Fifth Grade
Language Arts Curriculum
Standards and Instruction
• Reading
• Writing
• Spelling
• Assessments
• Strategy Glossaries
Grade 5 Part A Page 1 of 65
FIFTH GRADE TABLE OF CONTENTS
Section One:
• Areas of Emphasis Table for the California Standard Based Language Arts
Test
Section Two: Reading Standards
• Standard 1 Vocabulary Word Analysis and Fluency
• Fifth Grade Vocabulary Table
Click on Red
• Greek and Latin Roots
Box to
Return to Index.
• Homophones List
• Multiple Meaning Word List
• Standard 2 Reading Comprehension and Standard 3 Literary Response
• Reading Comprehension and Literary Response Table
Section Three: Vocabulary and Reading Strategies
• Index of Strategies from Strategic Teaching and Learning
• Strategies from Word Works II by Calfee
Lessons for Structural Analysis Decoding
Historical Roots
• M & M Word Wall
• Multiple Meaning Sentence Circle
• Reading Across the Curriculum
• Core Reading Strategies Glossary
Section Four: Reading Assessments
• Assessment Tool #13 - Fluency
• Resource D – Story Grammar Element Questions
• Level Five High Frequency Vocabulary List
• VESD Power Reading (link provided)
Grade 5 Part A Page 2 of 65
Sections Five to Seven in Part B (Link Provided)
Section Five: Writing Standards
• Written Expression – The Six + One Traits
• Writing Strategies 1.0 Table
• Writing Application 2.0 Table
• Writing Conventions 1.0 Table
• Writing Conference Forms
• Copy Editor’s Symbols
• Writing Strategies Glossary
Section Six: Spelling
• Spelling Written and Oral Conventions 1.0
• Spelling Written and Oral Conventions Table
• Level Five Skills and Concepts
• Insights to English Spelling
• Active Word Walls
• Glossary of Core Spelling Strategies
Writing And Spelling Assessments
• Level Five Core Words
• Cloze Word Story Test
• Priority Words
• Level Five Priority Words
Section Seven: Resources and Interventions
• Reading Resources
• Writing Resources
• Interventions
Grade 5 Part A Page 3 of 65
AREAS OF EMPHASIS CALIFORNIA STANDARD
BASED LANGUAGE ARTS TEST
STANDARD
1. Word
Analysis
Fluency
Vocabulary
2. Reading
Comprehension
3. Response to
Literature
4. Writing
conventions
5. Writing
Strategies
Grade 5 Part A Page 4 of 65
2
3
4
5
6
34%
31%
24%
19%
17%
23%
23%
20%
21%
23%
9%
12%
12%
16%
16%
22%
20%
24%
23%
21%
12%
14%
20%
21%
23%
Reading Standards
• Vocabulary, Word Analysis,
and Fluency
• Reading Comprehension
• Response to Literature
• Assessments
• Strategy Glossary
Grade 5 Part A Page 5 of 65
FIFTH GRADE: READING STANDARD 1
Vocabulary Word Analysis and Fluency
In VESD Reading, Standard 1 has been divided into the following
categories and articulated K – 6. Students are expected to know and
use these effectively in their reading and writing as appropriate to
their grade level.
1.
High Frequency/Sight Words
2.
Content Words in Context
3.
Inflectional Endings
Prefixes
Suffixes
4.
Root/Base Words/Compound Words
Greek/Latin Roots
5.
Multiple Meaning Words
6.
Identifies/Generates Synonyms and Antonyms
7.
Syllabication – determine meaning of a word
by breaking it into smaller parts
8.
Recognize, understands and identifies the meaning of
contractions through their parts
9.
Fluency – rate and accuracy
10. Student use of resources
Grade 5 Part A Page 6 of 65
READING
Standards-Based Classroom Vocabulary Standard # 1
What Student Will Know and Read:
Core Strategies for Teaching
Specific Grade Level
Vocabulary Standards (see
Content
column 1)
1. High frequency words
(See Reading Assessement Section)
2. Content words, common
foreign words, and figurative
language in context of what is
being taught.
3. Know and add inflectional
endings, prefixes, suffixes to
base/root words.
PREFIXES:
s
es
ing
er
ful
y
able ty
ship some
tion ize
ance
ies
est
en
ness
th
ive
ed
ly
less
ment
sion
ence,
SUFFIXES:
anti
de
ex
im
multi
ve
il
ir
pre
dis
in
un
sub
en
mis
non
bi
4. Review and apply Greek/Latin
roots in content as they arise.
(See attached list)
5. Multiple meanings –
understands that words may be
spelled or sound the same but
have more than one meaning
(saw-saw, I–eye)
6. “Shades of meaning” – related
words such as softly/quietly:
The boy walked quietly
through the woods. The boy
walked softly through the
woods. Identifies and generates
antonyms and synonyms.
Grade 5 Part A Page 7 of 65
Vocabulary Development
through in context
Strategies
Read Alouds
Think Alouds
Shared Reading
Guided Reading
Independent Reading
Word Study Strategies
Word Sort
Word Play
Word Walls
Making Words
Word Study:
Synonyms,
antonyms, multiple
meaning, prefix,
suffix, root, base,
homophone, and
homograph
Grade Level: Fifth
Formal/Informal
Assessments for Assessing
Vocabulary Standards (see
column1)
State Assessments
CAT 6
Multiple
Meaning
Cloze
Spelling
STAR Test (California
Standards Test)
Multiple
Meaning
Cloze
Spelling
District Assessments
Houghton Mifflin
Word Choice from Six
Trait Scoring Guide
Other Assessment Tools
Thinking Maps
Word Sort Tests
Cloze test for high
frequency words,
Vocabulary Development
content words and
Through Writing
Thinking Maps
multiple meaning
WFTB (Write From
words (See Spelling
The Beginning
Assessments)
Lessons)
Teacher developed
Word Choice Lessons
tests/worksheets for
inflectional endings,
prefix, suffix and root
words
Use of Word Choice in
Writing
Read Aloud Fluency
Check
Reading
Inventory/Runni
ng Records
Assessment #13
from Taking A
Reading
7. Syllabication – can determine
meaning of word by breaking
it into smaller meaning based
parts
8. Contractions – recognize,
understands and identifies the
meanings of contractions
through their parts
9. Fluency – read aloud narrative
and expository text fluently and
accurately with appropriate
pacing, intonation and
expression (108-140 words per
minute oral and 160-210 silent)
10. Student use of resources:
• Thesaurus,
• Dictionary
• Electronic Media
• Discuss/Talk
• Games
Grade 5 Part A Page 8 of 65
COMMON GREEK AND LATIN ROOTS
ROOT
Latin Root = L
Greek Root = G
act - L
aero - G
agr - L
alt - L
alter - L
ambul, amb - L
anim - L
ann, enn - L
aqua - L
arch – G
artis - L
ast - G
aud - L
MEANING OF
THE ROOT
do
air
field
high
other
walk, go
life, spirit, mind
year
water
ruler, leader
art
star
hear
action, actor, react, transact, enact
aerobics, aerodynamics, aeronautics, aerate
agriculture, agrarian, agronomy, agribusiness
altitude, altimeter, alto, altocumulus
alter, alternate, alternative, altercation, alter ego
ambulance, circumambulate, amble, preamble
animate, animosity, animal, inanimate, unanimous
annual, anniversary, annuity, biennial, millennium
aquarium, aquatic, aqueous, aquamarine
monarch, archbishop, matriarch
artifact, artisan
astronaut, astronomy, disaster, asterisk, asteroid
audience, auditorium, audible, audition, audiovisual
bene - L
biblio - G
bio - G
brev - L
well
book
life
short
benevolence, beneficent
bibliography, Bible, bibliotherapy
biology, biography, biochemistry, biopsy, biosphere
abbreviation, brevity,
cap - L
card, cord - L
ceive, cept - L
centr - L
cert - L
chron - G
cide, cise - L
claim, clam - L
cogn - L
commun - L
corp - L
cosm - g
cred - L
crimen - L
cum - L
cur - L
cycl - G
head
heart
take, receive
center
sure
time
cut, kill
shout
know
common
body
universe
believe
crime, offense
heap
run
circle, ring
cap, captive, capital, decapitate, caput
cardiac, cardiology, cardiogram, cordial, accord, discord
receive, reception, accept, intercept
central, centrifugal, egocentric, eccentric, geocentric
certain, certify, ascertain, certificate
chronological, synchronize, chronicle, chronic
suicide, insecticide, genocide, scissors, incision
proclaim, exclaim, acclaim, clamor, exclamation
recognize, incognito, cognition, cognizant
community, communicate, communism, communion
corporation, corpse, corps, corpuscle, corpus
cosmonaut, cosmos, cosmopolitan, microcosm
credit, discredit, incredible, credential, credulous
criminology, incriminate
cumulative, accumulate, cumulus
current, occur, excursion, concur, recur
bicycle, cyclone, cycle, encyclopedia, recycle
dem - G
dent - L
people
tooth
democracy, demography, endemic, epidemic
dentist, trident, dentifrice, indent, denture
Grade 5 Part A Page 9 of 65
EXAMPLES OF THE ROOT
ROOTS
dic - L
div - L
doc - L
don, donat - L
duc - L
MEANING OF
THE ROOT
speak
divide
teach
give
lead
fac, fic – L
make, do
fer - L
fig - L
firm - L
flect, flex – L
bear, carry
form
form
bend
form – L
fortis - L
fract, frag - L
funct - L
shape
strong
break
perform
gen - G
geo - G
gnos - G
grad, gress - L
birth, race
earth
know
step, go
generation, generate, genocide, progeny, genealogy
geography, geometry, geology, geophysics
diagnose, prognosis, agnostic
gradual, grade, gradation, centigrade, graduation,
progress, egress, regress, aggression, congress
gram - G
graph - G
letter, written
write
telegram, diagram, grammar, epigram, monogram
photograph, phonograph, autograph, biography, graphite
hab, hib - L
homo, hom - L
hosp, host
hold
man
guest, host
habit, habitual, habitat, prohibit, inhibit, exhibit
homicide, hombre, homage, Homo sapiens
hospitality, hospital, hospice, hostess, host
ject - L
junct - L
jud, jur, jus - L
throw
join
law
project, inject, reject, subject, eject,
junction, conjunction, adjunct, injunction
judge, judicial, jury, jurisdiction, justice, justify
lab - L
laps - L
liber - L
loc - L
log - L
luc, lum - L
work
slip
free
place
word
light
labor, laboratory, collaborate, elaborate
elapse, collapse, relapse, prolapse
liberty, liberal, liberate, libertine
location, locate, dislocate, allocate, local
prologue, apology, dialogue, eulogy, monologue
lucid, elucidate, translucent, illuminate, luminous
man - L
mar - L
hand
sea
manual, manufacture, manuscript, manipulate
marine, submarine, mariner, maritime
Grade 5 Part A Page 10 of 65
EXAMPLE OF THE ROOT
dictate, predict, contradict, verdict, diction
divide, divorce, division, dividend, indivisible
doctrine, document, doctor, indoctrinate, docile
donation, donor, pardon, donate
duct, conduct, educate, induct, aqueduct
factory, manufacture, benefactor, facsimile, efficient,
proficient, sufficient, beneficial
ferry, transfer, infer, refer, conifer
figure, figment, configuration, disfigure, effigy
firm, confirm, infirm, affirm, firmament
reflect, deflect, reflection, inflection, genuflect, reflex,
flexible
form, uniform, transform, reform, formal
