Decatur City Schools

Pacing Guide

Fifth: Reading

Projected Pacing  (Aug. 14 - Sept. 15)

AL COS Standards

Vocabulary

Prerequisite Skills from

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

State Curriculum Guide

Phonemic Awareness

Zaner Bloser Spelling Book

Interventions for students needing

Words Fifth Graders Need to

remediation in phonemic awareness are

Know: Scholastic

located within the content standards for

Word Wisdom: Vocabulary

K-2

for Listening, Speaking,

Reading, and Writing - Zaner

Bloser

CQ Rigby

Voyager

Phonics/Word Study

Demonstrate word recognition strategies

Dibels practice book

including:

ARI book

structural analysis

Phonic Phones (tubing)

root words,

Guided Reading: Fountas & Pinnell

prefixes,

Reader's Theatre books from

suffixes

Good Stuff

Use word solving strategies to read

Reader's Theatre: Scholastic

unknown words at current independent

Reading Summary from Reading

and instructional levels

Zaner Bloser Spelling Book

1.  word "chunks" or parts (AL COS)

Example: "mark", "remark" or "able" in

remarkable

2.  inflectional endings such as -ed, or -ing

(AL COS)

Utilize spelling strategies in all content areas

1.  phonemic (by sound)

2.  visual (by look)

3.  morphemic (by meaning)

4.  linking (connections)

5.  research (by inquiry)

6.  long and short vowels (as deemed

appropriate)

Fluency

Demonstrate fluency while constructing

AL COS Standards

Vocabulary

Prerequisite Skills from

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

State Curriculum Guide

DIBELS practice book

meaning with a variety of text

Reading Recess

A.  Demonstrate increased fluency - DIBELS

Phonic Phones (tubing)

Benchmark 105 WPM

Guided Reading: Fountas & Pinnell

1.  attention to punctuation

Reader's Theatre books from

2.  articulate(speak clearly and correctly)

Good Stuff

3.  adjust rate

Reader's Theatre: Scholastic

4.  recognize effect of pause, volume,

ARI book

pitch, and tone

Reading Summary from Reading

5.  automaticity

with Meaning: Debbie Miller

6.  phrasing

B.  Utilize fluency strategies

1.  repeated oral reading

2.  practice reading (various genre and

lengths)

3.  anticipate meaning

4.  re-read (same text)

5.  reader's theatre

6.  choral reading

7.  phrasing

8.  taped reading

9.  partner reading

10.  echo reading

C.  Demonstrate reading improvement

through substantial amounts of daily

assigned and self-selected materials by

reading fluently with expression

and attention to phrasing

Vocabulary

Demonstrate reading vocabulary

Objective 5.1.1:

Read Alouds

9 multiple choice

knowledge including recogntion of

Use context clues to interpret

Word Wisdom - Zaner Bloser

0 open-ended

multiple meaning words (ALCOS#1)

meaning of multiple meaning

Word of the Day - Scholastic

A.  Use word study strategies to expand

words

Spelling Book - Zaner Bloser

vocabulary

Objective 5.1.2:

Rigby series

1.  inflectional endings (ed, ing)

Use a dictionary to define two or

Self selected reading

2.  multiple meaning words

more meanings in multiple

3.  compound words

meaning words

B.  Demonstrate vocabulary growth through

listening to literature and daily reading of

self-selected, content area text, and/or

assigned reading

C.  Utilize new vocabulary encountered in daily oral language

AL COS Standards

Vocabulary

Prerequisite Skills from

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

State Curriculum Guide

Comprehension

Demonstrate comprehension (a

Shared Reading & Guided Reading

meaning making process), the

using:

primary goal of reading, through

Houghton Mifflin series

the dynamic interaction between

Student Workbook - Houghton Mifflin

reader and text

ARMT practice book

A.  Use a range of strategies including drawing

Objective 5.2.1:

Time for Kids series

12 multiple choice

conclusions such as opinions about characters

Relate character traits from

Voyager

6 open-ended

based on their actions and summarizing passages

a provided list to characters

Passport

to comprehend fifth grade literary/

from a given passage

ThinkLink

recreational materials in a variety of genres (AL COS#2)

Objective 5.2.2:

Picture books

Compare characters in a

Graphic organizer

given passage who have

AR Tests

similar character traits

1.  Apply a variety of strategies daily in

Objective 5.2.3:

reading,  to, with, and by:

Compare characters in a

a.  Compare and contrast (AL COS)

given passage who have

(SAT10)

contrasting character traits

b.  Use prior knowledge experiences to

Objective 5.2.4:

interpret text (AL COS) (SAT10)

Write a sentence describing

c.  Skim passages (AL COS)

characters from a given passage

d.  Infer motive from characters and/or

Objective 5.2.5:

behaviors (AL COS)

Write sentences retelling key

2.  Identify and analyze literary elements

ideas from a given passage

a.  Setting (time and place) (AL COS)

Objective 5.2.6:

b.  Stated and implied purpose (AL COS)

Retell a story in a few sentences

3.  Recognize stated purpose and gain

information from various text structures

a.  Use dictionary, thesaurus, atlas,

directory, newspaper, encyclopedia

brochure, periodical, and almanac (AL COS)

4.  Distinguish fiction from nonfiction

5.  Compare and contrast cultural

similarities and differences of the

world through exposure to multi-

cultural literature using a variety of

genre

6.  Use cueing system at current

independent and instructional level

a.  Semantics (use the structure of language

AL COS Standards

Vocabulary

Prerequisite Skills from

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

b.  Syntactic (use context and prior

State Curriculum Guide

knowledge)

c.  Graphophonic (recognize cues

provided by print)

d.  Schematic* (connect events in a story

to specific life experiences)

Reading Behaviors

Exhibit a wide range of reading behavior

Lit Sets

habits to gain information, refine fluency,

Teacher Modeling

comprehend materials from a variety

CQ Rigby

of sources

Read Alouds

A.  Read and respond using a variety of

Reading Recess

materials

Reader's notebook/journals

1.  functional (menu, catalog, schedule,

Real World Comprehension

directions) (AL COS)

2.  textual/informational (diagrams,

tables, charts, classroom texts) (AL COS)

3.  literary/recreational (student -

authored work, trade books, self-

selection) (AL COS)

B.  Utilize new vocabulary encountered

in reading

C.  Self-monitor reading in meaningful ways

1.  adjust reading

2.  reread

3.  use context clues

4.  self-question

5.  access prior knowledge and experiences

6.  make connections to self, text, and

world

7.  use cueing systems (looks right/sounds

right/makes sense?)

D.  Use technology to locate, evaluate,

and collect information from a variety of

sources across the curriculum

E.  Demonstrate reading improvement

through substantial amounts of daily

assigned and self-selected materials for

a variety of purposes

1.  select appropriate reading materials

2.  voluntarily engage in reading