Harrison County Schools

Course/Subject Name: Reading Grade Level Targeted: 5 th Grade Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments RD-05-1.0.1 Explain ·Word Wall Students will apply Students will meaning Word attack strategies word recognition • read grade-appropriate Uses phonetic cues and recognizes high strategies (e.g., texts with automaticity; sequence frequency words phonetic read multi-syllabic words Understands root words and how word character actions endings (affixes), prefixes, suffixes affect principles, context using knowledge of Describe meaning of text clues, structural sounds, word structure, Applies understanding of compound words analysis) to syllable types, and word character and contractions determine patterns; and explain the plot pronunciations purpose of setting ·Preteach important words and meanings of capitalization, words in passages. punctuation, and text solution ·Create antonym and synonym webs DOK 2 features (e.g., boldface problem type, italics, indentations) ·Build words from Greek and Latin passage RD-05-1.0.2 to make roots and demonstrate how a Students will meaning of a variety of Demonstrate knowledge of the meaning of a root use knowledge texts characteristics of can help you understand an • apply context and self- literature unfamiliar word of synonyms, correction strategies antonyms, or while reading articles/manuals/reference materials ·Teach prefixes and suffixes and compound • read grade-appropriate information how these help you figure out a word’s meaning. words for material --orally and letters/speeches/advertisements comprehension. silently --with accuracy ·Show how to use the dictionary to and fluency practical/workplace DOK 2 find the definition of t word that • use a variety of reading memos/directions/schedules connects to the author’s use of the strategies to understand cultural perspectives word. RD-05-1.0.3 vocabulary and texts: journals Students will o formulate questions to identify words guide reading (before, whole text have multiple during and after reading) antonyms meanings and apply word recognition o homonyms select the strategies (e.g., phonetic appropriate principles, context clues, compound words meaning for the structural analysis) text features Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments RD-05-2.0.1 Grade 5 Skills and ·Multiple experiences with all Students will Concepts genres. identify and Students will describe the • use comprehension ·Identify specific genres as characteristics of strategies (e.g., using students read pieces. fiction, nonfiction, prior knowledge, ·Discuss elements of each genre. poetry, or plays. predicting, generating DOK 2 clarifying, literal and inferential ·Students will create and discuss RD-05-2.0.2 questions, constructing story maps. Students will sensory images, locating identify or explain and using text features) literary elements while reading, listening (e.g., to, or viewing literary and characterization, informational texts setting, plot, • use text structure cues theme, point of (e.g., chronology, ·Show how you use information in view) in a cause/effect, a question, or a key word or phrase, passage. DOK3 compare/contrast, to help you skim a narrative text. description, Show how you skim to find details RD-05-2.0.3 classification, · Students will logical/sequential) to aid that support predictions locate key ideas in comprehension or information in • describe explicitly ·Students will keep notebook a passage. DOK 2 stated cause and effect with specialized vocabulary. relationships RD-05-2.0.4 • distinguish between Students will fiction and non-fiction interpret the texts meaning of • identify meanings of specialized unfamiliar words and ·Students will write their own vocabulary specialized vocabulary “How To/ Procedure” papers and (words and terms (words/terms needed to test for accuracy. Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments specific to understand content) understanding the • paraphrase and content). DOK 2 summarize (e.g., to show relationships, relative ·Paired summarizing: Take turns RD-05-2.0.5 importance of summarizing short passages Students will information), or identify and sequence major events explain the or steps in a process if sequence of appropriate ·Show how you infer what a activities needed to • make text-based character thinks and feels or why a inferences; make and carry out a decision was made by connecting procedure. DOK 2 check predictions • demonstrate the character’s experiences to your RD-05-2.0.6 understanding of literary own Students will elements and literary ·Help student visualize a summarize passages/texts: character’s expressions and gestures information from a o describe characters and decide what can be inferred passage. DOK 2 and character traits, from these major events/plot, setting ·Help student understand that an RD-05-2.0.7 or problem/solution inference is an implied or unstated Students will make o make and check inferences or draw predictions idea conclusions based o identify characteristics ·Model how you infer what a on what is read. of different types of character thinks and/or feels from DOK 2 literary texts (e.g., dialogue, interactions with others, stories, poems, plays, inner thoughts, conflicts, settings folktales, historical fiction, realistic fiction, mysteries) • demonstrate understanding of informational Experiences a variety of practical reading (e.g., lists, “how to” manuals, directions, forms, labels, passages/texts: recipes, warranties, notes, schedules, signs) Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments o locate key ideas, Follows written directions Identifies sequence of activities needed to information, facts or carry out details a procedure o use information to Interprets meaning of specialized vocabulary state and support and terms central/main idea Locates information for a specific purpose o identify text features Explains the relationship between (e.g., table of contents, organizational bold and italicized print, aids and/or graphics (e.g., pictures, charts, graphs) and the content of text headings, index, transitional words/phrases) of different types of informational texts (e.g., directions, invitations, children’s magazines, dictionaries, encyclopedias, content trade books) o read and use functional messages encountered in daily life o use information from text to accomplish a specific task or answer questions o use text features and visual information to understand texts