fort, comfort, fortify, force
fracture, fraction, infraction, fractious, fragment, fragile,
function, malfunction, dysfunctional, perfunctory
ROOTS
mater, matr - L
max - L
mech - G
mem, ment - L
merge, mers - L
meter - G
migr - L
min - L
miss, mit - L
mob, mot, mov - L
MEANING OF
THE ROOT
mother
greatest
machine
mind
dive
measure
change, move
small, less
send
move
nat - L
nav - L
not - L
noun, nun – L
born
ship
mark
declare
natal, nation, native, innate
navy, naval, navigate, circumnavigate
notation, notable, denote, notice, notify
announce, pronounce, denounce, enunciate
onym - G
opt - G
orig - L
ordin, ord - L
ortho - G
path - G
ped – G
ped - L
pel – L
pend - L
phon - G
photo -- G
poli - G
port - L
psych – G
name
eye
beginning
row, rank
straight, right
disease, feeling
child
foot
drive
hang
sound
light
city
carry
mind, soul
synonym antonym, pseudonym, anonymous
optician, optometrist, optic, optical
origin, original, originate, aborigine
order, ordinary, ordinal, extraordinary, ordinance
orthodontist, orthodox, orthopedist, orthography
pathology, sympathy, empathy
pedagogy, pediatrician, encyclopedia
pedal, pedestrian, biped, pedestal
propel, compel, expel, repel, repellant
pendulum, suspend, append, appendix
phonograph, symphony, telephone, microphone, phonics
photograph, telephoto, photosynthesis, photogenic
metropolis, cosmopolitan, police, political
portable, transport, import, export, porter
psychology, psyche, psychopath, psychiatrist
ques,quer,quis – L
ask, seek
question, inquest, request, query, inquisitive
rad - L
rect - L
reg - L
rid - L
rupt – L
ray, spoke
straight
rule, guide
laugh
break
radius, radio, radiation, radium, radiator, radiology
rectangle, rectify, direction, correct
regal, regent, reign, regulate, regime
ridiculous, deride, derisive, ridicule
rupture, erupt, interrupt, abrupt, bankrupt
san - L
saur - G
health
lizard
sanitary, sanitation, sane, insanity, sanitarium
dinosaur, brontosaurus, stegosaurus
Grade 5 Part A Page 11 of 65
EXAMPLE OF THE ROOT
maternal, maternity, matrimony, matron
maximum, maximize
mechanic, mechanism, mechanize
memory, remember, memorial, mental, mention
submerge, emerge, merge, merger, submerse, immerse
thermometer, centimeter, diameter, barometer
migrate, immigrate, emigrate, migratory
mini, minimum, minor, minus, minimize
missile, dismiss, mission, remiss, submit, remit, admit
mobile, automobile, mobilize, motion, motor, promote
demote, remove, movement
ROOTS
scend - L
scop - G
scribe, script - L
sect - L
sens, sent -- L
serv - L
serv - L
sign - L
MEANING OF
THE ROOT
climb
see
write
cut
feel
watch over
slave
mark
ascend, descend, transcend, descent
microscope, telescope, periscope, stethoscope
scribe, inscribe, describe, prescribe, script, transcript
section, dissect, intersect, bisect
sensation, sense, sensitive, sensible, sensory
conserve, preserve, reserve, reservoir
serve, servant, service
signal, signature, significant, insignia
sim - L
sist – L
sol – L
solv – L
soph – G
spec – L
spir – L
sta – L
strict - L
struct – L
sum – L
like
stand
alone
loosen
wise
see
breathe
stand
draw tight
build
highest
similar, simultaneous, simulate, simile
consist, assist, subsist, assist
solo, solitary, desolate, soliloquy
dissolve, solve, solvent, resolve
philosopher, sophomore, sophisticated
inspect, suspect, respect, spectator, spectacle
respiration, inspire, spirit, perspire, conspire
station, status, stabile, stagnant, statue
strict, restrict, constrict
structure, construct, instruct, destruction
summit, summary, sum, summons
tact – L
tain, ten – L
touch
hold
ten – L
term - L
terr – L
tex - L
therm – G
tort - L
tract – L
trib – L
trud, trus - L
turb – L
stretch
end
land
weave
heat
twist
pull, drag
give
push
confusion
tactile, intact, contact, tact
retain, contain, detain, attain, maintain, sustain,
tenacious, tenure, tenant,
tendon, tendency, tension, tent, tense
terminal, terminate, determine, exterminate
territory, terrain, terrestrial, terrace
textile, texture, text, context
thermometer, thermal, thermostat, thermos
torture, contort, retort, contortion
tractor, attract, subtract, traction, extract, contract
contribute, tribute, tributary, attribute
intrude, protrude, intruder, intrusive, obtrusive
disturb, turbulent, perturb, turbid
urb – L
city
urban, suburb, urbane, suburban
vac – L
var – L
ven – L
ver – L
ver – L
vict, vinc - L
empty
different
come
truth
turn
conquer
vacant, vacation, vacuum, evacuate, vacate
vary, invariable, variant, variety, various
convene, convention, advent, invent
verify, verdict, veracity
convert, reverse, versatile, introvert, convertible
victory, conviction, convince, invincible
Grade 5 Part A Page 12 of 65
EXAMPLE OF THE ROOT
THE ROOT
vid, vis – L
voc – L
void – L
vol – L
volv – L
vor - L
MEANING OF
THE ROOT
see
voice
empty
wish, will
turn
eat
Grade 5 Part A Page 13 of 65
EXAMPLE OF THE ROOT
video, evidence, provide, providence, visible
vocal, advocate, evocation
void, devoid, avoid, voided, unavoidable
volition, volunteer, voluntary, benevolent
resolve, involve, evolve, revolver, revolution
voracious, carnivore, herbivore, omnivorous
HOMOPHONE LIST
add, ad
air, heir
allowed, aloud
aunt, ant
awl, all
bail, bale
bare, bear
bawl, ball
beach, beech
beat, beet
be, bee
blue, blew
board, bored
bow, bough
break, brake
bred, bread
but, butt
by, buy, bye
fined, find
flea, flee
foul, fowl
four, for
flower, flour
flu, flew
fourth, forth
great, grate
grown, groan
guest, guessed
hail, hale
hair, hare
haul, hall
hear, here
heard, herd
hi, high
him. hymn
hire, higher
capital, capitol hour, our
cent, scent
chews, choose idol, idle
chilly, chilli
in, inn
close, clothes
I’ll, aisle
cord, cored
its, it’s
cot, caught
course, coarse kernel, colonel
creak, creek
knight, night
knot, not
dear, deer
dew, due
least, leased
dough, doe
lead, led
dye, die
leeks, leaks
lone, loan
eight, ate
made, maid
fare, fair
mail, male
feat, feet
Grade 5 Part A Page 14 of 65
maize, maze
maul, mall
meat, meet
mussels, muscles
mist, missed
mown, moan
need, knead
new, knew
no, know
nose, knows
nun, none
one, won
ore, oar
pale, pail
passed, past
paste, paced
paws, pause
peak, peek
pear, pare
piece, peace
plane, plain
poll, pole
presents, presence
preys, prays,
praise
prints, prince
rap, wrap
rays, raise
red, read
reel, real
rode, road
rose, rows
sale, sail
scene, seen
see, sea
sell, cell
seem, seam
sew, sow
shown, shone
side, sighed
sighs, size
sight, site
soar, sore
son, sun
stare, stair
steal, steel
straight, strait
sum, some
tale, tail
tears, tiers
theirs, there’s
through, threw
time, thyme
toad, towed
toe, tow
to, too
waist, waste
way, weigh
war, wore
weak, week
wear, ware
weight, wait
whale, wail
whether, weather
whole, hole
who’s, whose
wood, would
write, right
your, you’re
MULITPLE MEANING WORDS
* Words with a different pronunciation
bat: flying mammal
angle: shape formed by two connected
bat: blink, wink
lines
bat: club used for hitting a ball
angle: to fish with hook and line
arms: body parts
arms: weapons
axes: plural of ax
axes: plural of axis
batter: hit repeatedly
batter: liquid mixture, cake mixture
batter: baseball player
ball: round object
ball: formal dance
bay: inlet of the sea where the land curves
inward
bay: aromatic leaf used for cooking
bay: dark reddish brown
bay: bark or howl loudly
bay: recess or alcove like the space
created by a window projected
outward from the wall
band: group of musicians
band: thin strip of binding
bear: large heavy mammal with thick fur
bear: carry, bring, support
bank:
bank:
bank:
bank:
bill: statement of money that is owed
bill: bird’s beak
bail: money for release
bail: handle of a pail
bail: throw the water out
mound, small hill
financial business
a row of things
land alongside a river
bark: explosive cry of a dog
bark: outer sheath of a tree trunk
bark: speak abruptly
base:
base:
base:
base:
bottom
morally low, undignified
stations to be reached in baseball
starting point
*bass: lowest adult male singing voice,
bass: lowest musical pitch
bass: an edible fish
baste: moisten with liquid while roasting
baste: stitch or sew loosely
bit: a small piece
bit: tool for drilling
bit: having a bite of something
blaze: fire
blaze: a white mark on an animal’s face
blaze: a mark on a tree or trail to mark a
path
blow: to hit hard
blow: an air current
boom: deep resonant sound
boom: sudden prosperous time
boom: a long pole – sometimes on which
a sail is attached
bowl: a round dish
bowl: a game played using a ball to knock
over objects
bowl: overwhelm
Grade 5 Part A Page 15 of 65
bridge: a structure that provides a way
across a body of water
bridge: a card game
can: able to
can: a metal or tin container
case: a condition
case: box or container
chap: crack or become rough
chap: a boy or man
chop:
chop:
chop:
chop:
cut with something sharp
jaw of an animal
irregular motion
a cut or piece of meat
clip: cut
clip: fasten
close: shut
close: near
con: swindle
con: against
*dove: a pigeon
dove: did dive
down: move from higher to lower
down: soft feathers or hair
down: open rolling land
duck: a swimming bird
duck: plunge or dive
duck: strong linen or cotton fabric
egg: oval or round body laid by a bird
egg: urge, motivate, encourage
fair:
fair:
fair:
fair:
beautiful
honest and fair
blond, light, or pale
a gathering of booths for amusement
or public entertainment, festival
fan: an object that blows air
fan: an admirer
fine: good or high quality
fine: monetary punishment
count: call off numbers in order
count: a nobleman
fit: right shape and size
fit: in good health
fit: a sudden seizure
crow: a noise a rooster makes
crow: a large black bird
Crow: a Native American Tribe
flag: a banner
flag: grow tired
flag: signal to stop
date: date, month, year
date: sweet dark fruit
date: a person in which one has a social
engagement with
flat: smooth
flat: apartment
*desert: dry, barren region
desert: to leave or go away from
dock: a wharf over the water
dock: to cut some off – cut wages
Grade 5 Part A Page 16 of 65
fold: bend over on itself
fold: a pen for animals
found: did find
found: set up or establish
game: a pastime
game: lame
grate: reduce to small particles by rubbing
on a serrated surface
grate: get on a person’s nerves
grate: metal frame for confining a fire
long: lasting much time, measure of great
space end to end.
