Chicopee Public Schools:

English Language Learners Curriculum

 

Grade: 5                                               Subject: English                                  Strand: Reading / Literature

 

Academic Benchmarks / Skills:

  1. Understand the nature of written English, and the relationship of letters and spelling patterns to the sounds of speech.  (HM 7.0)
  2. Identify and analyze sensory details and figurative language.  (HM 8.19)
  3. Identify and analyze the author’s use of dialogue and description.  (HM 8.20)
  4. Recognize organizational structures (chronological order, logical order, cause and effect, classification schemes).  (HM 8.21)
  5. Identify and analyze main ideas, supporting ideas, and supporting details.  (HM 8.22)
  6. Relate a literary work to information about its setting.  (HM 9.4)
  7. Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story, drama) as forms with distinct characteristics and purposes.  (HM 10.3)
  8. Apply knowledge of the concept that theme refers to the main idea and meaning of a selection, whether it is implied or stated.  (HM 11.3)
  9. Identify and analyze the elements of setting, characterization, and plot (including conflict).  (HM 12.3)
  10. Identify and use knowledge of common textual and graphic figures and organizational structures in order to comprehend a variety of informational materials.  (HM 13.3)
  11. Respond to and analyze the effects of sound, figurative language, and graphics in order to uncover meaning in poetry, and use these techniques in their own poems.  (HM 14.3)
  12. Identify imagery, figurative language, rhythm, or flow when responding to literature, and then choose words for these purposes in their own writing.  (HM 15.3)
  13. Identify and analyze the importance of shades of meaning in determining word choice in a piece of literature.  (HM 15.4)
  14. Compare traditional literature from different cultures.  (HM 16.7)
  1.  Identify common structures (magic helper, rule of three, and transformation) and stylistic elements (hyperbole, refrain, and simile) in traditional literature.  (HM 16.8)
  2. Identify and analyze structural elements particular to dramatic literature (scenes, acts, cast of characters, stage direction) in the plays they read, view, write, and perform.  (HM17.3)
  3. Identify and analyze the similarities and differences between a narrative text and its film or play version.  (HM 17.4)
  4. Develop characters through the use of basic acting skills (memorization, sensory recall, concentration, diction, body alignment, expressive detail) and self assess using teacher-developed criteria before giving their presentation.

 

ELL Benchmarks (ELPBO)

Beginner

Early Intermediate

Intermediate

Transitioning

R2.11a Respond to stories and informational texts that are heard.

 

R2.12 Read and understand high frequency and familiar words and phrases.

 

R2.13b Apply knowledge of letter patterns to identify syllables.

R1.7 Read and understand previously learned sight words and phrases.

 

R1.8b Identify use of apostrophes to indicate possessive form (such as in Mike’s book).

 

R1.8a Use knowledge of prefixes and suffixes to determine word meaning.

 

R1.8e Use a bilingual or intermediate dictionary to determine the word meaning.

 

R1.9 Apply knowledge of context clues to determine the meaning of unfamiliar words.

 

R1.10 Apply knowledge of parts of speech and sentence structures to determine the meaning of text.

 

 

 

ELL Benchmarks (ELPBO)

Beginner

Early Intermediate

Intermediate

Transitioning

R2.13c Identify phonetically regular one syllable and multi-syllable words.

 

R2.13d Read words with several syllables.

 

R5.10 Use knowledge of common graphic features to determine purpose and meaning in text.

 

R2.11b Compare first-language reading experiences with learning to read in English.

 

R2.13a Identify familiar English morphemes, the smallest grammatical units (such as –ed in waited) in phrases and simple sentences.

 

R2.13e Apply knowledge of letter patterns to identify syllables.

 

R2.14 Apply knowledge of various features of written English to gain meaning from text.

 

R5.8 Identify forms of informational and expository materials.

 

 

R1.11 Identify words, phrases, and sentences that determine meaning in expository paragraphs.  

 

R1.12 Identify words, phrases, and sentences that determine meaning in extended text.  

 

R3.8 Summarize important ideas from a text and represent the relationships between or among them.

 

R3.12 Demonstrate fluency as a reader, using different reading rates and approaches for different purposes.

 

R4.8 Compare and contrast various literary genres as forms selected by authors to accomplish their purposes.

R2.15 Demonstrate understanding of the nature of language through comparisons between English and the student’s first language.

 

R3.7 Analyze main ideas and supporting details and evidence in text.

 

R3.9 Support individual interpretations or conclusions, using details or evidence from a literary text.

 

R3.10 Support individual interpretations or conclusions, using evidence from an informational text.

 

R3.11 Analyze and provide evidence from a text to support understanding of theme.

 

ELL Benchmarks (ELPBO)

Beginner

Early Intermediate

Intermediate

Transitioning

 

R5.9 Use knowledge of text to determine purpose and meaning of text.

 

R4.10a Identify elements of setting and plot, including conflict.

 

R4.10b Identify and compare qualities of the main characters in a text.

 

R5.11 Use knowledge of organizational structures in nonfiction text to determine its meaning.

 

R6.4 Obtain information from a variety of print and non-print sources.

 

R4.9 Identify and explain how elements of language suggest mood and set tone in a piece of literature.

 

R4.10c Explain how qualities of the main characters of a text influence the resolution of the conflict.

 

R4.11 Identify and analyze how sound devices, figurative language, and graphic elements support meaning in poetry.

 

 

Reference: Houghton-Mifflin Curriculum Outline and the ELPBO (English Language Proficiency Benchmarks and Outcomes for English Language Learners)

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