RD-05-3.0.1 Students will ·Reader’s Theater, Role Playing Students will • use comprehension strategies while reading, Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments explain a listening to, or viewing character’s literary and informational actions based on a texts passage. DOK 3 • use text structure cues (e.g., chronology, ·Teacher made Open Response. RD-05-3.0.2 cause/effect, Students will compare/contrast, explain how a description, conflict in a logical/sequential) to aid passage is comprehension resolved. DOK 3 • use text references to ·Introduce the acronym PIE. identify and explain PIE stands for Persuade, Inform, RD-05-3.0.3 author’s purpose, and Entertain. author’s message Students will ·Discuss the category the text identify an (implied or stated), author’s purpose or arguments and falls under. in a passage. supporting evidence DOK 2 • record and organize ·Set purposes and select details that ideas to show relate to the purposes. understanding of central ideas and ·Think about purpose for reading and select key details RD-05-3.0.4 interrelationships (e.g., Students will charting, mapping, identify main graphic organizers, ·Identify key words and phrases ideas and details outlining) in Fact/Opinion statements that support • demonstrate understanding of literary ·Worksheets them. DOK 2 elements and literary ·Complete assignments from passages/texts: Language Arts textbooks RD-05-3.0.5 o explain a character’s Students will actions and interpret identify fact or ·Think aloud and show how you possible motives based use prior knowledge to opinion from a on a passage passage. DOK 2 predict/support/confirm/adjust Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments o identify problems and and/or answer questions. explain how conflicts are ·Mock Trial resolved o identify use of author’s RD-05-3.0.6 craft as appropriate to Students will genre (e.g., rhyme, ·Highlight parts of passages that identify the alliteration, sensory portrait the author’s opinion argument and images, simile, supporting description, dialogue) evidence. DOK 2 • demonstrate understanding of informational passages/texts: ·Read examples of each type of RD-05-3.0.7 o distinguish between passage and make a classroom Students will informative or persuasive display of the characteristics of identify an passages each. author’s opinion o identify use of (i.e., bias, persuasive techniques misinformation) (e.g., emotional appeal, ·Use newspaper ads, magazine about a subject. testimonial, bandwagon, ads, and television commercials DOK 2 expert opinion) to identify persuasive techniques. o use ·Students create their own ad. RD-05-3.0.8 evidence/references from Students will the text to state identify central/main idea and informative or details that support them persuasive o distinguish between passages. DOK 2 facts and opinions found in texts RD-05-3.0.9 o identify information in Students will a passage that is identify supported by facts commonly used o explain the purposes Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments persuasive of text features in techniques (i.e., different types of bandwagon, informational texts emotional appeal, testimonial, expert opinion) used in a passage. DOK 2 RD-05-4.0.1 Students will · Bridge background knowledge Students will • use comprehension with pictures, read alouds, connect strategies while reading, filmstrips, talk, and field trips. information from a listening to, or viewing passage to literary and informational students’ lives texts to make (text-to-self), real connections world issues (text- • self-select texts based to-world) or other on with personal texts (text-to-text - interests e.g., novel, short • generate a personal story, song, film, response to what is read, website, etc.). listened to or viewed: DOK 3 o relate texts to prior knowledge, personal experiences, other texts, or ideas o provide text references/evidence to support connections made between text-to- self, text-totexts, or text- to-world • read a wide range of texts, including texts by Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments the same author, about the same subject, or from the same genre in order to respond and make connections ( text-to-self, text-to-text, text-to-world) • demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and focused discussions about texts RD-05-5.0.1 Students will ·Teacher made open response Students will • explain how text evaluate what is features organize read based on the information for clarity or author’s word for usefulness choice, content, or • evaluate what is read use of literary based on the author’s ·Complete assignments from elements. DOK 3 word choice, sentence Reading textbooks variety, content or use of RD-05-5.0.2 literary elements Students will • form and support judgments/opinions identify literary about central ideas devices such as • identify the foreshadowing, organizational pattern imagery, or used (e.g., sentence figurative lengths and structures, paragraphs in prose, language (i.e., verses in poems, Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments similes, transitional devices, metaphors, and transitional cues) and describe how personification understanding the , hyperbole). structure helps to DOK 2 understand the text ·Preview titles, section heading, • make connections and picture captions, graphs, charts, RD-05-5.0.3 synthesize information and textbooks Students will within and across texts identify text • evaluate the accuracy features (e.g., of information presented pictures, lists, in texts charts, graphs, • evaluate connections tables of contents, among evidences and indexes, inferences glossaries, • evaluate the quality of captions, evidence used to support diagrams, or oppose an argument headings) to • analyze or evaluate the answer questions use of persuasive or ·Using prior knowledge, identify propaganda techniques about a passage. organizational patterns in DOK 2 • recognize faulty reasoning and false passages. premises in an argument

RD-05-5.0.4 Students will identify organizational pattern used (e.g., sequence, cause and effect, or comparison and Kentucky Student Outcomes Key/Common Vocabulary Activities Resources Core Content and Version 4.1 Assessments contrast) to understand the passage. DOK 2