Roselle Schools - Wilday Middle School

INTEGRATED LANGUAGE ARTS CURRICULUM GUIDE GRADE 5
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural	Resources	GEPA HSPA Terra Nova
READING The student will be able to: Synthesize ideas across texts and experiences to create new understandings. 1) Compare/contrast. 2) Determine theme. 3) Generalizations. 4) Classify/categorize a) charts. b) tables. c) graphics.	3.4	Using cooperative learning techniques, have half the class keep a compare/ contrast idea chart by story, while the other half of the class keep one by theme. Review periodically. Special Education: - Enlarge chart, note taker, computerize chart. View a video that portrays characters or themes that have similarities and/or differences. Have the students identify and discuss.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. I R. IV R. VI
		Discuss similarities and differences among and between families, friends, teachers, cultures. Choose a difference for investigation and potential assimilation. Special Education: - Use a word bank.	Social Studies: Recognizing the contributions of cultural groups by researching the Chinese achievements. (Theme 4, p. 175.)
		Portray cross-curricular connection by utilizing a Venn Diagram for appropriate examples. Identify signal words for similarities and differences.	Mathematics: Using Venn Diagrams to show intersections of sets. (Theme 1, p. 53.)
READING - THEME 1 The student will be able to: Make inferences within and beyond texts and to construct meaning. 1) Cause/effect. 2) Predicting outcomes. 3) Drawing conclusions.	3.4 3.5	Write themes on board/overhead. Have the students predict/make inferences on their content. Record in journal. Read beginning paragraphs of selections to students. Have the students predict story development. Upon completion of selections, have students utilize multi-model techniques to draw conclusions on characters. Begin class cause and effect chart. Each day a different student will record a cause/effect relationship either from the reading or their environment. Teacher models beginning responses. Special Education: - Optimum seating to see board/overhead, note taker/tape recorder, review cause/effect chart daily. Use story illustrations to elicit responses of prediction. Special Education: - Create a story board, use a computer story maker program.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. III
READING - THEME 1 The student will be able to: Make inferences within and beyond texts and to construct meaning. 1) Cause/effect. 2) Predicting outcomes. 3) Drawing conclusions. (Continued.)	3.4 3.5	Use video and/or story tapes. Stop significantly before the end. Have students predict/draw conclusions. Bring in newspaper articles that identify problems. Have the students predict/draw conclusions about how the problem will be handled. Follow development. Special Education: - Enlarge key articles and eliminate clutter/mask articles. Play the game Clue. As students draw nearer to "who did it, where it was done, and with what," have them give reasons for supporting their conclusions. Special Education: - Use a partner or buddy. Show cross-curricular connection by presenting "scientific experiment" from hypothesis to result: prediction to conclusion. Special Education: - Outline format with check off list.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. III
READING The student will be able to: Make inferences within and beyond texts and to construct meaning. 1) Cause/effect. 2) Predicting outcomes. 3) Drawing conclusions. (Continued.)	3.4 3.5	Develop an appreciation for cultural diversity by presenting a cause/effect map of why various nationalities, religions, races, immigrated to America. Bring in speakers. Using cooperative learning techniques, have groups strategize on prediction cues, i.e., prior experience; character goals; sequence of events. Have each group develop a scenario for other groups to predict. Special Education: - Use art, music, food to demonstrate culture, note taker, give copy of each groups chart to student for reference.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment] Mathematics: Using percentages, conduct a poll to indicate various derivatives in the classroom. On a map, indicate locations that represent various nationalities. (Theme 1, p. 182)	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. III
Use knowledge of text structure to construct meaning. 1) Characterization. 2) Main idea/supporting details. 3) Sequence of events. 4) Summarization. 5) Plot structure. 6) Following directions.	3.4	Craft a chart that records story character and description. Have the students find text clues to support descriptive terms. Special Education: - Peer tutor, scribe, tape record. Discuss the techniques authors use to develop characterization, i.e., dialogue, thoughts, climax.			S-9
READING The student will be able to: Use knowledge of text structure to construct meaning. 1) Characterization. 2) Main idea/supporting details. 3) Sequence of events. 4) Summarization. 5) Plot structure. 6) Following directions. (Continued.)	3.4	Have students choose a theme character and create a "resume" of the character. Special Education: - Peer tutor, computer program, resume maker. Record in journals a character web of self - teacher models. Develop cross curricular connection by portraying/dramatizing a historical figure. Special Education: - Helper, record presentation. View theme related character video. Discuss, prepare character webs. Special Education: - Venn Diagram, character trees. Using cooperative learning techniques, give groups envelopes with newspaper cartoons cut out in frames. Have groups arrange them in proper sequence. Special Education: - Buddy system, velcro board.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment] Social Studies: Researching women�s contributions by finding information on women poets. (Theme 2, p. 92.)	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. I R. II
