RELA

INSTRUCTOR & COURSE INFORMATION:
Name: Mrs. Donahue
E-Mail Address:kdonahue@pgcps.org
Planning Time: 7:55-8:55
Phone Number::301-805-2730
TEXTS: Pearson Reading Street Literature Grade 5

William and Mary

Junior Great Books


Course Description:
This course is designed to prepare all students to be on track for college and career readiness by the time they graduate from
high school. All lessons are aligned to the Maryland College and Career-Ready Standards for English Language Arts. The
standards establish guidelines for English Language Arts teachers to ensure students at each grade level are taught the
necessary skills to become critical readers and writers.
In this course, students will be required to read a variety of complex texts including stories, literature, and informational texts that
provide facts and background knowledge on topics related to science and social studies. They will be asked questions that
require them to refer back to what they have read and support their answers with reasoning and evidence from the text. Students
will also be required to write for a variety of purposes such as narratives, opinion and explanatory information pieces. They will
also engage in collaborative conversations with peers and demonstrate a command of formal English both in writing and
speaking. These expectations will develop the critical-thinking, problem-solving, and analytical skills every student needs to be a
literate person who is prepared for success in the 21st century.
Each student is expected to complete homework assignments and independent projects as well as at least 20 minutes of reading
daily.
GOALS:
Students will:
• Read a balance of informational and literary texts.
• Read complex text from a variety of topics such as science and social studies.
• Read text that will increase on complexity.
• Gather and cite text evidence to engage in rich and rigorous conversations and written responses about text.
• Write using multiple sources to state an opinion and create an organizational structure that supports the writer’s
purpose, write informative/explanatory texts to examine a topic and write narratives to develop real or imagined
experiences
• Use grammar and conventions, writing strategies, and all aspects of foundational academic vocabulary skills effectively
when writing and speaking. 

 

WRITE-A-BOOK

 

Dear Parents,

 

Today your child was assigned a long-term Language Arts project called “Write-a-Book”.  This program is sponsored by Prince George’s County Schools, and participation is required by all Heather Hills students.  Your child will receive a detailed set of instructions from the PG County “Write-a-Book Festival Committee”.  However, here are some guidelines specific to 5th grade students:

  • POETRY BOOKS - Students should submit poems that show 5th grade maturity (i.e. - figurative language, imagery, symbolism, etc.) At least half of the poems must be rhyming or free verse).

  • ILLUSTRATED FICTION BOOKS - Stories will be judged on plot, characterization, setting, and other elements of good writing.

  • PICTURE BOOKS - Whereas the pictures  will be very important in this genre of literature, the story development will be equally judged.  No ABC or counting books will be accepted!

  • NONFICTION BOOKS - Follow the county guidelines carefully about the use of photographs and properly crediting any sources of information used.  No cookbooks will be accepted!

  • PARTNER BOOKS OF ANY KIND - Students must have written permission from the teacher to work with partners. A parent permission slip from both students’ parents allowing the students to work with a partner must be signed!

  • ALL WRITE-A-BOOKS FOR 5TH GRADERS MUST CONTAIN  AT LEAST 15 PAGES OF TEXT AND/OR PICTURES (NOT INCLUDING THE TITLE PAGE)

To help the students complete their Write-a-Books on time, please adhere to the following due dates:

NOVEMBER 2 - PARENT SLIP SIGNED AND RETURNED TO THE TEACHER

NOVEMBER 3 - TITLE AND TYPE OF BOOK DUE

DECEMBER 1  - ROUGH DRAFT DUE

DECEMBER - COMPLETE WRITE-A-BOOK DUE (BOUND, ILLUSTRATED, TYPED OR WRITTEN IN INK).  Please contact your child’s writing teacher if he/she has special needs or requires assistance in completing a Write-a-Book.

Thanks in advance for helping your child to complete a wonderful treasure!

---------------------------------------------------------------------------------------------------

(PLEASE SIGN BUT DO NOT DETACH THIS SLIP)

I understand that my child___________________________________ has been assigned a Write-a-book Project and that there are specific due dates for each part of this project.  The final product is due on December 18, 2017.

 

__________________________________

PARENT SIGNATURE

Elementary Reading and Oral and Written Communication

(Grades 2-5)

 

Overview: The goal of grading and reporting is to provide the students with feedback that reflects their progress toward the mastery of the indicators and objectives found in the Reading Curriculum Framework Progress Guide.

