Grade 5
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifelong reading habits.
Standards: 1.1.5 A-H, 1.2.4 A-C, 1.3.5 A-F
Benchmark/Skills
READING
1. Students will decode, understand, and demonstrate
knowledge of unfamiliar words.
a) Use phonetic, structural, and contextual clues.
b) Acquire a reading vocabulary based on fifth grade
novels, texts, and content-based materials.
c) Use dictionary and glossary skills.
Approx. Time Allotment:
Assessment
(Required) Three Benchmark
Assessments – October,
February, May
 Harcourt Holistic Reading
Assessments
 Text-based vocabulary tests
and quizzes
 Original
sentences/compositions
using vocabulary in a
meaningful way
 Running records
 Harcourt Individual Reading
Inventory - TM A27 -A35
 Harcourt Reading Checklist
- TM A22
Aligned Materials/
Resources/Technology
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7/02
Harcourt Anthology (200l
Edition: Collections
Pathways to Adventure)
Leveled Libraries (themebased)
Intervention Reader
(Timeless Tales)
Take Home Books
Audiotapes
Practice Workbook
Practice Books (grammar
and spelling)
Skill Transparencies
Activity Cards (Harcourt
TM “R” section)
Wordly Wise
Additional novels:
In the Year of the Boar
and Jackie Robinson
From the Mixed Up Files
of Mrs. Basil E.
Frankweiler
Midnight Fox
Sign of the Beaver
Maniac Magee
Website:
www.harcourtschool.com
Author websites
Instructional Strategies
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Dictionary scavenger hunt
Word games
Word wall
Student-created word lists
Overheads
Text-based overheads and
worksheets
Grade 5
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifelong reading habits.
Standards: 1.1.5 A-H, 1.2.4 A-C, 1.3.5 A-F
Benchmark/Skills
READING
2. Students will demonstrate oral reading
fluency.
a) Demonstrate correct pronunciation,
accuracy, intonation, inflection, and
naturalness.
Approx. Time Allotment:
Assessment
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Timed oral reading selections from
a variety of genre
Running records
Harcourt Individual Reading
Inventory - TM A27 -A35
Aligned Materials/
Resources/Technology
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7/02
Harcourt Anthology
(200l Edition:
Collections Pathways to
Adventure)
Leveled Libraries
(theme-based)
Intervention Reader
(Timeless Tales)
Take Home Books
Audiotapes
Additional novels:
In the Year of the Boar
and Jackie Robinson
From the Mixed Up
Files of Mrs. Basil E.
Frankweiler
Midnight Fox
Sign of the Beaver
Maniac Magee
Website:
www.harcourtschool.co
m
Author websites
Instructional Strategies
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Opportunities to read aloud
individually, in small groups, and
large groups
Use of plays, skits, choral
reading, and readers’ theater
Tape recording for selfevaluation
Teacher modeling
Running records
Grade 5
Essential Question, Concept or Theme: A. Students will read, understand, develop,
and appreciate a variety of literary genre in an effort to establish lifelong reading habits.
Standards: 1.1.5 A-H, 1.2.4 A-C, 1.3.5 A-F
Benchmark/Skills
READING
3. Students will demonstrate
understanding and interpretation
of both fiction and nonfiction texts.
b) Summarize major themes.
c) Make connections to previouslyread material.
d) Clarify ideas and understandings
through rereading and
discussions.
e) Make responsible assertions.
f) Extend ideas found in the text
g) Differentiate fact from opinion.
h) Distinguish between essential and
nonessential information.
i) Identify stereotypes and
exaggeration where present.
j) Make inferences and draw
conclusions based on similar
concepts in multiple
k) texts.
l) Evaluate author’s purpose and
effectiveness.
m) Interpret and use graphs, charts,
maps etc.
Approx. Time Allotment:
Assessment
(Required) Three Benchmark Assessments –
October, February, May
 Harcourt Holistic Reading Assessments
 Informal assessment of responses given
during discussion.
 Student-created project.
 Journals.
 Creative writing response.
 Documentation from literature circles.
 Book reports
 Running records
 Harcourt Individual Reading Inventory - TM
A27 -A35
 Self-assessment
Aligned Materials/
Resources/Technology
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7/02
Harcourt Anthology
(200l Edition:
Collections Pathways
to Adventure)
Leveled Libraries
(theme-based)
Intervention Reader
(Timeless Tales)
Take Home Books
Audiotapes
Practice Workbook
Practice Books
(grammar and
spelling)
Skill Transparencies
Activity Cards
(Harcourt TM “R”
section)
Additional novels:
In the Year of the
Boar and Jackie
Robinson
From the Mixed Up
Files of Mrs. Basil E.
Frankweiler
Midnight Fox
Sign of the Beaver
Maniac Magee
Website:
www.harcourtschool.c
om
Author websites
Instructional Strategies
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Paired reading
Graphic organizers
Guided oral and silent reading
Cloze activities
Related research activities
Large and small group discussion
Journals
Student and teacher conferencing
Cooperative group activities
Literature circles
Book talks
Comprehension questions
Reading/writing workshop
Teacher modeling metacognitive analysis
Projects/learning style choices
Grade 5
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifelong reading habits.
Standards: 1.1.5 A-H, 1.2.4 A-C, 1.3.5 A-F
Benchmark/Skills
READING
4. Students will analyze the
author’s use of literary elements.
a) Investigate literary devices in
stories and poetry ( e.g. simile,
metaphor, personification).
b) Explain story elements
(character, setting, plot, theme,
and point of view).
