OKALOOSA COUNTY SCHOOL DISTRICT
CURRICULUM GUIDE
LANGUAGE ARTS
Fifth Grade
Office of Quality Assurance and Curriculum Support
Guyla Hendricks, Chief Officer
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
CONTENTS
Mission Statement............................................................................................................................................................. 3
Suggestions for Implementing Curriculum Guides ........................................................................................................ 3
Florida Department of Education Website ..................................................................................................................... 3
OCSD Curriculum and Pacing Guide ∞ Overview .................................................................................................... 4
Language Arts Curriculum Guide ............................................................................................................................... 5
Quarter 1 ........................................................................................................................ 5
Quarter 2 ........................................................................................................................ 8
Quarter 3 ...................................................................................................................... 11
Quarter 4 ...................................................................................................................... 14
OCSD’s Elementary Comprehensive Literacy Model Overview ................................................................................ 17
Language Arts K-5 Resources....................................................................................................................................... 20
Writing Pacing Guide ................................................................................................................................................... 21
Writing Resources ........................................................................................................................................................... 26
Assessment / Curriculum / Monitoring Information from FLDOE ............................................................................... 27
Additional Literature (by writing process topic, by grade level) ............................................................................... 28
2011 FCAT 2.0 Reading Grade 5 .................................................................................................................................. 44
FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY ........................................................ 45
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Mission Statement
Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate
instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to:
 Teach students the Next Generation Standards as dictated by state law for their grade level,
 Implement the OCSD Comprehensive Balanced Literacy Model,
 Enhance the curriculum by uuing resources and instructional technology, and
 Differentiate instruction as needs are identified by assessments/progress monitoring.
In addition, teachers should:
 Collaborate with the reading leadership team to maximize school resources and expertise,
 Document questions and suggestions for improvement of the Curriculum Guide,
 Stay abreast of the Florida Department of Education website and Just Read, Florida!, and
 Provide students the opportunity to assess on-line textbooks.
Florida Department of Education Website
Next Generation Sunshine State Standards:
http://www.floridastandards.org/homepage/index.aspx
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Curriculum Guide for Language Arts
OCSD Curriculum and Pacing Guide ∞ Overview
This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality
instruction for each nine-week period.
Purpose:
This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers
ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description:
The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period.
Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their
students or school needs.
 Column One – Benchmark/Text Alignment
Lists the specific Benchmark by number and states the Benchmark
 Column Two – Focus Skill
Generally based on the sequence of instruction as presented in the textbook adoption
 Column Three – Progress Monitoring / Assessment
Provides teachers with myriad of assessment and monitory resources available
 Column Four – Literacy Connection/Vocabulary/Reading
Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks
 Column Five – Open: Specific to Teacher/Grade/Subject/School
Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs
NOTE:
Addendums to this curriculum guide, as well as additional information/forms will be posted at
http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Language Arts Curriculum Guide
Quarter 1
Benchm ark
Reading Unit and Focus Skill
LA.5.1.6.7 or 5.L.4.b
The student will use meaning of
familiar base words and affixes to
determine meanings of unfamiliar
complex words.
Vocabulary:
 Context Clues: Synonym
 Word Parts: compound words
 Dictionary: Homographs,
 Context Clues: Description or
Explanation,
 Thesaurus: Synonyms
LA.5.1.6.8 or 5.L.4.c
The student will use knowledge
of antonyms, synonyms,
homophones, and homographs
to determine meanings of words.
LA.5.1.6.3 or 5.L.4.a
The student will use context
clues to determine meanings of
unfamiliar words.
LA.5.1.4.1 or 5.FS.3.a
The student will understand
spelling patterns.
LA.5.2.1.3 or 5.RL.4
The student will demonstrate
how rhythm and repetition as well
as descriptive and figurative
language help to communicate
meaning in a poem.
LA.5.1.7.5 or 5.RIT.5
The student will identify the text
structure an author uses (e.g.,
comparison/contrast,
cause/effect, sequence of
events) and explain how it
impacts meaning in text.
Phonics/Decoding:
 Short Vowels a,e,i,o,u
 Long vowel, VCe
 Words with /u/
 R-controlled Vowel
Progress Monitoring and
Assessm ent Schedule
FCAT Format Weekly
Assessments
Screening, Diagnostic,
Placement Assessment
Grade 5:
 Can use Placement
Assessment for determining
Approaching, On Level, or
Beyond Level Instruction (Fall)
 Fluency Assessment (Fall)
 Running Record
(suggested every 4 weeks)
Essential Word Sorts for
Intermediate Grades
Fluency:
 Intonation
 Pausing
 Commas
 Exclamation Points
 Adjusting Rate
Additional Reading Resources
Open: Specific to teacher,
grade, subject, school
Florida Treasures
Unit 1 Theme Titled: Challenges
(Week 1-5)
1. School Contests
2. American Legends
3. Trees for Life
4. Exploring Space
5. Rescue Dogs
www.macmillanmh.com
www.mhln.com
Electronic textbook and dictionary
www.Brainpop.com
 Synonyms/antonyms
 Compound words
 Grammar
 Types of sentences
 Subject and predicate
 Run-on sentences
 Keys to Good Language
 Wordly Wise 300
www.Edhelper.com
Great graphic organizers for
cause/effect, compare and
contrast
Comprehension:
 Plot Development
 Compare and contrast
 Main idea and details
 Cause and Effect
www.unitedstreaming.com
Topic and theme connections
www.languagearts.pppst.com
free resource to Power Point
presentations on reading and
grammar skills
Text Features/Literary
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Fifth Grade Language Arts – Quarter 1
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
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, paraphrasing,
summarizing, and identifying
relevant details.
LA.5.2.2.2 or 5.RL.1, 5.RIT.1
The student will use information
from the text to answer questions
related to explicitly stated main
ideas or relevant details.
LA.5.1.7.4 or 5.RL.3, 5.RIT.3
The student will identify causeand-effect relationships in text.
LA.5.1.7.1 or 5.RIT.5, 5.RL.7
The student will explain the
purpose of text features (e.g.,
format, graphics, diagrams,
illustrations, charts, maps), use
prior knowledge to make and
confirm predictions, and establish
a purpose for reading.
Elements/Study Skills:
 Photo and Captions
 Toolbar and Link
 Using the Library or
Media Center
 Rhyme Scheme and Rhythm
Charts
Grammar:
 Sentence Types
 Subject and Predicates
 Sentence Combining
 Run-on Sentences
Spelling:
 Words with Short Vowels
 Words with Long Vowels
 Words with /u/
 Words with /ar/
LA.5.3.5.1 or 5.W.6, 5.W.4
The student will prepare writing
using technology in a format
appropriate to audience and
purpose (e.g., manuscript,
multimedia).
www.quia.com/web
free resource to games that
support reading and grammar
skills
Weekly Spelling Practice
Time for Kids FACT Edition
 Issue 1, 4 Main idea
 Issue 5,9,12 Cause and Effect
 Issue 3,14,15 Compare and
Contrast
 Issue 1,4,6 Photo/Captions
 Issue 5,15 synonyms
 Issue 3,5,15 charts
Theme Bibliography in textbook
provides supplemental books on
each theme
Read alouds:
 “Owen and Mzee”
Compare/contrast photo and
captions website
(www.owenmzee.com)
 “Thank You Mr. Falker” Great
for teaching cause and effect
 “Spider and the Fly”
Rhyme Scheme/Rhythm
Daily News/Newspapers (main
idea/details)
LA.5.2.2.1 or 5RIT.5
The student will locate, explain,
and use information from text
features (e.g., table of contents,
glossary, index, transition
words/phrases, headings,
subheadings, charts, graphs,
illustrations).
Reader’s Theater available in
Anthology of MacMillan/McGrawHill Reading Series
Various Readers Theater script
resources available on-line
MacMillan/McGraw-Hill
Fluency CD-Rom
Caught Ya!: Grammar with a
Giggle by Jane Bell Kiester
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Fifth Grade Language Arts – Quarter 1
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
LA.5.3.4.5 or 5.W.5, 5.L.5
The student will edit for correct
use of subject/verb and
noun/pronoun agreement in
simple and compound
sentences.
Mountain Language
Steck-Vaughn Poetry
Comprehension Series Grade 5
(use quarterly as needed)
LA.5.1.6.4 or 5.RIT.4
The student will categorize key
vocabulary and identify salient
features.
Random House Book of
Children’s Poetry (use quarterly
as needed)
LA.5.1.6.5 or 5.FS.4.c
The student will relate new
vocabulary to familiar words.
LA.5.1.7.8 or 5.FS.4.a & c
The student will use strategies to
repair comprehension of gradeappropriate text when selfmonitoring indicates confusion,
including but not limited to
rereading, checking context
clues, predicting, note-making,
summarizing, using graphic and
semantic organizers,
questioning, and clarifying by
checking other sources.
LA.5.2.1.4 or 5.RL.2
The student will identify an
author's theme, and use details
from the text to explain how the
author developed that theme.
LA.5.2.1.5 or 5.RL.2, 5.RIT.2
The student will demonstrate an
understanding of a literary
selection, and depending on the
selection, include evidence from
the text, personal experience,
and comparison to other
text/media.
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Fifth Grade Language Arts – Quarter 1
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Quarter 2
Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchm ark
SS.5.C.2.1
Differentiate Political Ideas of
Patriots, Loyalists, and
“Undecideds” during the
American Revolution.
