MSAD
#55
English/Language
Arts
English/Language
Art Skills
Grade 5
A.
Students will use the skills
and strategies of the reading process to comprehend interpret, evaluate, and
appreciate what they have read.
Students will be able to:
1.
Formulate questions
to be answered while reading.
q
a. Formulate questions
using Bloom’s taxonomy in a written response.
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b. Formulate questions
using Bloom’s taxonomy in small discussion groups.
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c. Formulate questions
using Bloom’s taxonomy in whole group discussions.
2. Reflect on what
has been discovered and learned while reading, and formulate additional
questions.
q
a. Reflect on what has been learned in written form.
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b. During a classroom discussion, share personal connections to
passages they have read.
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c. Share additional questions in a discussion format.
3. Use specific
strategies (e.g. rereading, consultation) to clarify confusing parts of a text.
q
a. Demonstrate how to reread and then read on to clarify
confusing parts when they meet with the teacher.
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b. Consult with another person to clarify confusing text.
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c. Discuss strategies they use to clarify confusing parts
with the whole class.
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4. Understand stories
and expository texts from the perspective of the social and cultural context in
which they were created.
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a. Read a variety of materials that introduce different cultures.
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b. Discuss cultural differences.
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c. Discuss social differences.
5. Identify
accurately the author’s purpose, the author’s point of view, and specific
devices an author uses.
q
a. Determine whether an author is writing to entertain,
inform, or convince.
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b. Give examples from the text supporting the author’s point of
view.
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c. Cite examples by quoting from the text to show evidence of the
author’s point of view.
6. Summarize whole
text by referring to important and representative passages.
q
a. Choose specific paragraphs
that represents the main idea.
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b. In the content area, record the main idea of a section in
their own words.
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c. At the end of a novel, describe important passages to
summarize plot development and explain how the conflict was resolved.
7. Read for a wide
variety of purposes (e.g. to gain knowledge, to aid in making decisions, to
receive instruction, to enjoy.
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a. Match text to purpose.
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b. Become aware of a variety of
genre.
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c. Make selections for pleasure.
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d. Adjust reading rate for
purpose.
8. Explain
orally and defend opinions formed while reading and viewing.
q
a. Verbalize an opinion formed
while reading and viewing.
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b. Cite passages from the text
that defend their opinion.
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c. Develop a respect for other’s
opinions.
9. Adjust viewing and
listening strategies in order to comprehend materials viewed and heard.
q
a. Identify various strategies for listening and viewing.
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b. Choose and adapt strategies to individual needs and
strengths.
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c. Practice listening and viewing strategies.
10. Generate and
evaluate the notes they have taken from course related reading, listening, and
viewing.
q
a. Explore various types of note taking (semantic mapping,
outlining, etc.)
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b. Understand the purpose of notes.
B. Students
will use reading, listening, and viewing strategies to experience, understand,
and appreciate literature and culture.
Students will be able to:
1. Appreciate that
people respond to literature in different and individual ways.
q
a. Make personal connections when reflecting from literature
read.
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b. Compare and contrast how different cultures of
backgrounds will affect how one responds to literature.
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c. Respond to a piece of literature from a different
culture’s point of view.
2. Use pertinent
literature and media to address specific interests and questions.
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a. Identify the specific interests and questions they want
to answer.
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b. Research what media/literature is available to them to
answer the questions (i.e. classroom material, school library, town library
internet).
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c. Investigate the material to answer questions.
3.
Identify the main
and subordinate characters in literacy works.
q
a. Identify main characters and give evidence to prove it is
a main character, through discussion.
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b. Identify subordinate characters and give evidence to
prove it is a subordinate character, through discussion.
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c. Identify both main characters and subordinate characters
independently.
4. Explain how the
motives of characters or the causes of complex events in texts are similar to
and distinct from those in their own experience.
q
a. List the complex events in the text and what caused them.
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b. Determine how the character’s motives caused the events.
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c. Write about how their own experiences are similar to
and/or distinct from these characters and events.
5. Demonstrate an
understanding of lengthy, complex dialogues and how they relate to a story.
q
a. Understand dialogue by reading a variety of literary
forms where dialogue is used.
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b. Select a passage of dialogue from the text and explain
how it contributes to the story.
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c. Experiment with writing dialogue in their own stories and
discuss how it helps to develop the plot.
6. Recognize and
analyze the use of specific literacy devices (e.g. foreshadowing, flashback,
different time frames such as the future or the past).
q
a. Identify foreshadowing, flashback, and different time
frames such as the future or past, through group discussion.
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b. Select an example of foreshadowing and flashback and
explain its significance to the story.
7. Recognize and
analyze complex elements of plot (e.g. setting, major events, problems,
conflicts, resolution).
q
a. Identify the elements of the plot.
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b. Select examples of the above from text.
8. Apply effective
strategies to the reading and interpretation of fiction, using texts that are
appropriately complex, and sophisticated in style, point of view, and use of
literary devices.
q
a. Identify various genre of fiction.
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b. Discuss strategies they use to identify the above.
9. Apply effective
strategies to the reading and use of moderately long notification texts which
are appropriately complex and sophisticated in style.
q
a. Identify the characteristics of a nonfiction text.
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b. Through reading, identify ways that show how the text
structure (heading, captions, etc.) aid in the understanding of the content.
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c. Summarize in their own words the reading from the
nonfiction text.
10. Demonstrate an understanding of the defining features and
structure of literary texts encountered at this level (i.e., plays, poems,
short stories, novels).
q
a. Read a variety of genre.
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b. Describe the characteristics of genre.
11. Read literature and view films which illustrate distinct
cultures and formulate and defend opinions gathered from the experience.
q
a. Explore various aspects of a culture through the reading
and viewing of films.
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b. Formulate an opinion.
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c. Defend the opinion.
12. Identify the
universality of themes and examine the connections among various expressive
forms (e.g., films, fictions, drama) by drawing on their broad base of prior
knowledge.
q
a. Identify the theme.
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b. Relate the theme to previous experiences (films, fiction,
drama).
13. Demonstrate
understanding of enduring themes of literature by differentiating between main
ideas and themes.
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a. Identify main ideas and themes.
C. Students
will demonstrate an understanding of how words and images communicate. Students will be able to:
1. Use their own
experience to decide which form of language to use when communicating (formal,
informal, slang, etc.)
q
a. Differentiate between formal, informal, and slang
language.
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b. Demonstrate the appropriate setting for the use of each
form of language.
2.
Understand factors
that commonly affect language change and use.
q
a. Examine contributions of various cultural and ethic groups.
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b. Make connections between literature and real life, past
and present.
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c. Demonstrate an understanding that audience affects
language usage.
3. Consult pertinent
information sources on language use (e.g., a dictionary, a thesaurus, a handbook
on style.)
q
a. Know how to use reference
sources.
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b. Understand the depth of
information provided by each reference source.
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c. Understand which reference book is appropriate.
4. Use knowledge of
the fundamental parts of speech when writing and speaking.
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a. Identify and use nouns correctly.
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b. Identify and use verbs correctly.
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c. Emphasize the use of adjectives.
5.
Demonstrate an
understanding of the concept of propaganda.
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a. Identify propaganda.
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b. Discuss how propaganda is used to influence people.
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c. Find examples of propaganda.
D. Students
will apply reading, listening, and viewing strategies to informational texts
across all areas of curriculum.
Students will be able to:
1.
Identify useful
information - organizing strategies.
q
a. Discuss different organizational strategies.
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b. Practice different organizational strategies.
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