Decatur City Schools

Pacing Guide

Fifth: Reading

Projected Pacing  (Sept. 18 - Oct. 20)

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

Personification

Words Fifth Graders Need to

remediation in phonemic awareness

Metaphors

Know: Scholastic

are located within the content

Simple Symbolism

Word Wisdom: Vocabulary

standards for K-2.

Alliteration

for Listening, Speaking,

Phonics/Word Study

Onomatopoeia

Reading, and Writing - Zaner

Demonstrate word recognition

Bloser

strategies, including structural

CQ Rigby

analysis

Voyager

Example: structural analysis-root

words, prefixes, suffixes

DIBELS practice book

A. Use word solving strategies to read

unknown words ar current Independent

and instructional levels

1.  word "chunks" or parts (AL COS)

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

in remarkable

2.  inflectional endings such as -ed,

or -ing (AL COS)

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)

6.  long and short vowels as deemed

appropriate

Fluency

Demonstrate fluency while

DIBELS

constructing meaning with a

variety of text

A.  Demonstrate increased fluency

1.  attention to punctuation

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

2.  articulation (speak clearly and correctly)

Personification

Curriculum Guide

Kelly Wingate Grade 5

3.  adjust rate

Metaphors

Writer's Workshop

4.  recognize effect of pause, volume,

Simple Symbolism

Razzle Dazzle - Melissa Forney

pitch, and tone

Alliteration

Dibels practice book

5.  automaticity

Onomatopoeia

Reading Recess

6.  phrasing

Phonic Phones (tubing)

B.  Utilize fluency strategies

Guided Reading: Fountas & Pinnell

1.  repeated oral readings

Reader's Theatre books from

2.  practice reading (various genre and

Good Stuff

lengths)

Reader's Theatre: Scholastic

3.  anticipate meaning

ARI book

4.  re-read (same text)

Reading Summary from Reading

5.  reader's theater

with Meaning: Debbie Miller

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

9 multiple choice

knowledge, including recognition of

Objective 5.1.1:  Use context

0 open-ended

multiple-meaning words (AL COS #1)

clues to interpret meaning of

A.  Use word study strategies to expand

multiple meaning words.

Read Alouds

vocabulary

Objective 5.1.2:  Use a

Word Wisdom - Zaner Bloser

1.  compound words

dictionary to define two or more

Word of the Day - Scholastic

2.  contractions and possessives (AL COS)

meanings of multiple meaning

Spelling Book - Zaner Bloser

3.  multiple meanings (AL COS) (SAT 10)

words

Rigby series

4.  affixes and inflectional endings (AL COS)

Self selected reading

5.  synonyms (SAT10), antonyms, and

homonyms

6.  context clues (SAT10)

7.  analogies

8.  multi-syllabic words

B.  Demonstrate vocabulary growth

through listening to literature and

daily reading of self-selected, content

area text, and/or assigned reading

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

C.  Utilize new vocabulary encountered

Curriculum Guide

in daily oral language

Comprehension

Personification

Aesop's Fables

Demonstrate comprehension (a

Metaphors

Tall Tales - Houghton Mifflin

meaning making process), the

Simple Symbolism

Rigby

primary goal of reading, through the

Alliteration

Picture books

dynamic interaction between reader

Onomatopoeia

Internet Resources

and text

Able to Write a Fable - L. Plourde

A.  Use a range of strategies, including

Objective 5.2.1: Relate

Scholastic Reading Skills series

12 multiple choice

drawing conclusions such as opinions

character traits from a provided

Social Studies supplements

6 open-ended

about characters based on their actions

list to characters from a

from Houghton Mifflin

and summarizing passages, to comprehend

passage

Summary Sheets

fifth-grade literary/recreational materials

Objective 5.2.2: Compare

Shared Reading & Guided Reading

in a variety of genres (AL COS #2)

characters in a given passage

using:

B.  Apply a variety of strategies, daily, in

who have similar character

Houghton Mifflin series

reading to, with, and by

traits

Student Workbook - Houghton Mifflin

a.  Determine sequence of events,

Objective 5.2.3:  Compare

ARMT practice book

(AL COS) (SAT10)

characters in a given passage

Time for Kids series

b.  Compare and contrast, categorize, or

who have contrasting character

Voyager

classify (AL COS) (SAT10)

traits

Passport

c.  Distinguish fiction and nonfiction (AL COS)

Objective 5.2.4:  Write a

ThinkLink

d.  Use sentence structure and context

sentence describing characters

Picture books

(AL COS) (SAT10)

from a given passage

Graphic organizer

e.  Use prior knowledge and experience

Objective 5.2.5: Write

AR Tests

to interpret text (AL COS)

sentences telling key ideas

SRA - Merrill Skilltext

f.  Skim passages (AL COS)

from a given passage

g.  Infer motive from character traits and/

Objective 5.2.6:  Retell a story

or behaviors (AL COS) (SAT10)

in a few sentences

g.  Inter motive from character traits and/

behaviors (AL COS) (SAT10)

h. Draw conclusions

i.  Identify characteristics of genres,

legends, fables, tall tales, fantasy

C.  Recognize the use or effect of literary

Objective 5.3.1: Define literary

15 multiple choice

elements and devices including setting,

elements including setting,

3 open ended

character traits, stated purpose, metaphors

character traits, and purpose

and simple symbolism, and recognize stated

Objective 5.3.2: Define literary

purpose and gain information from various

devices including metaphors and

text formats, including tables and charts

symbolism.

(AL COS #3)

Objective 5.3.3: Select a stated

1.  Identify and analyze literary elements

purpose for a passage (literary

a.  Theme (AL COS) (SAT 10)

or informational) from a given passage

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

b.  Character traits, motivation or behavior

Curriculum Guide

(AL COS) (SAT 10)

Personification

c.  Setting (time and place) (AL COS)

Metaphors

Objective 5.3.4: Identify a

d.  Stated and implied purpose (AL COS)

Simple Symbolism

metaphor from a given passage

e.  Plot (problem and solution)

Alliteration

Objective 5.3.5:  Tell the kinds

f.  Point of view

Onomatopoeia

of information that may be

g.  Author's tone (SAT 10)

gained from given tables and

h.  Figurative language (metaphors,

charts

personification, simple symbolism)  (AL COS)

2.  Compare and contrast cultural similarities

and differences of the world through

exposure to multi-cultural literature using a

variety of genre

3.  Use cueing systems at current

independent and instructional level

a.  Semantics (use context and prior

knowledge)

b.  Syntactic (use the structure of language)

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

behaviors/habits to gain information,

refine fluency, and comprehend

materials from a variety of sources

A.  Read and respond using a variety of

Lit Sets

materials

Teacher Modeling

1.  functional (menu, catalog, schedule,

CQ Rigby

directions) (AL COS)

Read Alouds

2.  textual/informational (diagrams,

Reading Recess

tables, charts, classroom texts) (AL COS)

Reader's notebook/journals

3.  literary/recreational (student-authored

Real World Comprehension

work, trade books, self-selection( (AL COS)

B.  Utilize new vocabulary encountered

in reading

C.  Self-monitor reading in meaningful ways

1.  adjust rate

2.  reread

3.  use context clues

4.  self-question

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Possible Points for ARMT

Comments

5.  access prior knowledge and

Curriculum Guide

experiences

Personification

6.  make connections to self, text, and

Metaphors

world

Simple Symbolism

7.  use cueing systems (looks right/sounds

Alliteration

right/makes sense?)

Onomatopoeia

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