Decatur City Schools
Pacing Guide
Fifth: Reading
Projected Pacing  (Nov. 27 - Jan. 12)
 
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Possible Points for ARMT Comments
    Curriculum Guide        
Phonemic Awareness   Zaner Bloser Spelling Book      
Interventions for students needing     Words Fifth Graders Need to       
remediation in phonemic aware-     Know: Scholastic      
ness are located within the Historical   Word Wisdom: Vocabulary      
content standards for K-2. Realistic Fiction   for Listening, Speaking,       
Phonics Mysteries   Reading, and Writing - Zaner Blozer      
Demonstrate word recognition, Compare/Contrast   CQ Rigby      
strategies, including structural Personification   Voyager      
analysis Simple symbolism        
Examples: structural analysis- Alliteration          
root words, prefixes, suffixes Onomatopoeia   Dibels practice book      
A. Use word solving strategies to read Stanza   ARI book      
unknown words at current Independent Line   Phonic Phones (tubing)      
and instructional levels Refrain   Guided Reading: Fountas & Pinnell      
  1.  word "chunks" or parts (AL COS) Verse   Reader's Theatre books from      
Example: "mark" or "remark" or "able" Meter   Good Stuff      
in remarkable Metaphor   Reader's Theatre: Scholastic      
   2.  inflectional endings such as -ed or Simile   Reading Summary from Reading      
ing (AL COS) Rhyme   with Meaning: Debbie Miller      
  3.  possessives and contractions (AL COS) Rhythm          
  4.  blends            
  5.  multi-syllabic words             
  6.  syllabication            
B.  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)            
Fluency          
Demonstrate fluency while constructing     Dibels practice book      
meaning with a variety of text      Reading Recess      
A.  Demonstrate increased fluency     Phonic Phones (tubing)      
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Possible Points for ARMT Comments
DIBELS Benchmark 115 WPM Curriculum Guide Guided Reading: Fountas & Pinnell    
   1.  attention to punctuation   Reader's Theatre books from      
   2.  articulation (speak clearly and correctly)     Good Stuff      
   3.  adjust rate Historical   Reader's Theatre: Scholastic      
   4.  recognize effect of pause, volume, Realistic Fiction   ARI book      
pitch, and tone Mysteries   Reading Summary from Reading      
   5.  automaticity Compare/Contrast   with Meaning: Debbie Miller      
   6.  phrasing Personification          
B.  Utilize fluency strategies Simple symbolism          
   1.  repeated oral readings Alliteration          
   2.  practice reading (various genre and Onomatopoeia          
lengths) Stanza      
   3.  anticipate meaning Line          
   4.  re-read (same text) Refrain          
   5.  reader's theater Verse          
   6.  Choral reading Meter          
   7.  phrasing Metaphor          
   8.  taped reading Simile          
   9.  partner reading Rhyme          
   10.  echo reading Rhythm          
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 recognition   Use context clues to interpret Word Wisdom - Zaner Bloser   0 open-ended  
of multiple-meaning words (AL COS #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. Compound words   Use a dictionary to define two or Self selected reading      
  2.  contractions and possessives (AL COS)   more meanings in multiple        
  3.  multiple meanings (AL COS (SAT10)   meaning words        
  4.  affixes and inflectional endings (AL COS)            
  5.  synonyms (SAT10), antonyms, and            
homonyms          
  6.  context clues (SAT 10)            
  7.  analogies            
B.  Demonstrate vocabulary growth            
through listening to literature and daily            
reading of self-selected, content area text            
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Possible Points for ARMT Comments
and/or assigned reading Curriculum Guide    
C.  Utilize new vocabulary encountered            
in daily oral language Historical          
Comprehension Realistic Fiction          
Demonstrate comprehension ( a Mysteries Shared Reading & Guided Reading    
meaning making process), the Compare/Contrast   using:      
primary goal of reading, through the Personification   Houghton Mifflin series      
dynamic interaction between reader Simple symbolism   Student Workbook - Houghton Mifflin      