long: a strong wish or desire for
ground: dirt, soil surface of earth
ground: grind up
lumber: timber (wood) cut and prepared
for use
lumber: move heavily or clumsily along
hail: shouts of welcome
hail: frozen rain falling
maroon: a brownish-red, crimson
maroon: leave isolated in a desolate place
hide: conceal
hide: dried skin of an animal
mat: a woven floor covering
mat: border placed around a picture
husky: big and strong
husky: a sled dog
match: a contest or game of skill
match: a stick tipped with flammable
material used for igniting fire
match: an equal contender
jam:
jam:
jam:
jam:
jam:
fruit preserve
squeeze or wedge into a space
surface of a doorway
play music with other musicians
in trouble or difficulty
jumper: a type of short-sleeved dress
jumper: one who jumps
lap: body part formed when sitting
lap: to take a small drink with a tongue
lap: one trip around a racetrack
light:
light:
light:
light:
not heavy
not dark
to land on
source of light
line: a piece of rope or cord
line: to sew or place fabric inside
line: a continuous mark on a surface
loaf: to be lazy, idle
loaf: shaped like bread
lock: mechanism for fastening a door
lock: curl, ringlet, or strand of hair
Grade 5 Part A Page 17 of 65
meal: an occasion when food is served or
eaten
meal: grain that has been ground to
powder
might: the past of may
might: strength, power
mine: belonging to me
mine: a hole or tunnel in the earth to
excavate metal, ore, salt, etc,
*minute: sixty seconds
minute: tiny, minuscule
miss: fail to hit
miss: an unmarried woman
mount: a small hill
mount: to go up, to get on
*object: a material thing that can be seen
or touched
object: to protest
pad: a soft piece of material used to
cushion
pad: to walk softly
pad: sheets of blank paper fastened
together
pad: flat surface for helicopter or rocket
takeoff and landing
pad: rooms, home, place, lodgings
pad: fleshy underpart of an animal’s foot
palm: the inside surface of a hand
palm: a kind of tropical tree
pass:
pass:
pass:
pass:
to go past, by, or across
to be successful in school
to put into circulation
permission for free entry or to leave
patter: rapid taps
patter: light, easy walk
patter: rapid speech
pound: a small unit of weight, sixteen
ounces
pound: to crush or beat with repeated
heavy blows
pound: enclosure where stray animals are
kept
present: not absent, here
present: a gift
*present: to introduce formally
pry: to intrude, meddle, interfere, be nosy
pry: to lift with force
punch: to strike with a closed fist
punch: a fruit drink
quack: a sound a duck makes
quack: a phony doctor, lawyer, imposter,
pretender
pawn: leave as security for a loan
pawn: a game piece used in chess
racket: a noise
racket: a paddle used in playing tennis to
hit the ball
pen: an instrument used in writing
pen: an enclosed yard
rank: a row or line
rank: having a bad odor
pine: a type of evergreen tree
pine: to long or yearn for
rare: unusual
rare: raw, not cooked
pitcher: a container for pouring liquid
pitcher: a baseball player that is in charge
of throwing the ball
rash: reckless, hasty, impulsive
rash: small spots or patches appearing on
the skin
poach: to trespass
poach: a way to cook an egg or cook in a
small amount of water
record: a music disk
*record: to preserve in writing, or sound
record: outdo all previous performances
pool: a small body of still water
pool: a common supply of people,
vehicles, commodities shared by a
group
pool: a game similar to billiards
reel: a spool for winding
reel: sway from a blow or hit
reel: a type of lively dance
Grade 5 Part A Page 18 of 65
refuse: to say no
*refuse: waste, or trash
rest: to sleep
rest: that which is left
sock: a covering for a foot
sock: to hit or punch
rifle: a gun with a long barrel
rifle: to ransack, or look through
*sow: scatter seeds
sow: female pig
ring: a circle, loop, hoop
ring: a bell type sound
ring: a circular band worn on a finger
spell: write or name correctly the letters of
a word
spell: form of words used as a magical
charm
spell: a short or fairly short period
root: the underground part of a plant
root: to cheer for someone
row: a line
row: to use paddles or oars to move a boat
row: a noisy fight or disagreement
saw: did see
saw: a tool used for cutting
school: a place for learning
school: a group of fish
seal: a mark of ownership
seal: a sea animal
second:
second:
second:
second:
after the first
inferior goods
a back up, subordinate, inferior
sixtieth of a minute
squash: to mash or press flat
squash: a gourdlike fruit often used as a
vegetable
squash: a game played with rackets and a
small ball against a wall
stalk: the main stem of a plant
stalk: to follow secretly
steer: to guide or direct one’s course
steer: young male cattle
stick: a thin piece of wood
stick: to prick or pierce
story: an account of imaginary or past
events
story: a floor or level of a building
shark: a large meat-eating fish
shark: a dishonest person
strand: to leave helpless, to run aground
strand: a thread of string
shed: a small shelter or building
shed: to lose or get rid of (skin)
strip: a narrow piece of cloth or paper
strip: to remove
slip: to slide unintentionally
slip: go unobserved or quietly
slip: an undergarment, petticoat
stroke: to strike, hit, or blow
stroke: to pet, or caress lightly
stroke: an illness cause by a blood clot, a
seizure, fit
stroke: sound made by a striking clock
stroke: a motion of moving oars in the
water or the arms or legs in
swimming
slug: a small snail-like animal
slug: to hit hard or punch
snarl: to growl
snarl: tangle
Grade 5 Part A Page 19 of 65
stunt: to stop growth or development
stunt: a trick or daring maneuver
well: satisfactory
well: a hole dug for water
swallow: to take in, eat, drink, ingest
swallow: a migratory bird
whale: a large marine animal
whale: to whip or beat
tap: to strike to hit lightly
tap: a faucet
will: is going to, the present tense of
would
will: self-control
will: directions in legal form for the
deposition of one’s property after
death
*tear: drop of liquid from the eye
tear: to rip, pull apart
tip: the end piece or point
tip: to slant or tilt
tip: present money for services
tire: to make weary or fatigued
tire: a rubber covering of a wheel
wind: the air in motion
*wind: to turn or move in a circular or
curved or spiral course
*wound: an injury cased by a cut or blow
wound: the past tense of wind (move in a
circular pattern)
toast: bread that has been browned by heat
toast: to pay tribute to, to wish good luck
wrench: a violent twist or pull
wrench: a tool for gripping or turning nuts
top: the highest point
and bolts
top: the lid of a jar or saucepan
top: a twirling toy that spins on a point
yard: an enclosed space around a house
top: highest in importance, superior
yard: a measurement of thirty-six inches
position
top: to put a finishing touch on a thing
tough: hard to break, cut, or tear
tough: able to endure hardship
tough: acting sternly
track: marks or marks left by a person,
animal, or thing in passing
track: a prepared course for running
track: a continuous line of railroad tracks
treat: act or behave toward or deal with in
a certain way
treat: apply medical treatment
treat: to pay for food or entertainment
treat: a delightful event or circumstance
vault: a storehouse for valuables
vault: to jump over
Grade 5 Part A Page 20 of 65
FIFTH GRADE READING
Standard 2: Reading Comprehension
Standard 3: Response to Literature
Students in fifth grade will:
Read 35 grade appropriate books from a variety of genre
Select books at an appropriate reading level
Read fluently with 90 -95% accuracy
Read with ease that sounds like speaking
Organize information on a Thinking Map
Support ideas using information from the text
Know and use a variety of strategies to comprehend text
Distinguish fact from opinion
Evaluate the author’s style of writing
Make text-to-self, text-to-text, and text-to-world connections
Respond to literature by summarizing, determining author’s purpose/message,
analyzing characters and setting, and identifying themes
Compare and contrast organizational patterns of text
(Example: autobiography and biography)
Continue to emphasize cause/effect, show setting effects, the problem and its
resolution
Grade 5 Part A Page 21 of 65
READING COMPREHENSION 2.0
Standards- Based Classroom
What Students Will Read:
Recreational (Fiction)
Poetry
Drama
Fiction
Non-fiction
Myths
Fairy tales
Folk tales
Legends
Fantasies
Fables
Literary Terms
• Plot, character
traits and motives,
theme, or author’s
message or morals
Textual (Non-fiction)
Science Text
Social Studies Text
Math Text
Biographies
Autobiography
Other non-fiction books
Functional (Real World)
Directions
Recipes
Brochures
Technical Manuals
Handbooks
Schedules
Reference Charts
Advertisements
Game Rules
Applications and Forms
See Text Features on the next page
Grade 5 Part A Page 22 of 65
LITERARY RESPONSE AND ANALYSIS 3.0
Grades: Fifth
Core Strategies For Teaching Reading
Comprehension (see column 1)
(See Reading Strategies Glossary)
When teaching core strategies
use this instructional
framework:
1. Teach
5. Monitor and
2. Model
Assess
3. Practice 6. Reteach
4. Apply
Strategies Teachers Use To Teach
Comprehension Concepts
•
Read Alouds
•
Shared Reading
•
Guided Reading
•
Literature Circles
Strategies/Concepts Teachers Teach
Students to Apply:
•
Making connections
Text to self
Text to text
Text to world
•
Questioning
Use question stems aligned with
year end assessment
Specific detail
Action, reason, sequence
Inference
Extending meaning
Critical analysis
Strategies
•
Visualizing
•
Drawing Inferences
•
Determining Importance
•
Monitoring Comprehension
•
Synthesizing
•
Silent Reading
•
Literary devices as outlined in the
standards
•
Independent Reading
•
Directed Reading Teaching Activity
(DRTA)
•
Summarizing
•
Reciprocal Reading
•
Anticipation Guides
•
Thinking Maps
•
SPQ2RS: Survey, Predict,
Questions, Read, Respond,
Summarize
•
Think Aloud
•
Literature Circles/Book Talk
•
Questioning the text
Formal/Informal Assesments for
Assessing Reading Comprehension
(see column 1)
(See Reading Assessments)
State Assessments
•
CAT 6
•
STAR test (California
Standards Test)
Other Assessment Tools
•
Houghton Mifflin
•
Individual Reading Log
•
Individual Reading
Inventories
(QRI, John’s Reading
Inventory, DRA, Wright
Group, etc.)
•
Running Records
•
Teacher made tests or tools
•
Thinking Maps as a product
to assess comprehension
•
Written Response to Text
•
VESD Power Reading
Criterion Reference Tests
•
Renaissance Star Test
•
San Diego Quick
Technology Tools such as:
•
Accelerated Reader
•
Fast Forward
Text Features
•
•
•
•
•
•
Fonts and Effects
Titles, headings,
bold face print,
color print, italics,
bullets, captions,
and labels
Cue Words and
Phrases
For example, in
fact, in conclusion,
but, therefore,
such as
Illustrations &
Pictures
Graphics
Diagrams, tables,
graphs, charts,
maps, word
bubbles, overlays
Text Organizers
Index, preface,
table of contents,
glossary, appendix
Text Structures
Cause & effect,
problem &
solution, question
& answer,
compare &
contrast,
description &
sequence
Grade 5 Part A Page 23 of 65
**See other strategies in Strategic Teaching
and Learning
Fifth Grade
Vocabulary and Reading Comprehension
Strategies
• Strategies from Strategic Teaching and Learning
• Vocabulary Strategies: From Word Works II by Robert Calfee
• Multiple Meaning Word Activities from Dr. Virginia Boris,
Clovis Unified
M & M Word Walls
Multiple Meaning Sentence Activity
Multiple Meaning Sponge Activity
• Question Stems from Reading Across the Curriculum, Dr.
Virginia Boris, Clovis Unified
Grade 5 Part A Page 24 of 65
STRATEGIC READING STRATEGIES
The following strategies are from the book Strategic Teaching and Learning. Each
intermediate teacher received a copy last year. Please refer to this book for descriptions
and examples of each strategy recommended by the California State Department of
Education for teaching reading and writing standards.
