Curriculum and Assessment Guide (CAG) Elementary 2011-2012 Houghton Mifflin Fifth Grade

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CORE INSTRUCTIONAL MATERIALS 2011-2012 Grade 5 English Language Arts Houghton-Mifflin Reading - 2002 Anthology, Expeditions 5 Practice Book 5

Open Court Reading - 2002 Anthology Comprehension & Language Arts Skills Workbook Spelling & Vocabulary Skills Workbook

Mathematics Pearson enVision Math – Pupil Edition Pearson enVision Math – Teacher Edition Science Scott Foresman – Student Edition (former Rio Linda and North Sacramento Schools) MacMillan-McGraw Hill, 2007 Student Edition

History/Social Studies Scott Foresman/Prentice Hall – Our Nation – Pupil Edition (consumable) (Is North Sac consumable???) (Is Del Paso consumable??)

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Base Program Description: Reading/Language Arts I.

Content and Coverage: The Language Arts Program is based on the state adopted English/Language Arts Content Standards and the Reading/Language Arts Framework for California Public Schools. The English/Language Arts Content Standards include the following strands at each grade level: Reading; Writing; Written and Oral English Language Conventions; and Listening and Speaking.

II.

Materials: A.

III.

Houghton Mifflin Reading (HMR) or Open Court Reading (OCR) were selected from the approved textbook matrix adopted by the California State Board of Education and by the district Board of Trustees. HMR or OCR program materials will be provided for teachers and students in grades K-6. These materials will be used for Language Arts instruction including: reading, writing, listening and speaking.

Content Scheduling: A. The Language Arts program in TRUSD is made up of two essential elements: The first element is “Houghton Mifflin Reading/Writing” and “Open Court Reading” which is whole-class instruction using the HMR or OCR gradelevel materials focusing on the content standards in reading and writing. The second element is “Differentiated Instruction” small, homogenouslygrouped, using materials at the students’ instructional level. This provides practice with readable text and skill/concept instruction based on the needs of students. B. It is recommended that the Language Arts instruction be scheduled for at least two hours per day time including a minimum of 30 minutes of differentiated instruction. Every attempt should be made to integrate other areas of the curriculum into language arts. One-half day kindergarten instructional time will need to be adjusted accordingly. An instructional pacing schedule can be found in the Curriculum and Assessment Guide for each grade level.

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IV.

V.

Teaching Strategies: A.

Differentiated instruction provides the opportunity for flexible, fluid grouping within a classroom. Student groups will change throughout the year based on student assessments.

B.

The ELD portion of the day provides the opportunity to differentiate for English Learners. A minimum of 30 minutes of ELD instruction is required based on students’ CELDT levels.

C.

Assigned homework will vary based on the instructional level of the students. The assignments will reinforce previously taught skills and give parents/guardians an opportunity to be involved in student learning.

Pupil Evaluation: Assessment should be ongoing and regular. A. Screening/Entry Level assessments are used to: o Find out more about what students know and need to learn. o Plan extra support to help students catch up to grade level. o Assist the teachers in organizing classroom and grade level instruction to target specific needs while continuing to teach the core program to all students. B. Monitoring assessments are used to: o Check on the progress of the class in learning the content and skills contained in the comprehensive instructional program. o Help the teacher emphasize areas of the core instructional program to meet the needs of students. o Develop a database to be shared with the grade level and the school to evaluate progress on the reading language arts standards by groups of students. C. Outcome/Summative assessments are used to: o Assess student progress in meeting the standards in reading and language arts across the class, grade level and school. o Provide student learning data on the long-term outcomes of the instructional program. o Uncover issues related to the needs of school populations and the alignment of the instructional program to the state standards in reading and language arts.

