INSTRUCTOR & COURSE INFORMATION:
Name: Cheryl Gould
E-Mail Address: cgould@pgcps.org
Planning Time: 7:55-8:55
Phone Number:301-805-2730
TEXT: Pearson Street Literature Grade 5
November 1, 2017
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:
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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).
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ILLUSTRATED FICTION BOOKS - Stories will be judged on plot, characterization, setting, and other elements of good writing.
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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!
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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!
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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!
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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!
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(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
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:
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Read a balance of informational and literary texts.
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Read complex text from a variety of topics such as science and social studies.
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Read text that will increase on complexity.
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Gather and cite text evidence to engage in rich and rigorous conversations and written responses about text.
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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
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Use grammar and conventions, writing strategies, and all aspects of foundational academic vocabulary skills effectively when writing and speaking.
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.
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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
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Quarter 1 September 6th- November 9th |
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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)
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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:
Linking and action verbs |
On-going: Analytic Writing County-wide:
(MAP Growth) |
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Quarter 2 November 10th- January 25th |
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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? |
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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:
Prepositions and prepositional phrases |
On-going: Analytic Writing County-wide:
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Quarter 3 January 26th- March 28th |
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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? |
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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:
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On-going: Analytic Writing County-wide:
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Quarter 4 April 9th-June 13th |
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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? |
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W.3.1, W.3.2, W.3.3
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Writing Fundamentals Memoir (W.5.3) Conventions: Subject-Verb Agreement Modifiers Conjunctions Commas Quotations and quotation marks |
On-going: Analytic Writing County-wide:
State-wide:
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Key English Language Arts Literacy Shifts
Parents’ Guide
The Standards for English Language Arts (ELA) describe varieties of expertise that ELA educators at all levels should seek to develop in their students. Below are recommended suggestions of what parents can do to support their child in developing the critical skills to becoming college and career-ready.
1. Read as much non-fiction as fiction.
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Encourage your child to read more non-fiction text independently.
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Promote independent reading for at least 30 minutes a day (25 books per year).
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Read non-fiction texts aloud or with your child
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Initiate discussions about the details of the non-fiction text.
2. Learn about the world by reading.
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Provide opportunities for your child to build knowledge through reading about topics of interest.
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Provide opportunities for students to explore careers across all fields.
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Initiate discussion about these topics.
3. Read more challenging material closely.
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Encourage your child to read more challenging texts.
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Encourage your child to reread for understanding.
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Know your child’s reading level and provide a balance of challenging and just right text.
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Encourage your child to keep trying even when the text gets harder.
4. Discuss reading using evidence.
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Initiate discussions about text.
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Require your child to support their claims and disagreements with evidence.
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Encourage students to question and challenge information they read.
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Read the same book and discuss by citing evidence from the text.
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Encourage students to use supportive evidence as they write about their thinking.
5. Write non-fiction using evidence.
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Encourage your child to write in journals, letters, reading responses, notes, use of Blogs or Wikis for writing, creative writing of stories/ plays/ lyrics/ poems; research projects about topics of interest.
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Explore careers that require writing skills such as journalism, script writing, advertising, book or movie critics, authors, sports magazine writers, lawyers, television, etc.
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Compare and contrast writings on the same topic written by a variety of authors.
6. Increase academic vocabulary.
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Read non-fiction text about science, social studies and other topics.
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Discuss the meaning of difficult vocabulary words and how they are used in the text.
Help increase your child’s spoken and written academic vocabulary through word games, discussions, media, videos, student-made vocabulary notebooks, online word searches, etc.