READING The student will be able to: Use knowledge of text structure to construct meaning. 1) Characterization. 2) Main idea/supporting details. 3) Sequence of events. 4) Summarization. 5) Plot structure. 6) Following directions. (Continued.)	3.4	Have students record in journals the sequence of events they follow on a given day. Special Education: - Tape record, word processor. Develop cross curricular connection by having students document the steps to follow in solving a math problem. Special Education: - Guided practice board and check off. Identify key words that denote sequence, i.e., first, second, then, after, since. Special Education: - Picture cues. Reinforce sequence by having students mime events from stories. Ask class to describe the order of events. Special Education: - Buddy system, video tape.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment] Mathematics: Solve a multi-step problem by calculating animal populations. (Theme 6, p. 132.)	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. I R. II
READING The student will be able to: Use knowledge of text structure to construct meaning. 1) Characterization. 2) Main idea/supporting details. 3) Sequence of events. 4) Summarization. 5) Plot structure. 6) Following directions. (Continued.)	3.4	Have students summarize stories to include story elements, i.e., character, conflict, etc. Have students prepare summaries for multi-media presentation, i.e., on tape for radio commercial; in the form of news review; in video for news; on poster for print ad; on computer for Internet. Special Education: - Buddy system, use medium which best suits child�s ability. Each day have a different student summarize the previous day�s lesson for a student who was absent. Model response focusing on only the important information. Special Education: - Tape record daily, summary and build an audio notebook. Use story map to develop summarization skills and reinforce story elements (character, setting, conflict, resolution, theme, purpose). Special Education: - Enlarge map, computerize map.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. I R. II
READING The student will be able to: Use knowledge of text structure to construct meaning. 1) Characterization. 2) Main idea/supporting details. 3) Sequence of events. 4) Summarization. 5) Plot structure. 6) Following directions. (Continued.)	3.4	Read select passages from stories. Have students identify main idea and supporting details. Special Education: - Tape passages, verbal response. Using cooperative learning techniques, have groups choose a selection from the theme and have them create a main idea/ detail web. Present to class. Special Education: - Enlarge web, copy for student. Develop cross curricular connection by preparing xerox faces of students� (Social Studies and/or Science text). Use highlighters to identify main idea. (Details can be highlighted in contrasting color or simply numbered.) Special Education: - Check for visual impairments using certain colors.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment] Art: Illustrate a theme. Encourage illustrators to display & explain their work. (Theme 1, p. 92)	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. I R. II
READING The student will be able to: Use knowledge of text structure to construct meaning. 1) Characterization. 2) Main idea/supporting details. 3) Sequence of events. 4) Summarization. 5) Plot structure. 6) Following directions. (Continued.)	3.4	Present examples on overhead of main idea expressed at beginning, middle, and end of paragraphs. Discuss ways in which main ideas and supporting details can be identified, i.e., outlining note taking, webbing. Have examples for presentation from text. Special Education: - Special seating, copy of overhead.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. I R. II
Consider alternative interpretation when given opportunities for reflection. 1) Point of view. 2) Fact/opinion. 3) Propaganda/bias.	3.4 3.5	Copy a page of the story. Use a highlighter and have the children highlight the pronouns. Identify the pronouns (first, third). Special Education: - Check highlighter color and perception. Use an overhead to project some page with the story section rewritten using an alternate pronouns. Discuss with students the original, the change and if impacted in any way. Special Education: - Seating, copy of overhead.			S-9 R. III
READING The student will be able to: Consider alternative interpretation when given opportunities for reflection. 1) Point of view. 2) Fact/opinion. 3) Propaganda/bias. (Continued.)		Invite students to work in small groups and identify the point of view in another selection by the same author. Rewrite a few paragraphs with an alternate point of view. Discuss significance. Special Education: - Use drawing or computer illustration program. Select newspaper editorial. Have students underline fact once and opinion twice. Special Education: - Enlarge and mask article.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. III
		View select commercial and print ads. Model examples of propaganda and bias. Have students identify. Special Education: - Seating, tape record, scribe.			S-9 R. IV
Use strategies to improve understanding while reading. a) Summarization. b) Skim/scan.		Develop cross curricular connection by having students skim, scan, and summarize select chapter in Social Studies, Science, or Health text. Model appropriate length and item selection prior to assigning task. Special Education: - Dictate or tape record summary.