c) Explain dramatic structure
(dialogue, acts, and scenes).
d) Identify and interpret sound and
structure in poetry (rhyme,
alliteration, and verse).
Assessment
(Required) Three Benchmark
Assessments – October,
February, May
 Harcourt Holistic Reading
Assessments
 Graphic organizers.
 Journal entries
 Publisher/teacher-generated
activities, worksheets and
assessments
 Harcourt Reading Checklist A22
Aligned Materials/
Resources/Technology
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Harcourt Anthology (200l Edition:
Collections Pathways to Adventure)
Leveled Libraries (theme-based)
Intervention Reader (Timeless Tales)
Take Home Books
Audiotapes
Practice Workbook
Skill Transparencies
Activity Cards (Harcourt TM “R”
section)
Additional novels:
In the Year of the Boar and Jackie
Robinson
From the Mixed Up Files of Mrs.
Basil E. Frankweiler
Midnight Fox
Sign of the Beaver
Maniac Magee
Website: www.harcourtschool.com
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Author websites
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7/02
Approx. Time Allotment:
Instructional Strategies
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Story boards
Graphic organizers
Plays, skits, choral reading,
readers’ theater
Teacher modeling
Journals
Book reports
Cooperative group activities
Literature circles
Visiting authors
Grade 5
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifelong reading habits.
Standards: 1.1.5 A-H, 1.2.4 A-C, 1.3.5 A-F
Benchmarks/Skills
READING
5. Students will
demonstrate a love of
reading.
 Voluntarily engages in
independent reading.
 Self-selects material
from various genre.
 Demonstrates growth
in quality and quantity
of material (25 books
per year).
7/02
Assessment
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Records of independent reading.
Teacher observation of student
discussions.
Self-assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
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Harcourt Anthology (200l Edition: Collections
Pathways to Adventure)
Leveled Libraries (theme-based)
Intervention Reader (Timeless Tales)
Take Home Books
Audiotapes
Additional novels:
In the Year of the Boar and Jackie Robinson
From the Mixed Up Files of Mrs. Basil E.
Frankweiler
Midnight Fox
Sign of the Beaver
Maniac Magee
Website: www.harcourtschool.com
Author websites
Instructional Strategies
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Reading log - Harcourt TM
A25 - A26
Book talks/projects on
independent reading
Book reports using various
genre, award winning books
Creative interpretation (art,
music, graphics) based on
reading
Teacher modeling
Read alouds
Visiting authors
Self-selection of reading
materials
Grade 5
Essential Question, Concept or Theme: A. Students will read, understand, develop, and
appreciate a variety of literary genre in an effort to establish lifelong reading habits.
Standards: 1.1.5 A-H, 1.2.4 A-C, 1.3.5 A-F
Adaptations/Inclusion
Techniques
READING
 Multi-level/individualized spelling lists
 Extended time
 Reduction in number and level of vocabulary
words
 Use of technology devices for assistance with
spelling and vocabulary
 Peer tutoring/assistance
 Study buddy/notetaker
 Visual cues/reminders
 Adjust pace
 Alternate program used supplementally to
established anthology
 Highlighting
 Reteaching/repetition of concepts
 Flashcards
 Preferential seating
 Provide a quiet area to work
 Books on tape
 Pair/share reading
 Individual assistance
 Pre-reading of assignments
 Rehearsing prior to reading in large group
 Graphic organizers
 Open book tests
 Materials available on multiple levels
 Additional background information
 Highlight key words and ideas
 Devices to help with tracking
 Study guides
 Role playing/acting out concepts
7/02
Approx. Time Allotment:
Enrichment
Strategies
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Wordly Wise
Learning centers
Independent study
Harcourt “Managing the
Classroom” options
Junior Great Books programs
Contracts
Cross-grade pair/share reading
Read aloud opportunities
Plays/storytelling
Mentorships
School newscasts
Speaking at assemblies
Public speaking contests
Tiered assignments
Independent study
Literature circles
Background research
Self-selected titles from variety
of genre
Student-generated plays and
skits
Poetry notebooks
Point of view essays
Book reports demonstrating
advanced story analysis
Field trips and author visits
Independent home reading
Student-created books
Book reviews/talks
Remediation
Strategies
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Word walls
Personal glossaries/dictionaries
Technology assistive devices
Use reading specialist
Use of patterned spelling
Parent
communication/involvement
Rereading of selections
Word families/ origins
Graphic organizers
Use of tape recorders
Modeling
Prereading a selection
Peer assistance
Pair/share oral reading
Use of material at independent
reading level
Small group
presentations/discussions
Use of reading specialist for small
group/individual support
Study guides
Guided reading
Reteaching materials
Books on tape
Videotapes
Additional background
information
Highlighters
Scribes
Multicultural/
Interdisciplinary
Connection
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Vocabulary from other
cultures/languages
Vocabulary related to
science and social
studies concepts
Harcourt “Cultural
Connections” sections
in stories
Books on tape
Guest speakers from
other cultures
Field trips
Additional background
information
Study guides
Videotapes
Multiethnic foods
Music from other
cultures