SS.5.C.2.2
Compare forms of political
participation in the colonial
period to today.
LA.5.1.6.1 or 5.RIT.4
The student will use new
vocabulary that is introduced and
taught directly.
LA.5.1.4.2 or 5.RL.5, 5.RIT.5
The student will recognize
structural analysis.
LA.5.2.1.2 or 5.RL.5
The student will locate and
analyze the elements of plot
structure, including exposition,
setting, character development,
rising/falling action,
problem/resolution, and theme in
a variety of fiction.
LA.5.2.1.7 or 5.RL.6, 5.RIT.6
The student will identify and
explain an authors use of
descriptive, idiomatic, and
figurative language (e.g.,
personification, similes,
metaphors, symbolism), and
examine how it is used to
describe people, feelings, and
objects.
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Progress Monitoring and
Assessm ent Schedule
Focus Skill
Vocabulary:
 Dictionary: idioms,
pronunciation key
 Context clues: look for
restatement
 Word Parts: inflectional
endings
 Word families
 Word parts: suffixes
 Analogies: antonyms
Running Record
FCAT Format Weekly
Assessment
FCAT Format Benchmark
Assessment Form A
(administer middle of unit 2)
Unit Assessments
Phonics/Decoding:
 Compound words
 Plural endings
 Inflected endings
 Words with /o/, /ou/, /oi/
 VCCV pattern
 V/CV and VC/V patterns
 V/V patterns
Fluency:
 Quotation marks
 Question marks
 Pauses
 Phrasing
 Chunks
Comprehension:
 Plot development
 Make inferences
 Main idea and details
 Problem and solution
 Plot development: draw
Fluency Assessment
(Winter)
Mountain Language
Additional Reading and Resources
Open: Specific to teacher, grade,
subject, school
www.Brainpop.com
 Grammar
 Idioms and clichés
 Prefixes, roots, suffixes
(PRS)
 Dialogue
 Antonyms, synonyms,
homonyms
 Compound words
Florida Treasures:
 Unit 2 Theme Titled:
Discoveries
1. People Helping Animals
2. Slithery Snakes
3. Remembering the Past
4. The Caribbean Islands
5. Cowboys and Cowgirls
 Partial Unit 3 (Week 1-2)
Theme Titled: Turning Points
1. The American Revolution
Unit 3.1: Letters from the
Revolution and Sleds on
Boston Common (SS.5.C.2.1/2)
2. The Right to Vote
Unit 3.2 : Your Vote, Your
Voice and When Esther Morris
Headed West (SS.5.C.2.3/4)
3. Protecting the
Environment
4. Desert Habitats
5. Into the Future
Inference:
 The Gardener by Sarah
Stewart
 Van Gogh Café by Cynthia
Rylant
Fifth Grade Language Arts – Quarter 2
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
LA.5.6.4.2 or 5.SL.5, 5.W.6
The student will determine and
use the appropriate digital tools
(e.g., word processing,
multimedia authoring, web tools,
graphic organizers) for publishing
and presenting a topic.
conclusions
 Relevant facts and details
P&S:
 Wilma Unlimited by Kathleen
Krull, David Diaz
 Two Bad Ants by Chris Van
Allsburg,
LA.5.4.1.1 or 5.W.3.a-e
The student will write narratives
that establish a situation and plot
with rising action, conflict, and
resolution.
PD:
Mufaro’s Beautiful Daughters by
John Steptoe
LA.5.2.2.4
The student will identify the
characteristics of a variety of
types of text (e.g., reference,
newspapers, practical/functional
texts).
Readers Theater
Sight Word Bingo (also affixes
and homophone bingo)
Photo & Captions
LA.5.3.4.4 or 5.W.5, 5.L.5
The student will edit for correct
use of the four basic parts of
speech (nouns, verbs,
adjectives, adverbs), and
subjective, objective, and
demonstrative pronouns and
singular and plural possessives
of nouns.
Nonfiction text:
 A Drop of Water by Walter
Wick
 Caves by Stephen Kramer
Figurative Language
 Owl Moon by Jane Yolen
 Tuck Everlasting by Natalie
Babbitt
LA.5.3.4.3 or 5.L.2.a-e
The student will edit for correct
use of punctuation, including
commas in clauses, hyphens,
and in cited sources, including
quotations for exact words from
sources.
LA.5.2.1.8 or 5.RL.4
The student will explain changes
in the vocabulary and language
patterns of literary texts written
across historical periods.
Main Idea:
 When I Was Young in the
Mountains by Cynthia Rylant
 So You Want to be President
by Judith St. George
Repetition
www.library.thinkquest.
Org/J0112392/index.html
Meter and Alliteration
The Z was Zapped by Chris
VanAllsburg
Fluency:
 Model fluency, practice
partner reading
 Phrase-cued text: pauses
 Echo-reading punctuation
Time Line
www.teachnology.com/web_tools/materials/t
imelines
Mountain Language
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Fifth Grade Language Arts – Quarter 2
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
LA.5.2.1.9 or 5.SL.1
The student will use interest and
recommendations of others to
select a balance of age and
ability appropriate fiction
materials to read (e.g., novels,
historical fiction, mythology,
poetry) to expand the core
foundation of knowledge
necessary to function as a fully
literate member of a shared
culture.
Text Features/Literary
Elements/Study Skills
 Photo and captions
 Hero and personification
 Figurative language
 Using the Internet
 Chart
 Repetition and assonance
 Meter and alliteration
 Time line
LA.5.2.2.5 or 5.SL.1
The student will use interest and
recommendations of others to
select a balance of age and
ability appropriate nonfiction
materials to read (e.g.,
biographies and topical areas,
such as animals, science,
history) to continue building a
core foundation of knowledge.
Grammar:
 Common and proper nouns
 Singular and plural nouns
 Possessive nouns
 Plural and possessive nouns
 Action verbs
 Verb tenses
LA.5.1.7.6 or 5.RL.2, 5.RIT.2
The student will identify themes
or topics across a variety of
fiction and nonfiction selections.
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Nouns
 A Mink, a Fink, a Skating
Rink: What is a Noun? by
Brian Cleary and Jenya
Prosmitsky
 If You Were a Noun by
Michael Dahl and Sara Gray
 A Cache of Jewels byRuth
Heller
Verbs
 To Root, to Toot, to
Parachute by Cleary and
Gable
 If You Were a Verb by
Michael Dahl and Sara Gray
Spelling:
 Compound words
 Words with plural endings
 Words with inflected endings
 Words with /o/, /ou/,/oi/
 Words with V/CV and VC/V
patterns
Fifth Grade Language Arts – Quarter 2
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Quarter 3
Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchm ark
SS.5.C.2.3
Analyze how the Constitution
has expanded voting rights
from our nation’s early history
to today.
SS.5.C.2.4
Evaluate the importance of
civic responsibilities in
American democracy.
SS.C.2.5
Identify ways good citizens go
beyond basic civic and
political responsibilities to
improve government and
society
LA.5.3.3.3 or 5.W.4
The student will revise
by creating precision and interest
by expressing ideas vividly
through varied language
techniques (e.g., foreshadowing,
imagery, simile, metaphor,
sensory language, connotation,
denotation) and modifying word
choices using resources and
reference materials (e.g.,
dictionary, thesaurus).
LA.5.1.6.9 or 5.RL.4, 5.RIT.4
The student will determine the
correct meaning of words with
multiple meanings in context.
LA.5.1.4.3 or 5.FS.3.a
The student will use language
structure to read multi-syllabic
words in text.
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Progress Monitoring and
Assessm ent Schedule
Focus Skill
Vocabulary:
 Word parts: prefixes
 Thesaurus: denotation and
connotation
 Analogies: synonyms
 Homophones
 Context clues: within a
sentence
 Word parts: prefixes and
suffixes
 Dictionary: multiple meaning
words
Phonics/Decoding:
 VCCCV Patterns
 Accented syllables
 Final /#e/
 Final /#l/ and /#n/
 Accented syllables in
homographs
 Words with /ch#r/ and /zher/
Fluency:
 Pronounce hard words
 Tempo
 Punctuation
 Apostrophes
 Contractions
FCAT Format Weekly
Assessment
FCAT Format Benchmark
Assessment Form B
(Administer end of unit 3)
Unit assessments
Additional Reading and Resources
Open: Specific to teacher,
grade, subject, school
Florida Treasures:
 Completion of Unit 3 Theme
titled: Turning Points (Week
3-5)
 Unit 4 Theme titled
Experiences
1. Civil Rights
Unit 4.1 Lunch Counter
Encounter and Goin’
Someplace Special
(SS.5.C.2.4/.5)
2. Animal Defenses
3. Democracy
Unit 4.3 Party Animals and
Getting Out the Vote
(SS.5.C.2.3/.4)
4. Extreme Weather
5. Trickster Tales
www.Brainpop.com
 Grammar
 prefixes, suffixes, roots
(PRS)
 parts of speech
 punctuation
 Synonyms/antonyms
 Homophones
 Dictionary and thesaurus
 Contractions
Important/unimportant
Information
www.studyzone.org/testprep/ela4
/a/importantunimpotl.cfm
Personification
www.thinkquest.org
Fifth Grade Language Arts – Quarter 3
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
LA.5.1.5.1 or 5.FS.3.a
The student will demonstrate the
ability to read grade level text.
LA.5.1.5.2 or 5.FS.4.b
The student will adjust reading
rate based on purpose, text
difficulty, form, and style.