READING The student will be able to: Pursue interests and select books about familiar themes for their outside reading.	3.4	Utilize trade books to provide additional information for theme developed. Incorporating Bloom�s Taxonomy, have students synthesize, analyze and evaluate information between the text and book. Special Education: - Break down tasks, check list format. Create projects that address all learning styles and all elements of Bloom�s Taxonomy. Special Education: - Peer tutor.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 R. VI
WRITING Develop descriptive writing skills using a) sensory words. b) figurative language. c) synonyms, antonyms. d) adjectives.	3.3	Based on class reading, choose topic and model descriptive writing. Highlight or underline words and/or phrases that make it descriptive. Special Education: - Illustrate through pictures or story boards.	Portfolios Holistic Scoring (skill) Teacher Observation		S-9 W. I
WRITING The student will be able to: Develop descriptive writing skills using a) sensory words. b) figurative language. c) synonyms, antonyms. d) adjectives. (Continued.)	3.3	Have students choose an object and describe it as vividly as possible without naming it. Have students guess what object is. Have students utilize all sensory descriptors. Form groups A, B, and C. Based on themes, have groups brainstorm words that describe story themes. After ten minutes group A will say word, if group B answers with correct synonym, it is their turn to ask group C. If incorrect, group C gets to answer. Rotate and keep score. Special Education: - Buddy system.	Portfolios Holistic Scoring (skill) Teacher Observation Art: Illustrating mental images. (Theme 6, p. 52.)	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Read Aloud Video Resources/ Technology Trade Books Teaching Transparencies	S-9 W. I
Utilize alternate forms of paragraph development. a) Chronological. b) Compare/contrast. c) Order of importance.	3.3	Create a compare and contrast chart using two story characters. In pairs, have students develop these ideas into a two paragraph composition. Special Education: - Tape record, computer program.	Mathematics: Calculating time & distance by comparing time & distance. (Theme 5, p. 176.)		W. I
		Develop the cross curricular connection by having students select a historical figure and research key life events. Create a time line and from the time line develop it into a paragraph. Have students prioritize important events of character. Special Education: - Peer tutor.	Social Studies: Researching human interaction with animals by investigating use of carrier pigeons. (Theme 5, p. 176.)