Interdisciplinary
reading for social
studies and science
Roleplaying to
demonstrate
stereotyping
Storytelling
Applying learned
reading skills to math,
science, social studies
topics
Grade 5
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7/02
Story boards and other visual representations
Field trips
Videotapes
Choral reading
Art extensions
Word lists
Author/poet visits
Wide variety in subject matter of reading
material
Author studies
Additional background information
Book give-away/exchange
Reward programs
As mentioned in the student’s IEP or IST
folder
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Author studies
Additional book
reports/activities
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Chunking of material
Pair/share reading
Wide variety of genre in readalouds
Small group instruction
Guided reading
Checklists for organization
Book give-away and exchange
Mentorship
Self-selection on independent
reading level
Parent contact/communication
Reward programs
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Use of poetry, drama,
stories from many
cultures
Use of poetry, drama,
stories with
connections to all
content areas
Assemblies/ guest
authors and speakers
Teacher read alouds
with
multicultural/interdisci
plinary themes
Use of
books/stories/plays
from multiple cultures
Grade 5
Essential Question, Concept or Theme: B. Students will write a variety of formats using
appropriate language mechanics.
Standards: 1.4.5 A-C, 1.5.5 A-G
Benchmark/Skills
WRITING
1. Student will follow the steps in process writing.
a) Utilize a variety of prewriting strategies, including
graphic organizers, listing, brainstorming, class
discussion.
b) Draft a document in rough form from prewriting
ideas.
c) Revise rough draft using reference materials (i.e.
thesaurus, dictionary) and peer conferencing.
d) Edit for mechanics and grammar (spelling,
capitalization, punctuation, parts of speech, word
usage).
e) Produce a finished document using technology.
f) Produce a finished document using cursive writing
with appropriate form alignment, slant, sizing, and
spacing.
g) Present and/or defend written work for publication
when appropriate.
Approx. Time Allotment:
Assessment
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Graphic organizers
Documentation and
evaluation of all steps in the
process.
Use of rubrics for finished
document
Self and peer evaluation
Harcourt Writing Checklist
A2A
Aligned Materials/
Resources/Technology
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Write Source text
Graphic Organizers
Student models
Teacher models
Harcourt TM Portfolio
Assessment – T1176
Type to Learn computer
program
Word Pro
Freelance Graphics
RTM rubrics for reference
Harcourt Writing Strand
Checklist TM A24
Instructional Strategies
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7/02
Graphic organizers
Brainstorming
Visual reminders of the
steps in the writing
process
Writing center
Class
discussion/brainstorming
Peer conferencing/editing
Teacher
conferencing/editing
Rubrics for reference use
Mini-lessons
Teaching the use of
reference materials
(dictionary, thesaurus,
Write Source, etc.)
Writer’s
notebooks/journals/
portfolios
Teacher modeling
Examination of examples
from literature
Examination of student
examples
Computer use for word
processing
Grade 5
Essential Question, Concept or Theme: B. Students will write a variety of formats using
appropriate language mechanics.
Standards: 1.4.5 A-C, 1.5.5 A-G
Benchmark/Skills
WRITING
2. Student will continue to develop focus,
organization, and style in writing.
The student will:
a) Write with a focus identifying topic,
task, and audience.
Gather, organize, and select the most
effective content information.
b) Create paragraphs that have a topic
sentence and supporting details.
c) Include an identifiable introduction,
body, and conclusion.
d) Sustain logical order within sentences
and between paragraphs.
e) Utilize different lengths and types of
sentences.
f) Select specific words to convey writer’s
meaning (i.e. adjectives and action
verbs)
g) Develop and maintain a consistent
voice
h) Revise for content (word choice, logic,
order of ideas, precision of vocabulary).
7/02
Approx. Time Allotment:
Assessment
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Use of rubrics for finished
document
Self and peer evaluation
Checklist – Harcourt Writing
Checklist TM A24
Aligned Materials/
Resources/Technology
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Write Source text
Graphic organizers
Students models
Teacher models
Harcourt TM Portfolio
Assessment – T1176
Word Pro
RTM rubrics for
reference
Harcourt Writing Strand
– Checklist TM A24
Instructional Strategies
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Graphic organizers
Brainstorming
Visual reminders of the steps in
the writing process
Writing center
Class discussion/brainstorming
Peer conferencing/editing
Teacher conferencing/editing
Rubrics for reference use
Mini-lessons
Teaching the use of reference
materials (dictionary, thesaurus,
Write Source, etc.)
Writer’s
notebooks/journals/portfolios
Teacher modeling
Examination of examples from
literature
Grade 5
Essential Question, Concept or Theme: B. Students will write a variety of formats
using appropriate language mechanics.
Standards: 1.4.5 A-C, 1.5.5 A-G
Benchmark/Skills
WRITING
3. Student will utilize various modes of
writing, including narrative,
informational, and persuasive.
The student will:
a) Compose poems (e.g. haiku, rhyme, free
verse, diamonic, limerick, concrete),
plays, and multi-paragraphs per story).
