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Jefferson County Schools |
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Jefferson County K-12 Curriculum |
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Language Arts - Grade 5 |
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Author Intention: Evaluate
The learner will be able to
(ESSENTIAL) identify and evaluate the author's purpose in a given work.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Author: Intentions |
Evaluation |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 15, 04 Evaluate and Extend Meaning week tested: 29.; TN: Achievement Tests, 2001, Grade 5, 04 Evaluate and Extend Meaning week tested: 29. Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.1.spi. 21, Learning Accomplishment 5.1.08. b. 3 |
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Author Style/Technique: Tone/Evaluate
The learner will be able to
(ESSENTIAL) evaluate how an author's tone influences the text.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Author: Style/Technique |
Evaluation |
Master |
TN: Achievement Tests, 2001, Grade 5, 04 Evaluate and Extend Meaning week tested: 29. |
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Author Technique: Nonfiction/Analyze
The learner will be able to
(ESSENTIAL) analyze how authors use the elements of nonfiction to achieve their purposes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Author: Style/Technique |
Analysis |
Master |
TN: Achievement Tests, 2001, Grade 5, 03 Analyze Text week tested: 29. |
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Genres: Distinguish
The learner will be able to
(ESSENTIAL) distinguish among various literary genres (e.g. poetry, drama, letters, ads, historical fiction, biographies, autobiographies) (Learning Accomplishment includes novels,non-fiction and media).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| African-American Literature |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.1.spi.18, Learning Accomplishment 5.1.12 a, TN Achievement Test, 2001, Grade 5, 05 Identifying Reading Strategies, week tested:29 |
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Point of View: Evaluate
The learner will be able to
(ESSENTIAL) evaluate how author point of view influences reading materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Author: Point of View |
Evaluation |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 15, 04 Evaluate and Extend Meaning week tested: 29.; TN: Achievement Tests, 2001, Grade 5, 04 Evaluate and Extend Meaning week tested: 29. |
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Informational Skills: Develop
The learner will be able to
(IMPORTANT) use appropriate reference sources in various formats (e.g. interviews, encyclopedias, card/electronic catalogs, almanacs, newspapers, periodicals, photographs, videos, films, the arts, on-line catalogs, non-fiction books, CD-Rom references, internet), use glossaries, dictionaries, the thesaurus, and any available current technology.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Information/Ideas: Assumption |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.1.09., a, b, c, e |
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Informational Skills: Develop
The learner will be able to
(IMPORTANT) develop an awareness of the effects of media(e.g., television, print materials, radio, internet, newspapers, periodicals and identify the effects of propaganda (i.e., bandwagon, loaded words, testimonials).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Information/Ideas: Assumption |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.1.09 i, j |
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Informational Skills: Develop
The learner will be able to
(IMPORTANT) understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, diaries, internet sites), skim materials to develop a general overview of content or to locate specific information, retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines), develop notes that include important concepts, paraphrase, summaries, and identification of reference sources) and gather and record information on a research topic using three or more sources).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Information/Ideas: Assumption |
Application |
Master |
Tennessee Curricululm Standards, Grade 5, Learning Accomplishment 5.1.09. d, f, g, h, k |
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Literary Experiences: Relate
The learner will be able to
(IMPORTANT) relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions) and experience and develop an awareness of literature that reflects a diverse society.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Information/Ideas: Assumption |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.1.13.d, f |
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Motivation for Reading: Develop/Sustain
The learner will be able to
(IMPORTANT) develop and sustain a motivation for reading by visiting libraries/media centers, reading daily from self-selected materials, choosing to read as a leisure activity, and maintaining a personal reading list or reading log.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Information/Ideas: Assumption |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.1.13 a, c, g |
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Reading Material: Select
The learner will be able to
(IMPORTANT) use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Information/Ideas: Assumption |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.1.13. b |
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Conjunctions: Use Correctly
The learner will be able to
(IMPORTANT) use conjunctions appropriately (e.g. coordinating).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.3.01. g |
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Correct Usage: Identify
The learner will be able to
(ESSENTIAL) identify the correct usage of verbs (i.e., action/linking, regular/irregular, agreement, tenses) and adjectives (i.e., common/proper, comparative forms, predicate adjectives), and adverbs (i.e., comparative forms, negatives) within context.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi.3, Learning Accomplishment 5.3.01. b, d, f |
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Cultural/Regional Differences: Recognize
The learner will be able to
(IMPORTANT) recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Analysis |
Master |
Tennessee Curriculum Standrds, Grade 5, Learning Accomplishment 5.3.01. j |
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Declarative: Change to Question
The learner will be able to
(ESSENTIAL) change a declarative sentence into a question.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence: Declarative |
Application |
Master |
TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. |
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Grammar: Use
The learner will be able to
(ESSENTIAL) use correct grammar.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Grammar |
Application |
Master |
TN: Writing Assessment, January, 1995, Gd. 5, tested in week 20 |
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Incomplete Sentences: Complete
The learner will be able to
(ESSENTIAL) select the best way to correct incomplete sentences within context.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi. 2 |
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Interjection: Choose
The learner will be able to