LA.5.1.7.2 or 5.RL.6, 5.RIT.6
The student will identify the
author’s purpose (e.g., to
persuade, inform, entertain,
explain) and how an author’s
perspective influences text.
LA.5.1.7.7 or 5.RIT.5
The student will compare and
contrast elements in multiple
texts.
LA.5.2.2.2 or 5.RL.2, 5.RIT.2
The student will use information
from the text to answer questions
related to explicitly stated main
ideas or relevant details.
LA.5.2.2.3 or 5.RL.2, 5.RIT.2
The student will organize
information to show
understanding (e.g., representing
main ideas within text through
charting, mapping, paraphrasing,
or summarizing).
LA.5.6.1.1 or 5.RIT.2
The student will read and
interpret informational text and
organize the information (e.g.,
use outlines, timelines, and
graphic organizers) from multiple
sources for a variety of purposes
(e.g., multi-step directions,
problem solving, performing a
task, supporting opinions,
predictions, and conclusions).
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Comprehension:
 Author’s purpose
 Compare characters, settings
and events
 Plot development
 Relevant facts and details
 Recognize organizational
patterns
Revolutionary War to Modern
times, (Civil Rights)
One More River to Cross: The
Story of Twelve Black
Americans by Jim Haskins
Text Features/Literary
Elements/Study Skills:
 Process diagrams
 Headline and byline
 Time line
 Headings and deck
 Parts of a book
 Personification, imagery, and
onomatopoeia, moral
Grammar:
Verbs
 Main and helping verbs
 Linking verbs
 Irregular verbs
Spelling:
 Words with VCCCV patterns
 Words with vowel patterns in
accented syllables
 Final /#r/
Fifth Grade Language Arts – Quarter 3
Page 12
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
LA.5.2.1.7 or 5.RL.6, 5.RIT.6
The student will identify and
explain an author’s use of
descriptive, idiomatic, and
figurative language (e.g.,
personification, similes,
metaphors, symbolism), and
examine how it is used to
describe people, feelings, and
objects.
LA.5.3.4.1 or 5.W.5
The student will edit for correct
use of spelling, using spelling
rules, orthographic patterns,
generalizations, knowledge of
root words, prefixes, suffixes, and
knowledge of Greek and Latin
root words and using a
dictionary, thesaurus, or other
resources as necessary.
LA.5.3.2.1 or 5.W.5
The student will draft writing
by using a prewriting plan to
focus on the main idea with
ample development of supporting
details, elaborating on organized
information using descriptive
language, supporting details, and
word choices appropriate to the
selected tone and mood.
LA.5.1.6.2 or 5.SL.1.a, 5.RL.10,
5.RIT.10
The student will listen to, read,
and discuss familiar and
conceptually challenging text.
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Fifth Grade Language Arts – Quarter 3
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OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Quarter 4
Quarter 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchm ark
SS.5.C.2.5
Identify ways good citizens go
beyond basic civic and
political responsibilities to
improve government and
society.
LA.5.1.6.10 or 5.LS.4.a-c,
5.RL.4, 5.RIT.4
The student will determine
meanings of words,
pronunciation, parts of speech,
etymologies, and alternate word
choices by using a dictionary,
thesaurus, and digital tools.
LA.5.1.6.11 or 5.LS.4.b
The student will use meaning of
familiar roots and affixes derived
from Greek and Latin to
determine meanings of unfamiliar
complex words.
LA.5.2.1.7 or 5.RL.6
The student will identify and
explain an author’s use of
descriptive, idiomatic, and
figurative language (e.g.,
personification, similes,
metaphors, symbolism), and
examine how it is used to
describe people, feelings, and
objects.
LA.5.2.1.1 or 5.RIT.9
The student will demonstrate
knowledge of the characteristics
of various genres (e.g., poetry,
fiction, short story, dramatic
REV 052012
Progress Monitoring and
Assessm ent Schedule
Focus Skill
Vocabulary:
 Analogies: relationships
 Word parts: base and root
words
 Dictionary: word origins
 Thesaurus/Dictionary:
antonyms
 Context clues
 Word parts: Latin roots
Phonics/Decoding:
 Words with –ance and –ence
 Soft g
 Homophones
 Prefixes dis-, in-, mis-, pre Suffixes –less and –ness
 Adding on -ion
Fluency:
 Tempo
 Pauses
 Intonation
FCAT Format Weekly
Assessment
Fluency Assessment
(Spring)
Unit Assessments
FCAT Format Benchmark
Assessment Form C
(middle of Unit 5)
Additional Reading and Resources
Open: Specific to teacher,
grade, subject, school
Florida Treasures
 Completion of Unit 4 Theme
titled: Experience
(Week 5)
 Unit 5 Theme titled: Great
Ideas (Week 1-5)
1. North Pole, South Pole
2. Fantastic Foods
3. Learning from Nature
4. Talking in Codes
Unit 5.4 The Unbreakable Code
(SS.5.C.2.5)
5. Whales
 Unit 6 (if possible with time)
Theme: Expository
1. Fairy Tales
2. Camping Out
3. Improving Lives
4. Balloon Flight
5. Scientists at Work
www.Brainpop.com
 Dictionary and thesaurus
 Antonyms/synonyms
Comprehension:
 Author’s purpose
 Problem and solution
 Essential message /theme
 Cause and effect
 Author’s point of view
 Plot development
Symbolism
 The Giving Tree by Shel
Silverstein
 Tar Beach by Faith Ringgold
 The Butterfly by Patricia
Polacco
 Barefoot by Elin Hildebrand
Pronouns
 I and You and Don’t Forget
Who: What is a Pronoun? by
Brian Gable, Brian Cleary
Fifth Grade Language Arts – Quarter 4
Page 14
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
literature) as forms with distinct
characteristics and purposes.
LA.5.1.6.10 or 5.LS.4.a-c
The student will determine
meanings of words,
pronunciation, parts of speech,
etymologies, and alternate word
choices 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.5
The student will edit for correct
use of spelling, using spelling
rules, orthographic patterns,
generalizations, knowledge of
root words, prefixes, suffixes,
and knowledge of Greek and
Latin root words and using a
dictionary, thesaurus, or other
resources as necessary.
LA.5.1.6.6 or 5.RL.4, 5.RIT.4
The student will identify shades
of meaning in related words (e.g.,
blaring, loud).
LA.5.1.6.2 or 5.RL.10, 5.RIT.10,
5.SL.1
The student will listen to, read,
and discuss familiar and
conceptually challenging text.
LA.5.2.1.8 or 5.RL.4, 5.RIT.10
The student will explain changes
in the vocabulary and language
patterns of literary texts written
across historical periods.
 If You Were a Pronoun by
Nancy Loewen, Sara Gray
 The Planet Without Pronouns
by Justin McCory Martin
Text Features/Literary
Elements/Study Skills:
 Moral and metaphor
 Journals and letters
 Hyperlink and keyword
 Using a dictionary/
thesaurus
 Consonance
 Symbolism
 Graphs
Grammar:
 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: What
is an Adjective by Brian
Cleary, Jenya Prosmitsky
 If You Were an Adjective by
Michael Dahl, Sara Gray
 Many Luscious Lollipops by
Ruth Heller
 Quirky, Jerky, Extra Perky:
More About Adjectives by
Brian Cleary, Brian Gable
Spelling:
 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 –ion
LA.5.2.1.4 or 5.RL.2, 5.RIT.2
The student will identify an
author's theme, and use details
from the text to explain how the
author developed that theme.
REV 052012
Fifth Grade Language Arts – Quarter 4
Page 15
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
LA.5.6.3.1 or 5.RIT.8, 5.SL.3,
5.SL.4
The student will examine how
ideas are presented in a variety
of print and nonprint media and
recognize differences between
logical reasoning and
propaganda.
REV 052012
Fifth Grade Language Arts – Quarter 4
Page 16
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
OCSD’s Elementary Comprehensive Literacy Model Overview
Okaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formula
in elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy model
are the essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a daily
basis .
REV 072011
Key: READING—PA=phonological awareness, PH=phonics, F=fluency, V=vocabulary, C=comprehension
ASSESSMENT—S=screening, D=diagnostic, PM=progress monitoring
Time
Allocation
Frequency of
Use
Teachers read aloud to students from a variety of genre often above the
students’ instructional reading level to allow for enhancement of listening and
speaking vocabulary. During this component teachers initially articulate
metacognitive strategies (thought processes) and elements of fluency so
students can observe behaviors of an accomplished reader. Over time, students
are invited to participate in the read aloud experience by articulating their
thought processes in understanding the text, discussing text interactions,
reflecting on personal interactions w ith the text, and w riting reflections about the
text. Additionally, specific comprehension and vocabulary strategies are
modeled by the teacher during reading of the text (i.e. cause-effect,
compare/contrast, etc). In addition to interactive read alouds, teachers should
also spend uninterrupted time reading aloud to their students to model fluent
reading.
15-20 minutes,
K-2
Daily during literacy
and content area
blocks
Shared Reading is an interactive reading experience that occurs w hen students
join in or share the reading of a big book or other enlarged text w hile guided and
supported by the teacher. It is through shared reading that the students can
observe an efficient reader’s reading process and use of reading strategies.
During shared reading, the teacher demonstrates fluent reading behaviors such
as prosodic elements w hile students enjoy the moderate level of scaffolding to
support their reading process. Access to the text is critical during shared
reading; therefore, all students must have a copy or should be able to view a
projected copy of the text. In early grades, books are read multiple times
allow ing students to acquire concepts of print, language patterns, and develop
phonological aw areness.