b) Include detailed descriptions..
c) Use relevant illustrations.
d) Utilize dialogue.
e) Include literary elements and devices.
f) Write 3-4 paragraph informational pieces
(essays, descriptions, letters (business,
friendly), reports, instructions, book
reviews).
g) Include cause and effect and compare
and contrast.
h) Develop a problem and solution when
appropriate.
i) Use relevant graphics (e.g. maps, charts,
tables, illustrations, photographs).
Continue to utilize learned outlining
skills.
j) Develop other research skills
k) Write a 3-4 paragraph persuasive piece
with a clearly stated position.
l) Clearly state an opinion and give at least
two supporting reasons.
m) Support reasons with facts, details,
examples, and/or other opinions.
7/02
Approx. Time Allotment:
Assessment
(Required) Portfolios to be sent on to
6th grade at the end of the 5th grade
year. Portfolios will include: 1
narrative, 1 persuasive, 1 informational
piece, 1 student selected piece,
1 poetry piece (optional)
 Creative compositions, poems,
letters, reviews
 Use of rubrics for finished document
 Journals
 Peer and self evaluation
 Harcourt Writing Checklist A24
Aligned Materials/
Resources/Technology
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Write Source text
Graphic organizers
Student models
Teacher models
Harcourt TM
Portfolio Assessment
– T1176
Word Pro
RTM rubrics for
reference
Harcourt Writing
Strand – Checklist
TM A24
Instructional Strategies
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Examples of student work
Mini-lessons
Class and small group
discussions
Brainstorming
Conferencing (peer and teacher)
Writing center
Teacher modeling
Graphic organizers
Rubrics for reference use
Use of computers for word
processing as well as relevant
graphics
Examination of examples from
literature
Grade 5
Essential Question, Concept or Theme: B. Students will write a variety of formats
using appropriate language mechanics.
Standards: 1.4.5 A-C, 1.5.5 A-G
Benchmark/Skills
WRITING
4. Student will utilize the
conventions of language.
The student will:
a) Spell common, frequently used
words correctly.
b) Use capital letters correctly (first
words in sentences, proper nouns,
etc.)
c) Punctuate correctly (periods,
exclamation points, question
marks, commas in a series)
d) Uses nouns, pronouns, verbs,
adjectives, adverbs, and
conjunctions correctly
e) Use complete sentences (simple,
compound, declarative,
interrogative, exclamatory, and
imperative). See RTM
Language Skills Scope and
Sequence (attached)
7/02
Assessment
(Required)District spelling lists
(attached)
(Required)District
Maintenance Spelling Tests (2)
 Checklists - Harcourt
Writing Checklist A24
 Publishers’ worksheets and
test materials
 Self and peer evaluation
 Finished documents
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
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Write Source text
Graphic organizers
Student models
Teacher/student models
Harcourt TM Portfolio Assessment T1176
Type to Learn computer program
Word Pro
Wordly Wise
District spelling (Harcourt and
supplemental words)
Rubrics for reference
Harcourt Writing Strand - Checklist
TM A24
Instructional Strategies
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District spelling list (Harcourt
lists with supplemental words)
Use of reference materials (Write
Source, dictionary, thesaurus)
Whole class and mini-lessons
(Harcourt Focus Skills,
Vocabulary Workshop, and
Grammar Lessons)
Peer and teacher editing
Rubrics for reference use
Visual examples
Grade 5
Essential Question, Concept or Theme: B. Students will write a variety of formats
using appropriate language mechanics.
Standards: 1.4.5 A-C, 1.5.5 A-G
Adaptations/Inclusion
Techniques
WRITING
 Visual cues/reminders
 Peer/self evaluation
 Rubrics as reference
 Individual teacherstudent conferencing
 Checklists
 Parent-teacher-student
conferencing
 Examples of student
writing at each stage of
the process
 Writing celebration
 Scribe
 Highlighting
 Outlining
 Peer and self-evaluation
 Story boards
 Note cards
 Examples from literature
 Examples from literature
 Modification of
assignment
 Graphic organizers
 Rubics as reference
Enrichment
Strategies
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Tiered
assignments
Expansions
Harcourt
“Managing the
Classroom”
options
Learning centers
Contracts
Mentorships
Independent study
Mentorships
Junior Great
Books program
Remediation
Strategies
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7/02
Approx. Time Allotment:
Before/after school extra help
Graphic organizers
Reteaching materials
Build on prior knowledge/ build background information
Peer assistance
Teaching to student strengths/intelligences/learning styles
Visual aids
Volunteer tutors/readers
Contracts
Learning centers
Mentorships
Small group skill instruction
Scribe
Parental contact/help
Student checklists for organization and accountability
Use of computer for word processing
Multiple examples of finished products for a specific task
Highlighted or simplified directions
Word lists for writing enhancement
Handwriting strip on desk
Use of tape recorder
Frequent teacher conferencing/checkpoints
Prepared study guides
Various books on the same level
Various books on the same topic but different reading level
Tapes of reading selection
Guided/mentored small group reading instruction (similar to
Jr. Great Books model
Parental contact/help
Student checklists for organization and accountability
Use of computer for word processing
Multicultural/
Interdisciplinary Connection