Strategy List
Strategy
Strand/Standard
Anticipation Guide
R 2.0
Character Quotations
R 3.0
Collaborative Strategy Instruction
R 1.0, 2.0
Community-Based Reading & Writing
R 3.0 W 1.0, 2.0
Directed Reading-Thinking Activity
R 2.0
Focused Dialectical and Interactive Journals
R 2.0, 3.0 W 2.0
Graphic Outlining
R 2.0
Guided Imagery
R 1.0, 2.0
Guided Reading
R 2.0, 3.0
“Just Right” Book Selection
R 2.0
KWL Plus
R 2.0 W 1.0
Learning Log
R 3.0 W 1.0
Literature Circles and Discussion Groups
R 2.0, 3.0
Paragraph Frames
R 2.0 W 1.0
PLAN
R 2.0 W 2.0
Problematic Situations
R 2.0
Propositions/Support Outlines
R 2.0 W 1.0
Question-Answer Relationships
R 2.0
Questioning the Author
R 2.0, 3.0
RAFT
R 2.0 W 1.0
Reading from Different Perspectives
R 2.0 W 1.0
Reciprocal Teaching
R 2.0
The Research Process
R 2.0 W 1.0, 2.0
Structured Discussions
R 2.0
Text Sets
R 2.0, 3.0
Think Aloud
R 2.0
Think Sheets
R 2.0 W 1.0, 2.0
Tutoring as High-Impact Intervention
R 1.0, 2.0
Working Through Reading Stances
R 3.0 W 2.0
Writing-Reading Workshop
R 1.0, 2.0 W 2.0
Grade 5 Part A Page 25 of 65
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81
84
87
89
91
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97
99
102
105
108
Strategies from "Word Works II” by Robert _Calfee
STRUCTURAL ANALYSIS - DECODING
The STRUCTURAL ANALYSIS for DECODING script is designed to teach students to
decode polysyllabic words by breaking them into their constituent parts (prefixes, roots, and
suffixes). This script gives students an understanding of the way words are formed and helps
them to categorize words structurally.
The STRUCTURAL ANALYSIS script can be used as the basis for a discussion of similarly
structured words in a passage. It is especially applicable to scientific and mathematical
terminology. The script can be used also for spelling lessons and as the basis for a discussion of
word origins. The script should focus on the process of breaking words into parts to facilitate
decoding them as well as on the particular roots and affixes in the words discussed.
Preparation for a lesson using this script should include selection of the root(s) and affix(es) to
be discussed and the generation of words which include those parts. The number of word parts
and word lists needed will depend on the level of the students and their experience with this
script. With younger or less experienced students, the discussion should focus on a single root
or affix. Older and more experienced students can be asked to compare and contrast multiple
roots or affixes.
The OPENING of the STRUCTURAL ANALYSIS script should stress that words can be
broken into parts to make them easier to decode. The teacher should explain or review the
concepts of root words, prefixes, and suffixes, and should discuss how affixes are used to
change the meaning or part of speech of a word.
The Analysis of Single List activity asks students to identify the common word part(s) in a list
of words and to practice reading words with a given root or affix.
The Similarities and Differences activity presents students with two lists of words. These lists
contain words which differ only in a single word part. The students' task is to determine how the
words in each list are alike and how the two lists differ from each other.
In the Reading Mixed Lists activity, students are given a list which contains words with two or
more different roots or affixes. Students are asked to read the list of words and categorize them
according to their common structure.
The Spelling activity asks students to identify the structure of verbally presented words and then
to spell each part. This is done both as a class, with the teacher writing the word on the
blackboard and individually with each student writing the words.
Grade 5 Part A Page 26 of 65
The Generate activity asks students to suggest additional words which belong on a given list
and to justify their words. Students are asked also why certain words would not fit on a
particular list.
The CLOSING of the STRUCTURAL ANALYSIS script should review the particular affixes
and roots discussed as well as the general process of breaking words into parts to make them
easier to decode. Students should understand that many polysyllabic words consist of roots and
affixes and that the process demonstrated in this script can be applied to many unfamiliar words
encountered in various type of reading materials.
FOLLOW-UP activities could include reading a passage and picking out all of the words with
particular roots or affixes, writing sentences using words with particular parts, having a contest
to see who can come up with the most words using a particular part, or constructing a
pronunciation dictionary of the various roots and affixes discussed during the school year.
(Meanings can be added using the Structural Analysis for Vocabulary script.)
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 27 of 65
Supported by the Spencer Foundation
SCRIPT: Structural Analysis for Decoding
AIM: To teach students how to decode polysyllabic words by breaking the words into parts
STUDENTS' PREREQUISITES: Familiarity with regular letter-sound correspondences
TEACHER'S PREPARATION: Select lists of words and appropriate middle activities
OPENING
Today we're going to talk about how to break words apart to
make them easier to read.
(Explain the concepts of roots, prefixes, and
suffixes. if necessary)
MODAL
MIDDLE ACTIVITY
Analysis of Single List
How are these words the same?
Do you recognize any common parts?
How are the parts the same?
What letter-patterns are the same?
Where are these letter-patterns-(beginning, middle,
Or end of word)?
(Divide parts with lines and underline common
part if it occurs in different places in different
words)
Can you tell me how this part is pronounced?
Let's read the words.
Here are some more words - How are these like the
others?
Let's read the new words.
What kinds of words did we study today?
CLOSING
What did we do to the words to make them easier to read?
What kinds of parts did they have?
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 28 of 65
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SCRIPT: Structural Analysis for Decoding
Expanded/Alternative Opening and Closing
Select questions from those suggested below. . .
OPENING
Probe for Purpose
Today we're going to study about how to break words apart.
Why would we want to break a word into its parts?
--to help us decode/figure out new words when we read
--to improve our spelling
Who can remember what word parts we studied last time?
What is a root/prefix/suffix?
How can a prefix or suffix change a word?
--change its meaning
--change its part of speech
CLOSING
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 29 of 65
What kinds of words did we study today?
What did we learn about these words?
What parts did they have?
Which parts were the same? different?
What language did those word parts come from?
What did we learn about how words are made?
How could we use this process with other words?
How will this help us with our reading and spelling?
What is a root word/prefix/suffix?
How do prefixes and suffixes change words?
Supported by the Spencer Foundation
SCRIPT: Structural Analysis Decoding
ADDITIONAL MIDDLE ACTIVITIES
1. SIMILARITIES
How are the words in each list alike?
AND DIFFERENCES
How are the words in the first list different from the
words in the other lists?
(If students have trouble, use probes from the
modal middle activity)
(Repeat for each list
Read the words
Here are some more words—Which list shall I put them
in? Why?
Let’s read the new words.
2. READING MIXED
LISTS
3. SPELLING
Group Practice
Individual
What kinds of words are in this list?
How are some of the words the same? Which words?
How are some of the words different? Which words?
Let’s read the words.
Everyone, say ______________ (e.g., rebate... postpone)
What’s the first part? How do you spell that part?
(Write on board) – Tell me how to write (e.g., re...post...)
What’s the second part? How do you spell that part?
(e.g., --bate...—pone)
Now let’s say the whole part together.
Everyone, say _________ (e.g., rebate...postpone)
How many parts does the word have? What’s the first
part? Write it on your paper.
What’s the second part? Write it on you paper.
Now I’ll write the word on the board so you can check
your paper
Grade 5 Part A Page 30 of 65
4. GENERATE
Let’s think of other words that belong in this group. Tell
me why the word belongs in the group.
Does this word fit in this group? Why? Why not?
FOLLOW-UP
ACTIVITIES
-- read a passage – choose words with roots and affixes
-- write sentences using words with roots and affixes
-- have a contest – who can name the most words...
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 31 of 65
Supported by the Spencer Foundation
PATTERNS: Structural Analysis for Decoding
ANGLO-SAXON
Root Words: Virtually any word in the language – equal stress
bid get five like love place put read red slow
Prefixes: equal stress, often prepositions
by- for- in- over- under- with-
...
be-
un-
Suffixes: – lowered stress
grammatical: -ed -er -ing -ly -s (es)
meaning: -able -ful -hood -less -ship
Examples: like dislike likable unlikely
ROMANCE
Root Words: primary stress
dict duct flect form ject mit pend port rupt spect script struct tract vent
Prefixes: lowered stress
as is: dis- ex- inter- intro- mis- re- pro- re- trans- uni“chameleon”: ad- (ac- ag- ap- at-) con- (col- com- cor-)
in- (il- im- ir) ob- (oc- oi- op-)
sub- (suc- sug- sum-) syn- (syl- sym-)
Suffixes: lowered stress
-age -ance -ence -ism -ist -ity -ive
(“sh” + + ) -cial -cian cious -sion -tial -tion -tious
Examples: tract.... contract ... traction
distractive
GREEK
Root Words: equal stress, combining forms
chron graph meter phono phys psych sphere thermo
Prefixes: equal stress, combining forms
auto- biblio- hemi- hex- hydro- hyper- octo- peri- quad- semi- teleSufffixes: equal stress, combining forms
-archy (ies) -cracy (ies) -ology (ies) -phile
Examples: graph autograph graphology
Word Work II
February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 32 of 65
-phobia
-scope
Supported by the Spencer Foundation
BLACKBOARD EXAMPLE: Structural Analysis for Decoding
ANALYSIS OF SINGLE LIST
Example 1
Example 2
a / way
a / sleep
a / like
a / round
a / wake
a / lone
a / rise
SIMILARITIES and DIFFERENCES
Example 1
pre / scribe
pre / vent
pre / tend
pre / clude
pre / fer
in / scribe
in / vent
in / tend
in / clude
in / fer
dis / rupt
inter / rupt
bank / rupt
cor / rupt
e / rupt
Example 2
think / ing
sleep / ing
eat / ing
dream / ing
walk / ing
jump / ing
READING MIXED LISTS
Example 1
act / ion
progress / ive
select / ion
invent / ion
corros / ive
invent / ive
progress / ion
conclus / ion
act / ive
select / ive
corros / sion
conclus / ive
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 33 of 65
Supported by the Spencer Foundation
think / er
sleep / er
eat / er
dream / er
walk / er
jump / er
Example 2
in / sist
sub / scribe
in / vert
sub / ject
in / tend
in / scribe
sub / side
sub / vert
in / side
sub / sist
in / ject
Historical Roots of English: Activity Two
Anglo-Saxon Affixation: Word Jumble
Organization: Teacher-led, Small-group
Pairs/Triads
Time: 10 – 15 minutes/group
Materials: Anglo-Saxon affixes and
bases printed on index
cards or paper
Student text (optional)
Key Concepts: English words can be created through adding prefixes and suffixes.
These parts are called morphemes, a word part that has meaning.
Summary:
Students manipulate morphemes as they create new and familiar words using
“bases, prefixes, and suffixes.
*Note: In the Anglo-Saxon layer we use the term “bases” to distinguish from affixation in the Romance layer
where the term “roots” is used.
Procedure:
1. The teacher puts together a list of approximately 10 prefixes, 10 suffixes, and 1- bases that are from the
Anglo-Saxon layer of English language (provided). These words are written on index cards or onto a
blank word sheet and a copy is made for each small group.
2. Each group receives a stack of prefixes, bases, and suffixes. These prefixes and suffixes are also
morphemes, which are word parts that have meaning by themselves.
As students examine word parts, morphemes, they will discover that many of the Anglo-Saxon
prefixes are prepositions. See if they can identify them.
3. Students join the morphemes (word parts) to create new words. Students clearly pronounce the new
words and develop logical definitions.
4. Groups record their new words and definitions to share with the class.
Reflect
Several students share some of their ‘more interesting; words and their definitions. Model and encourage
students to articulate the words clearly. Students should justify their definitions by explaining how they decided
that definitions were logical.
*Tell us about your word.
Explain how you defined your word. Why?
*How would you use knowledge of word parts to read unknown words?
Describe a strategy.
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 34 of 65
Supported by the Spencer Foundation
Extend
Examine student texts, newspapers, or magazines for examples of Anglo-Saxon affixation
Discuss strategies used to spell unfamiliar words.
As students read unfamiliar words, look for and reinforce students breaking complex words into word parts. Ask
students to explain their strategy use.
Variations and Extensions
Sharing: One person shares a newly created word. Other students in the group write a definition for the word
and prepare to justify their response. The creator shares his/her spelling, provides justification, and leads a
discussion.