10-15 minutes
Guided reading occurs in a small group setting of four to six students w ho are
w orking w ith the teacher to process increasingly challenging texts w ith
understanding and fluency. The teacher selects and introduces instructional
level texts to readers, supports them w hile reading the text, engages the readers
in discussion, and performs a mini-lesson after the reading. During the lesson,
60 minutes of
literacy block
Component
Description
Read Alouds,
Interactive Read
Alouds
(PA, PH, F, V, C)
Shared Reading
(PA, PH, F, V, C;
D, PM)
Guided Reading
(PH, F, V, C; D, PM)
REV 052012
Fifth Grade Language Arts
20-30 minutes,
3-5
Ideas/Sources for
Implementation




Daily



15-25 minutes
Daily as a
component of the
literacy block with
rotation among
reading groups



high interest literature
aw ard w inning literature
varied genre (poetry, fiction, nonfiction, etc.)
author studies
varied genre to include: poetry,
charts, new spaper or magazine
clippings, introductions to novels,
short stories; fiction and nonfiction selections (w hich can be
displayed by ELMO or LCD
projector)
shared reading selections from
the basal series
big books
instructional leveled reading
material
reading basal materials—leveled
books, anthology selections
appropriately leveled trade
Page 17
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Familiar Reading
(PA, PH, F, V, C; PM)
the teacher acts as facilitator by asking students to make predictions, posing
questions and confirming comprehension strategy applications, and scaffolding
students to become problem solvers and self-reliant learners. All students read
the text during guided reading at their ow n pace – round robin is NOT used as
an instructional strategy during this time. Often after reading a text, the teacher
extends the meaning of the text through w riting, text analysis, or another
learning activity. The lesson may also include w ork w ith w ords based on the
specific needs of the small group. Teachers should monitor student progress
through anecdotal notes, running records, or fluency checks in order to assure
correct placement in and movement betw een flexible groupings. Needs -based
groups may also be called during this small group time. While students and
teacher are engaged in group w ork, the remainder of students should be
engaged in meaningful literacy activities at stations or w ithin the scope of the
Daily Five. These activities should allow students to engage in practice of
recently taught literacy skills.
In upper primary and intermediate grades, teachers can use literature circles in
lieu of a reading group activity. Literature circles are student-facilitated reading
clubs or meetings w here students have prepared notes prior to gathering to
discuss reactions, interesting vocabulary, and literary elements of the text.
Literature circle attendees may be assigned a role for their preparations, but the
roles should be diminished once the students are comfortable and understand
how to do each. Teachers w ill confer w ith groups to assist in targeting
discussion points and w ill take anecdotal notes during this time.
per group
During familiar, or independent, reading time, students re-read materials that
have been previously read thus allow ing students to engage in fluent and
expressive reading, practice effective strategies on easy material, become more
know ledgeable about story structure and text features, expand vocabulary
know ledge, and promote independent problem-solving activities. Students
should select materials for familiar reading that can be read independently (97%
or higher accuracy level).
20 minutes
across the week’s
time.

Frequency of group
meetings dictated
by student needs
with less successful
readers meeting
daily with teacher.
Daily







Writing Workshop
(PH, V; D, PM)
REV 052012
Writing w orkshop contains several daily components to include teacher directed
mini-lesson, independent w riting time for students, teacher/student conferencing,
and teacher-led small group w ork. Writing w orkshop begins w ith a brief minilesson including explicit instruction for all students in a topic that w ill improve
their w riting process such as know ledge of w riting strategies, author’s craft and
skills, or fundamentals of drafting a text. After the mini-lesson, the students
begin w riting independently to apply the focus of the mini-lesson, and then
continue to w ork on self -selected pieces. In order for students to spend quality
time engaged in the w riting process, all students do not need to be in the same
stage of the w riting process at the same time. During independent w riting time,
the teacher circulates among students, conferences w ith children to encourage
their w riting process, and collects anecdotal notes regarding student
performance for instructional planning or future conferences. Teachers may
also use time during this w riting period to assemble small groups of students
w ith similar needs to receive explicit instruction and guided practice. Students
Fifth Grade Language Arts
books, at teacher’s discretion
novels may be used for literature
circles
20 to 60
minutes
depending on
students’ age
Daily








previously read basal reading
selections or leveled readers
Accelerated Reader (AR)
selections
trade books
multiple genres of leveled
reading selections at
independent reading level
classroom and studentgenerated stories, books, charts,
and poetry
materials in students’ book boxes
big books
teacher/student generated lists of
w riting topics
w riting journals/portfolios
math journals
conferencing—teacher and peer
author’s chair
author’s fair
publishing of w ork
w riting to prompts
Page 18
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
should be encouraged to utilize the entire w riting process by publishing several
selected w orks throughout the year. At the close of the w riting w orkshop, the
teacher should reserve a few minutes to review the focus of the day’s w riting
lesson, and also to allow selected students to share their w riting progress on
current w riting samples.
Guided Writing
(PA, PH, V; D, PM)
Spelling/Word Study
(PH, V; D, PM)
REV 052012
Guided reading and guided w riting are often used in complimentary lessons w ith
younger students to draw attention to concepts of print, high frequency w ords,
and new vocabulary. Through analysis of anecdotal notes, teachers determine
w hen guided w riting activities such as shared w riting, interactive w riting, or
w riting aloud are necessary. These authentic w riting opportunities are meant to
instantiate, or deeply embed, the learning that is occurring for students. By
selecting the best instructional method necessary for student scaffolding (w riting
aloud, shared w riting, or interactive w riting), the teacher is able to thoughtfully
meet the needs of her students.
15-20 minutes
Frequency
determined by the
teacher






student generated topics
teacher generated topics
literature logs
journals/travel logs
assisted w riting responses
reflective journals
Spelling or w ord study activities are an integral part of the reading and content
area curriculum providing students explicit instruction in orthographic skills such
as examining w ord parts for common vow el patterns, identifying w ord families,
identifying Latin or Greek roots, and identifying base w ords in order to utilize this
information to problem-solve w ords encountered in text. Whole and small group
instruction is often encountered in daily lessons thus creating an opportunity for
new learning and guided practice.
20 minutes
Daily

high frequency or high interest
w ords
spelling w ords from basal series
w ord w all w ords
content area vocabulary
materials to use during lessons:
w hite boards, magnetic letters,
literacy task cards, etc.
Fifth Grade Language Arts





Page 19
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Language Arts K-5 Resources
www.internet4classrooms.com/lang_elem.htm
www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html
www.homeworkspot.com/elementary/language
www.kidsolr.com/language_arts
www.youth.net/cec/ceclang/ceclang-elem.html
http://free.ed.gov/subjects.cfm?subject_id=78
www.cloudnet.com/~edrbsass/edeng.htm
www.readwritethink.org
www.middleweb.com/CurrLangArt.html
http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm
http://education.smarttech.com/STE/ENus/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS
www.pitt.edu/~poole/eledLAKidLit.html
www.cln.org/subjects/english.html
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Fifth Grade Language Arts
Page 20
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Writing Pacing Guide
Quarter 1
Standard
Benchmark with Description
The student will use prewriting strategies to generate ideas and formulate a plan.
LA.5.3.1.1
The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing,
writers notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;
LA.5.3.1.2
The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and
intended audience of a writing piece; and
LA.5.3.1.3
The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL cha rt,
log).
Prewriting
The student will write a draft appropriate to the topic, audience, and purpose.
LA.5.3.2.1
The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting
details, elaborating on organized information using descriptive language, supporting details, and word choices
appropriate to the selected tone and mood;
LA.5.3.2.2
The student will draft writing by organizing information into a logical sequence and combining or deleting sent ences to
enhance clarity; and
LA.5.3.2.3
The student will draft writing by creating interesting leads by studying the leads of professional authors and experimenting
with various types of leads (e.g., an astonishing fact, a dramatic scene).
Drafting
The student will revise and refine the draft for clarity and effectiveness.
Revising
LA.5.3.3.1
The student will revise by evaluating the draft for development of ideas and content, logical organization, voice, point of
view, word choice, and sentence variation;
LA.5.3.3.4
The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review,
checklists, rubrics).
The student will edit and correct the draft for standard language conventions.
Editing for
Language
Conventions
REV 0520121
LA.5.3.4.2
The student will edit for correct use of capitalization, including literary titles, nationalities, ethnicities, languages, religions,
geographic names and places;
LA.5.3.4.3
The student will edit for correct use of punctuation, including commas in clauses, hyphens, and in cited sources, including
quotations for exact words from sources;
LA.5.3.4.4
The student will edit for correct use of the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective,
objective, and demonstrative pronouns and singular and plural possessives of nouns; and
LA.5.3.4.5
The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.
Fifth Grade Language Arts – Writing Pacing Guide
Page 21
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Quarter 1 continued
Publishing
The student will write a final product for the intended audience.
LA.5.3.5.3
The student will share the writing with the intended audience.
The student develops and demonstrates creative writing.
Creative
LA.5.4.1.1
The student will write narratives that establish a situation and plot with rising action, conflict, and resolution; and
The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that
LA.5.4.1.2
employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue,
characterization, plot, and/or appropriate format.
The student develops and demonstrates expository writing that provides information related to real -world tasks.