WRITING The student will be able to: Utilize alternate forms of paragraph development. a) Chronological. b) Compare/contrast. c) Order of importance. (Continued.)	3.3	Use daily or Sunday comics, cut out and scramble for source of events. Special Education: - Velcro board, peer tutor.	Portfolios Holistic Scoring (skill) Teacher Observation	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM	W. I
VOCABULARY Utilize knowledge of word meanings and figurative language to construct meaning. a) Context. b) Prefixes, suffixes. c) Compound. d) Figurative language. e) Multiple meaning. f) Synonyms, antonyms.	3.4	Develop an appreciation for diverse cultures by sharing word deviations of vocabulary when appropriate. Visually display in room. Present key vocabulary on overhead. Cite sentences from reading passage. Attempt to discern meaning from context. Have class recorder save in vocabulary notebook for future reference. Model manner in which vocabulary words are to be noted, i.e., word, syllabication, pronunciation, part of speech, definition, example sentence, personal sentence, synonym, antonym. Bring in articles from the newspaper with examples of figurative language, compounds, prefixes, suffixes, highlighted.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment] Social Studies: Devise a chart to show recent waves of immigration, i.e., Haitians & Eastern European during the 1990�s. Compare languages. (Theme 2, p. 193.)		S-9
VOCABULARY The student will be able to: Utilize knowledge of word meanings and figurative language to construct meaning. a) Context. b) Prefixes, suffixes. c) Compound. d) Figurative language. e) Multiple meaning. f) Synonyms, antonyms. (Continued.)	3.4	Have students pretend they are attempting to convey word meanings to foreign speakers and "act out" word meanings. Draw attention to "specialized vocabulary." Use other subject areas to provide examples. Have students try to name at least one additional example per area. (Student areas of interest can be used for extended activity, i.e., music, sports.) Using cooperative learning techniques, divide groups of students into the following: happy homophones, classy compounds, appealing affixes and majestic multiples. Each group will be responsible for keeping a record of their groups vocabulary builder. Share weekly or bi-weekly. Special Education: - Copy and enlarge lists, scribe. Present Latin and Greek prefixes and suffixes with accompanying meanings and examples. Discuss impact on the development of English language. Special Education: - Word boxes, pictures.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM
VOCABULARY The student will be able to: Utilize knowledge of word meanings and figurative language to construct meaning. a) Context. b) Prefixes, suffixes. c) Compound. d) Figurative language. e) Multiple meaning. f) Synonyms, antonyms. (Continued.)		Address kinesthetic learning style through the creation of prefix, suffix word wheels. Have students identify newly formed words. Special Education: - Isolate words, peer tutor. Develop the cross curricular connection by artistically depicting idioms, metaphors, similes, i.e., "He�s driving me crazy." Special Education: - Draw, computer illustration. Enhance understanding of cultural diversity by presenting poetry of diverse groups. Identify figurative language commonly used, such as simile, metaphor, personification. Special Education: - Draw, computer illustration, cut out pictures. Present examples of figurative language to students along with defining terms.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM
WRITING/GRAMMAR The student will be able to: Refine editing/proofreading ability. a) Spelling. b) Punctuation. c) Capitalization. d) Main ideas/details. e) Sentence types.	3.3	Daily place "Do Now" on the board. Create sentences that contain grammar, punctuation, spelling errors for students to edit. Special Education: - Optimum seating, verbal response. Use examples of student writing projected on overhead for error identification and to highlight main ideas/details. Review weekly spelling rules as they pertain to thematic integration. Take a paragraph, number the sentences and scramble them. Send students to the board to put them in the proper order. Special Education: - Peer tutor, computer program.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM	S-9 W. II
Students will write with varying purposes. a) Entertain. b) Inform. c) Persuade.	3.3	Develop cross curricular connection by having students choose a Science topic, i.e., endangered animals environment, and write a persuasive paragraph (editorial) on the topic. Special Education: - Tape record, word processor.	Social Studies: Building cultural awareness by investigating uses of the buffalo. (Theme 6, p. 132.)		W. I
WRITING/GRAMMAR The student will be able to: Students will write with varying purposes. a) Entertain. b) Inform. c) Persuade. (Continued.)	3.3	Develop "pen pals." Have students write letters to their pen pals that inform them about themselves and the events of their life. Special Education: - Peer tutor, computer e-mail. Using cooperative learning techniques, have groups write skits (quotation marks for dialogue). Special Education: - Peer tutor, word processor.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM	W. I
Students will maintain correct grammatical structure in writing. a) Verb tense. b) Subject/verb agreement. c) Possessives. d) Pronouns. e) Nouns. f) Contractions. g) Negatives.	3.3	Utilize literature selections to identify parts of speech. Divide class into cooperative learning groups: present, past, future. Make clocks with each hour signifying a verb and each group placing the appropriate tense of the verb on the clock hour. Special Education: - Peer tutor, computer generated clocks. Draw linking verb chart, helping verb chart and irregular verb chart. Use for oral exercise and correct agreement. Special Education: - Copy chart for students.			S-9 W. I W. II
WRITING/GRAMMAR The student will be able to: Students will maintain correct grammatical structure in writing. a) Verb tense. b) Subject/verb agreement. c) Possessives. d) Pronouns. e) Nouns. f) Contractions g) Negatives (Continued.)	3.3	Display a picture from a magazine. Ask students to create descriptive sentences using linking verbs. Record student response on board using names and quotation marks. Special Education: - Optimum seating, tape recorder. Prepare contraction flash cards for drill.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM	S-9 W. I W. II
		Generate from students� writings an "error list for editing of grammatical errors. Use overhead to provide instruction.	Science: Reflect on environmental issues by making a class list & checking the list for grammatical errors. (Theme 2, p. 178.)