(ESSENTIAL) choose the most appropriate interjection to complete a sentence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi. 10, Learning Accomplishment 5.3.01. h |
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Modifier: Misplaced/Identify
The learner will be able to
(ESSENTIAL) identify a misplaced modifier in a sentence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Modifier |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 15, 07 Sentence Structure week tested: 29.; TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. |
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Noun: Forms/Edit
The learner will be able to
(ESSENTIAL) edit writing for noun forms (i.e. singular/plural, possessives, predicate nouns, nouns as objects).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Noun |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicartor 5.3.spi.3, Learning Accomplishment 5.3.01. a |
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Parallel Structure: Writing/Edit
The learner will be able to
(ESSENTIAL) edit writing for appropriate parallel structure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure: Parallel |
Analysis |
Master |
TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. |
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Plurals/Possessives:Correct Spelling
The learner will be able to
(ESSENTIAL) identify the correct spelling of plurals and possessives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi. 8, Learning Accomplishment 5.3.03. e |
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Prepositions: Use Correctly
The learner will be able to
(IMPORTANT) use prepositions appropriately (e.g., place prepositional phrases in correct location within the sentence).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.3.01. e |
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Prepositional Phrases |
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Pronoun: Case/Edit
The learner will be able to
(ESSENTIAL) edit written works for correct use of pronouns (i.e., agreement, subject, object).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analytical Writing |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi.3, Learning Accomplishment 5.3.01. c |
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Run-on Sentences: Correct
The learner will be able to
(ESSENTIAL) select the most appropriate method to correct a run-on sentence (i.e. correct, semicolons, periods to join or separate elements within correct).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi.12 |
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Run-On/Fragment: Identify
The learner will be able to
(ESSENTIAL) identify run-on sentences and sentence fragments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 15, 07 Sentence Structure week tested: 29.; TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.3.03. b, 5.3.04. b |
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Sentence Combining
The learner will be able to
(ESSENTIAL) combine multiple complete sentences into one complete sentence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 15, 07 Sentence Structure week tested: 29.; TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.3.04. c, d |
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Sentence Combining: Identify Techniques
The learner will be able to
(ESSENTIAL) identify within context a variety of variety sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
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Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi. 9 |
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Sentence Structure: Identify Complete
The learner will be able to
(ESSENTIAL) identify complete sentences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 15, 07 Sentence Structure week tested: 29.; TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. |
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Sentence Structure: Length/Variety
The learner will be able to
(ESSENTIAL) write using a variety of sentence structures and lengths.
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Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Application |
Master |
TN: Writing Assessment, January, 1995, Gd. 5, tested in week 20 |
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Sentence Structure: Recognize Errors
The learner will be able to
(ESSENTIAL) recognize and correct errors in sentence structure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Evaluation |
Master |
TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. |
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Sentence Structure: Use
The learner will be able to
(IMPORTANT) use correct sentence structure (Learning Accomplishment includes (e.g., subject-verb agreement in simple and compound sentences, correct word order, correct placement of modifiers).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.3.04.a |
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Sentence Structure: Writing Purpose
The learner will be able to
(ESSENTIAL) identify the sentence structure most appropriate for different writing purposes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. |
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Subject-Verb: Agreement
The learner will be able to
(ESSENTIAL) use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
TN: Achievement Tests, 2001, Grade 5, 07 Sentence Structure week tested: 29. Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi. 4, Learning Accomplishment 5.3.04. a |
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Usage Errors: Recognize
The learner will be able to
(ESSENTIAL) recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they're; lie, lay; sit, set).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Adjective |
Comprehension |
Master |
Tennessee Curriculum Standards, Grade 5, as documented through state assessment, Performance Indicator 5.3.spi. 1, Learning Accomplishment 5.3.01. i |
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Abbreviations: Use Correctly
The learner will be able to
(IMPORTANT) abbreviate words correctly.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Abbreviate/Initial |
Application |
Master |
Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.3.02. f |
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Apostrophe: Use
The learner will be able to
(ESSENTIAL) correctly use apostrophes in sentences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Application |
Master |
TN: Achievement Tests, 2001, Grade 5, 39 Writing Conventions week tested: 29. Tennessee Curriculum Standards, Grade 5, Learning Accomplishment 5.3.02.e |
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Capitalization: Use Correctly
The learner will be able to
(ESSENTIAL) use capitalization correctly including the beginning of a sentence, proper nouns and proper adjectives, parts of a letter, cities/states. titles, and titles of books.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capitalization: Applications |
Application |
Master |
Source: TN Achievement Tests, 2001, Grade 5, 39 Writing Conventions, Week Tested: 29, Tennessee Curricullum Standards, Grade 5, Learning Accomplishment 5.3.02. a |
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Colons: Identify Use
The learner will be able to
(ESSENTIAL) identify the correct use of colons (i.e., in business letters and preceding a list of items).
| Strand |
Bloom's |
Scope |
Source |
Activities |
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