LA.5.4.2.3
Informative
LA.5.4.2.4
LA.5.4.2.5
Penmanship
Standard
REV 0520121
The student will write informational/expository essays that state a thesis with a narrow focus, contain introductory, body,
and concluding paragraphs;
The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages,
invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature;
and
The student will write directions to unfamiliar locations using cardinal and ordinal dire ctions, landmarks, and distances,
and create an accompanying map.
The student engages in the writing process and writes to communicate ideas and experiences.
LA.5.5.1.1
The student will demonstrate fluent and legible cursive writing skills.
Fifth Grade Language Arts – Writing Pacing Guide
Page 22
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Quarter 2
Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Standard
Benchmark with Description
The student will revise and refine the draft for clarity and effectiveness.
LA.5.3.3.2
Creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the
use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm
and sentence structure.
LA.5.3.3.3
Creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing,
imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choic es using resources and
reference materials (e.g., dictionary, thesaurus).
Revising
The student will edit and correct the draft for standard language conventions.
Editing for
Language
Conventions
LA.5.3.4.1
The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of
root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, o r other
resources as necessary.
The student uses a syste matic process for the collection, processing, and presentation of information.
Research
Process
Technology
LA.5.6.2.3
The student develops the essential technology skills for using and understanding conventional and current tools, materials an d
processes.
LA.5.6.4.2
REV 0520121
The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical
sequence, and a concluding statement.
Determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic
organizers) for publishing and presenting a topic.
Fifth Grade Language Arts – Writing Pacing Guide
Page 23
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Quarter 3
Quarter 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Standard
Benchmark with Description
The student will write a final product for the intended audience.
Publishing
LA.5.3.5.1
The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript,
multimedia).
LA.5.3.5.2
The student will use elements of spacing and design to enhance the appearance of the document and add graphics
where appropriate.
The student develops and demonstrates expository writing that provides information related to real -world tasks.
LA.5.4.2.1
The student will write in a variety of informational/expository forms (e.g., summaries, procedures, instructions,
experiments, rubrics, how-to manuals, assembly instructions).
LA.5.4.2.2
The student will record information (e.g., observations, notes, lists, charts, map labels, le gends) related to a topic,
including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate.
Informative
The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.
Persuasive
REV 0520121
LA.5.4.3.1
The student will write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea
and supporting arguments for the validity of the proposed idea with detailed evidence.
LA.5.4.3.2
The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).
Fifth Grade Language Arts – Writing Pacing Guide
Page 24
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Quarter 4
Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Standard
Benchmark with Description
The student uses a systematic process for the collection, processing, and presentation of information.
Research
Process
LA.5.6.2.2
Read and record information systematically, evaluating the validity and reliability of information in text by examining
several sources of information.
LA.5.6.2.3
The student will write an informational report that includes a focused topic, appropriate facts, relevant details, a logical
sequence, and a concluding statement.
LA.5.6.2.4
The student will record basic bibliographic data and present quotes using ethical practices (e.g., avoids plagiarism).
The student develops and demonstrates an understanding of media literacy as a life skill that in integral to informed decisio n
making.
Media Literacy
LA.5.6.3.2
REV 0520121
The student will use a variety of reliable media sources to gather information effectively and to transmit information to
specific audiences.
Fifth Grade Language Arts – Writing Pacing Guide
Page 25
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
*Writing Resources






















But How Do You Teach Writing by Barry Lane
Cracking Open the Author’s Craft by L. Laminack
A Writer’s Notebook: Unlocking the Writer Within You by R. Fletcher
A Writer Teaches Writing (revised) by D. Murray
Creating Writers Through 6-Trait Writing Assessment and Instruction by V. Spandel
The Art of Teaching Writing by L. Calkins
Teaching the Youngest Writers by M. Freeman
Writing Through Childhood: Rethinking Process and Product by S. Harwayne
Literacy Work Stations: Making Centers Work by D. Diller
Melissa Forney resources
Six Traits Writing resources
Four Blocks Literacy Model
Teaching Writing Skills with Children’s Literature (Dierking; Maupin House)
Daily 6-Trait Writing by Evan Moor
Take It to Your Seat: Writing Centers by Evan Moor
Writing Makeovers, Creative Teahers press
Nothing Ever happens on 90th Street by Schotter, Scholastiv
If You Were a Writer by Nixon, Aladdin
Show Don’t Tell! Secrets of Writing by Nobisso, Gingerbread house
What Do Author’s Do? By Christelow, Sandpaper
Author: A True Story by Lester, Sandpiper
Live Writing; Writers’ Notebook and others by Ralph Fletcher
*See other resources by cited authors
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Fifth Grade Language Arts
Page 26
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Assessment / Curriculum / Monitoring Information from FLDOE
Administer Discovery Education Assessment (DEA) - Predictive Assessment (3-5)
Reading vocabulary, application, literary analysis, writing process, writing application/communication, and informational
literacy.
Dates:
AP 1: August - October
AP 2: December - January
AP 3: April - May
IF: DEA scale score falls within the Red range
by Proficiency by Skill
IF: DEA scale sore falls within the Yellow range
by Proficiency by Skill
IF: DEA scale score falls within the Green or
Blue range by Proficiency by Skill
THEN:
 Administer FAIR Reading Comprehension to
determine a lexile level and Lexiled Passages to
determine text reading efficiency
 Compare results to other assessment data (DRA 2,
unit tests, etc)
Further Diagnostic Evaluation:
Use DEA Drilldown Report (sorted by teacher, sorted by
skill) and FAIR data to determine the level of daily
differentiated intervention required for students.
 Vocabulary knowledge
 Comprehension knowledge
 Text reading efficiency
Determine need for more intensity:
 additional time
 smaller group size
 more targeted instruction
Determine progress monitoring steps:
 How frequently will progress be checked?
 What instrument will be used to check?
Provide differentiated small group instruction with
appropriate level text and supplemental materials.
THEN:
 Administer FAIR Reading Comprehension to
determine a lexile level and Lexiled Passages to
determine text reading efficiency
 Compare results to other assessment data (DRA 2,
unit tests, etc)
Further Diagnostic Evaluation:
Use DEA Drilldown Report (sorted by teacher, sorted by
skill) and FAIR data to determine the level of daily
differentiated intervention required for students.
 Vocabulary knowledge
 Comprehension knowledge
 Text reading efficiency
Determine need for more intensity:
 additional time
 smaller group size
 more targeted instruction
Determine progress monitoring steps:
 How frequently will progress be checked?
 What instrument will be used to check?
Provide differentiated small group instruction with
appropriate level text and supplemental materials.
THEN:
 Continue with enhanced instruction that follows a
developmental reading continuum including
instruction with higher level comprehension,
vocabulary, phonics, and fluency at the word and/or
connected text level.
Students not responding and making progress will be
further diagnosed and instruction will be modified to be
more explicit and in smaller groups. Students not making
progress will be served with different materials in
subsequent years to accelerate their reading skills.
Programs and Materials:
Macmillan Treasures with differentiated small group
instruction
Macmillan Triumphs Intervention
Programs and Materials:
Macmillan Treasures
Appropriate leveled text and materials for small group
Programs and Materials:
Macmillan Treasures or Reading Mastery Plus
Macmillan Triumphs Intervention
REV 052012
Fifth Grade Language Arts
Page 27
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Additional Literature (by writing process topic, by grade level)
(This list was originally developed by Lucy McCormick Calkins for use with her program “The Art of Writing” and expanded for use by the
Okaloosa County School District.)
The Writing Process: Launching the Writing Workshop
Arthur Writes a Story
Marc Brown
The Importank Book
The Letters Are Lost
Margaret W. Brown
Lisa C. Ernst
My Book By Me
Dana M. Rau
My Five Senses
Margaret Miller
Would You Rather..
Writing Places
John Burningham
Pamela Chanko
A Tree Is Nice
Janice May Udry
Honey, I Love
Eloise Greenfield
The Writing Process: Memoir/Personal Narrative
Grade 1
A Chair For My Mother
Vera B. Williams
Just Us Women
Jeannette Caines
Little Nino's Pizzeria
Night in the Country
Karen Barbour
Cynthia Rylant
Night Shift Daddy
Eileen Spinelli
Owl Moon
Jane Yolen
Shortcut
When Everybody Wore a Hat
Donald Crews
William Steig
The Writing Process: Composition: Characters Who Write
REV 052012
Arthur's Pen Pal
Lillian Hoban
Author: A True Story
Helen Lester
Cherries and Cherry Pitts
Vera B. Williams
Dear Juno
Soyung Pak
Dear Mr. Blueberry
Simon James
From Pictures To Words
Janet Stevens
Harold And The Purple Crayon
Crockett Johnson
Mr. Putter & Tabby Write The Book
Cynthia Rylant
Fifth Grade Language Arts
Page 28
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
The Writing Process: Composition: Letter Writing/Diaries/Journals
Click, Clack, Moo: Cows That
Doreen Cronin
Dear Peter Rabbit
Alma F. Ada
Dear World
Takayo Nado
Diary of a Wombat
Jackie French
Diary of a Worm
Doreen Cronin
First Year Letters
Julie Danneberg
The Gardener
Sarah Stewart
A Letter To Amy
Ezra J. Keats
The Writing Process: Nonfiction: Describing a Process
Bread Comes To Life
George Levenson
From Flower To Honey
Robin Nelson
How a Seed Grows
Helene J. Jordan
How To Hide a Crocodile
Ruth Heller
Liftoff!
