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OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsQuarter 2Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.Benchm arkSS.5.C.2.1Differentiate Political Ideas ofPatriots, Loyalists, and“Undecideds” during theAmerican Revolution.SS.5.C.2.2Compare forms of politicalparticipation in the colonialperiod to today.LA.5.1.6.1 or 5.RIT.4The student will use newvocabulary that is introduced andtaught directly.LA.5.1.4.2 or 5.RL.5, 5.RIT.5The student will recognizestructural analysis.LA.5.2.1.2 or 5.RL.5The student will locate andanalyze the elements of plotstructure, including exposition,setting, character development,rising/falling action,problem/resolution, and theme ina variety of fiction.LA.5.2.1.7 or 5.RL.6, 5.RIT.6The student will identify andexplain an authors use ofdescriptive, idiomatic, andfigurative language (e.g.,personification, similes,metaphors, symbolism), andexamine how it is used todescribe people, feelings, andobjects.REV 052012Progress Monitoring andAssessm ent ScheduleFocus SkillVocabulary: Dictionary: idioms,pronunciation key Context clues: look forrestatement Word Parts: inflectionalendings Word families Word parts: suffixes Analogies: antonymsRunning RecordFCAT Format WeeklyAssessmentFCAT Format BenchmarkAssessment Form A(administer middle of unit 2)Unit AssessmentsPhonics/Decoding: Compound words Plural endings Inflected endings Words with /o/, /ou/, /oi/ VCCV pattern V/CV and VC/V patterns V/V patternsFluency: Quotation marks Question marks Pauses Phrasing ChunksComprehension: Plot development Make inferences Main idea and details Problem and solution Plot development: drawFluency Assessment(Winter)Mountain LanguageAdditional Reading and ResourcesOpen: Specific to teacher, grade,subject, schoolwww.Brainpop.com Grammar Idioms and clichés Prefixes, roots, suffixes(PRS) Dialogue Antonyms, synonyms,homonyms Compound wordsFlorida Treasures: Unit 2 Theme Titled:Discoveries1. People Helping Animals2. Slithery Snakes3. Remembering the Past4. The Caribbean Islands5. Cowboys and Cowgirls Partial Unit 3 (Week 1-2)Theme Titled: Turning Points1. The American RevolutionUnit 3.1: Letters from theRevolution and Sleds onBoston Common (SS.5.C.2.1/2)2. The Right to VoteUnit 3.2 : Your Vote, YourVoice and When Esther MorrisHeaded West (SS.5.C.2.3/4)3. Protecting theEnvironment4. Desert Habitats5. Into the FutureInference: The Gardener by SarahStewart Van Gogh Café by CynthiaRylantFifth Grade Language Arts – Quarter 2Page 8

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsLA.5.6.4.2 or 5.SL.5, 5.W.6The student will determine anduse the appropriate digital tools(e.g., word processing,multimedia authoring, web tools,graphic organizers) for publishingand presenting a topic.conclusions Relevant facts and detailsP&S: Wilma Unlimited by KathleenKrull, David Diaz Two Bad Ants by Chris VanAllsburg,LA.5.4.1.1 or 5.W.3.a-eThe student will write narrativesthat establish a situation and plotwith rising action, conflict, andresolution.PD:Mufaro’s Beautiful Daughters byJohn SteptoeLA.5.2.2.4The student will identify thecharacteristics of a variety oftypes of text (e.g., reference,newspapers, practical/functionaltexts).Readers TheaterSight Word Bingo (also affixesand homophone bingo)Photo & CaptionsLA.5.3.4.4 or 5.W.5, 5.L.5The student will edit for correctuse of the four basic parts ofspeech (nouns, verbs,adjectives, adverbs), andsubjective, objective, anddemonstrative pronouns andsingular and plural possessivesof nouns.Nonfiction text: A Drop of Water by WalterWick Caves by Stephen KramerFigurative Language Owl Moon by Jane Yolen Tuck Everlasting by NatalieBabbittLA.5.3.4.3 or 5.L.2.a-eThe student will edit for correctuse of punctuation, includingcommas in clauses, hyphens,and in cited sources, includingquotations for exact words fromsources.LA.5.2.1.8 or 5.RL.4The student will explain changesin the vocabulary and languagepatterns of literary texts writtenacross historical periods.Main Idea: When I Was Young in theMountains by Cynthia Rylant So You Want to be Presidentby Judith St. 2/index.htmlMeter and AlliterationThe Z was Zapped by ChrisVanAllsburgFluency: Model fluency, practicepartner reading Phrase-cued text: pauses Echo-reading punctuationTime Linewww.teachnology.com/web tools/materials/timelinesMountain LanguageREV 052012Fifth Grade Language Arts – Quarter 2Page 9

