Language+Arts

Language Arts
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. || ** Key Ideas and Details ** RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. || ** Conventions of Standard English ** L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. Form and use the perfect (e.g., // I had walked; I have walked; I will have walked // ) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., // either/or, neither/nor // ). L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.* Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off the words // yes // and // no // (e.g., // Yes, thank you // ), to set off a tag question from the rest of the sentence (e.g., // It’s true, isn’t it? // ), and to indicate direct address (e.g., // Is // // that you, Steve? // ). Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed. || ** Key Ideas and Details ** RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). || ** Comprehension and Collaboration ** SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on // grade 5 topics and texts //, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. || ** Text Types and Purposes ** W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses (e.g., // consequently //, // specifically // ). Provide a concluding statement or section related to the opinion presented. W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., // in //// contrast //, // especially // ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. || RF.5.4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. || ** Craft and Structure ** RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a // grade 5 topic or subject area //. RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. || ** Knowledge of Language ** L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. Compare and contrast the varieties of English (e.g., // dialects, registers // ) used in stories, dramas, or poems. || ** Craft and Structure ** RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. || ** Presentation of Knowledge and Ideas ** SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. ||^  || RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. || ** Vocabulary Acquisition and Use ** L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., // photograph, photosynthesis // ). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., // however, although, nevertheless, similarly, moreover, in addition // ). || ** Integration of Knowledge and Ideas ** RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.8. (Not applicable to literature) RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. ||  || ** Production and Distribution of Writing ** W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. || RI.5.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. ||^  || ** Range **** of Reading **** and Complexity of Text ** RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. ||  || ** Research to Build and Present Knowledge ** W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. ||
 * ** Foundational Skills ** || ** Informational Text ** || ** Language ** || ** Literature ** || ** Speaking & Listening ** || ** Writing ** ||
 * ** Phonics and Word Recognition **
 * ** Fluency **
 * || ** Integration of Knowledge and Ideas **
 * || ** Range **** of Reading **** and Level of Text Complexity **
 * New! ** Try identifying nouns in this fun [|Balloon Noun Game]!

Play the [|Balloon Verb Game] too!

Play the [|Balloon Pronoun Game] too!

[|Visuwords Online Graphical Dictionary] - Check out this neat way to find word meanings and associations!

[|Yahoo! Kids Online Dictionary] - Look up words online to find their meaning, pronunciation, and origin.

Research Connection - Space

Research Connection - Iditarod

[|Booktalks - Plain and Simple] Looking for a good book? Listen to booktalks at this site by a New Hampshire school librarian.

[|Spelling City] - This website makes practicing for spelling tests fun. Just enter your spelling words, then select test me, teach me, or play a game.

[|Word Jungle]  - Swing through the jungle by finding the synonyms to words.

[|Grammar Practice Park]  - Explore the park and practice your grammar skills.

[|Race to Ramses] - Match prefixes and suffixes to make real words, and open locked gates to enter deeper into the pyramid!

[|Grammar Blast] - Show off your grammar skills and earn points in these games.

[|Scott Foresman Reading Website] - List of stories with links to internet activities and websites.

[|Scholastic Ellis Island Interactive Tour]

[|Ellis Island Passenger Search]

[|Don't Gross Out the World] - Take this fun quiz and see how others eat around the world!

[|Festivals Around the World]

[|National Geographic - Vietnam]

[|National Geographic Kids - Countries] - Click here to find information about other countries!

[|US Department of State] - The link to "Country Profiles" on this website will give you lots of information on your country.

[|Kwintessential] - Learn about the etiquette and customs of your country.