Word Lists
Bases
(Most Anglo-Saxon words can
stand alone and can be affixed)
stand, came, like, look, happy,
like, went, ground
Prefixes
Suffixes
foroverununderwithinbebya-
*-ed, -er, -ing, -s(es)
-er
-ly
-able
-hood
-ful
-less
-ness
-ish
*Anglo-Saxon Suffixes explored as part of the Long Vowel Marking System in Block One
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 35 of 65
Supported by the Spencer Foundation
Historical Roots of English: Activity Three
Three Types of Words: “Handy Words”
Organization: Teacher=led, Small=group
Pairs/Triads
Time:
Materials:
10 – 15 minutes/group
“Handy Words” – Irregular
High Interest Text
(Newspaper/Magazine article)
Chart paper
Key Concept: When one is ready to read and especially write, sorting words into three categories helps in
decoding, spelling, and understanding meanings.
Summary:
Students are introduced to Handy Words, those that do not follow the common letter-sound
correspondences. Distinguishing between regularly spelled words, irregularly spelled words, and
content specific words supports work with text.
Procedures
1. Classify the Anglo-Saxon words examined in previous activities as “regularly spelled” words. These
appear frequently in our reading and writing. If students know the “building blocks” the can spell and
read these.
*Create a chart with three columns: 1) regular, 2) handy, and 3) topical words.
2. Introduce Handy Words, those that do not follow common letter-sound correspondences. These are used
all the time, therefore should be kept available and eventually memorized.
3. Introduce a third category of words: Topical Words
These must be know to read and write about a specific topic
(e.g., earthquakes, Native American history)
4. Record words that fit into the various categories.
*Revisit words examined during previous lessons
*Revisit the lists that have been accumulating on words that did not appear to fit the patterns.
These may be Handy Words (irregularly spelled).
*Brainstorm topical words in your area of study.
(e.g., “What words would we need to know how to spell to write about our themes of
perspectives, poetry, science fiction?
Extensions and Variations
Examine a newspaper article of interest.
*Read and discuss to understand the meaning.
*Select words to examine. Discuss how to classify the words and justify.
Classification options:
*Three types of words: Regular, Handy, Topical
*Morphological structure: C.V.C unit, affixation
*Phonetic structure: Long/short vowel patterns, blends/absence of blends, etc.
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 36 of 65
Supported by the Spencer Foundation
The Romance Layer: Activity One
Word Affixation: The *Can Game
Organization: Teacher-let, Small-group
Pairs/Triads
Materials:
Time: 10 – 15 minutes/group
Prefixes, roots, and suffixes
printed on Index Cards or paper
Vocabulary/Concepts from Sci.,
Social Studies, Music, Math, etc
*A variation of “Word Jumble”
Key Concept: Morphemes are word parts that have convey meanings. New words can be created by adding
word parts to the beginning (prefixes) and ending (suffixes) of word roots.
Summary:
Students build on the Anglo-Saxon layer and continue through history by examining the Romance
layer (Latin roots). Students manipulate word affixes to create new words. Students focus on
articulation through careful pronunciation (focus on production) as they play with complex words.
Identifying morphemes supports decoding, spelling, and word meaning.
Procedures
(see also, Lesson Block 2, Activity 2)
1.
The teacher develops a list of between 15 and 20 prefixes, suffixes, and roots from the Romance layer of
English (see suggested list below). These words are written on index cards or onto a blank word sheet
and a copied for each small-group.
2.
Review affixation in the Anglo-Saxon layer (Lesson Block 2).
3.
Each small group (2 – 3 students) receives a full set of word parts
4.
Students join word parts to create new and familiar words. Students record their new words and
determine the definitions.
Un-
comfort
-able
dis-
pend
-able
contra-
pend
-give
(back)
re-
comfort
Word Work II
Grade 5 Part A Page 37 of 65
-ious
February 1998
Supported by the Spencer Foundation
Calfee @ UCR / Norman @ CSUF
The Romance Layer: Activity Two
Word Affixation: Finding Latin Roots in the Content Areas
Organization: Teacher-led, Small-group
Pairs/Triads
Time:
Materials:
Chart from Activity 1
Variety of student texts/
Materials
10 – 15 minutes/group
Key Concept: Identifying morphemes in longer words supports reading and spelling
Summary:
Students identify words of Latin origin in content area materials, preferably topics/concepts
currently being studied. Students identify morphemes to support decoding, spelling, and
understanding word meaning.
Procedures
1.
2.
3.
4.
List 10 – 15 Latin-based words taken from students’ content area textbooks
(Ask each content area teacher for 5 key concepts).
In pairs, have students select 2 – 3 words and explain the meaning of the words based on the
morphemes (word parts).
*How could they identify that the words are Latin-based.
Model and practice strategies for decoding and determining word meaning.
In pairs, students examine a textbook or other classroom resource (any content area). List all Latinbased words and students’ definitions. The intent is not for students to use the glossary to copy
definitions, rather they should be encouraged to identify morphemes and their meanings.
Reflect
Students present several words to the group. As a group, students discuss the strategies used to determine
pronunciation and meaning.
Extensions and Variations
Students select Anglo=Saxon words, handy words, and other words for discussion.
Explanation is key! Have student explain their reasoning for classifying a word as a member of a particular
category.
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Grade 5 Part A Page 38 of 65
Supported by the Spencer Foundation
M and M Word Wall
Multiple Meaning Word Wall
Noun
star
Verb
star
Adjective
star
down
down
down
shed
shed
Adverb
Preposition
down
Purpose of the M and M word wall is to help students develop awareness that many words in
the English language have more than one meaning. Words gain meaning by their sound and
their context, location, and/or function in a sentence. This is of particular importance to ELL
students. Start with the nouns column and place words in all columns that apply. Generate
sentences to show the different meanings. Challenge your students to find words that fit in
multiple categories.
For younger grades put the words on colored cut outs that look like candy M and M’s.
Multiple Meaning Sponge Creativity
Purpose:
1.
2.
Quick check to challenge students to think about the different meanings that
words have.
Each student has a response packet made of four different colors and
staples on one corner.
Red
homophone
Blue
multiple
meaning
Green
both
Yellow
neither
3.
Teacher says a word like “I” and students have to select the category in which the
word falls and show that color.
4.
Have students come up with the words to challenge the class.
Grade 5 Part A Page 39 of 65
Multiple Meaning Sentence Circle
Purpose:
To have students generate sentences that show that the same word can
mean different things.
To use these sentences to prepare students for the vocabulary section of the
state test.
1.
Grade level teams brainstorm a large list of grade appropriate multiple meaning words
and divide them into a list for each classroom.
2.
Teachers elect 3 to 4 words per week.
3.
Students are divided into teams of 4 to 6.
4.
Teacher selects a word like star. Students write a sentence using the word Star.
Sentences can be simple or complex depending on the skill level of the student.
5.
Each student passes the paper to the person on his right who reads the sentence to edit
it for conventions and correct usage. Then this person writes a second
sentence on that paper that uses the word in the same way.
6.
Students again pass the paper to the right and again edit for conventions.
Grade 5 Part A Page 40 of 65
GRADE 5: READING ACROSS THE CURRICULUM
Sample Questions
(What we think aloud)
•
•
Specific Detail
Action,
Reason,
Sequence
Reading The Lines
•
•
INTERPRETATI
ON
•
•
Inference
Extended
Meaning
Specific Detail
What? Where? When?*Define the word…*Describe…*How did…do…? *Identify the stated main idea.
*Identify passage details. *Identify stated character traits. *Recognize stated word meanings. *Locate
information in titles, tables of contents, and chapter headings. *Restate facts or details
Action, Reason, Sequence
When? *What happened first? *What happened next? *What happened last? *What happened
between…? *What happened while…? *Which of these events happened first? *What happened after…?
*Identify the sequence of details. *Put events in order. *Identify parts of simple directions *Given a set
of story boxes, fill an empty box. *Why? *Identify characters’ motives.
Reading Between The Lines
Inference
•
Infer the main idea of a paragraph or passage. *Interpret the meaning of a phrase. *Interpret figurative
language. *Infer a sequence of events. The paragraph tells mainly *What is the main idea of this passage?
* Implied, not stated: Who? What? Where? When? Why? What if? *Interpret character traits, actions,
and motives. *They probably did…because… *Recognize cause and effect relationships. These
directions tell you how to—This article shows you how to--? *Who is telling the story? *Who is the
narrator? *Identify problems and solutions. Follow two-step instructions.
•
What is a good title *Predict outcomes The paragraph suggests that…You can tell that--, by? *A good
nickname for the main character might be…? There is enough information in the story to…The paragraph
establishes that? *What evidence can you find to support…? *Which sentence could you add to
the…paragraph? *If you were to add a sentence to the end of the story, which would you add? *Make
generalizations. *Predict outcomes. It is most likely that? From the story you cannot tell—Distinguish
supporting details from main idea. *Interpret or apply simple directions to a situation or action.
*Determine what characters are like by what they say or do. *Interpret information from diagrams, charts
and graphs. *Apply directions or rules.
Extended Meaning
Textual (Non-Fiction)
INITIAL
UNDERSTANDING
Types of Text Reading
Recreational (Fiction)
CUSD Standards:
Levels of Inquiry
Reading Beyond The Lines
CRITICAL
ANALYSIS
Critical Analysis
•
Identify literary terms and devices *Distinguish common forms of literature (poems, drama, fiction,
nonfiction). *Identify sound and word patterns (Alliteration or onomatopoeia). *Why would you read this
passage? (reader’s purpose) What is the author’s point of view? *What is the author’s purpose? *The
purpose of this article is to? *These directions will help you to--? *How are…and…alike? *How
are…and …different? *If…then what? *Now that we have studies this, what can we conclude about…?
*Which of these is a fact? Which of these is an opinion? Distinguish real from unreal…Distinguish true
from untrue.
Strategies
•
Identify resources. *complete graphic organizers. *Complete outlines, webs, story boxes. *Locate
information in an index, table of contents or bibliography *State strategy used to answer a question.
STRATEGIES
Created by Dr. Virginia Boris, Associate Superintendent. Clovis Unified School Distri
Grade 5 Part A Page 41 of 65
Functional (Real World)
2.0 READING COMPREHENSION: Structural Features of Informational Materials and
Comprehension and Analysis of Grade Level Appropriate Text.
3.0 LITERARY RESPONSE AND ANALYSIS: Narrative Analysis of Grade-Level-Appropriate Text
ALL TEXT: Recreational, Textual & Functional
Link to State
Standard
Forms of Literature:
Poems, drama, fiction,
non-fiction, myths, fairy
tales, folk tales, legends
fantasies and fables
Literary Terms:
Plot, character traits, and
motives, theme, moral or
author’s message
Text Features
*Fonts and Effects
Titles, Headings, Bold
Face Print, Color Print,
Italics. Bullets,
Captions, and Labels
*Cue Words and Phrases
For Example, in fact, in
conclusion, but,
therefore, such as
*Illustrations & pictures
*Charts and Maps
*Graphics and Diagrams
Diagrams, tables,
graphs, word bubbles,
overlays
*Text Organizers
Index, preface, table of
contents, glossary,
appendix
*Text Structures
Cause & effect, problem
& solution, question &
answer, compare &
contrast, description &
sequence
Sources
*Directions
*Recipes
*Brochures
*Announcements
*Handbooks
*Schedules
*Reference Charts
*Advertisements
*Games Rules
*Applications & Forms
GLOSSARY OF
CORE READING STRATEGIES
Grade 5 Part A Page 42 of 65
CORE READING STRATEGIES GLOSSARY
VOCABULARY, READING COMPREHENSION, AND LITERARY RESPONSE AND ANALYSIS
Anticipation Guide: A tool for accessing prior knowledge, regard new information, and find evidence to
defend preconceived notions and opinions regarding a subject. Format:
• Choose an important concept to be gained through reading
• Create 4-6 statements (that can’t be easily answered) to support or challenge students’ beliefs
regarding the concept chosen
• Create a section for each question where the students’ answer (opinion) can be recorded (usually yes
or no). Students share their answers and let both sides of the statement be thoroughly discussed.
