Last Updated on Tuesday, March 06, 2007 at 5:17 AM
Fayette County Public Schools shared this exemplary 5th Grade Reading Curriculum Map and description below.
Fayette County Public Schools Recommended 5th Grade Curriculum Framework
FCPS began its curriculum mapping project after conducting a needs assessment with school-level leadership teams across the district. In addition to assistance with curriculum development, school leaders identified a need for additional assistance in development of assessment items, instructional strategies, resources, etc. Thus the two-part format for the FCPS Recommended Curriculum Map and Framework.
Building on existing curriculum development documents, district curriculum content specialists began "layering" content areas beginning with assessment years. For example, Math curriculum was mapped at the 8th grade level first, then backed down through 7th, 6th, eventually to K. To work "horizontally," content-area specialists used the identical process, but within grade levels adjusted the "maps" to include adequate opportunities for interdisciplinary teams to develop Standards-Based Units of Study.
Most schools in Fayette County have adopted the recommended product as a beginning point, and have begun adjusting timelines and content "selections" to meet the needs of individual school and/or classroom populations. While the original product was completed for K-8th grades, beginning in 2004 – 2005 staff will collaborate with high schools to develop 9th – 12th grade products as well.
In addition, FCPS is putting emphasis on development of assessment items (in collaboration with the helpful staff of the Jefferson County Public Schools) to be matched to the "map," to better allow teachers to use strong assessment items within the flow of their teaching. A more distant part of that work will be to develop benchmark student work samples, tied again to the curriculum map product. Finally, FCPS will begin assisting schools in the development of sample, high-quality standards-based units of study.
In the end FCPS hopes to have a product that fully puts in place content and performance standards that establishes a rigorous, interesting curriculum with which our students may work.
For more information about this map, please contact Jack R. Hayes for Fayette County Public Schools.
Fayette County Public Schools Recommended 5th Grade Curriculum Framework
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Content: READING – Grade 5 |
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Topic: Literary Reading (Weeks 1-4) |
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Content
(What do your students need to KNOW?) |
Demonstrators
(What do your students need to be able to DO?) |
Assessment
(How will you assess what your students ALREADY KNOW, and assess WHAT THEY'VE LEARNED?) |
Activities
(HOW will you teach it?) |
Resources
(What MATERIALS will you need?) |
Differentiation
(How will you reach the DIVERSITY of learners?) |
Content
Connection
(How will you integrate OTHER CONTENT AREAS into LITERACY core content?) |
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Literary Reading
RD-M-1.0.11 Explain the meaning of passages appropriate for intermediate students.
RD-M-1.0.12 Identify characteristics of short stories, novels, poetry, and plays.
RD-M-1.0.13 Describe literary elements
(e.g., characterization, setting, plot, theme, point of view) in a passage.
RD-M-1.0.14 Analyze the relationship between events in a story and a character's behavior.
RD-M-1.0.15 Explain how a conflict in a passage is resolved.
RD-M-1.0.16 Identify literary devices such as foreshadowing, imagery, and figurative language (e.g., similes, metaphors, personification, hyperbole).
It is essential to refer to the attached skills pages, which address reading skills that are taught and applied across all types of reading. Instruction should be based on student's needs, as determined through ongoing assessments. These encompass all reading skills addressed in Core Content and Program of Studies. |
POS-ELA-5-R-7 Students will use vocabulary and comprehension strategies in context, as well as technology, to understand text.
POS-ELA-5-R-2 Students will recognize characteristics and elements of different kinds of works, including personal narratives.
POS-ELA-5-R-2 Students will recognize characteristics and elements of different kinds of works.
AE-1.2 Students make sense of the variety of materials they read.
Demonstrators
· Show interest by listening to and/or reading a multicultural variety of print materials.
· Exhibit fluency in reading.
· Choose print materials for personal interest both in and out of school.
· Select and use appropriate print materials (e.g., informative) for a variety of purposes (e.g., pleasure and information).
· Relate reading experiences to life situations.
· Use a variety of strategies (e.g., prior knowledge, predict, question, summarize) to construct meaning.
· Respond to reading through a variety of forms (e.g., conversation, art, media, writing).
· Demonstrate an understanding of print materials read in and out of school. |
· SRI
Diagnostic Assessments
· San Diego Quick
· Flynt-Cooter Reading Inventory or Developmental Reading Assessment (DRA)
· BEAR Spelling Inventory
· Literary Open Response and Multiple Choice Questions |
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Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.