 

 

 

Factors

 

 

Brief Description

Reading

 

 

Brief Description

Oral/Written Communication

Grade Percentage Each

Per Quarter

 

 

 

 

 

 

Class Work

This includes work completed in the classroom setting. Class work can include, but is not limited to:

Group Participation

Notebooks/journals

Active participation in whole/

small group discussions

Completion of class room assignments, including independent reading

This includes work completed in the classroom setting. Class work can include, but is not limited to:

Group Participation

Grammar assignments

Writing process

Completion of classroom

assignments

 

 

 

 

 

 

35%

 

 

 

 

 

 

Homework

This includes all work completed outside the classroom to be graded on its completion and students preparation for class (materials, supplies, etc.) Assignments can include, but are not limited to:

Reading Logs

Research assignments

Winter/Spring Break Packets

 

 

 

 

This includes all work completed outside the classroom to be graded on its completion and students preparation for class (materials, supplies, etc.) Assignments can include, but are not limited to:

Spelling assignments

Grammar assignments

 

 

 

 

 

 

 

 

 

15%

 

 

 

 

 

 

 

 

 

 

 

 

Assessments

This category encompasses both the traditional (exams and quizzes) and alternative methods of assessing student learning with

the goal of mastery (presentations, projects, portfolios, completion

of graphic organizers, anecdotal notes of teacher observations, teacher conferences, student

written responses) Assessments can include, but are not limited to:

Analytic Writing

Vocabulary Assessment

Comprehension Strategy and Standard Application

Oral presentations

 

 

 

 

 

 

 

 

This category encompasses both the traditional (exams and quizzes) and alternative methods of assessing student learning with the goal of mastery (presentations, projects, portfolios). Assessments can include, but are not limited to:

Content of Writing assignments

Spelling Test

Published writing

 

 

 

 

 

 

 

 

 

 

 

 

50%

Elementary Reading and Oral and Written Communication

(Grades 2-5)

Overview: The goal of grading and reporting is to provide the students with feedback that reflects their progress
toward the mastery of the indicators and objectives found in the Reading Curriculum Framework Progress Guide.

Factors Brief Description
Reading

Brief Description
Oral/Written Communication

Grade Percentage
Each
Per Quarter

Class Work

This includes work completed in the
classroom setting. Class work can include,
but is not limited to:
Group Participation
Notebooks/journals
Active participation in whole/
small group discussions
Completion of class room
assignments, including
independent reading

This includes work completed in the
classroom setting. Class work can
include, but is not limited to:
Group Participation
Grammar assignments
Writing process
Completion of classroom
assignments

35%

Homework

This includes all work completed outside
the classroom to be graded on its
completion and student’s preparation for
class (materials, supplies, etc.)
Assignments can include, but are not
limited to:
Reading Logs
Research assignments
Winter/Spring Break Packets

This includes all work completed outside
the classroom to be graded on its
completion and student’s preparation for
class (materials, supplies, etc.)
Assignments can include, but are not
limited to:
Spelling assignments
Grammar assignments

15%

Assessments

This category encompasses both the
traditional (exams and quizzes) and
alternative methods of assessing student
learning with
the goal of mastery (presentations,
projects, portfolios, completion
of graphic organizers, anecdotal notes
of teacher observations, teacher
conferences, student
written responses) Assessments can
include, but are not limited to:
Analytic Writing
Vocabulary Assessment
Comprehension Strategy and Standard
Application
Oral presentations

This category encompasses both the
traditional (exams and quizzes) and
alternative methods of assessing student
learning with the goal of mastery
(presentations, projects, portfolios).
Assessments can include, but are not
limited to:
Content of Writing assignments
Spelling Test
Published writing

50%

 

 

 

 

Elementary Reading/English Language Arts Instruction and Pacing Overview

Fifth Grade

 

Quarter 1 September 6th- November 9th

Unit/Theme

Guiding Questions

Focus Reading Strategies and Standards

Analytic Writing

Launching Writer’s Workshop

Assessments

 

 

 

 

1

Becoming a Close Reader

 

 

 

 

 

 

How do we build a literacy community?

What is complex text?

How do we read closely?

How do we synthesize across texts?

How does the author’s point of view affect the way you view the characters and how you feel about the story?

Follow Your Inner

Conversation (RL.5.1)

Notice When You Lose Your Way (RL.5.1)

Inferring (RL.5.1)

Read, Write, and Talk (RI.5.1)

Spotlight New Thinking (RI.5.1)

Monitor Comprehension: Read/Write/Talk Annotate Texts (RL.5.1)

Summarize (RI.5.2)

Determine the Meaning of Words and Phrases (RL.5.4)

Theme (RL.5.2)

Quote Accurately (RI.5.1)

Main Idea/ Details (RI.5.2)

Integrate Information Across Texts (RI.5.9)

Point of View (RL.5.6)

  • Compare Characters (RL.5.3)

Literary Analysis- W.5.2, RL.5.4

Narrative Story W.5.3

Research Simulation W.5.2, W.5.4, W.5.5 RI.59

Narrative Story- Change Point of View W.5.3

 

Writing Fundamentals

 

How Writers Work

(W.5.3.b, W.5.3.c, W.5.3.d, W.5.3.e, W.5.4, W.5.5, W.5.6, L.5.1, L.5.2, L.5.3)

 

Conventions:

  • Kinds of sentences
  • Subjects and predicates
  • Independent and dependent clauses
  • Compound and complex sentences
  • Conjunctions

  Linking and action

  verbs

On-going:

Analytic Writing

 

County-wide:

  • Reading/Writing Assessment Pretest
  • Measures of Academic Progress

(MAP Growth)

 

 

Quarter 2 November 10th- January 25th

Unit/Theme

Guiding Questions

Focus Reading Strategies and Standards

Analytic Writing

Writer’s Workshop

Assessments

 

 

 

 

2

 

Inventors and Artists

 

What do people gain from the work of those who came before us?

