comprehend text, question to clarify, reflect,
analyze, draw conclusions, summarize, paraphrase Apply post-reading
skills to demonstrate comprehension of text, *a. identify and explain
the relationship between the main idea and supporting details, b. identify
cause and effect, c. made predictions,* d. question to clarify, e. reflect,
f.draw conclusions, g. analyze h. paraphrase i. summarize |
1.
Why do people tell stories? 2. What examples can you find to clarify the text? 3. What problem can you solve using what you have learned? 4. How would you show your understanding of the text? |
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1I
Compare, contrast and analyze connections between information and relationships
in various fiction and non-fiction works, text ideas and own experiences,
text ideas and the world by responding to literature that reflects a culture
and historic time frame Compare, contrast
and analyze connections between a. tex to text (information and relationships
in various fiction and non-fiction works) b. text to self (text ideas
and own experiences) c. text to world (text ideas and the world by responding
to literature that reflects a culture and historic time frame) |
1.
How are non-fiction and fiction different?Why do authors choose to write
one versus the other? |
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2C Use details from text to make inferences about setting, character traits, problem and solution and story events, make predictions, draw conclusions, identify cause and effect, compare and contrast various elements, explain author's purpose 2C Use details from text to a. demonstrate comprehension skills previously introduced b. make inferences about setting, character traits, problem and solutionk and story events c. compare and contrast d. identify cause and effect e. identify author's purpose 2A Use grade level text to locate, interpret and apply information in title, table of contents and glossary b. locate and recognize the text features of fiction, poetry and drama 2b Identify and explain examples of literary techniques in text, emphasizing a. simile b. metaphor c. personification d. analyze literary techniques previously introduced |
1.
How can I evaluate informational text? |
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| 3A
Apply information in text features, graphics, such as: maps, diagrams, charts
and index to clarify and connect concepts to the main ideas |
1.
How can you gain meaning from informational text? 2. How do you evaluate the effectiveness of an author's idea or evidence? |
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3B
Identify and explain figurative language in nonfiction text (emphasize
simile, metaphor and personification) Identify and explain figurative language in nonfiction text, emphasizing: a. simile b. metaphor c. personification d. sound devices previously introduced |
1.
Do we always mean what we say and say what we mean? 2. How can language be powerful? 3. How are metaphors used to accomplish the purposes of the author? 4. How are similies used to accomplish the purposes of the author? 5. How is personification used to accomplish the purposes of the author? |
Figurative Language: Simile, Metaphor, and Personification |
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3C Use details from text to a. explain main idea and supporting details, b. sequence events, c. identify and explain cause and effect, d. compare and contrast, e. make predictions, f. make inferences about problems and solutions, g. evaluate the accuracy of the information, h. identify and interpret author's ideas and purpose.
3D *Read and follow multi-step directions to complete a task |
1.
Why do we use structural and graphic features of a text to help us understand
what an author is both stating and implying? 2. How is point of view used to accomplish the purposes of the author? 3. Why do people create literature? 4. What is the intended impact of each genre on its audience? |
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| 1E Develop vocabulary through text, using roots and affixes, context clues, glossary and dictionary, synonyms and antonyms | Why do we use structural and graphic features of a text to help us understand what an author is both stating and implying? | |
| Research/Information Literacy | ||
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1A
Develop research questions in order to establish a focus and purpose for
a project
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Why do we research topics? 2. How can the research process help us to answer questions about our world? 3. Why do I need research to support my ideas? |
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| 1c
Use a specific note-taking system format to record
relevant information |
1.
What is informational text? |
NoteStar |
2A Locate - interpret and apply information in title, table of contents and glossary, and recognize the text features of fiction, poetry, prose and drama in grade-level text Analyze messages conveyed in various media (e.g. videos, pictures, web-sites, artwork, plays and/or news programs) |
How
can we interpret the information presented to us in text? |
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| 1B Locate and use various resources to acquire information to answer questions | How can we answer questions by exploring and analyzing informational text? | |
| 1D Give credit for others' ideas, images and information by listing sources used in research | Why do we need to document resources when speaking or writing? | |
| Genre | ||
| 3A
Write personal narrative text that chronicles a sequence of events, focuses
on the development of a single event |
1.
How does the perspective or point of view of the narrator shape and define
the nature of the details in a personal narrative? 2. How do creators of text communicate life experiences? 3. Why do people create personal narratives? 4. How can I help other people understand the events of my life and what they mean to me? 5. What is the relationship between thinking and writing or speaking? |
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| 2B Explain examples of figurative language in poetry and prose (emphasize simile, metaphor, and personification) | Do we always mean what we say and say what we mean? | |
| 3C Write expository and persuasive paragraphs (emphasizing compare/contrast) with an effective topic sentence or a point to prove, three or more supporting sentences, a concluding sentence | 1.