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Twin Rivers Unified School District Language Arts Program Houghton Mifflin Reading or Open Court Reading Grade Level Core instruction

plus Differentiated Instruction Flexible grouping based on student instructional level

Program Management Planning/Pacing/ Instructional grouping

Universal Access/ Flexible Grouping EL, RSP, GATE, Other

Standards-Based Reading Instruction Decoding/ Structural Analysis

Vocabulary

Spelling

Cross-Curricular Integration

Assessment for placement and to inform instruction

Standards-Based Writing Instruction

Writing Strategies/ Application s

Comprehension

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Research & Technology Grammar & EnglishLanguage

Listening & Speaking

Library/Media Center Connection

READING INSTRUCTION IN TWIN RIVERS UNIFIED SCHOOL DISTRICT Houghton Mifflin Reading Or Open Court Reading

Differentiated Instruction

• Whole class

•

• “Core grade level” material (the same for all students)

“Differentiated instructional level” material (advanced, proficient, basic, below basic and far below basic) • “practice” with readable text

• exposure to general concepts

Flexible small groups

skills and concepts are standards-based

skills and concepts are standards-based

Focus on language arts content standards

Focus on strengths and needs of students 6

Twin Rivers Unified School District Houghton-Mifflin Reading

Fifth Grade 2011/2012 Pacing Guide Fifth Grade

Implementation

Implementation

Implementation

Implementation

Aug 11– Aug 19 Back to School Unit

Theme 1 Nature’s Fury Aug. 22, 2011

CELDT Testing Earthquake Terror

Eye of the Storm: Chasing Storms With Warren Faidley

Volcanoes

District Standards Theme 1 Test

Theme 2 Give It All You’ve Got Sept. 26, 2011

Assessments

District Standards Theme 2 Test Michelle Kwan: Heart of a Champion

Baseball in April from La Bamba

The Fear Place

Mae Jemison: Space Scientist

And Then What Happened, Paul Revere?

Katie’s Trunk

James Forten from Now is Your Time!

Theme 4 Person to Person Jan. 9, 2012

Mariah Keeps Cool

Mom’s Best Friend

Yang the Second and Her Secret Admirers

One Land, Many Trails Feb. 27, 2012

A Boy Called Slow

Pioneer Girl

Black Cowboy, Wild Horses

District Standards Theme 4 Test

Theme 4 Data due in Measures Feb. 17, 2012

Animal Encounters April 10, 2012

The Grizzly Bear Family Book

The Golden Lion Tamarin Comes Home

My Side of the Mountain

*Running Record due in MEASURES: Tri. 1 October 28, 2011,

Tri. 2 February 17, 2012 7

District Standards Theme 5 Test

Theme 5 Data due in Measures April 3, 2012

STAR Testing

Theme 6 Data due in Measures May 17, 2012

Elena

Theme 6

Theme 2 Data due in Measures Oct. 28, 2011

District Standards Theme 3 Test

Dear Mr. Henshaw

Theme 5

Theme 1 Data due in Measures Sept. 23, 2011

Theme 3 Data due in Measures Jan. 13, 2012

Theme 3 Voices of the Revolution Nov. 1, 2011

Measures

District Standards Theme 6 Test

Tri. 3 May 17, 2012 (Former Rio Linda sites only)

Reading/Language Arts Houghton-Mifflin Reading Writing & Fluency Pacing Schedule 2011 – 2012 2nd – 6th Grades Writing Prompts:

Delivered with the Standards Theme

Tests

Theme 1 writing prompts ~ Scores due in Measures September 23 Theme 2 writing prompts ~ Scores due in Measures October 28 Theme 3 writing prompts ~ Scores due in Measures January 13 Theme 4 writing prompts ~ Scores due in Measures February 17 Theme 5 writing prompts ~ Scores due in Measures April 3 Theme 6 writing prompts ~ No writing prompt given

2nd – 6th Grades Fluency:

Delivered at the beginning of the trimester

Trimester 1 Fluency Assessment ~ Scores due in Measures October 28 Trimester 2 Fluency Assessment ~ Scores due in Measures February 17 Trimester 3 Fluency Assessment ~ Scores due in Measures May 17

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Houghton Mifflin District Writing Prompts Theme

Grade 5

Reason

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Narrative

Same genre as last year, prompt based on the theme

Personal Narrative

Write about a time when you worked hard to reach a goal for yourself or to help others (same as last year)

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Response to Literature

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Persuasive Letter

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Research Report

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No Prompt Given

HMR Supports Writing Activities pp R26-27 Writing Skills – A News Article p. 51M Writing Skills – A Response to a Prompt p. 81M Reading-Writing Workshop pp. 158159G Writing Activities pp. R34-R35