This is to inspire close reading and look for information to support their side when reading
• After reading, students add the author’s ideas/answers
• Finish with class discussion
Book Talk: A discussion of a current book being read by the teacher or students. A focus is usually
established for the discussion. The purpose is to clarify meaning through discussion and to entice others to
read the book.
Cloze Activity: This term refers to a variety of sentence completion techniques in which words are
strategically left out of a text so that readers can supply the missing words using context only or, sometimes,
limited graphophonic cues. Cloze tests can be designed to provide informal diagnostic information.
Concepts About Print: (Clay, 1979). These are concepts about the way print works. Some of the basic
concepts about print include: directionality (that readers and writers move from left to right and top to
bottom); spacing (used to separate words); recognition of words and letters; sequencing and locating skills;
searching for cues from different sources, checking own responses, and correcting errors.
Connections: Using schema to make connections to what is read
• Text-to-self: Relating text to own life
That reminds me of...
That made me think of the time...
I can relate...
• Text-to-text: Relating the text to other texts by comparing characters, their
personalities, and actions, and/or comparing story events, plots, lessons,
themes, messages, or different versions of familiar stories. This also includes
finding common themes, writing styles, or perspectives in the work of a single
author, or comparing the elements between authors.
This part is just like...
That reminds me of...
I read another book where...
This is similar to...
Text-to-world: Relating a text to real world situations
That reminds me of...
This is like...
I know about this...but I didn’t know that.
Determining Importance: Proficient readers seek the importance of what they read and to find the
essence in information. They use their conclusions about important ideas and/or themes to focus their
reading and to exclude peripheral or unimportant details.
Grade 5 Part A Page 43 of 65
DRTA: (Directed Reading-Thinking Activity) This activity helps determine the purpose for reading,
develops prediction and inference skills, and helps students to use information from the text to support
their predictions/inferences. Students brainstorm predictions from the title using the title, cover picture,
and their schema. Next student (or teacher) reads the first section. Predictions are confirmed, rejected, or
modified. Only the student that made a specific prediction can change his/her answers. More predictions
are made and the second section is read. Again students confirm, reject, or modify their predictions based
on the new information read. As predictions are confirmed, rejected, or modified, the teacher encourages
students to justify their decisions using the new information and prior knowledge. This is helpful in
developing critical reading skills and deepens comprehension.
Guided Reading: Guided reading is reading instruction that uses developmentally appropriate texts. Each
lesson should focus on direct instruction of a particular reading strategy such as the three cueing systems or
reading comprehension.
Independent Reading: Students read books or texts of their choice during free or independent time.
Inferencing: The reader uses prior knowledge and textual information from the text (evidence) to draw
conclusions, make predictions, make critical judgments, and form unique interpretations of the text When
the author doesn’t answer the questions a reader may have, the reader must infer. (Examples: Maybe…, I
think…, It could be…, It’s because…, I’m guessing…, etc.)
Literary Devices: (Figurative Language)
• Alliteration - repetition of the same consonant sound at the beginning of several words of a
sentence or line of poetry
• Cliché - A phrase or sentence that has been overused. It is often better to find a new way of saying
the same thing.
• Hyperbole – a deliberate and obvious exaggeration used for effect
• Idiom -a common phrase made up of words that can’t be understood by their literal, or ordinary
meaning
• Imagery – language that appeals to the five senses – sight, hearing, smell, taste, and touch
• Metaphor – a direct comparison between two things. It states one thing is another. It does not use
the words like or as
• Onomatopoeia – the use of words that sound like the noises described
• Overstatement - An exaggeration or a stretching of the truth
• Personification – A figure of speech in which an animal, object, or idea is given human qualities,
such as the ability to cry, feel, talk, and make decisions
• Simile – a comparison between two things, using the words like or as
• Symbolism – when something is used to stand for something more than just itself
Literary Analysis: (Devices)
• Author’s Message: The author’s intended message or lesson for the reader
• Author’s Purpose: Authors write for four main purposes: to entertain, to inform, or express their
opinions, and to persuade.
• Characters: The characters are the people, animal, or things in the story. The main characters are
the characters that the story is mostly focused on. Minor characters are the less important
characters within the story.
• Character Traits: Words that describe a character’s thoughts, feelings, actions, a distinguishing
quality of a character
Grade 5 Part A Page 44 of 65
•
•
•
•
•
•
•
•
•
•
Inference: A guess or conclusions based on known facts and hints of evidence. Sometimes readers
use prior knowledge to help make inferences.
Mood: Mood is the atmosphere that indicates in a text the prevailing feeling or frame of mind. For
example, at the start of a text, mood is the creation of a sense of expectation (fictional, imaginary,
fanciful, romantic, realistic, optimistic, pessimistic, and gloomy).
Point of view: Refers to how a story is narrated. If a story is narrated from the firs-person the
narrator is a character in the story and used the first person pronouns I, me mine, we, and our. If the
story is narrated from the third person, the narrator is not part of the story and uses the third-person
pronouns he, him, she, her, and them.
Plot: The plot is the sequence of events that happen in the story. The characters in the story have a
conflict (problem), and the conflict is explained by a series of events. The plot includes all of the
events that take the characters through the conflict to the resolution. (Flow Map, Story Board, Story
Map)
Prediction: The use of facts in a story or picture and any other information you know about the
world to guess what will happen.
Setting: The setting is the story’s time and place. The time may be the past, present, or future. The
setting may be real or imaginary. (Literary Map, Flow Map)
Solution: The turning point in a storyline or plot. It is the part in which a decision or important
discovery is made or an important event happens that will solve the story’s problem or end the
conflict. The solution is also called the resolution or the climax of the plot.
Symbolism: Something that on the surface is its literal self, but which also has another meaning or
even several meanings.
Theme: The theme is the main point of the story, the idea the author wants to get across to the
reader.
Tone: The style or manner of expression in speech or writing. Tone is the author’s attitude toward
the work, events, characters, or the reader/audience (formal, informal, serious, humorous, amused,
angry, playful, gloomy, sad, and cheerful).
Literature Circles: Small temporary groups of students reading a book independently. While reading, they
make notes and meet regularly to discuss the book. Each member of the group takes specific
responsibilities in the upcoming discussion. When a book is finished, the circle members plan a way to
share the highlights of their reading with a wider community. Once readers can successfully conduct their
own wide-ranging, self-sustaining discussions, formal discussion roles may be dropped.
Making Words: An activity in which students are individually given some letters to make words. It is an
active, hands-on, manipulative activity in which children discover letter-sound relationships and learn how
to look for patterns in words. They also learn that changing just one letter or even just the sequence of
letters changes the whole word.
Monitoring Comprehension: Proficient readers monitor their learning flexibly, adapt learning strategies
to new situations. They utilize a variety of fix-up strategies to repair comprehension when it breaks down.
They select appropriate fix-up strategies from one of the six language systems to best solve a given problem
in a given reading situation.
• Graphophonic: Letter/sound knowledge (phonics)
• Lexical: Visual word knowledge (sight words)
• Semantic: Word meanings/ associations - Does it make sense?
• Syntactic: Language structure at the word, sentence, and text level (verb in place of a verb, noun in
place of a noun). Does it sound right?
Grade 5 Part A Page 45 of 65
•
•
Schematic: Use of prior knowledge that stores and accesses information needed
Pragmatic: Social construction of meaning, knowledge of purpose, use of other readers as
resources (your knowledge + my knowledge makes a greater meaning than before)
Paraphrase: A writer’s own rendition of essential information and ideas expressed by someone else,
presented in a new form. It is a more detailed restatement than a summary, which focuses concisely on a
single main idea.
Phonemic Awareness: The understanding that word is made up of a series of discrete sounds. Phonemic
Awareness Activities are exercises that help children hear how sounds are put together (oral blending) and
how to separate words into sounds (oral segmentation).
Poems/Poetry Forms: See the Writing Strategies Glossary
Prediction: Inferring subsequent events and outcomes
Question Stems: See Reading Across the Curriculum sheet in this guide
• Initial Understanding – “Reading the Lines” of text. It is the literal comprehension of what is
specifically written in the text. Reader looks for specific details, action, reason, and/or sequence
• Interpretation – “Reading Between the Lines of Text”. Information may not be given but it is
implied. Readers form an interpretation based on implicit and explicit information. Students may
infer the main idea or meaning and use that information to predict what happens next (extended
meaning)
• Critical Analysis – “Reading Beyond the Lines” of text by synthesizing and evaluating explicit and
implicit information
Questioning (See the QAR strategy below) Proficient readers ask questions of themselves, the authors,
and the texts they read. They generate thoughtful, probing questions and consider a range of responses.
The use questions to clarify and focus their reading. Questioning is done before, during, and after reading.
Questions before reading help the reader make connections, set a purpose for reading, and make
predictions. Questions during reading help the reader clarify and review, confirm or create new predictions,
critically evaluate the story and make personal connections. Questions after reading help reinforce concepts,
model ways of thinking through organizing information, encourage critical thinking, and build awareness of
common themes and structures in literature. Examples include questions stems below and the QAR
Strategy.
• I wonder...
• I was confused when,,,
• Why...
QAR: Question, Answer, Response
• Right There (In the text) - Questions that ask who, what, where, when, and sometimes why. The
answers to the questions are right there in what is being read. The words used in the question and
the words used for the answer can usually be found in the same sentences.
• Think and Search- The answer is in the text, but the words used in the questions and those used
for the answer are not is the same sentence. You need to think about different parts of the text and
how ideas can be put together before you can answer the question.
• On My Own (In your head) – The text got you thinking, but the answer is inside your head. The
author can’t help you much. So think about it, and use what you know already about the question.
Grade 5 Part A Page 46 of 65
•
The Author and Me-The answer is not in the text. You need to think about what you know, what
the author says, and how they fit together.
Read Aloud: Reading aloud to students from a variety of texts (usually above their level of reading) to
demonstrate fluency and expression, stimulate thinking, build vocabulary, extend their knowledge, and
develop an appreciation of reading.
Reciprocal Teaching: A conversation between teachers and students, the purpose of which is to come to a
shared understanding of the text they are reading. The conversation is organized around the following four
strategies used to help the readers construct meaning.
• Predict-Students are taught to generate predictions and to provide concrete evidence from the texts
to support their reasoning
• Clarify-Students are asked to identify and explain difficult words, phrases, or ideas from a reading
selection and to use clarifying strategies.
• Question-Rapid reading comprehension is fostered by instruction in question generation. The
students are taught to use who ,what, when, where, why, and how questions words and to apply
inferencing skills.
• Summarize- Students are taught to identify the main ideas in a reading selection and to construct
clear, concise summaries of what they have read.
Retelling: Retelling a story or text (in own words) in a written, oral, or art format to check comprehension
in relation to the plot, setting, characters, or any underlying inferences. Sometimes retelling can be followed
by questions to elicit further information.
Shared Reading: Students read a text with the help of a teacher in an effort to learn to “read by reading.”
Shared reading is a step between reading to students and independent reading by students. It takes place in
a non-threatening learning environment in which risk-taking, mistakes, and approximations are seen as a
normal part of learning, not signs of failure. The purpose is for students to become independent in reading
texts that would otherwise be too difficult. Shared reading involves using an enlarged text so that all
students can participate. In the intermediate grades, shared reading is using enlarged text (e.g. on the
overhead) to teach text features and facilitate the reading of difficult texts such as poetry, content area
textbooks, nonfiction texts, directions, etc.
Silent Reading (SSR-Sustained Silent Reading): During SSR time, each student chooses a book or
books to read for a designated period of time (typically 15-30) minutes. Everyone, including the teacher,
finds a comfortable place for reading without interruption. Students who can read choose a book at their
independent level. SSR also provides students with time to practice the decoding and comprehension skills
they have learned.