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsLA.5.2.1.9 or 5.SL.1The student will use interest andrecommendations of others toselect a balance of age andability appropriate fictionmaterials to read (e.g., novels,historical fiction, mythology,poetry) to expand the corefoundation of knowledgenecessary to function as a fullyliterate member of a sharedculture.Text Features/LiteraryElements/Study Skills Photo and captions Hero and personification Figurative language Using the Internet Chart Repetition and assonance Meter and alliteration Time lineLA.5.2.2.5 or 5.SL.1The student will use interest andrecommendations of others toselect a balance of age andability appropriate nonfictionmaterials to read (e.g.,biographies and topical areas,such as animals, science,history) to continue building acore foundation of knowledge.Grammar: Common and proper nouns Singular and plural nouns Possessive nouns Plural and possessive nouns Action verbs Verb tensesLA.5.1.7.6 or 5.RL.2, 5.RIT.2The student will identify themesor topics across a variety offiction and nonfiction selections.REV 052012Nouns A Mink, a Fink, a SkatingRink: What is a Noun? byBrian Cleary and JenyaProsmitsky If You Were a Noun byMichael Dahl and Sara Gray A Cache of Jewels byRuthHellerVerbs To Root, to Toot, toParachute by Cleary andGable If You Were a Verb byMichael Dahl and Sara GraySpelling: Compound words Words with plural endings Words with inflected endings Words with /o/, /ou/,/oi/ Words with V/CV and VC/VpatternsFifth Grade Language Arts – Quarter 2Page 10

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsQuarter 3Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.Benchm arkSS.5.C.2.3Analyze how the Constitutionhas expanded voting rightsfrom our nation’s early historyto today.SS.5.C.2.4Evaluate the importance ofcivic responsibilities inAmerican democracy.SS.C.2.5Identify ways good citizens gobeyond basic civic andpolitical responsibilities toimprove government andsocietyLA.5.3.3.3 or 5.W.4The student will reviseby creating precision and interestby expressing ideas vividlythrough varied languagetechniques (e.g., foreshadowing,imagery, simile, metaphor,sensory language, connotation,denotation) and modifying wordchoices using resources andreference materials (e.g.,dictionary, thesaurus).LA.5.1.6.9 or 5.RL.4, 5.RIT.4The student will determine thecorrect meaning of words withmultiple meanings in context.LA.5.1.4.3 or 5.FS.3.aThe student will use languagestructure to read multi-syllabicwords in text.REV 052012Progress Monitoring andAssessm ent ScheduleFocus SkillVocabulary: Word parts: prefixes Thesaurus: denotation andconnotation Analogies: synonyms Homophones Context clues: within asentence Word parts: prefixes andsuffixes Dictionary: multiple meaningwordsPhonics/Decoding: VCCCV Patterns Accented syllables Final /#e/ Final /#l/ and /#n/ Accented syllables inhomographs Words with /ch#r/ and /zher/Fluency: Pronounce hard words Tempo Punctuation Apostrophes ContractionsFCAT Format WeeklyAssessmentFCAT Format BenchmarkAssessment Form B(Administer end of unit 3)Unit assessmentsAdditional Reading and ResourcesOpen: Specific to teacher,grade, subject, schoolFlorida Treasures: Completion of Unit 3 Themetitled: Turning Points (Week3-5) Unit 4 Theme titledExperiences1. Civil RightsUnit 4.1 Lunch CounterEncounter and Goin’Someplace Special(SS.5.C.2.4/.5)2. Animal Defenses3. DemocracyUnit 4.3 Party Animals andGetting Out the Vote(SS.5.C.2.3/.4)4. Extreme Weather5. Trickster Taleswww.Brainpop.com Grammar prefixes, suffixes, roots(PRS) parts of speech punctuation Synonyms/antonyms Homophones Dictionary and thesaurus ersonificationwww.thinkquest.orgFifth Grade Language Arts – Quarter 3Page 11