Carmen Bredeson
Ten Seeds
Ruth Brown
We Need Directions!
Sarah De Capua
Flash, Crash, Rumble & Roll
The Writing Process: Narrative Procedure
Franklyn Branley
Apple Farmer Annie
Monica Wellington
Cassie's Word Quilt
Faith Ringgold
Duck in the Truck
Good-night, Owl
Jez Alborough
Pat Hutchins
How To Talk To Your Dog
Jean Craighead George
Jump, Frog, Jump
Robert Kalan
Kitten's First Full Moon
My Mother's Pearls
Kevin Henkes
Catherine M. Fruisen
Building Comprehension Skills: Determining Importance and Summarizing Information
REV 052012
Arthur's Funny Money
Lillian Hoban
The Big, Fat Enormous Lie
Marjorie Sharmat
Bringing The Rain To Kapiti Plain
Verna Aardema
I Need a Lunch Box
Jeannette Caines
Fifth Grade Language Arts
Page 29
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
The Jacket I Wear In The Snow
Shirley Neitzel
Rabbit and Hare Divide An Apple
Harriet Ziefert
Sam and The Lucky Money
Karen Chinn
Building Comprehension Skills: Questioning, Predicting, and Inferring
Are You My Mother
Philip D. Eastman
Be Brown!
Barbara Bottner
Sitting Down To Eat
Bill Harley
Where is the Green Sheep?
M. & J. Fox
Who Stole The Cookies?
Judith Moffatt
Who Took The Farmer's Hat?
Joan Nodset
Something Beautiful
Sharon D. Wyeth
Enriching The Reader's Experience: Visualizing
At The Beach
Huy Voun Lee
Calabash Cat
James Rumford
Doodler Doodling
Rita G. Gelman
Fishing in the Air
Sharon Creech
I Had A Hippopotamus
Hector V. Lee
Mouse Paint
Sidewalk Circus
Ellen S. Walsh
Paul Fleischman
What I See
Holly Keller
Enriching The Reader's Experience: Wordplay and Language Skills
Baby Beluga
I Kissed The Baby!
Ashley Wolff
Mary Murphy
Pig Pigger Piggest
Rick Walton
Sheep Out To Eat
Nancy Shaw
So Much
The Worrywarts
Trish Cooke
Pamela D. Edwards
Clara Caterpillar
Pamela D. Edwards
The Cake That Mack Ate
Mary Ann Kovalski
Look I Can Read
Susan Hood
Genre Studies: Biographies
Betsy Ross and The Silver Thimble
REV 052012
Stephanie Greene
Fifth Grade Language Arts
Page 30
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
The Boy Who Loved To Draw
Barbara Brenner
Dr. Suess
Dana M. Rau
Honest Abe
Edith Kunhardt
If A Bus Could Talk
Faith Ringgold
Johnny Appleseed
Patricia Demuth
A Weed Is A Flower
Aliki
Home Run
Robert Burleigh
George Washington
Garnet Jackson
The Writing Process: Launching the Writing Worksho
The Day Eddie Met The Author
Louise Borden
How a Book is Made
Aliki
How Are You Peeling?
Sexton Freymann
Knots On A counting Rope
Bill Martin, Jr.
The Stories Julian Tells
Ann Cameron
Uptown
Bryan Collier
Voices in the Park
Anthony Browne
The Writing Process: Memoir/Personal Narrative
David Gets in Trouble
David Shannon
Grade 2
Grandma's Records
Eric Velasquez
I Love Saturdays Y Domingos
Alma Flor Ada
Irene and the Big, Fine Nickel
Nothing Ever Happens on 90th Street
Irene Smalls
Roni Schotter
Rocks In His Head
Carol Hurst
Thomas & the Library Lady
Pat Mora
Chicken Sunday
Patricia Polacco
The Writing Process-Composition: Characters Who Write
REV 052012
Aunt Isabel Tells A Good One
Kate Duke
Bud Barkin, Private Eye
James Howe
Donavan't Word Jam
Monalisa DeGross
The Furry News
Loreen Leedy
Joody Moody
Megan McDonals
Fifth Grade Language Arts
Page 31
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Keepers
Jeri Watts
Nothing Ever Happens on 90th Street
Roni Schotter
The Writing Process-Composition: Letter Writing/Diaries/Journals
The Armadillo From Amarillo
Lynne Cherry
The Clue of the Left-handed Envelope
George Stanley
Dear Benjamin Banneker
Andrea Pinkney
Dear Mrs. Larue: Letters from Obed.School
The Empty Envelope
Ron Roy
Grace's Letter to Lincoln
Connie Roop
Pink and Say
Patricia Polacco
Raising Sweetness
Diane Stanley
The Writing Process-Nonfiction: Describing A Process
Basketball in Action
John Crossingham
The Emperior Lays an Egg
Brenda Guiberson
From Wax to Crayon
Michael Forman
Switch On, Switch Off
Melvin Berger
What Do You Do When/Wants to Eat You?
Steve Jenkins
Where Do Puddles Go?
Wiggling Worms At Work
Fay Robinson
Wendy Pfeffer
The Writing Process: Narrative Procedure
Highway Builders
Georgie Adams
How to Make
Joseph Had A Little Overcoat
Marjorie Priceman
Simms Taback
The Huckabuck Family and How….
Carl Sandburg
Pete's A Pizza
William Steig
Stella Louella's Runaway Book
Zoom
Lisa Ernst
Istvan Banyai
Three Days on a River
Vera Williams
Building Comprehension Skills: Determining Importance and Summarizing Information
REV 052012
An Angel for Solomon Singer
Cynthia Rylant
Hey! Get Off Our Train
John Burmingham
It Could Still be a Mammal
Allan Fowler
Fifth Grade Language Arts
Page 32
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
The Library
Sarah Stewart
Measuring Penny
Loreen Leedy
Nobody Owns the Sky
Reeve Lindbergh
Smoky Night
Eve Bunting
What You Know First
Patricia MacLachlan
Building Commprehension Skills: Questioning, Predicting, and Inferring
Cam Jansen and the Chocolate Fudge Mystery
David Adler
The Dinosaurs of Waterhouse Hawkins
Barbara Kerley
The Enormous Crocodile
Roald Dahl
The Other Side
Jacqueline Woodson
Trouble On the T-ball Team
Eve Bunting
The Truth About the Moon
Clayton Bess
Enriching the Reader's Experience: Visualizing
Applelmando's Dreams
Patricia Polacco
Flying Over Brooklyn
Myron Uhlberg
How I spent My Summer Vacation in the A
Mark Teague
Madlenka's Dog
Peter Sis
Matthew's Dream
My Life With the Wave
Leo Lionni
Catherine Cowan
Meanwhile
Jules Feiffer
Enriching the Reader's Experience: Wordplay and Language Skills
Eight Ate
Good Night, Good Knight
Marvin Terban
Shelley Thomas
Let the Fun Begin: Nifty Knock-Knocks…
Scott Peterson
Many Lusious Lollipops
Ruth Heller
The War Between the Vowels/Consonants
Things that Are Most in the World
Pricilla Turner
Judi Barrett
Under, Over, By the Clover: What is a Prep
Brian Cleary
What Do You Hear When cows Sing:
Marco Maestro
Genre Studies: Biographies
REV 052012
A Boy Called Slow
Joseph Bruchac
Author: A True Story
Helen Lester
Fifth Grade Language Arts
Page 33
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Eleanor
Barbara Cooney
George Washington's Teeth
Deborah Chandra
Girl Who Struck Out Babe Ruth
Jean Parnell
If I Only Had a Horn: Young Louis Armstrong
Roxanne Orgill
Mother To Tigers
George Lyon
The Pot the Juan Built
Nancy Andrews-goebel
The Writing Process: Launching the Writing Workshop
The Day Eddie Met The Author
Louise Borden
From Idea to Book
Pam Marshall
How a Book is Made
Aliki
How Are You Peeling?
Sexton Freymann
Knots On A counting Rope
Bill Martin, Jr.
The Stories Julian Tells
Ann Cameron
Uptown
Bryan Collier
Voices in the Park
Anthony Browne
The Writing Process: Memoir/Personal Narrative
Grade 3
David Gets in Trouble
Grandma's Records
David Shannon
Eric Velasquez
Today Was A Terrible Day
Patricia Giff
Irene and the Big, Fine Nickel
Irene Smalls
Nothing Ever Happens on 90th Street
Rocks In His Head
Roni Schotter
Carol Hurst
Thomas & the Library Lady
Pat Mora
Chicken Sunday
Patricia Polacco
The Writing Process-Composition: Characters Who Write
Aunt Isabel Tells A Good One
Kate Duke
REV 052012
Bud Barkin, Private Eye
James Howe
Donavan't Word Jam
Monalisa DeGross
The Furry News
Loreen Leedy
Joody Moody
Megan McDonals
Keepers
Jeri Watts
Fifth Grade Language Arts
Page 34
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Nothing Ever Happens on 90th Street
Roni Schotter
Saguaro Moon: A DesertJournal
Kristin Pratt-Serafini
Some Good News
Cynthia Rylant
The Writing Process-Composition: Letter Writing/Diaries/Journals
The Armadillo From Amarillo
Lynne Cherry
The Clue of the Left-handed Envelope
George Stanley
Dear Benjamin Banneker
Andrea Pinkney
Dear Mrs. Larue: Letters from Obed.School
Mark Teague
The Empty Envelope
Ron Roy
Grace's Letter to Lincoln
Connie Roop
Pink and Say
Patricia Polacco
Raising Sweetness
Diane Stanley
The Writing Process-Nonfiction: Describing A Process
Basketball in Action
John Crossingham
Digging Up Dinosaurs
Aliki
The Emperior Lays an Egg
Brenda Guiberson
From Wax to Crayon
Michael Forman
Switch On, Switch Off
What Do You Do When/Wants to Eat You?