Making Generalizations Respond to the story p. 277. “Buttons for General Listening/Speaking/Vie Washington” This story wing – Speaking to fits more with the Persuade p. 285 O theme. Author’s Viewpoint p. 325 Write a persuasive Writing Activities – letter nominating Write an Advertisement someone for an award. p. R34. Received feedback Listening/Speaking/Vie that old prompt was wing – Making and difficult for children. Listening to New prompt might be a Introductions p 437O. little easier for them address. Write a research report Reading – Writing based on the Workshop pp. 492-495 selections about Sitting “A Boy Called Slow” pp. Bull. (same as last 470-484. year) NA

NA

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Houghton Mifflin Reading Writing Rubric Scoring Guide for Grades 4 – 6 General Criteria Score

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Focus/Development Ideas/Organization

Style Sentence Fluency Word Choice

Genre-Specific Criteria Conventions Grammar, Spelling, Punctuation

Narrative

Summary

Response to Literature

Expository Composition: Description

Persuasive Composition

-Clearly addresses all parts of

-Includes a variety of

-Contains few, if any, errors

-Provides a thoroughly

-Is characterized

-Demonstrates a clear

-Description is

The essay is well

-The first paragraph

writing task

sentence types

in grammar, punctuation,

developed sequence of

by the

understanding of the

interesting and

organized with a

introduces the topic

-Demonstrates clear

-Has a strong sense of

capitalization, spelling

significant events to relate

paraphrasing of

literary work

meaningful; the

strong introduction

of the paper, which

understanding of purpose

audience

-These errors do not

ideas, observations and/or

the main idea(s)

-Provides effective

beginning attracts the

and conclusion

remains consistent

-Maintains consistent point of

-Includes word choice

interfere with the reader’s

memories

and significant

support for judgments

reader’s attention and

-Persuasive

throughout.

view, focus and organization,

that adds interest and

understanding of the writing

-Includes vivid descriptive

details.

through specific

the ending is well

language, facts,

-Both paragraphs

including paragraphs when

exactness

language and sensory

references to text and

crafted; includes many

opinions, and

include appropriate,

details that enable the

prior knowledge

vivid sensory details

arguments are used

effective topic

effectively

sentences and

appropriate.

reader to visualize the events or experiences

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Research Report

supporting details

-Address all parts of writing task

-Includes some variety

-Contains some errors in

-Provides an adequately

-Is characterized

-Demonstrates an

-Includes many details;

-the essay includes

-The report consists

-Demonstrates general

of sentence types

grammar, punctuation,

developed sequence of

by some

understanding of the

has a good beginning

an introduction, an

of one very strong

understanding of purpose

-Has some sense of

capitalization, spelling

significant events to relate

paraphrasing of

literary work

and ending, but

opinion, and a

paragraph with a

-Maintains a mostly consistent

audience

-These errors do not

ideas, observations and/or

the main idea(s)

-Provides some

description is not totally

conclusion, but

good topic sentence

point of view, focus, and

-Includes some

interfere with the reader’s

memories

and significant

support for judgments

clear; sensory language

needs more

and supporting

organization, including paragraphs

interesting words.

understanding of the writing

-Includes some descriptive

details

through references to

in some places

supporting facts and

details, or two

when appropriate

language and sensory

text and prior

stronger persuasive

weaker, more

-Presents a central idea with

details and enables the

knowledge

language

disorganized

mostly relevant facts, details

reader to visualize the

paragraphs. It may

and/or explanation

events or experiences.

not stick to one topic throughout

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-Addresses only parts of the

-Includes little variety of

-Contains several errors in

-Provides a minimally

-Is characterized

-Demonstrates a

-Details are confusing or

-The essay may

-The report consists

writing task

sentence types

grammar, punctuation,

developed sequence of

by substantial

limited understanding

out of order; sentences

have an introduction,

of one paragraph

-Demonstrates little understanding

-Has no sense of

capitalization, spelling

events to relate ideas,

copying of key

of the literary work

lack variation; little

conclusion, or

that may lack a topic

of purpose

audience

-These errors may interfere

observations and/or

phrases and

-Provides weak

sensory language

opinion, but it is not

sentence or provide

-Maintains an inconsistent point of

-Includes few interesting

with the reader’s

memories

minimal

support for judgments

persuasive

little detailed support

view, focus and/or organization

words

understanding of the writing

-Includes limited descriptive

paraphrasing

-The writer’s opinion

for the main idea

-Suggests a central idea with

language and sensory

is generally

-A few phrases may

limited facts, details and/or

details that enable the

unsupported

be copied directly

explanations

reader to visualize the

from the selection

events or experiences

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-Address only one part of the

