Parent Curriculum Guide
__________________________
Grade Level: 5th Grade
Six Weeks: ELA 4th Six Weeks Readiness skills = denoted
* Orange Literary terms: See Literary Term Link
What will students learn?
January 27-31, 2014
Comprehension –Informational Text/Expository
*Summarize the main idea and supporting details in a text in ways that maintain meaning and logical order and monitor and adjust
comprehension (e.g., using background knowledge, creating sensory image, rereading a portion aloud, generating questions)
Vocabulary/Spelling/Grammar/Writing
Spell, read, and write words with Greek and Latin Word Parts
Use and understand the function of pronoun and verb agreement in reading, writing and speaking situations
*Write legibly an expository essay that compare and contrast ideas or events(check for correct spelling)
How can I assist my child?

Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)

Want your children to be good readers? Let them see you read

Encouraging discussion of new and unfamiliar words
http://www.oupcanada.com/higher_education/companion/literature/9780195425154/eng_135/quiz_subject_verb.html
http://www.storyarts.org/classroom/retelling/improvise.html#adding
http://www.vocabulary.co.il/root-words/intermediate/root-word-meaning-match/
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
Reread to find out why ______is important.
The article is mostly about ___
What is the main idea of the information?
What are the four most important facts in this information? (Sorting important facts from unimportant facts lead to an
accurate summary.)
Which of these is the most complete summary of this information?
Which of these is the most complete summary with the accurate order of the information in the article?
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted
What will students learn?
How can I assist my child?
February 3-7, 2014
Comprehension –Literary Text/Science Fiction
*Describe incidents that advance the story or novel, explain how each incident give rise to or foreshadows future events and
monitor and adjust comprehension (e.g., using background knowledge, creating sensory image, rereading a portion aloud,
generating questions)
Vocabulary/Spelling/Grammar
Identify and use synonyms during reading and writing situations
Spell, read, write and identify words with Words with /cher/ and /zher/: Rancher and future
Use and understand the function possessive pronouns in reading, writing and speaking situations: Ex. The money was really theirs
for the taking.
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)
 Try holding D-E-A-R times at your house. "DEAR" stands for "Drop Everything and Read." During DEAR time, everyone in the
family sits down for some uninterrupted reading time.
 Encouraging discussion of new and unfamiliar words
http://www.k12reader.com/worksheet/choose-the-homograph/
http://www.softschools.com/quizzes/grammar/helping_verbs/quiz520.html
http://www.k12reader.com/subject/informative-expository-writing-prompts/
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
Why are paragraphs _____through _____important in this story?
Why is paragraph _____important to this story?
What event helps the reader predict what will happen next?
The reader can tell that _____will_____ because _____.
What happened when ______?
The reader can tell
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
February 10-14, 2014
Comprehension – Literary Text/Fiction
Explain the roles and functions of characters in various plot, including their relationships and conflicts; and monitor and adjust
comprehension (e.g., using background knowledge, creating sensory image, rereading a portion aloud, generating questions)
Vocabulary/Spelling/Grammar/Writing
Identify clues to determine multiple-meaning words in sentences with examples and definitions
Spell, read, write and identify words with the spelling pattern: -ance and -ence
Use and understand the function of pronouns, contractions and homophones in reading, writing and speaking situations
Create a story that demonstrates the development of a character throughout several events with attention to the introduction and
conclusion of the story’s plot.
How can I assist my child?
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)
 Encouraging discussion of new and unfamiliar words
 Ask your child to draw a comic strip about what happens in the story
http://mrnussbaum.com/readingpassageindex
http://www.k12reader.com/subject/pronouns/
http://www.k12reader.com/worksheet/rocky-relationships/
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
7.
What can you tell about _____and _____?
At the beginning of the story how does _____feel about_____?
How did ______’s feeling about _____change by the end of the story?
How does ______most likely feel at the end of the story?
_____is irritated with _____in paragraph_____because_____
What was _____’s role in the argument?