SQP2RS: A study strategy to help read and remember content area reading assignments. It contains the
following steps.
• Survey – Students preview the reading assignments, surveying the title, headings, information by
pictures and words in italics
• Question- - turn the heading into a question before reading the section - generate questions that
can be answered after reading
• Predict – Student predict one to three things you expect to learn as you read the text
• Read- The students then read (alone, with the teacher, a partner, or group) each section so they
learn the answer to the question they are asking
Grade 5 Part A Page 47 of 65
•
•
Respond -After reading each section, the students respond to the questions and determine which
were answered in the text, develop new questions, continue surveying
Summary: - After finishing the entire assignment, students summarize the text orally or written
Summarizing: A summary is a condensed version of the main ideas of a piece of writing that is written in
the writer’s own words. It usually begins with a nutshell statement, or overall summary, then presents the
essential points of the writing, not necessarily in the same order as the original. It is a brief restatement of a
longer text in fewer words than the original text.
Synthesizing: Proficient readers bring together all of their learning strategies to understand and internalize
a piece. They can not only retell but also create new meaning for themselves (a synthesis) using all that they
know. Examples of synthesis might include a compare and contrast of ideas, assessing and evaluating,
verifying the value of evidence, and/or making choices based on a reasoned argument.
Think Aloud: The teacher reads aloud a text. As the teacher comes across words or concepts that might be
difficult, he/she develops questions to ask themselves out loud. These questions are indicative of the
thoughts the teacher has while reading difficult text. The purpose is to engage the reader in a metacognitive
dialogue about his/her comprehension of text and the use of all reading strategies. These might include the
modeling of:
• Predicting: “Judging from that heading, I’ll bet...”
• Summarizing: “So, there are different levels of a nervous system.”
• Questioning: “I wonder just how complex the human nervous system is?”
• Assessing prior knowledge: “I know the nervous system is controlled by the brain.”
• Making analogies: “A nervous system is like a system of traffic lights.”
• Creating imagery: “I picture a huge oak tree when I think of the nervous system.”
• Clarifying: “Wow, I don’t know that word at all, but it’s in bold type, so I bet its meaning is
listed in the glossary or the end of the chapter.”
Thinking Maps: Thinking Maps are eight visual-verbal tools, each based on a fundamental thinking
process and used together as a set of tools for showing relationships.
Vocabulary Development:
• Affix – Letters are letters added to the beginning or ending of a word to change its meaning or
grammatical function.
• Antonym – Words with opposite meaning. Cold and hot are antonyms.
• Etymology – The in-depth study of the history of words.
• Homograph – Words that are spelled the same but have different meanings and different origins.
Bat = club, flying animal, or a wink
• Homophone – Words that sound the same but have different meanings and usually different
spellings. (road, rode, rowed)
• Synonym – Words that mean nearly the same thing. Big and large are synonyms.
• Multiple Meaning Word: A word that has more than one meaning. Story is a multiple meaning
word. It can mean a real or imaginary tale or a level of a building.
• Prefix – An affix added to the beginning of a word to form a new word. In is a prefix in inaccurate.
• Suffix – An affix added to the end of a word to change its grammatical form or its meaning. Ness is
a suffix in goodness.
Grade 5 Part A Page 48 of 65
Visualizing: Proficient readers create mental images to understand information. These images are visual,
auditory, or other sensory connections to the text. Proficient readers use these images to deepen
understanding of text.
Word Play: Games and activities used to develop vocabulary and word knowledge. These can be used in
independent center activities or used as lessons and activities to develop vocabulary.
(Examples:
• Alliteration – several words or a sentence that begin with the same letter or sound
• Hink pink - One syllable rhyming words that answer a question( What is a chubby feline? – a fat
cat)
• Hinky Pinky - Two syllable words that answer a question (What would you call a tiny bird from
New Zealand? – A peewee kiwi) A hinkety pinkety would be a three syllable rhyming words that
answer a question (What would you call a yellow fruit’s bright, large handkerchief? A banana
bandana)
• Hyperbole – a figure of speech that is an extreme exaggeration of the truth
• Idioms – A saying whose meaning is different from the usual meanings of the individual words. To
talk a blue streak is an idiom that means to talk a lot and often quickly.
• Memory Games – Example: Concentration
• Onomatopoeia – words that imitate or suggest the sounds they describe (meow, crash crack, slurp,
twirl, screech)
• Personification – a figure of speech that gives a human quality to something nonhuman
• Portmanteaus – breakfast + lunch = brunch, and various other vocabulary games)
• Proverbs – A saying that offers advice or offers an observation about life. Beauty is in the eyes of
the beholder is a proverb.
Word Sorts: Word study activities that draw students’ attentions to the patterns in English orthography:
• Picture sorts – grouping pictures with similar sound features
• Word sorts – grouping word cards with similar sound/spelling features
• Word hunts – hunting through text for words with the patterns being studied
• Closed sorts – Teacher defines the spelling pattern/category to be sorted
• Open sorts – The student creates categories with packs of known words
Word Study:
1. An active process in which students categorize words and pictures to learn about words (patterns and
structures)
2. Studying synonyms, antonyms, multiple meaning words, prefixes, suffixes, roots (Greek , Latin, etc.),
base words, homophones, homographs
Word Walls: A word wall is a systematically organized collection of words displayed in large letters
on a wall or other large display place in the classroom. The purpose of the word wall is to help children
learn to spell high frequency words. The main word wall is large---8 feet wide and 6 feet tall. The
words build on the wall by 5 new words each week throughout the school year. Words on the wall are
written about 2 inches tall with a black marker on colored construction paper. They are cut out around
the shape of the letters. The wall needs to be reachable for the students. They should be able to walk
right up to the word wall, and they should be able to touch each word with a pointer. The key to a
successful word wall is the word, "interactive." Students need to actively interact with the word wall.
Interaction includes cheers and chants for the new words of the week, activities that expand the students'
understanding of how words work and the use of the word wall during writing as a primary resource for
spelling.
Grade 5 Part A Page 49 of 65
READING
ASSESSMENTS
Fifth Grade
• “Taking a Reading” Assessment Chart
• Reading Assessments from “Taking a Reading”
Assessment #13: Fluency
Resource D – Story Grammar Questions
• High Frequency Reading/Vocabulary List
• VESD Power Reading (link provided)
• Reading Inventories (as per site)
• Reading Log
Grade 5 Part A Page 50 of 65
Taking a Reading Assessment Chart
Assessment Tool
Group Size
Kinder
ONE
TWO
1 Alphabet Recognition
Individual
Fall/Winter/Spring
Fall, as needed
As needed
2 Letter Naming Fluency
(DIBELS)
Individual
Fall, as needed
As needed
3 Concepts about print
Individual
Fall, as needed
As needed
4 Phoneme Awareness
Individual
Fall/Winter
As needed
5 Onset Recognition
(DIBELS)
Individual
Fall/Winter
As needed
6 Yopp Singer Phoneme
Segmentation
Individual
Fall/Winter
As needed
7 Phoneme
Segmentation fluency
Individual
Fall/Winter/Spring
As needed
8 Beginning Phonics
Skills Test (BPST)
Individual
Fall/Winter/Spring
As needed
As needed
9 Nonsense Word
Fluency (DIBELS)
Individual
As needed
As needed
10 Phonics Inventory
Individual
Fall/Winter/Spring
11 Names Phonics Test
Individual
12 High- Frequency
Words
Individual
13 Assessing Accuracy
and Fluency
Individual
Spring
14 Rapid Word Reading
Placement Test
Individual
As needed
As needed
As needed
As needed
As needed
As needed
As needed
(especially for incoming
students)
(especially for incoming
students)
(especially for incoming
students)
(especially for incoming
students)
(especially for incoming
students)
(especially for incoming
students)
(especially for incoming
students)
15 Oral Reading Test
Individual
As needed
As needed
As needed
As needed
As needed
As needed
As needed
16 Elementary Spelling
Inventory
Individual
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Individual &
Small group
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
Whole
Class
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
As needed
As needed
As needed
As needed
As needed
As needed
As needed
As needed
As needed
As needed
17 Vocabulary
18 Comprehension
19 Organizational
Features of Text
Individual
20 Reference SkillsObservational Tool
Individual
Fall/Winter/Spring
FOUR
FIVE
SIX
As needed
As needed
As needed
As needed
Fall/Winter/Spring
As needed
As needed
As needed
As needed
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
As needed
As needed
THREE
As needed
As needed
“Taking a Reading” A teachers Guide to Reading Assessment Reading Success Network So Calif. Comprehension Assistance Center 562-922-6343
Grade 5 Part A Page 51 of 65
Assessment Tool No. 13
Fluency
What Is It?
Fluency means reading smoothly, easily, and quickly. There is agreement that fluency is an essential element of
reading. Students cannot focus on the real goal of reading—to read for meaning—until they can read fluently.
Why Is It Important?
Oral reading accuracy and fluency can be used to match appropriate instructional material with the reader.
The development of fluency encompasses three district parts of the reading process: decoding, comprehension
and attention (an essential part of the cognitive process).
After grade level fluency is achieved, word identification is relatively easy, and the primary challenge is
comprehension.
How Do You Administer This Assessment?
1.
Materials:
*Select grade level reading material. Consider both expository and narrative text. Use unfamiliar
material.
*Student text with words counted (narrative or expository) two copies
*Stopwatch
*Pens/pencil
2.
Administration:
Introduce the selection title to help the student get the big picture
Ask the student to read the selection orally. Time students oral reading for one minute.
3.
Scoring and analysis
Use the following notation system to record errors: circle words omitted circle words read orally. Count
up the number of words read correctly in one minute. Refer to page 88 for grade level rate and fluency
guidelines
What Are the Instructional Implications?
Select reading materials that are at the student’s instructional level (90 – 95% accuracy)
Provide instruction to develop fluency.
Train students to work in pairs to monitor their own fluency growth through:
*simultaneous reading
*re-reading familiar materials
*wide reading
*readings by same author
*two-minute drills to locate target words, syllable or patterns in print
English Language Learners
Refer to pages 6 – 8 for language and literacy development for English language learners
Begin with letters that transfer from L1
What Can Families Do to Help at Home?
Parents can encourage fluency by reading with children and having children read an abundance of self-selected
reading material.
Encourage readings by the same author
Parents read simultaneously with children.
Grade 5 Part A Page 52 of 65
Selected References
The Curriculum Development and Supplemental Materials Commission.
Reading/Language Arts Framework for California Public Schools
California Department of Education, Sacramento, CA 1998
Hasbrouck, J.E. and G. Tindal, Curriculum-based oral reading fluency
Norms for students in grades 2 through 5. Teaching Exceptional Children, 41-44. 1992
Samuels, S. Jay, N. Schemer and D. Reining. “{Reading fluency)
Techniques for making decoding automatic. “S. J. Samuels and A. E.
Farstrup, eds. What Research Has To Say About Reading Instruction.
Second Edition. International Reading Association: Newark, DE. 1967
Rasinski, Timothy V. Speed does Matter in Reading. Reading Teacher, Vol 54, No 2, 146 – 151. 2000.
English-Language Arts Content Standards for California Public Schools
READING
First Grade
1.16
Read aloud with fluency in a manner that sounds like natural speech
Second Grade
1.6
Read aloud fluently and accurately and with appropriate intonation and expression.
Third Grade
1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression.
Fourth Grade
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression
Fifth Grade
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression.
Sixth Grade
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression.