-Includes no sentence

-Contains serious errors in

-Lacks descriptive language

-Is characterized

-Demonstrates little

-Few details; little or no

-The essay is not

-The essay consists

writing task

variety

grammar, punctuation,

and sensory details that

by substantial

understanding of the

organization; few

organized,

of only one

-Demonstrates no understanding

-Has no sense of

capitalization, spelling

enable the reader to

copying of

literary work

sentences; no sensory

developed, or

paragraph that is

of purpose

audience

-These errors interfere with

visualize the events or

indiscriminately

-Fails to provide

language; many errors

persuasive.

disorganized and

-Lacks a clear point of view, focus,

-Includes very few, if

the reader’s understanding

experiences

selected phrases

support for judgments

interfere with

-Lacks an

fails to support a

organization

any, interesting words

of the writing

-Lacks a sequence of

or sentences

comprehension

introduction,

clear main idea. It

-Lacks a central idea but may

events to relate ideas,

conclusion, and clear

may be copied from

contain marginally related facts,

observations and/or

opinion

the selection or

details and/or explanations

memories

include mostly fabricated details

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-Writing is disorganized

- Word choice is meager

- Lacks basic

-Fails to address the

-Fails to address

-Fails to address the

-Fails to address the

-Fails to address the

-Fails to address the

- Lacks detail and facts

and repetitive

understanding of English

prompt

the prompt

prompt

prompt

prompt

prompt

conventions

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English Learner (EL) Program The primary goal of the EL Program is to support EL students in their acquisition of English for successful academic progress in instructional base program areas. Direct services to students are delivered by teachers who have authorization of the Commission on Teacher Credentialing (CTC). Primary language support, for the equal access to the core curriculum, is provided by bilingual paraeducators.

English Language Development I.

Content and Coverage: The ELD program is based on the state adopted ELD Standards and the Reading/Language Arts Frameworks for California Public Schools. The ELD Standards include the following strands at each California English Language Development Test (CELDT) proficiency level/grade: Listening, speaking, reading and writing.

II.

Materials: A. The Houghton Mifflin: Handbook for English Language Learners. B. Rigby: On Our Way to English C. Hampton Brown: Avenues

III.

Content Scheduling: As a separate curricular area, the TRUSD English Language Development program is made up of: • • • • •

IV.

Instruction based on the ELD Standards ELD instruction provided for English Learners at all proficiency levels until redesignated Fluent English Proficient (RFEP) Daily ELD instruction provided in a small group setting for a minimum of 30 continuous minutes Academic language instruction addressed in listening, speaking, reading and writing. Various grouping formats as determined by the teacher and/or school site.

Teaching Strategies: A. Teachers differentiate instruction to match the type and complexity of skills and concepts being taught in order to meet the needs, interests, and learning styles of the students. 13

B. The essential components of an ELD lesson are: • Address specific ELD standards • Explicitly link concepts to background experiences • Explicitly link past learning with new concepts • Emphasize key vocabulary (i.e. introduce, write, repeat or highlight) • Provide modeling, comprehensible input, guided practice, and independent practice • Pupil Evaluation C. The CELDT assessment is administered yearly to all District English Learners during the period of July through October. D. The Language Dominance test is administered to EL students to determine proficiency in their primary language.

Alternative Bilingual Early Exit Program An early exit (K-3) Spanish bilingual program at Madison and Harmon Johnson Schools provides students English Language Development and access to the core curriculum through Spanish. Classrooms are staffed by BCLAD teachers or CLAD teachers teamed with bilingual Paraeducators. All students in grades K-3 participating in the Alternate Bilingual Early Exit Program will receive a regular report card reflecting the Spanish/English curriculum

English Learning Students English Learners (ELs) are identified by means of the Home Language Survey and then tested using the California English Language Development Test (CELDT). Using this information, ELs are placed in the following five categories by level of English language proficiency. • • • • •

Beginning Early Intermediate Intermediate Early Advanced Advanced

Notification of the designated proficiency level of a student will be provided to the classroom teacher. . EL/ELD is to be checked on the report card for all EL students except those redesignated (RFEP). 14

Levels of English Proficiency CELDT Level

Listening/Speaking

Writing

Reading

Beginner (May or may not be in the

Limited comprehension and demonstrates the use of a few basic words.