How are we influenced by the narratives of others? |
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| 3D Write a summary/retell the main ideas of written text | How can I organize my ideas effectively? | EnglishZone |
| 3E Write well-organized communications in a selected form appropriate to a specific audience (parents, friend, younger child) and purpose | 1.
How do I decide when to use a personal narrative, expository or persuasive
form of writing? 2. How can I organize my ideas to reflect the differences in audiences and purposes? 3. How are fiction and non-fiction different? Why do authors choose to write one versus the other? |
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| Writing
Process |
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1A Follow a writing process to organize information in a graphic organizer, apply writing process to write effectively in various forms and types of writing 1A Follow a writing process to a. use a prewriting strategy b. generate a draft c. reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice (W2A, W2B, W2C, W2D) d. edit for conventions (W2E) *e. share writing |
1. How can I use the parts of a prompt to guide my writing process? 2.Why do I need to consider the purpose or audience before I write? 3. What can I do to stay on topic and address my purpose when writing? | Fragments Sentences Orange Sentence Apple Paragraph Simple
Sentences Proofreading
Makes Perfect Writing Process |
| 2E In writing, use correct spelling of grade-level frequently-used words, spelling strategies and patterns, classroom resources and dictionary to verify correct spelling 2E In written text a. capitalize holidays, names of counties and countries b. use commas in a series, and between city and state c. use apostrophe in contractions and singular possessives, with assistance d. correctly use verbs that agree with compound subject, and conjunctions e. use standard spelling and classroom resources, including dictionary, to edit for correct spelling
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1.
How do I choose the best words to use when writing? |
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| 2F
In composing text, write compound sentences, identify and eliminate fragments
in writing |
Why do I organize and vary my sentences to write effectively? | |
| Presentation/Listening/Speaking |
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| 1A
Listen for enjoyment, for information, for directions, to identify and interpret
tone, mood and emotion of verbal and nonverbal communication |
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Do we always mean what we say and say what we mean? 2. What is the relationship between thinking and writing or speaking? |
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| 1B
Demonstrate listening behaviors(prepares to listen, maintains eye contact,
uses alert posture, listens without interruptions and overcomes barriers) |
Why is demonstrating correct listening behavior an important part of the listening process? | |
2A
In discussions and presentations, give organized presentations that demonstrate
a clear viewpoint, select and use appropriate public speaking techniques
such as rate, pace and enunciation |
1.
What can I do to stay on topic and address my purpose when speaking? 2. What is the relationship between thinking and writing or speaking? |
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| 2B
Give clear and concise multi-step oral directions to complete a task |
What can I do to stay on topic and address my purpose when speaking? | |
| 3D Read and follow multistep directions to complete a task | Why is it important to follow a set of directions to complete a task? | |
| 2A Analyze messages conveyed in various media( videos, pictures, web-sites, artwork, plays and /or news programs | How are we influenced by the media and others? | |
| Grammar | ||
| 2C In composing text, use comma in compound sentences, apostrophe in singular possessives | How can we use structural and graphic features of a text to help us understand what an author is both stating and implying? | |
| 2B Use conventions of capitalization in written text, titles (books, stories, poems), proper nouns (departments of government, school subjects | 1.
How can we use structural and graphic features of a text to help us understand
what an author is both stating and implying? 2. Why do I organize and vary my sentences to write effectively? 3. Why are proofreading and editing important parts of the writing process? |
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| 2D Use parts of speech correctly in written text, verb tense, adjective forms | 1.
How can we use structural and graphic features of a text to help us understand
what an author is both stating and implying? 2. Why is the correct use of the parts of speech an important part of the writing process? 3. How do nouns control meaning? 4. How do verbs control meaning? 5. What are the functions of the other elements of grammar regarding shaping meaning in written or spoken language? |
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5th Grade Language Arts Interactive Activities |
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| GLE's from MO DESE | Some questions modified from the Georgia Performance Standards | |
| Idioms | ||
| Synonyms | ||
| Book Report Ideas | ||
| Writing 2.0 | ||
| 2a Compose text a. showing awareness of audience b. in a format appropriate to audience and purpose | ||
| 2b Compose text with a. a clear controlling idea b. relevant details/examples | ||
| 2c Write text with a. a clear beginning, middle and end b. a logical sequence of events, c. appropriate paragraphing d. a sentence variety | ||
| 2d Compose text using a. words that are specific, accurate, and suited to the topic b. writing techniques, such as sensory detail and with assistance, purposeful dialogue | ||
| 2E In written text a. capitalize holidays, names of counties and countries b. use commas in a series, and between city and state c. use apostrophe in contractions and singular possessives, with assistance d. correctly use verbs that agree with compound subject, and conjunctions e. use standard spelling and classroom resources, including dictionary, to edit for correct spelling | ||
| 3A Compose a variety of texts, a. narrative, descriptive, expository, and/or persuasive texts, using appropriate text features b. selecting and using an appropriate format c. including a summary (narrative or informational) | ||
| World Book Encyclopedia | ||
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GLEs
Communication Arts