Students use the reading process to demonstrate understanding of literary and informational texts. || # [|Authors and Illustrators] From the Children's Literature Web Guide, information about children's authors and illustrators and their books. [|top] || Students use the writing process and use appropriate strategies to write a variety of expressive and expository pieces. || # Arcademic Skill Builders Choose Language Arts for games about Antonyms, Synonyms, Vowels, Spelling, Parts of Speech, Verb tense and more. New! 2011  [|top]   || Students use listening and speaking skills for a variety of purposes and audiences. || # Kerpoof Use the **Kerpoof Picture Maker** to allow students to create a picture to write a story about or create Kerpoof scenes for students to use as the basis to write a letter about. Use the **Kerpoof Movie Maker** to allow students to write and produce their own eMovie. (Free Registration Required) New! 2011  [|top]  || [|Read Write Think] offers a collection of online Student Materials to support literacy learning in the K-12 classroom.
 * **Content Standard**
 * READING **
 * 1) [|Character Scrapbook] Use this reader's response activity to analyze the characters in any book. Print and collect your scrapbook pages.
 * 2) Character Trading Cards Students use character trading cards to examine characters in a story. New! 2011
 * 3) [|Comic Creator] Interactive site that allows students to compose their own comic strips for a variety of contexts (prewriting, pre- and postreading activities, response to literature, and so on). New! 2011
 * 4) [|**Just for Kids Who Love Books**] This site has lots of great reads and other cool stuff. Check it out!
 * 5) Kids Authors & Illustrators: Websites
 * 6) [|Myths and Fables] An impressive collection of more than 650 classic fables and their morals, presented in table format for easy browsing. Other features include the new Fairy Tale collection, beautiful illustrations, Real Audio narration, and a Search Engine.
 * 7) [|Newbery Medal] The award presented by the ALA to the author of "the most distinguished contribution to American literature for children." Includes information about current wininng title and honor books as well as lists of previous winners.
 * 8) [|Sadler Phonics] Use your knowledge of words, synonyms, analogies and more, as you try out the games and activities  Teacher recommended!
 * 9) Story Map The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution. New! 2011
 * 10) [|Timeline] Creating timelines with this tool becomes an engaging activity for students as they choose from five different units of measure (date, time, event, entry, or other) and add specific descriptions of each entry. New! 2011
 * **Content Standard**
 * WRITING**
 * 1) [|Book Cover Guide] Students can use the tool to review the parts of a book cover before analyzing how book covers work or creating their own book covers.
 * 2) [|CD/DVD Cover Creator] Allows users to type and illustrate CD and DVD covers and related booklets for liner notes and other information.
 * 3) [|Character Scrapbook] Use this reader's response activity to analyze the characters in any book. Print and collect your scrapbook pages.
 * 4) [|Comic Creator] Interactive site that allows students to compose their own comic strips for a variety of contexts (prewriting, pre- and postreading activities, response to literature, and so on). New! 2011
 * 5) Compare and Contrast Map This interactive graphic organizer helps students develop an outline for one of three types of comparison essays: whole-to-whole, similarities-to-differences, or point-to-point.
 * 6) [|Different Types of Poem for Kids] Here are some different types of poems to try in your classroom. This site has great definitions and examples of poetry for kids.
 * 7) Fractured Fairy Tales  Students turn familiar fairy tales upside down and inside out—and to have fun. New! 2011
 * 8) [|Giggle Poetry] Giggle Poetry, approaches poetry with a sense of humor. Poems from Bruce Lansky and other poets are archived for students to enjoy reading or to use as examples. Included are fill-in-the-blank poems, poetry contests, favorite poems, school poems, and more.
 * 9) [|Instant Poetry Forms] Choose your form of poetry then add words to make your own poem.
 * 10) [|Letter Generator] tool is designed to help students learn to identify all the essential parts of a business or friendly letter, and then generate letters by typing information into letter templates.
 * 11) [|The Magic Key] Fun, simple, literacy activities
 * 12) [|Magnetic Poetry Board] In this interactive tool from ReadWriteThink, students can move “magnetic” words to create original poems.
 * 13) [|Make Beliefs Comix] Online Educational Comic Generator for Kids
 * 14) [|Noun Dunk] From Harcourt School Publishers
 * 15) PicLits.com creative writing website that generates words to match the picture. Excellent resource for focusing on using more descriptive words. You do not need an account to use. New! 2011
 * 16) Plot Diagram Interactive organizational tool to map the events in a story. This mapping of plot structure allows readers and writers to visualize the key features of stories. New! 2011
 * 17) [|Poems: Acrostic] In this online tool, students can learn about and write acrostic poems.
 * 18) [|Poems: Diamante] In this online tool, students can learn about and write diamante poems.
 * 19) [|Poems: Letter] Letter poems are a particularly apt medium for exploring a defining characteristic of poetry—line breaks.
 * 20)  [|Poetry Forms] Chose your poetry form. Then just add words to make the poem your own.
 * 21) [|Profile Publisher] draft online social networking profiles, yearbook profiles, and newspaper or magazine profiles for themselves, other real people (including historical figures), or fictional characters.
 * 22) [|Punctuation Campground] From Harcourt School Publishers
 * 23) Sentence Power Is the group of words a sentence? If so, is it a simple sentence or a compound sentence? New! 2011
 * 24) Scholastic Story Starter First generate a creative story starter, pick a format, and print your story!!. New! 2011
 * 25) [|Shel Silverstein: The Official Site for Kids] Visit for the games (such as Finish Shel's Poems), the terrific printables (a coloring book, a bookmark, and two Poetry Kits) and to watch animated video clips from Silverstein's poems and books (some performed by Silverstein himself.)
 * 26) Story Map The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution. New! 2011
 * 27) [|Timeline] Creating timelines with this tool becomes an engaging activity for students as they choose from five different units of measure (date, time, event, entry, or other) and add specific descriptions of each entry. New! 2011
 * 28) [|6 Traits of Writing] OWL (Online Writing Lab) for Elementary Students
 * 29)  [|Types of Poems for Kids] A list of nineteen poetic forms for elementary students
 * 30) [|Wacky Web Tales] Choose one of the tales to create your own funny story.
 * 31) Word Tamer Creative writing help. Interactive flash-based website where you “tame words and train stories”. IWB friendly New! 2011
 * 32) [|Writing with Writers: Poetry] Scholastic offers this poetry resource for grades 1–8. There are tips from authors of children’s poetry, a teacher’s guide, step-by-step workshops, and more.
 * **Content Standard**
 * SPEAKING AND LISTENING**
 * 1) [|Storybird] Someone starts a Storybird by writing a few words or grabbing a few images. Then the other person takes a turn, adding more words and pictures. In as little as one or two turns they can finish and share a Storybird. They can do it sitting side-by-side or across the country from each other. Web 2.0, Free registration required. New! 2011
 * ** General **Language Arts Resources ||
 * [|Just Crosswords] a site of 15x15 crossword puzzles that you solve right in your Web browser. For more fun, [|make your own] crossword puzzle!

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