and text Alliteration ARMT practice book    
A.  Use a range of strategies, including Onomatopoeia Objective 5.2.1:  Time for Kids series    12 multiple choice  
drawing conclusions such as opinions Stanza Relate character traits from a  Voyager   6 open-ended  
about characters based on their actions and Line provided list to characters from a Passport      
summarizing passages, to comprehend  Refrain given passage ThinkLink      
fifth-grade literary/recreational materials in Verse Objective 5.2.2: Picture books      
a variety of genres (AL COS #2) Meter Compare characters in a given Graphic organizer      
  1.  Apply a variety of strategies, daily, in Metaphor passage who have similar  AR Tests      
reading to, with, and by Simile character traits        
    a.  Determine sequence of events, Rhyme Objective 5.2.3:  Compare        
(AL COS) (SAT 10) Rhythm characters in a given passage who        
    b.  Compare and contrast, categorize,   have contrasting character traits      
or classify (AL COS) (SAT 10)   Objective 5.2.4:      
   c.  Distinguish fiction and nonfiction   Write a sentence describing       
(AL COS)    characters from a given passage      
  d.  Use sentence structure and context   Objective 5.2.5:      
(AL COS) (SAT 10)   Write sentences retelling key ideas      
   e.  Use prior knowledge and experience   from a given passage      
to interpret text (AL COS)   Objective 5.2.6:      
   f. skim passages (AL COS)   Retell a story in a few sentences      
   g.  Infer motive from character traits and/        
or behaviors (AL COS) (SAT10)        
  h.  Draw conclusions (AL COS)        
  i.  Summarize passages and paraphrase        
(AL COS)        
  j.  Identify main idea and supporting details        
(AL COS) (SAT 10)        
  k.  Determine cause and effect (AL COS)        
(SAT10)        
  l.  Distinguish fact and opinion (AL COS)        
(SAT10)        
  m.  Make generalizations and evaluate/        
make judgments         
  n.  Synthesize            
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Possible Points for ARMT Comments
  o.  Preview and predict based on text Curriculum Guide    
(SAT10)          
  p. determine explicit and implied meaning        
(SAT10) Historical      
  q.  Identify author's purpose and intended Realistic Fiction      
audience, assumptions, or viewpoint  Mysteries      
(persuade, inform, and explain) Compare/Contrast      
(AL COS) (SAT 10) Personification      
  r.  Use knowledge of word meaning Simple symbolism      
  s.  Identify characteristics of a variety  Alliteration      
of genre (Poetry) Onomatopoeia      
2.  Compare and contrast cultural similarities Stanza      
and differences of the world through  Line      
exposure to multi-cultural literature using Refrain      
a variety of genre Verse      
3.  Using cueing systems at current  Meter      
independent and instructional level Metaphor      
  a.  Semantics (use context and prior Simile      
knowledge) Rhyme      
  b.  Syntactic (use the structure of language) Rhythm      
  c.  Graphophonic (recognize cues provided        
by print)        
  d.  Schematic* (connect events in a         
story to specific life experiences)        
4.  Describe how events, places, and        
characters encountered in written, spoken        
and visual works reflect human        
experiences and influence the thinking of        
the reader, viewer, or listener (*access        
schematic)        
  a.  Text-to-self        
  b.  Text-to-text        
  c.  Text -to-world        
5.  Apply strategies of a skillful listener to        
gain meaning        
B.  Recognize the use or effect of literary    Objective 5.3.1:      
elements and devices-including setting,   Define literary elements including      
character traits, stated purposes, metaphors,   setting, character traits, and purpose      
and simple symbolism--and recognize stated   Objective 5.3.2:      
purpose and gain information from   Define literary devices including      
various text formats, including tables and    metaphors and symbolism      
charts (AL COS #3)            
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Possible Points for ARMT Comments
1.  Identify and analyze literary elements Curriculum Guide    
  a.  Theme (AL COS) (SAT 10)   Objective 5.3.3:   15 multiple choice  