Assemblies/guest speakers
Pen pal correspondence
Harcourt “Cultural
Connections” sections in
stories
Global Connections
Community
partnerships/mentorships
Teacher read-aloud books
with multi-cultural themes
Multicultural connections in
content areas (e.g. SFAW
math-teacher’s kit)
Multicultural connections and
interdisciplinary connections
in special-area subject
Folk tales from various
countries
Art Goes to School
Storytelling
Intergenerational reading
buddies
Holiday recognitions
Grade 5
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills in all curricular areas.
Standards: 1.6.5 A-E
Benchmark/Skills
SPEAKING AND LISTENING
1. Students will listen to others.
a) Ask pertinent questions.
b) Distinguish relevant information from
irrelevant.
c) Take notes when prompted.
Approx. Time Allotment:
Assessment






Harcourt checklist (TM A20)
Teacher observation
Self-evaluation
Peer evaluation
Relevant question and answer
session
Graphic organizers/notes
Aligned Materials/
Resources/Technology







7/02
Harcourt Managing the
Classroom Extension
Activities listed in manual
Audiotape
Tape/CD players
Read Alouds
Website:
www.harcourtschool.com
Harcourt Activity Cards
Graphic organizers
Instructional Strategies






Paired reading within and
among ability/grade levels
Choral reading
Storyboards
Graphic organizers (e.g.
webbing, KWL charts)
Guided oral and silent
reading
Cloze activities
Grade 5
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills in all curricular areas.
Standards: 1.6.5 A-E
Benchmark/Skills
SPEAKING AND LISTENING
2. Students will listen to a selection
(fiction/nonfiction).
a) Make connection and predictions.
b) Retell information sequentially.
c) Identify and define new words and
concepts.
d) Summarize the selection.
Assessment