“Taking a Reading” A teachers Guide to Reading Assessment Reading Success
Network So Calif. Comprehension Assistance Center 562-922-6343
Grade 5 Part A Page 53 of 65
Assessment Tool No. 13
Rate and Fluency Guidelines
(Taylor, Harris, Pearson, and Garcia, 1995)
Grade Level
Silent/Oral WPM
Grade 2
70 – 100/66-104
Grade 3
95 – 130/86 – 124
Grade 4
120 – 170/95 – 130
Grade 5
160 – 210/108 – 140
Grade 6
180 – 230/112 – 145
Grade 7
180 – 240/122 – 155
Grade 8
195 – 240/136 – 167
Grade 9
215 – 50/150 +
Grade 12
225 – 260/150+
CSU Center for the Improvement of Reading Instruction
“Taking a Reading” A teachers Guide to Reading Assessment Reading Success
Network So Calif. Comprehension Assistance Center 562-922-6343
Grade 5 Part A Page 54 of 65
Resource D
Story Grammar Element Questions
What Is It?
Questions designed to understand the story grammar of narrative can both assess and instruct and are helpful in
improving comprehension.
Why Is It Important?
Selected story grammar questions can be used by the teacher to help students deepen their comprehension of
narrative text.
How Do You Administer This Assessment?
1.
Materials:
*Selected narrative texts
*Sample story grammar questions
*Pencil
2.
Administration:
After reading narrative text students answer, either orally or in writing, questions specifically designed for
that type of structure. Students; reading should be at independent or instructional levels if they are
required to read and write independently for this assessment.
3.
Scoring and Analysis:
Use teacher judgment in determining whether students have a clear understanding of elements of story
grammar.
What Are the Instructional Implications?
After assessing students the teacher can determine whether specific instruction needs to focus on certain text
structure elements.
English Language Learners
Refer to pages 6 – 8 for language and literacy development for English language learners.
What Can Families Do to Help at Home?
Provide a variety of nonfiction reading materials focused around the interest of the child.
Ask questions focused on a particular text style when discussing a book the child has read.
Selected References
The Curriculum Development and Supplemental Materials Commission.
Reading/Language Arts Framework for California Public Schools.
California Department of Education, Sacramento, CA, 1998
Billmeyer, Rachel, Teaching Reading in the Content Areas: If Not Me, Then Who, Colorado, 1996.
“Taking a Reading” A teachers Guide to Reading Assessment Reading Success
Network So Calif. Comprehension Assistance Center 562-922-6343
Grade 5 Part A Page 55 of 65
Resource D
Story Grammar Element
Sample Questions
Setting
Where does the story take place?
When does the story take place?
Could the setting have been different?
Why do you think the author chose this setting?
Characters
Who are the characters in the story?
Who is the most important character in the story?
Which character do you enjoy the most?
What is (name a particular character) like?
Initiating Event
What started the chain of events in this story?
What is the connection between this event and the problem?
Problem/goal
What is the main problem/goal?
Why is this a problem/goal for the main character?
What does this problem/goal tell us about this character?
How is the setting related to the problem/goal?
What is there about the other characters that contribute to this problem/goal?
Would this be a problem for you?
Events
What important things happened tin the story?
What did—do about --?
What was the result of this?
Why didn’t it succeed?
What did – do next?
How did – feel about this?
How would you have reacted?
What do you learn about – from the course of action taken?
Resolution
How is the problem solved/goal achieved?
How else could the problem have been solved or the goal achieved?
How would you change the story if you were the author?
Theme
What is the moral of this story?
What do you think the author was trying to tell readers in this story?
What did _____ learn at the end of this story?
How can you apply this story to your life?
“Taking a Reading” A teachers Guide to Reading Assessment Reading Success
Network So Calif. Comprehension Assistance Center 562-922-6343
Grade 5 Part A Page 56 of 65
Level Five High Frequency Reading Vocabulary List
a
able
about
above
according
across
act
action
add
addition
afraid
after
afternoon
again
against
age
ago
ahead
air
all
almost
alone
along
already
also
although
always
am
American
among
amount
an
ancient
and
animal
become
bring
change
animals
bed
broken
check
another
been
brother
child
answer
before
brought
children
any
began
brown
choose
anyone
begin
build
circle
anything
behind
built
city
apart
being
business
class
appear
believe
but
clean
are
below
buy
clear
area
beside
by
close
arm
best
called
coast
around
better
came
cold
as
between
can
color
ask
beyond
can’t
column
asked
big
cannot
come
at
bird
capital
common
ate
bit
car
compare
attention
black
care
complete
away
blood
careful
contain
baby
blue
carefully
control
back
board
carry
cool
bad
boat
case
copy
ball
body
cat
corn
band
book
catch
corner
base
born
cattle
correct
basic
both
caught
cost
be
bottom
cause
cotton
bear
bought
center
could
beat
box
century
couldn’t
beautiful
boy
certain
country
became
bread
chair
course
because
bright
chance
cover
Grade 5 Part A Page 57 of 65
cross
early
famous
forest
green
cut
earth
far
farm
grew
dark
east
farm
forth
ground
day
easy
fast
forward
group
dead
eat
farther
found
grow
deal
edge
fast
four
grown
death
eight
father
free
guess
decide
either
fear
fresh
had
deep
electric
feel
friend
hair
describe
else
feet
from
half
desert
end
fell
front
hand
did
energy
felt
full
happen
didn’t
engine
few
fun
happened
difference
English
field
game
happy
different
enough
fight
garden
hard
difficult
equal
figure
gas
has
dinner
especially
fill
gave
hat
direction
even
finally
general
have
distance
evening
find
get
he
do
ever
fine
girl
he’s
does
every
fire
give
head
doesn’t
everyone
first
glad
hear
dog
everything
fish
glass
heard
don’t
example
fit
go
heart
done
except
five
going
heat
door
exercise
flat
gold
heavy
down
experiment
floor
gone
held
draw
explain
fly
good
help
drive
eye
follow
got
her
drop
face
food
government
here
dry
fact
foot
grass
high
during
fall
for
gray
him
each
family
force
great
himself
Grade 5 Part A Page 58 of 65
his
into
leaves
mark
much
history
iron
led
material
music
hit
is
left
matter
must
hold
island
length
may
my
hole
isn’t
less
maybe
name
home
it
let
me
narrow
hope
it’s
letter
mean
nation
horse
its
level
meant
natural
hot
itself
life
measure
nature
hour
job
light
meat
near
house
just
like
meet
necessary
how
keep
line
men
need
however
kept
list
mental
neither
huge
key
listen
method
never
human
kind
little
middle
new
hundred
king
live
might
next
hurt
kitchen
lived
milk
night
I
knew
living
million
nine
I’d
know
long
mind
no
I’ll
knowledge
longer
minute
nor
I’m
lady
look
miss
north
I’ve
land
lost
modern
nose
ice
language
lot
moment
not
idea
large
love
money
note
if
last
low
moon
nothing
important
late
machine
more
notice
in
later
made
morning
now
inch
lay
main
most
number
include
lead
major
mother
object
information
learn
make
mountain
ocean
inside
learned
man
mouth
of
instead
least
many
move
off
interest
leave
map
movement
office
Grade 5 Part A Page 59 of 65
often
pick
read
sat
side
oh
picture
reading
saw
sight
oil
piece
ready
say
sign
old
place
real
scale
silver
on
plan
really
school
similar
once
plane
reason
science
simple
one
plants
record
sea
since
only
play
red
second
sing
open
please
region
section
single
opposite
point
remember
see
sit
or
poor
rest
seem
six
order
position
result
seen
size
other
possible
return
sell
skin
our
power
rich
send
sky
out
practice
ride
sense
sleep
outside
present
right
sent
small
over
pretty
ring
sentence
snow
own
probably
river
separate
so
page
problem
road
set
soft
pair
process
rock
seven
soil
paper
produce
room
several
sold
part
product
rope
shape
some
particular
public
rose
sharp
someone
party
pull
round
she
something
pass
put
row
sheep
son
past
question
rule
shell
song
path
quite
run
ship
soon
pattern
race
sad
shop
sound
pay
radio
safe
shore
south
people
rain
said
short
space
perhaps
ran
salt
should
speak
period
rather
same
show
special
person
reach
sand
shown
speech
Grade 5 Part A Page 60 of 65
speed
sure
those
type
weather
spend
surface
though
under
week
spent
system
thought
understand
weight
spoke
table
thousand
unit
well
spot
tail
three
United States
went
spread
take
through
unless
were
spring
talk
throughout
until
west
square
tall
thus
up
what
stand
teacher
time
upon
when
start
team
tiny
us
where
state
teeth
to
use
whether
stay
tell
today
useful
which
steel
temperature
together
usually
while
step
ten
told
value
white
stick
test
too
various
who
still
than
took
very
whole
stone
that
top
village
whose
stood
that’s
total
visit
why
stop
the
touch
voice
wide
store
their
toward
wait
wife
story
them
town
walked
wild
straight
themselves
train
wall
will
strange
then
travel
want
wind
street
there
tree
war
window
strong
therefore
trip
warm
winter
study
these
trouble
was
wire
subject
they
truck
wasn’t
wish
such
thick
true
watch
with
suddenly
thin
try
water
within
sugar
thing
turn
way
without
summer
think
turned
we
woman
sun
third
twice
we’ll
women
suppose
this
two
wear
won
Grade 5 Part A Page 61 of 65
won’t
world
wrote
yet
your
wonder
would
yard
you
yourself
wood
wouldn’t
year
you’ll
words
write
yellow
you’re
work
wrong
yes
young
Grade 5 Part A Page 62 of 65
Reading Response Logs
Reading Logs work like journals. Students use them to write their responses and
opinions about literature or expository texts they are reading or listening to as a teacher
read aloud. The primary purpose is to help students comprehend text at deeper levels.
Through their entries, students clarify their thinking and explore ideas which lead to
deeper comprehension. There are a variety of ways students can use logs. They can:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
question the author
comment about important messages within the text,
draw diagrams
use thinking maps to demonstrate their comprehension
explore and analyze themes, plot, and characters
identify story elements
compare and contrast texts and authors
summarize
make predictions
make inferences and use text references to support the inference
make personal connections
dialogue with the author about the text
list interesting or unfamiliar words
make not of striking quotes
use logs to complete their literature circle roles
It is important for teachers to monitor student entries to check for comprehension, for
completion of tasks, and to write comments back to students about their interpretations
and reflections. These comments can be in the form of questions to stretch the student’s
thinking. Reading logs are informal; therefore teachers don’t use the logs to correct for
conventions unless, for example, the student misspells priority words they are being held
accountable for spelling correctly.
Grade 5 Part A Page 63 of 65
Student Reading Log
Name _______________ Grade _____
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Grade 5 Part A Page 64 of 65
Responding to Reading in a Journal
1. I wonder what this means…
2. I really don’t understand…
3. I really like/dislike …
4. The character reminds me of… because…
5. This character is like me when…
6. This character is like the character in…
7. In this story the setting is important because…
8. I really didn’t like this piece because…
9. This part is very realistic/unrealistic because…
10. The relationship between ________ and ________ is interesting because…
11. This section makes me think about, because…
12. I disliked …
13. This reminds me about the time I …
14. The character that I think is the most admirable is…because…
15. If I were _________ I would…
16. I love the way…
17. I don’t understand…
18. I really wonder why…
19. I noticed that…
20. I think the author…
21. I was really surprised when…
22. I felt _____ when …
23. The book is really…
24. I’m still not sure about…
25. The illustrations…
26. The message/theme of this story is…
27. I know the message/theme is _______ because in the book …
For Expository Text
1. The fact that was most interesting was…
2. I would like to share ___________ with others.
3. I would like/not like to read more about this topic because…
4. The pictures/graphics/charts were helpful because…
5. This book is like/different from…
6. I think the author had to research….to write this book.
7. I would like to ask the author about…
8. If I was the author, I would add ______ to the book.
9. I learned …
10. It really helped me to know …
End Part A
Grade 5 Part A Page 65 of 65