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsLA.5.1.5.1 or 5.FS.3.aThe student will demonstrate theability to read grade level text.LA.5.1.5.2 or 5.FS.4.bThe student will adjust readingrate based on purpose, textdifficulty, form, and style.LA.5.1.7.2 or 5.RL.6, 5.RIT.6The student will identify theauthor’s purpose (e.g., topersuade, inform, entertain,explain) and how an author’sperspective influences text.LA.5.1.7.7 or 5.RIT.5The student will compare andcontrast elements in multipletexts.LA.5.2.2.2 or 5.RL.2, 5.RIT.2The student will use informationfrom the text to answer questionsrelated to explicitly stated mainideas or relevant details.LA.5.2.2.3 or 5.RL.2, 5.RIT.2The student will organizeinformation to showunderstanding (e.g., representingmain ideas within text throughcharting, mapping, paraphrasing,or summarizing).LA.5.6.1.1 or 5.RIT.2The student will read andinterpret informational text andorganize the information (e.g.,use outlines, timelines, andgraphic organizers) from multiplesources for a variety of purposes(e.g., multi-step directions,problem solving, performing atask, supporting opinions,predictions, and conclusions).REV 052012Comprehension: Author’s purpose Compare characters, settingsand events Plot development Relevant facts and details Recognize organizationalpatternsRevolutionary War to Moderntimes, (Civil Rights)One More River to Cross: TheStory of Twelve BlackAmericans by Jim HaskinsText Features/LiteraryElements/Study Skills: Process diagrams Headline and byline Time line Headings and deck Parts of a book Personification, imagery, andonomatopoeia, moralGrammar:Verbs Main and helping verbs Linking verbs Irregular verbsSpelling: Words with VCCCV patterns Words with vowel patterns inaccented syllables Final /#r/Fifth Grade Language Arts – Quarter 3Page 12

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsLA.5.2.1.7 or 5.RL.6, 5.RIT.6The student will identify andexplain an author’s use ofdescriptive, idiomatic, andfigurative language (e.g.,personification, similes,metaphors, symbolism), andexamine how it is used todescribe people, feelings, andobjects.LA.5.3.4.1 or 5.W.5The student will edit for correctuse of spelling, using spellingrules, orthographic patterns,generalizations, knowledge ofroot words, prefixes, suffixes, andknowledge of Greek and Latinroot words and using adictionary, thesaurus, or otherresources as necessary.LA.5.3.2.1 or 5.W.5The student will draft writingby using a prewriting plan tofocus on the main idea withample development of supportingdetails, elaborating on organizedinformation using descriptivelanguage, supporting details, andword choices appropriate to theselected tone and mood.LA.5.1.6.2 or 5.SL.1.a, 5.RL.10,5.RIT.10The student will listen to, read,and discuss familiar andconceptually challenging text.REV 052012Fifth Grade Language Arts – Quarter 3Page 13

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsQuarter 4Quarter 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.Benchm arkSS.5.C.2.5Identify ways good citizens gobeyond basic civic andpolitical responsibilities toimprove government andsociety.LA.5.1.6.10 or 5.LS.4.a-c,5.RL.4, 5.RIT.4The student will determinemeanings of words,pronunciation, parts of speech,etymologies, and alternate wordchoices by using a dictionary,thesaurus, and digital tools.LA.5.1.6.11 or 5.LS.4.bThe student will use meaning offamiliar roots and affixes derivedfrom Greek and Latin todetermine meanings of unfamiliarcomplex words.LA.5.2.1.7 or 5.RL.6The student will identify andexplain an author’s use ofdescriptive, idiomatic, andfigurative language (e.g.,personification, similes,metaphors, symbolism), andexamine how it is used todescribe people, feelings, andobjects.LA.5.2.1.1 or 5.RIT.9The student will demonstrateknowledge of the characteristicsof various genres (e.g., poetry,fiction, short story, dramaticREV 052012Progress Monitoring andAssessm ent ScheduleFocus SkillVocabulary: Analogies: relationships Word parts: base and rootwords Dictionary: word origins Thesaurus/Dictionary:antonyms Context clues Word parts: Latin rootsPhonics/Decoding: Words with –ance and –ence Soft g Homophones Prefixes dis-, in-, mis-, pre Suffixes –less and –ness Adding on -ionFluency: Tempo Pauses IntonationFCAT Format WeeklyAssessmentFluency Assessment(Spring)Unit AssessmentsFCAT Format BenchmarkAssessment Form C(middle of Unit 5)Additional Reading and ResourcesOpen: Specific to teacher,grade, subject, schoolFlorida Treasures Completion of Unit 4 Themetitled: Experience(Week 5) Unit 5 Theme titled: GreatIdeas (Week 1-5)1. North Pole, South Pole2. Fantastic Foods3. Learning from Nature4. Talking in CodesUnit 5.4 The Unbreakable Code(SS.5.C.2.5)5. Whales Unit 6 (if possible with time)Theme: Expository1. Fairy Tales2. Camping Out3. Improving Lives4. Balloon Flight5. Scientists at Workwww.Brainpop.com Dictionary and thesaurus Antonyms/synonymsComprehension: Author’s purpose Problem and solution Essential message /theme Cause and effect Author’s point of view Plot developmentSymbolism The Giving Tree by ShelSilverstein Tar Beach by Faith Ringgold The Butterfly by PatriciaPolacco Barefoot by Elin HildebrandPronouns I and You and Don’t ForgetWho: What is a Pronoun? byBrian Gable, Brian ClearyFifth Grade Language Arts – Quarter 4Page 14