Harcourt checklist (TM A20)
Journals
Graphic organizers
Use of dictionary
Relevant group discussion
Written or verbal summary
Approx. Time Allotment:
Aligned Materials/
Resources/Technology






Harcourt Managing the
Classroom Extension
Activities listed in manual
Audiotape
Tape/CD players
Read Alouds
Harcourt Activity Cards
Graphic organizers
Instructional Strategies






















7/02
Paired reading within and among
ability/grade levels
Choral reading
Storyboards
Graphic organizers (e.g.
webbing, KWL charts)
Guided oral and silent reading
Cloze activities
Research project
presentations
Oral retelling
Vocabulary/spelling bees
Book talks/reviews
Literature circles
Student of the week (sharing
time)
Reader’s theatre
Student/teacher conferencing
Charades
Outlining
Note-taking
Cooperative (group) activities
Journals-all subject area
Simulation games
Field trips
Assemblies/guest speakers
Grade 5
Essential Question, Concept or Theme: C. Students will demonstrate effective
listening and speaking skills in all curricular areas.
Standards: 1.6.5 A-E
Benchmark/Skills
SPEAKING AND LISTENING
3. Students will speak using skills
appropriate to formal situation.
a) Use complete sentences.
b) Pronounce words correctly.
c) Use appropriate volume.
d) Pace speech so that it is understandable.
e) Adjust content for different audiences.
f) Speak with a purpose in mind.
Approx. Time Allotment:
Assessment






Harcourt checklist (TM A20)
Verbal summary
Use of dictionary to prepare
and present word meanings
and connections
Participation in classroom
discussion
Restating of question in
initiating the response
Retelling of a story
Aligned Materials/
Resources/Technology







Harcourt checklist (TM A20)
Harcourt managing the
Classroom Extension Activities
listed in manual
Audiotape
Tape/CD players
Read Alouds
Harcourt Activity Cards
Graphic organizers
Instructional Strategies


















7/02
Paired reading within and
among ability/grade levels
Choral reading
Storyboards
Graphic organizers (e.g.
webbing, KWL charts)
Guided oral and silent reading
Oral retelling
Vocabulary/spelling bees
Reading/writing workshops
Book talks/reviews
Literature cirlces
Student of the week (sharing
time)
Reader’s theatre
Charades
Cooperative (group) activities
Journals-all subject area
Simulation games
Field trips
Assemblies/guest speakers
Grade 5
Essential Question, Concept or Theme: C. Students will demonstrate effective
listening and speaking skills in all curricular areas.
Standards: 1.6.5 A-E
Benchmark/Skills
SPEAKING AND LISTENING
4. Students will contribute to
discussions and presentations.
a) Ask relevant questions and
respond with relevant
information to questions asked.
b) Give reasons for opinions.
c) Summarize when prompted.
d) Deliver research presentations.
e) Participate in interviews, oral
readings, debates, and group
presentations.
7/02
Assessment






Harcourt checklist (TM A20)
Participation in relevant
discussions
Clear statement of opinions
using facts to support those
opinion
Statement of specific reasons
for opinions
Verbal summary
Self-assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology








Harcourt Managing the Classroom
Extension Activities listed in manual
Read Alouds
Harcourt Activity Cards
Graphic organizers
Harcurt Anthology
Leveled Libraries
Intervention Reader
Additional novels
Instructional Strategies







Oral retelling
Book talks/reviews
Literature circles
Student of the week (sharing
time)
Reader’s theatre
Cooperative (group) activities
Assemblies/guest speakers
Grade 5
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills in all curricular areas.
Standards:
Adaptations/Inclusion
Techniques
SPEAKING AND LISTENING
 Paired reading within and among grade
levels
 Books on tape
 Extended time
 Graphic organizers
 Modification of test materials including
alternative modes of testing (e.g. Oral tests)
 Peer tutoring
 Teaching to student strengths/intelligences
 Preferential seating
 Individual assistance
 Wait time
 Modification of classwork and homework
assignments
 Study buddy/note-taker
 Reteaching/repetition of concepts
 Adjust pace to meet learner’s needs
 Provide visual reminders
 Provide multi-level reading material and
large print books
 Open book test
 Study guide for test review
 Manipulatives
 Provide a quiet work area
 Pre-reading of assignments
 Highlighting of key words and ideas in
textual material
 Break instruction into meaningful chunks
 Pre-reading of assignments
 As mentioned in the students’ IEPs or in
IST folders
7/02
Enrichment
Strategies









Harcourt “Managing
the Classroom”
options
Tiered assignments
Expansions
Learning centers
Independent study
Contracts
Mentorships
Multi-level selections
Junior Great Books
program
Approx. Time Allotment:
Remediation
Strategies






















Before/after school extra help
Graphic organizers
Prepared study guides
Reteaching materials
Build on prior knowledge/build
background information
Tapes of reading selection
Peer assistance
Teaching to student
strengths/intelligiences/learning styles
Visual aids
Volunteer tutors/readers
Small group skill instruction
Scribe
Student checklists for organization and
accountability
Multiple examples of appropriate
questions and notes for a specific task
Highlighted or simplified directions
Use of tape recorder
Various books on the same level
Various books on the same topic but
different reading level
Guided/mentored small group reading
instruction (similar to Jr. Great Books
model)
Word lists for writing enhancement
Frequent teacher
conferencing/checkpoints
Multiple examples of relevant questions
and answers, opinions, and summaries
for a specific task
Multicultural/
Interdisciplinary Connection













Harcourt “Cultural
Connections” sections in
stories
Folk tales from various
countries
Art Goes to School
Assemblies/guest speakers
Storytelling
Intergenerational reading
buddies
Holiday recognitions
Global Connections
Community partnerships
Teacher read-aloud books
with multi-cultural themes
Multicultural connections
in content areas (e.g.
SFAW math-teacher’s kit)
Multicultural connections
and interdisciplinary
connections in special-area
subject
Pen pal correspondence
Grade 5
Essential Question, Concept or Theme: D. Students will utilize RTM research
protocol to complete a teacher-directed multi-media research project.
Standards: 1.8.5 A-C
Benchmark/Skills
RESEARCH
1. Students will select and refine a topic
for research.
a) Define a specific information problem.
b) Identify possible topics, subtopics, and
key words.
c) Locate and access information (e.g. from
encyclopedias, tradebooks, interviews,
newspapers, electronic media).
d) Evaluate sources for relevancy and
currency.
e) Consider various viewpoints on the same
topic.
7/02
Approx. Time Allotment:
Assessment




Graphic organizers
Outline
Bibliographical entries for
possible sources
Use of varied sources
(internet, interviews,
encyclopedia, books,
periodicals, field trips)
Aligned Materials/
Resources/Technology








Harcourt Anthology (2001
Edition: Collections) Theme 5
Writing strand – Research
(beginning on T982)
Internet
Freelance Graphics
Word Pro
School library
Write Source
Classroom library
Electronic resources:
World Book
Encyclopedia, New Book of
Knowledge (Grolier), Grolier
Multimedia Encyclopedia,
Junior Reference Collection
(Gale), Electric Library, Access
PA Power Library)
Instructional Strategies