  b.  Character traits, motivation, or    Select a stated purpose for a    3 open-ended  
behavior (AL COS) (SAT10)   passage (literary or informational)      
  c.  Setting (time and place) (AL COS)   from a provided list      
  d.  Stated and implied purpose (AL COS)   Objective 5.3.4:      
  e.  Plot (problem and solution Historical Identify a metaphor from a given      
  f.  Point of view Realistic Fiction passage      
  g.  Author's tone (SAT 10) Mysteries Objective 5.3.5      
  h.  Figurative language (metaphors, Compare/Contrast Tell the kinds of information that       
personification, simple symbolism Personification may be gained from given      
(AL COS) Simple symbolism tables and charts      
2.  Recognize stated purpose and gain  Alliteration      
information from various text structures Onomatopoeia      
(SAT10) Stanza      
  a.  Read and interpret graphs, maps, globes Line      
charts, tables, diagrams, and pictures Refrain      
(AL COS) Verse      
  b.  Use dictionary, thesaurus, atlas, Meter      
directory, newspaper,  catalog, encyclopedia Metaphor      
brochure, periodical, and almanac. Simile      
  c.  Use technical resources and  Rhyme      
electronic media such as websites, Rhythm      
software programs and television programs        
  d.  Use parts of a book-title, heading,        
graphic aids, boldface print, index,        
glossary, table of contents, and         
publication information        
  e.  Evaluate sufficiency of and dis-        
tinguish important from less important        
information (SAT10)        
3.  Distinguish fiction from nonfiction        
(AL COS) (SAT 10)        
Use a wide range of strategies and   Objective 5.4.1:   15 multiple choice  
skills, including using text features to gain   Identify text features such as    3 open-ended  
meaning, summarizing passages, and    pictures, charts, titles, subtitles,      
drawing conclusions, to comprehend   and bold print      
fifth grade functional and textual/informa-   Objective 5.4.2:      
tional reading materials (AL COS #4)   Survey the features of a text to      
1.  Apply a variety of strategies and skills,   draw conclusions concerning       
daily, in reading to, with, and by   passage content      
  a.  Use expanded vocabulary (AL COS)            
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Possible Points for ARMT Comments
  b.  Use sentence structure and context Curriculum Guide    
( AL COS)   Objective 5.4.3:      
  c.  Preview and predict (AL COS)(SAT10)   Write sentences retelling key      
  d.  Use reference materials (AL COS)   ideas in a given passage from      
  e.  Self-monitor text understanding (AL COS)   functional and textual/informational      
examples: re-read, use context clues, Historical reading materials      
adjust speed, access prior knowledge Realistic Fiction      
and experiences Mysteries      
  f.  Determine sequence of events  Compare/Contrast      
(AL COS) (SAT 10) Personification      
  g.  Determine cause and effect Simple symbolism      
(AL COS) (SAT 10) Alliteration      
  h.  Distinguish fact from opinion (AL COS) Onomatopoeia      
  i.  Recognize persuasive techniques Stanza      
(AL COS) Line      
  j.  Make inferences Refrain      
  k.  Compare and contrast, classify and Verse      
categorize (SAT10) Meter      
  l.  Paraphrase Metaphor      
  m.  Make generalizations and  evaluate Simile      
judgments Rhyme      
  n.  Synthesize Rhythm      
  o.  Analyze problem/solution        
  p. determine implicit/explicit details (SAT10)        
2.  Employ study strategies to gain infor-        
mation        
  a.  Preview and predict (AL COS) (SAT10)        
  b.  Determine sequence of events (AL COS)        
  c.  Skim/scan/locate (AL COS)        
  d.  Question        
  e.  Follow directions        
  f.  Take notes/outline/highlight        
  g.  Use graphic organizers        
3.  Acquire and interpret information and        
provide rationale for using informational        
text        
  a.  Read and interpret graphs, maps, globes        
charts, tables, diagrams, and pictures        
 b.  Use dictionary, thesaurus, atlas,         
directory, newspaper, catalog, and        
encyclopedia, brochure, periodical, and        
almanac            
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Possible Points for ARMT Comments
  c.  Use technical resources and  Curriculum Guide