May or may not attempt to write about a topic. The response is minimal and may contain some isolated English words as well as the student’s primary language.

Far Below Basic *Recall minimal details from a simple story, grasping sound/symbol correspondence.

Early Intermediate

Some basic social language, demonstrates limited comprehension. Speaks using simple words.

Is able to write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but errors may obscure the meaning.

Far Below Basic *Understands literal comprehension, and can match simple vocabulary to pictures.

Intermediate

Demonstrates comprehension of simple vocabulary, may have gaps in communication in terms of vocabulary.

Is able to write a composition about a topic, but the composition may consist of a disorganized list of events, may include some details.

Below Basic * Understands some comprehension questions, can grasp main idea and sequencing.

Early Advanced

Demonstrates comprehension of social language and some academic language. Uses a fairly extensive vocabulary, with minor errors.

Is able to write a composition that includes relevant details and logical sequence of events or ideas. Sentences may contain few errors in grammar and mechanics.

Basic *Approaching grade level reading. Can grasp main idea and sequencing. Is beginning to draw conclusions, infer and make generalizations.

Advanced

Demonstrates comprehension of social language and most academic language. Uses extensive vocabulary.

Is able to write a well organized composition that contains clear sequencing, precise vocabulary and has minimal errors in grammar and mechanics.

Proficient or Above *Able to apply higher order thinking skills (inferring, generalizations etc.) and are at or close to grade level.

silent stage of language production)

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Houghton Mifflin Language Arts – 2011/2012 Print Shop Orders Grades 3, 4, 5, and 6

Standards Tests for Themes—Grades 3, 4, 5, 6 -One per student at each grade level at each school: Allison, C.C.A.A., Del Paso, Dry Creek, Fairbanks, Foothill Oaks, Foothill Ranch, Frontier, Garden Valley, Hillsdale, Joyce, Kohler, Madison, Oakdale, Orchard, Pioneer, Regency Park, Ridgepoint, Rio Linda Preparatory Academy, Sierra View, Village, Westside and Woodridge

-One Direction for Administration per teacher/classroom (one time only) -One answer key per teacher/classroom (for each assessment)

-Sent three times per year, as follows: Assessments for Theme 1 & 2 delivered by August 15, 2011 Assessments for Theme 3 & 4 delivered by November 1, 2011 Assessments for Theme 5 & 6 delivered by February 27, 2012

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2011-2012 Elementary Report Card Reading/Language Arts Standards Marking

Fluency standards are expressed in words correct per minute (wcpm). Fluency standards change each trimester. See guide below for Fluency standards.

Fluency Trimester 1 Grade 1 Adv Prof B BB FBB

A B

Grade 2 80+ 53 – 79

Grade 3 106+ 79 – 105

Grade 4 115+ 99 – 114

Grade 5 125+ 105 – 124

Grade 6 130+ 115 – 129

C D F

39 – 52 25 – 38 0 – 24

60 – 78 41 – 59 0 – 40

78 – 98 56 – 77 0 – 55

86 – 104 66 – 85 0 – 65

96 – 114 76 – 95 0 – 75

Trimester 2 Adv Prof B BB FBB

A B

65+ 35 – 64

100+ 70 – 99

122+ 92 – 121

130+ 108 – 129

135+ 114 – 134

140+ 125 – 139

C D F

26 – 34 17 – 25 0 – 16

53 – 69 36 – 52 0 – 35

69 – 91 46 – 68 0 – 45

87 – 107 66 – 86 0 – 65

93 – 113 71 – 92 0 – 70

106 – 124 86 – 105 0 – 85

A B

83+ 53 – 82

120+ 89 – 119

137+ 107 – 136

140+ 112 – 139

145+ 118 – 144

150+ 135 – 149

C D F

40 – 52 26 – 39 0 – 25

68 – 88 46 – 67 0 – 45

81 – 106 54 – 80 0 – 53

94 – 111 76 – 93 0 – 75

97 – 117 76 – 96 0 – 75

113 – 134 91 – 112 0 – 90

Trimester 3 Adv Prof B BB FBB

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