 

 

 

 

 

What can we learn from people in history?

 

How do artists inspire future generations?

 

How do inventors inspire our imaginations?

 

How does an artist use music to inspire others?

 

How do artists create special effects to entertain us?

  • Inferring (RL.5.1)
  • Determine Importance (RL.5.2, RI.5.2)
  • Questioning (RI.5.1)
  • Structural Elements (RL.5.5)
  • Reasons and Evidence (RI.5.8)
  • Role of Illustrations and Visual Elements (RI.5.7)
  • Integrating Multiple Sources (RI.5.9)
  • Elements of Drama   (RL.5.6)
  • Relationship between Events in Historical Text (RI.5.3)
  • Author’s Use of Language (RL.5.4)
  • Speaker’s Point of View (RL.5.6)
  • Main Idea/Details (RI.5.2)
  • Comparing Texts (RI.5.3, RI.5.5)

Research Simulation- Magazine Article (W.5.1)

 

Research Simulation- Essay (W.5.2)

 

Narrative Scene (W.5.3)

 

Literary Analysis- Essay (W.5.2)

 

Research Simulation- Article (W.5.2)

 

Research Simulation- Speech (W.5.2)

Writing Fundamentals

 

 Biography

Unit of Study

(W.5.2)

 

Conventions:

  • Past, present, and future tense
  • Regular verbs
  • Irregular verbs
  • Troublesome verbs

  Prepositions and

  prepositional

  phrases

On-going:

Analytic Writing

 

County-wide:

  • Reading/Writing Assessment Posttest

 

 

 

 

Quarter 3 January 26th- March 28th

Unit/Theme

Guiding Questions

Focus Reading Strategies and Standards

Analytic Writing

Writer’s Workshop

Assessments

 

 

 

 

3

 

Adapting

 

How do people and animals adapt to different situations?

 

 

 

 

 

 

How do people adapt to challenges?

How do people adapt to difficult situations? 

How do people overcome obstacles?

Why is it important to adapt?

Why do people try to change themselves?

  • Inferring (RL.5.1)
  • Structure of Poetry (RL.5.5)
  • Theme (RL.5.2)
  • Compare and Contrast (RL.5.9)
  • Characters, Setting, Events (RL.5.3)
  • Chapter Structure (RL.5.5)
  • Figurative Language (RL.5.4)
  • Point of View (RL.5.6)

Literary Analysis- Comparing Themes (W.5.2, RL.5.2)

 

Literary Analysis- Opinion about Setting (W.5.1, RL.5.3)

 

Literary Analysis- Opinion about Characters (W.5.1, RL.5.3)

 

Literary Analysis- Point of View (W.5.1, RL.5.6)

 

Creative Writing- Television Commercial (W.5.3)

 

Literary Analysis- Book Review (W.5.1, W.5.2)

 

Writing Fundamentals

 

Essay Unit of Study

          (W.5.2)

 

Conventions:

  • Commas
  • Quotation Marks
  • Subject and object pronouns
  • Pronouns and antecedents
  • Possessive pronouns
  • Indefinite and reflexive pronouns

 

On-going:

Analytic Writing

 

 

County-wide:

  • Measures of Academic Progress (MAP Growth)

 

 

 

 

 

Quarter 4 April 9th-June 13th

Unit/Theme

Guiding Questions

Focus Reading Strategies and Standards

Analytic Writing

Writer’s Workshop

Assessments

 

 

 

 

 

 

4

Inquiry- American Revolution

 

Whose revolution was it?

 

 

 

 

 

 

 

How can we explore and inquire about events in history?

What were the causes of the American Revolution?

What roles did various people play in the Revolution?

What were some outcomes of the American Revolution? How has it shaped our country?

How can readers demonstrate a culmination of knowledge on a particular subject?

  • Integrating Strategies
  • Historical Events RI.3.3
  • Character’s Response to Challenges RL.5.2
  • Visual Literacy- Images & Videos RI.5.7
  • Relationships Between Ideas and Events RI.5.3
  • Integrating Information from Multiple Sources RL/RI.5.9
  • Multiple Accounts RI.5.6

W.3.1, W.3.2, W.3.3

  • Literary Analysis
  • Narrative Story
  • Research Simulation

 

Writing Fundamentals

Memoir

           (W.5.3)

 

Conventions:

Subject-Verb Agreement

Modifiers

Conjunctions

Commas

Quotations and quotation marks

On-going:

Analytic Writing

 

County-wide:

  • Measures of Academic Progress (MAP Growth)

State-wide:

  • PARCC Assessment

 

 

 

 

.