Melvin Berger
Steve Jenkins
Where Do Puddles Go?
Fay Robinson
Wiggling Worms At Work
Wendy Pfeffer
The Writing Process: Narrative Procedure
Highway Builders
Georgie Adams
How to Make
Marjorie Priceman
Joseph Had A Little Overcoat
Simms Taback
Pete's A Pizza
Stella Louella's Runaway Book
William Steig
Lisa Ernst
Zoom
Istvan Banyai
Three Days on a River
Vera Williams
Building Comprehension Skills: Determining Importance and Summarizing Information
REV 052012
An Angel for Solomon Singer
Cynthia Rylant
Hey! Get Off Our Train
John Burmingham
Fifth Grade Language Arts
Page 35
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
It Could Still be a Mammal
Allan Fowler
The Library
Sarah Stewart
Measuring Penny
Loreen Leedy
Nobody Owns the Sky
Reeve Lindbergh
Smoky Night
Eve Bunting
What You Know First
Patricia MacLachlan
Building Comprehension Skills: Questioning, Predicting, and Inferring
Cam Jansen and the Chocolate Fudge Mystery
David Adler
Clever Beatrice
Margaret Willey
The Dinosaurs of Waterhouse Hawkins
Barbara Kerley
The Enormous Crocodile
Roald Dahl
The Teacher's Secret Life
Stephen Krensky
The Other Side
Jacqueline Woodson
Trouble On the T-ball Team
Eve Bunting
The Truth About the Moon
Clayton Bess
What Will the Weather Be?
Lynda DeWitt
Enriching the Reader's Experience: Visualizing
Applelmando's Dreams
Patricia Polacco
Dinner at Aunt Connie's House
Flying Over Brooklyn
Faith Ringgold
Myron Uhlberg
Gila Monsters Meet You At the Airport
M. Weinman Sharmat
How I spent My Summer Vacation in the A
Mark Teague
Madlenka's Dog
Peter Sis
Matthew's Dream
Leo Lionni
My Life With the Wave
Catherine Cowan
Meanwhile
Jules Feiffer
The Legend of the Indian Paintbrush
Tomie dePaula
Enriching the Reader's Experience: Wordplay and Language Skills
REV 052012
Eight Ate
Marvin Terban
Good Night, Good Knight
Shelley Thomas
Let the Fun Begin: Nifty Knock-Knocks…
Scott Peterson
Fifth Grade Language Arts
Page 36
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Many Lusious Lollipops
Ruth Heller
The War Between the Vowels/Consonants
Pricilla Turner
Things that Are Most in the World
Judi Barrett
Under, Over, By the Clover: What is a Prep
Brian Cleary
What Do You Hear When cows Sing:
Marco Maestro
Genre Studies: Biographies
A Boy Called Slow
Joseph Bruchac
Author: A True Story
Helen Lester
Eleanor
Barbara Cooney
George Washington's Teeth
Deborah Chandra
Girl Who Struck Out Babe Ruth
Jean Parnell
If I Only Had a Horn: Young Louis Armstrong
Roxanne Orgill
Mother To Tigers
George Lyon
The Pot the Juan Built
Nancy Andrews-goebel
The Story of Ruby Bridges
Robert Coles
The Writing Process: Launching the Writing Workshop
Grade 4
CDB!
Daydreamers
William Steig
Tom Feelings
Fantastic! Wow! And Unreal!
Ruth Heller
How Writers Work
Ralph Fletcher
Live Writing
The Making of a Writer
Ralph Fletcher
Joan Lowery Nixon
The School Story
Andrew Clements
You Have To Write
Janet S. Wong
The Writing Process: Memoir/Personal Narrative
A Girl From Yamhill
Beverly Cleary
REV 052012
Homesick, My Own Story
Jean Fritz
Knots in My Yo-yo String
Jerry Spinelli
Leon's Story
Leon Tillage
Looking Back
Lois Lowry
My Brother Martin
Christing King Farris
Fifth Grade Language Arts
Page 37
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Through My Eyes
Ruby Bridges
When I Was Your Age
Amy Ehrlich
The Writing Process: Composition: Characters Who Write
Absent Author
Ron Roy
Jazmin's Notebook
Nikki Grimes
Love That Dog
Sharon Creech
Pedro's Journal
Pam Conrad
Tales From The House of Bunnicula
James Howe
The School Story
Andrew Clements
The Color of My Words
Lynn Joseph
Trial By Journal
Kate Klise
The Writing Process: Composition: Letter Writing/Diaries/ Journals
Dame Shirley and The Gold Rush
John Holder
Dear Little Wolf
Ian Whybrow
Little Wolf's Handy Book of Poems
Ian Whybrow
Love, Ruby Lavender
Deborah Wiles
P.S. Longer Letter Later
P. Danzinger
Tooth and Claw
Watching Desert Wildlife
Ted Lewin
Jim Arnosky
The Writing Process: Nonfiction: Describing a Process
How Baseball Works
Keltie Thomas
Grow It Again
How To Make A Million
Elizabeth Macleod
Rowland Morgan
How To Talk To Your Cat
Jean Craighead George
Make Amazing Toy and Game
Amy Pinchuk
Picture This: How Pictures Work
The Wildlife Detectives
Molly Bang
Donna M. Jackson
The Writing of The Star Spangled
Scott Ingram
The Writing Process: Narrative Procedure
REV 052012
And Then What Happened, Paul Revere
Jean Fritz
The Chocolate Touch
Patrick S. Catling
How To Build a Time Machine
Hazel Richardson
Fifth Grade Language Arts
Page 38
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
How To Eat Fried Worms
Thomas Rockwell
Lost! A Story in String
Paul Fleischman
Maniac Magee
Jerry Spinelli
Revolting Recipes
Roald Dahl
Sarah, Plain and Tall
Patricia MacLachan
Building Comprehension Skills: Determining Importance and Summarizing Information
Black Potatoes
Susan C. Bartoletti
Earth To Matthew
Paula Danzinger
Getting Near To Baby
Audrey Couloumbis
Global Warming
Laurence Pringle
A Journey Into a Lake
Rebecca L. Johnson
Richard Wright and The Library Card
William Miller
Sun and Spoon
Kevin Henkes
The Three Questions
Jon J. Muth
Building Comprehension Skills: Questioning, Predicting, and Inferring
Encyclopedia Brown Solves Them All
Donald J. Sobol
Farewell, My Lunchbag
Bruce Hale
Freedom Crossing
Frindle
Margaret Clark
Andrew Clements
How Come The Best Clues
Linda Bailey
Maniac Magee
Jerrry Spinelli
A Place Called Ugly
Sammy Keyes and the Hotel Thief
Avi
Wendelin Van Draanen
Enriching The Reader's Experience: Visualizing
REV 052012
Castles
Philip Steele
Charlie and The Chocolate Factory
The Daydreamer
Roald Dahl
Ian McEwan
Everglades
Jean Craighead George
Lizard Music
Daniel Pinkwater
Night of the Gargoyles
Eve Bunting
7 Sector 7
David Wiesner
Weslandia
Paul Fleischman
Fifth Grade Language Arts
Page 39
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Enriching The Reader's Experience: Wordplay and Language Skills
The Circus of Words
Richard Lederer
Guppies in Tuxedos
Marvin Terban
Go Hang a Salami!
Jon Agee
Jokelopedia, The Biggest, Best
Ilana Weitzman
Kids Write Right
Jan Venolia
Pun and Games
Richard Lederer
Who Ordered the Jumbo Shrimp?
Jon Agee
Your Foot's on My Feet
Marvin Terban
Genre Studies: Biographies
We'll Never Forget You, Roberto
Trudie Engel
Handel, Who Knew What
M.T. Anderson
Lives of The Musician
Jean Craighead George
This Land is My Land
George Littlehead
Walt Whitman
Barbara Kerley
Malcolm X
Walter Dean Myers
We'll Race You, Henry
Barbara Mitchell
Only Passing Through
The Tarantula In My Purse
Anne Rockwell
Jean Craighead George
The Writing Process: Launching the Writing Workshop
Grade 5
CDB!
Daydreamers
William Steig
Tom Feelings
Fantastic! Wow! And Unreal!