Paired reading within and
among ability/grade levels
Graphic organizers (e.g.
webbing, KWL charts)
Research projects
Scavenger hunt
Oral retelling
Reading/writing workshops
Peer conferencing
Student/teacher workshops
Outlining
Note-taking
Cooperative (group) activities
Field trips
Assemblies/guest speakers
Library orientation
Grade 5
Essential Question, Concept or Theme: : D. Students will utilize RTM research
protocol to complete a teacher-directed multi-media research project.
Standards: 1.8.5 A-C
Benchmark/Skills
RESEARCH
2. Students will organize and
present main ideas from
research.
a) Demonstrate note-taking skills.
b) Create outlines and/or use
graphic organizers to synthesize
information.
c) Present projects
(group/independent) in a multimedia format following the
parameters of the given
assignments.
d) Practice responsible and ethical
behavior with regard to citations
(citing sources). (See RTM
Information Literacy Curriculumfirst draft August, 1999).
Assessment





Note cards
Outline
Steps in the writing process
(rough draft, revisions,
published copy)
Final presentation (oral
report, technology
presentation, display)
Bibliography
Approx. Time Allotment:
Aligned Materials/
Resources/Technology








Harcourt Anthology (2001 Edition:
Collections) Theme 5 Writing Strand
– Research (beginning on T982)
Internet
Freelance Graphics
Word Pro
School Library
Write Source
Classroom library
Electronic resources: World Book
Encyclopedia, New Book of
Knowledge (Grolier), Grolier
Multimedia Encyclopedia, Junior
Reference Collection (Gale), Electric
Library, Access PA Power Library
Instructional Strategies














7/02
Paired reading within and among
ability/grade levels
Graphic organizers (e.g.
webbing, KWL charts)
Research projects
Scavenger hunt
Oral retelling
Peer conferencing
Student/teacher conferencing
Outlining
Note-taking
Cooperative (group) activities
Field trips
Assemblies/guest speakers
Multiple examples of finished
products – research reports,
multi-media presentations,
displays, etc.
Checklists/rubrics for reference
Grade 5
Essential Question, Concept or Theme: D. Students will utilize RTM research protocol
to complete a teacher-directed multi-media research project.
Standards: 1.8.5 A-C
Adaptations/Inclusion
Techniques
RESEARCH
 Paired reading within and among grade
levels
 Provide multi-level reading material and
large print books
 Provide multi-level/individualized spelling
lists
 Books on tape
 Extended time
 Graphic organizers
 Peer tutoring
 Teaching to student strengths/intelligences
 Preferential seating
 Individual assistance
 Wait time
 Modification of classwork and homework
assignments
 Manipulatives
 Provide a quiet work area
 Pre-reading of assignments
 Highlighting of key words and ideas in
textual material
 Study buddy/note-taker
 Reteaching/repetition of concepts
 Adjust pace to meet learners’ needs
 Break instruction into meaningful chunks
 Provide visual reminders
 As mentioned in the students’ IEPs or in
IST folders
7/02
Enrichment
Strategies







Tiered assignments
Harcourt “Managing
the Classroom”
options
Expansions
Learning centers
Independent study
Contracts
Mentorships
Approx. Time Allotment:
Remediation
Strategies
























Before/after school extra help
Graphic organizers
Reteaching materials
Various books on the same level
Various books on the same topic but
different reading level
Build on prior knowledge/build
background information
Tapes of reading selection
Peer assistance
Teaching to student
strengths/intelligences/learning styles
Visual aids
Volunteer tutors/readers
Contracts
Learning centers
Mentorships
Small group skill instruction
Scribe
Parental contact/help
Student checklists for organization and
accountability
Use of computer for word processing
Multiple examples of finished products
for a specific task
Highlighted or simplified directions
Word lists for writing enhancement
Handwriting strip on desk
Use of tape recorder
Frequent teacher
conferencing/checkpoints
Multicultural/
Interdisciplinary Connection












Assemblies/guest speakers
Storytelling
Harcourt “Cultural
Connections” sections in
stories
Pen pal correspondence
Intergenerational reading
buddies
Holiday recognitions
Global Connentions
Community partnerships
Teacher read-aloud books
with multi-cultural themes
Multicultural connections
in content areas (e.g.
SFAW math-teacher’s kit)
Multicultural connections
and interdisciplinary
connections in special-area
subject
Research topics selected
from math, social studies,
science, health, art, music,
physical enduation
Grade 5
7/02