Improve note taking skills. a) Outlining. b) SQ3R c) Who, what, where, when, why.	3.3	Show cross curricular connection by utilizing class texts, i.e., Science, Social Studies, to demonstrate outlining techniques (table of contents may be used). Special Education: - Computerize, tape record.			W. I
WRITING/GRAMMAR The student will be able to: Improve note taking skills. a) Outlining. b) SQ3R c) Who, what, where, when, why. (Continued.)	3.3	Develop a class "mini page." Assign stories for your "cub reporters" that utilize the who, what, where, when, why. Include fun projects such as horoscopes and puzzles. Special Education: - Peer tutor, computer, tape record.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM	W. II
LISTENING/SPEAKING/VIEWING Develop and refine listening skills.	3.2	Use primary source video or audio tape whenever possible so students can discern/discuss author�s mood and tone as projected in recitation of work. Begin each theme by reading and listening to the selection in the front of each unit. Rely loosely on Bloom�s Taxonomy as sample recall question and proceed to evaluative responses. Special Education: - Tape record responses, "say back" technique.	Music: Listen to music & assign certain pieces to students� feelings & author�s mood/tone. (Theme 1, p. 92.)
LISTENING/SPEAKING/VIEWING The student will be able to: Develop and refine listening skills.	3.2	Choose four groups. Select one member of each group to tell a "brief" story as it relates to each theme. Each student should return to their group and play the "telephone game." The last person should retell the story to the group, then to the class. Students should identify discrepancies. Special Education: - Tape record .	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM
Articulate the English language clearly and concisely.	3.1	Since students are coming from three elementary schools, have them tell a little something about themselves. As a follow-up have students write down as many "autobiographical facts" about each student as they can remember. Special Education: - Scribe, tape record.	Art: Make a friendship reminder. (Theme 2, p. 93.)
		Review interviewing techniques and aspects of personal narrative. Show video or present tape that models interview skills. Have students select a family photo, and interview one of those pictured. Submit in the form of a photographic essay. Special Education: - Tape record, word processor.	Music: Write a report about music from another country. Interview a music teacher or someone who knows about music. (Theme 2, p. 199.)
LISTENING/SPEAKING/VIEWING The student will be able to: To view critically.	3.4	Encourage students to take a close look at the pictures in each selection. Discuss why the pictures are effective and what clues they offer. Develop the cross-curricular connection by having students read/create maps and diagrams as they relate to the stories. Special Education: - Computer assisted.	Teacher Observation Portfolios Criterion-Reference Tests Reading Logs [Authentic Assessment]	Literature Works, Silver Burdett Ginn Theme Magazine Practice Book Teaching Transparencies Word Power CD-ROM
		Incorporate works of art into the themes. Have the students focus on form, color and message that heighten appreciation.	Art: Introducing the fine art portfolio. (Theme 4, p. 132.)
		View video based on the literature covered. Have the students identify deviations from the literature. Discuss reasons for departure. Special Education: - Tape record differences, dictate to scribe.

NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.

* Other cross curricula activities appear in the Teacher�s Guide.

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