Ruth Heller
How Writers Work
Ralph Fletcher
Live Writing
The Making of a Writer
Ralph Fletcher
Joan Lowery Nixon
The School Story
Andrew Clements
You Have To Write
Janet S. Wong
The Writing Process: Memoir/Personal Narrative
REV 052012
A Girl From Yamhill
Beverly Cleary
Homesick, My Own Story
Jean Fritz
Fifth Grade Language Arts
Page 40
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Knots in My Yo-yo String
Jerry Spinelli
Leon's Story
Leon Tillage
Looking Back
Lois Lowry
My Brother Martin
Christing King Farris
Through My Eyes
Ruby Bridges
When I Was Your Age
Amy Ehrlich
The Writing Process: Composition: Characters Who Write
It Came From Beneath The Bed
James Howe
Jazmin's Notebook
Nikki Grimes
Love That Dog
Sharon Creech
Pedro's Journal
Pam Conrad
The School Story
Andrew Clements
The Color of My Words
Lynn Joseph
The Absent Author
Ron Roy
Just Justice
Karen Hesse
The Writing Process: Composition: Letter Writing/Diaries/Journals
Dame Shirley and The Gold Rush
John Holder
Dear Little Wolf
Harriet The Spy
Ian Whybrow
Louise Fitzhugh
Love, Ruby Lavender
Deborah Wiles
P.S. Longer Letter Later
P. Danzinger
Tooth and Claw
Dear Napoleon
Ted Lewin
Elvira Woodruff
Watching Desert Wildlife
Jim Arnosky
The Writing Process: Nonfiction: Describing a Process
REV 052012
How Baseball Works
Grow It Again
Keltie Thomas
Elizabeth Macleod
How To Make A Million
Rowland Morgan
How To Talk To Your Cat
Jean Craighead George
Make Amazing Toy and Game
Amy Pinchuk
Picture This: How Pictures Work
Molly Bang
The Wildlife Detectives
Donna M. Jackson
Fifth Grade Language Arts
Page 41
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
The Writing of The Star Spangled
Scott Ingram
The Writing Process: Narrative Procedure
And Then What Happened, Paul Revere
Jean Fritz
How To Build a Time Machine
Hazel Richardson
How To Eat Fried Worms
Thomas Rockwell
Lost! A Story in String
Paul Fleischman
Maniac Magee
Jerry Spinelli
Revolting Recipes
Roald Dahl
Sarah, Plain and Tall
Patricia MacLachan
Building Comprehension Skills: Determining Importance and Summarizing Information
Black Potatoes
Susan C. Bartoletti
Earth To Matthew
Paula Danzinger
Getting Near To Baby
Audrey Couloumbis
Global Warming
Laurence Pringle
A Journey Into a Lake
Rebecca L. Johnson
Richard Wright and The Library Card
William Miller
Sun and Spoon
Kevin Henkes
The Three Questions
When The Circus Came To Town
Jon J. Muth
Laurence Yep
Building Comprehension Skills: Questioning, Predicting, and Inferring
Encyclopedia Brown Solves Them All
Donald J. Sobol
Farewell, My Lunchbag
Freedom Crossing
Bruce Hale
Margaret Clark
Frindle
Andrew Clements
How Come The Best Clues
Linda Bailey
Maniac Magee
A Place Called Ugly
Jerrry Spinelli
Avi
Sammy Keyes and the Hotel Thief
Wendelin Van Draanen
Enriching The Reader's Experience: Visualizing
REV 052012
Castles
Philip Steele
Charlie and The Chocolate Factory
Roald Dahl
The Daydreamer
Ian McEwan
Fifth Grade Language Arts
Page 42
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Everglades
Jean Craighead George
Lizard Music
Daniel Pinkwater
Night of the Gargoyles
Eve Bunting
7 Sector 7
David Wiesner
Picture of Hollis Woods
Patricia Giffy
Enriching The Reader's Experience: Wordplay and Language Skills
The Circus of Words
Richard Lederer
Guppies in Tuxedos
Marvin Terban
Go Hang a Salami!
Jon Agee
Jokelopedia, The Biggest, Best
Ilana Weitzman
Kids Write Right
Jan Venolia
Pun and Games
Richard Lederer
Who Ordered the Jumbo Shrimp?
Jon Agee
Your Foot's on My Feet
Marvin Terban
Genre Studies: Biographies
REV 052012
We'll Never Forget You, Roberto
Trudie Engel
Handel, Who Knew What
M.T. Anderson
Lives of The Musician
This Land is My Land
Jean Craighead George
George Littlehead
Walt Whitman
Barbara Kerley
Malcolm X
Walter Dean Myers
The Tarantula In My Purse
Jean Craighead George
Fifth Grade Language Arts
Page 43
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
2011 FCAT 2.0 Reading Grade 5
NGSSS Benchmark
Content Focus
Number of Points Possible
Reporting Category 1. Vocabulary
LA.5.1.6.3
Context clues
2
LA.5.1.6.8
Synonyms
4
LA.5.1.6.9
Analyze words in text; Multiple meanings
2
Reporting Category Point Total
8
Reporting Category 2. Reading Application
LA.5.1.7.2
Author's perspective; Author's purpose
3
LA.5.1.7.3
Main idea; Relevant details
8
LA.5.1.7.4
Cause and effect
5
LA.5.1.7.7
Compare
1
Reporting Category Point Total
17
Reporting Category 3. Literary Analysis: Fiction and Nonfiction
LA.5.2.1.2
Character development; Character point of view;
Plot development; Problem/resolution
11
LA.5.2.1.7
Descriptive language
1
Reporting Category Point Total
12
Reporting Category 4. Informational Text/Research Process
LA.5.6.1.1
Locate, interpret, organize information
8
Reporting Category Point Total
REV 052012
Fifth Grade Language Arts
8
Page 44
OKALOOSA COUNTY SCHOOL DISTRICT
Curriculum Guide for Language Arts
Excerpts from:
FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY
III. Content Categories
Tables 2–6 present the content categories for FCAT Science and Writing, FCAT 2.0 Reading and Mathematics, and the Algebra 1 EOC Assess ment, along
with the approximate percentage of raw-score points that will be derived from each content category.
Table 3: FCAT 2.0 Reading
Grade
Vocabulary
Reading Application
Literary Analysis
Fiction/Nonfiction
Inform ational Text/Research
Process
3–5
15-25%
25-35%
25-35%
15-25%
Table 6: FCAT Writing
The writing assessment is administered to students in grades 4, 8, and 10. It provides one prompt for each grade to which stu dents are expected to draft a
response according to a specific purpose (mode). The student response should integrate the writing elements of focus, organization, support, and
conventions. The possible modes of writing used at each grade are presented in the table below.
Grade
Narrative
Writing to tell a story
Expository
Writing to explain
Persuasive
Writing to convince
4


NA
IV. Reading Passages
Proposed reading passages are reviewed by Florida educators for quality and grade-level appropriateness. Criteria for this review can be found in the FCAT
2.0 Reading Test Item Specifications. A review is also conducted by a committee of Florida citizens to ensure the passages are free of bias or cultural
insensitivity.
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Table 7: Lengths of Reading Passages
Num ber of Words per Passage
Grade
Range
Average
3
100–700
500
4
100–900
500
5
200–1000
600
Table 8: Reading Passage Types and Percentage of Test
Literary passages provide entertainment or inspiration and include fiction, nonfiction, poetry, and drama.
Informational passages are subject-matter centered and the language may be used to solve problems, raise questions, provide information, or present
new ideas. The context of these passages includes everyday life outside of the classroom.
Grade
Literary Text
Inform ational Text
3
60%
40%
4
50%
50%
5
50%
50%
V. Cognitive Complexity
1
FCAT, FCAT 2.0, and EOC assessment items are classified using a model with origins in the works of Dr. Norman Webb on depth of knowledge and the
cognitive classification system used for the National Assessment of Educational Progress (NAEP). With this system, items are classified on the cognitive
demand inherent in the test item, not on assumptions about the student’s approach to the item.
Low-complexity items rely heavily on recall and recognition. Moderate-complexity items require more flexible thinking and may require informal reasoning or
problem solving. High-complexity items are written to elicit analysis and abstract reasoning. Tables 9 -11 present the range for the percentage of raw-score
points by cognitive complexity level on each FCAT, FCAT 2.0, and EOC assessment.
1
Webb, Norman L. and others. “Webb Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of
Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx.
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Table 10: Percentage of Points by Cognitive Complexity Level for FCAT 2.0 Reading
Grades
Low
Moderate
High
3
25–35
50–70
5–15
4
20–30
50–70
10–20
5-7
15–25
50–70
15–25
VI. Test Length and Item/Prompt Types
Table 12: Duration of Test
The table below displays the number of minutes allowed for the 2011 regular test takers. With the exception of FCAT Writing, and FCAT Reading and
Mathematics Retakes, which must be taken in one day, all tests are administered in two sessions.
Grade
Reading
Mathem atics
Science
Writing
3
120
140
NA
NA
4
120
140
NA
45
5
120
140
110
NA
6
120
140
NA
NA
Table 13: Length of Tests
This table provides an approximate range for the number of items on each test.
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Grade
Reading
Mathem atics
Science
Writing
3
50–55
50–55
NA
NA
4
50–55
50–55
NA
1 prompt
5
50–55
50–55
60–65
NA
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Table 13: Length of Tests
This table provides an approximate range for the number of items on each test.
Grade
Reading
Mathem atics
Science
Writing
3
50–55
50–55
NA
NA
4
50–55
50–55
NA
1 prompt
5
50–55
50–55
60–65
NA
Table 14: Item Types and Numbers
This table gives ranges for the approximate number of items by item type.
Key
Grade
Reading
Mathem atics
Science
Writing
3
50–55 MC
50–55 MC
NA
NA
4
50–55 MC
35–40 MC
10–15 GR
NA
1 prompt
5
50–55 MC
35–40 MC
10–15 GR
60–65 MC
NA
Retake
55-60 MC
30-35 MC
20-25 GR
NA
NA
GR – Gridded-Response
MC – Multiple-Choice
FR – Fill-in Response
FCAT/FCAT 2.0/EOC Test Design Summary © 2010 Florida Department of Education
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