How did _____ help to solve the conflict?
8. What was an important role for ____ in this story?
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
How can I assist my
child?
February 17-21, 2014
Comprehension- Literary Text/Historical Fiction
*Describe incidents that advance the story or novel, explain how each incident give rise to or foreshadows future events and
*Explain the roles and functions of characters in various plot, including their relationships and conflicts
Vocabulary/Spelling/Grammar
Identify and use synonyms in sentences with examples and definitions
Spell, read, write and identify homophones
Use and understand the function of dependent and independent clauses in reading, writing and speaking situations
 Read mysteries with your child and try to figure out the clues together.
 Providing access to text and online reference sources (dictionary, thesaurus, etc.)
 Set aside a time and place for your child to read (a comfy chair and reading light in a quiet place)
http://www.learninggamesforkids.com/vocabulary_games/homophones-games.html
http://www.k12reader.com/subject/5th-grade-reading-comprehension-worksheets/
http://www.learninggamesforkids.com/vocabulary_games/synonyms.html
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
Why are paragraphs _____through _____important in this story?
What event helps the reader predict what will happen next?
The reader can tell that _____will_____ because _____.
What was _____’s role in the argument?
How did _____ help to solve the conflict?
6. What was an important role for ____ in this story?
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
How can I assist my
child?
March 3-7, 2014
Comprehension – Literary Nonfiction/Biography
Identify the literary language and devices used in biographies and autobiographies, including how authors present major events
in a person’s life and *make inferences about text and use textual evidence to support understanding
Vocabulary/Spelling/Grammar
Identify and use synonyms in sentences with examples and definitions
Spell, read, write and identify homophones
Use and understand the function of dependent and independent clauses in reading, writing and speaking situations
 Read mysteries with your child and try to figure out the clues together.
 Providing access to text and online reference sources (dictionary, thesaurus, etc.)
 Set aside a time and place for your child to read (a comfy chair and reading light in a quiet place)
http://www.learninggamesforkids.com/vocabulary_games/homophones-games.html
http://www.ducksters.com/biography/
http://www.learninggamesforkids.com/vocabulary_games/synonyms.html
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
In paragraph____, the ____ symbolizes ____.
In paragraph ____, the author state that “__” to help the reader understand____.
Why does the author describe ____ as “____”?
Read this sentence from paragraph. What does the author mean by this line?
PTA2
Partners-Teachers-Advocates- Advisors
Weeks: ELA 4th Six Weeks Readiness skills = denoted *
What will students learn?
Skill described
How can I assist my
child?
March 17-21, 2014
Comprehension –Informational Text/Expository
*Summarize the main idea and supporting details in a text in ways that maintain meaning and logical order and *analyze how the
organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification
schemes) influence the relationship among the ideas.
Vocabulary/Spelling/Grammar
Identify and use antonyms in sentences
Spell, read, write and identify words with the spelling pattern: Prefixes
Use and understand the function of adjectives that compare in reading, writing and speaking situations
 Listening to your child read and periodically stopping to ask questions (who, what, when, where, why, how)

Providing access to text and online reference sources (dictionary, thesaurus, etc.)
 Discussing current events (local, state, national, international) to build “word knowledge”
http://www.k12reader.com/subject/synonyms-antonyms/
http://www.k12reader.com/subject/prefix-worksheets/
http://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives/exercises
What does it look like?
How do I know my child
understands?
1.
2.
3.
4.
5.
6.
7.
The article is mostly about ___
What are the four most important facts in this information? (Sorting important facts from unimportant facts lead to an
accurate summary.)
Which of these is the most complete summary with the accurate order of the information in the article?
How did the author show that ____and ____have many features in common? (classification schemes)
From information in this selection, how are _____and ____alike (or different)? (compare-and-contrast)
Why was the order of the events in this newspaper order so important? (sequence)
The reader can conclude ____about the effects of ____because _____(cause-and-effect)
PTA2
Partners-Teachers-Advocates- Advisors