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language Artsliterature) as forms with distinctcharacteristics and purposes.LA.5.1.6.10 or 5.LS.4.a-cThe student will determinemeanings of words,pronunciation, parts of speech,etymologies, and alternate wordchoices by using a dictionary,thesaurus, and digital tools.LA.5.3.4.1 or 5.LS.4.b&c,5.FS.3.a, 5.W.5The student will edit for correctuse of spelling, using spellingrules, orthographic patterns,generalizations, knowledge ofroot words, prefixes, suffixes,and knowledge of Greek andLatin root words and using adictionary, thesaurus, or otherresources as necessary.LA.5.1.6.6 or 5.RL.4, 5.RIT.4The student will identify shadesof meaning in related words (e.g.,blaring, loud).LA.5.1.6.2 or 5.RL.10, 5.RIT.10,5.SL.1The student will listen to, read,and discuss familiar andconceptually challenging text.LA.5.2.1.8 or 5.RL.4, 5.RIT.10The student will explain changesin the vocabulary and languagepatterns of literary texts writtenacross historical periods. If You Were a Pronoun byNancy Loewen, Sara Gray The Planet Without Pronounsby Justin McCory MartinText Features/LiteraryElements/Study Skills: Moral and metaphor Journals and letters Hyperlink and keyword Using a dictionary/thesaurus Consonance Symbolism GraphsGrammar: Pronouns and homophones Contractions Adjectives and demonstrative Adjectives Articles Adjectives that compare Comparing with “more” and“most” Comparing “good” and “bad”Adjectives Hairy, Scary, Ordinary: Whatis an Adjective by BrianCleary, Jenya Prosmitsky If You Were an Adjective byMichael Dahl, Sara Gray Many Luscious Lollipops byRuth Heller Quirky, Jerky, Extra Perky:More About Adjectives byBrian Cleary, Brian GableSpelling: Words with –ance and –ence Words with soft g Homophones Words with prefixes dis-, in-,mis-, pre Words with suffixes-less, -ness Words ending in –ionLA.5.2.1.4 or 5.RL.2, 5.RIT.2The student will identify anauthor's theme, and use detailsfrom the text to explain how theauthor developed that theme.REV 052012Fifth Grade Language Arts – Quarter 4Page 15

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsLA.5.6.3.1 or 5.RIT.8, 5.SL.3,5.SL.4The student will examine howideas are presented in a varietyof print and nonprint media andrecognize differences betweenlogical reasoning andpropaganda.REV 052012Fifth Grade Language Arts – Quarter 4Page 16

OKALOOSA COUNTY SCHOOL DISTRICTCurriculum Guide for Language ArtsOCSD’s Elementary Comprehensive Literacy Model OverviewOkaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formulain elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy modelare the essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a dailybasis .REV 072011Key: READING—PA phonological awareness, PH phonics, F fluency, V vocabulary, C comprehensionASSESSMENT—S screening, D diagnostic, PM progress monitoringTimeAllocationFrequency ofUseTeachers read aloud to students from a variety of genre often above thestudents’ instructional reading level to allow for enhancement of listening andspeaking vocabulary. During this component teachers initially articulatemetacognitive strategies (thought processes) and elements of fluency sostudents can observe behaviors of an accomplished reader. Over time, studentsare invited to participate in the read aloud experience by articulating theirthought processes in understanding the text, discussing text interactions,reflecting on personal interactions w ith the text, and w riting reflections about thetext. Additionally, specific comprehension and vocabulary strategies aremodeled by the teacher during reading of the text (i.e. cause-effect,compare/contrast, etc). In addition to interactive read alouds, teachers shouldalso spend uninterrupted time reading aloud to their students to model fluentreading.15-20 minutes,K-2Daily during literacyand content areablocksShared Reading is an interactive reading experience that occurs w hen studentsjoin in or share the reading of a big book or other enlarged text w hile guided andsupported by the teacher. It is through shared reading that the students canobserve an efficient

Curriculum Guide for Language Arts REV 052012 Fifth Grade Language Arts – Quarter 1 Page 6 LA.5.1.7.3 or 5.RIT.2 The student will determine the main idea or essential message in grade-level text through inferring, par