Artes del Lenguaje
para estudiantes de 5 grado
En quinto grado, los alumnos pasan la mayor parte de su tiempo leyendo y comprendiendo textos con diferentes niveles de complejidad textual. Los textos deben ser mitad ficción y mitad no ficción. Los textos deben tratar sobre una diversidad de personas e ideas, incluyendo las tribus de Dakota y Anishinaabe. Los alumnos de 5.o grado deberían escribir a menudo. Se les asignarán tareas de escritura cortas y más largas que pueden tomarles muchos días de escribir. Practicarán la investigación, la reflexión y la revisión. Escribirán sobre muchos temas para diferentes públicos.
Tip (NEEDS TRANSLATING): Hover over icons to see definitions of key terms.
This is an example tooltip! (NEEDS TRANSLATING)
LO QUE SU HIJO DEBE SABER Y DEBE PODER HACER
HABILIDADES DE LECTURA Y ESCRITURA
Leer textos de 5.o grado (nivel Lexile 740-1010) sin problemas y con expresión a una velocidad de fluidez de aproximadamente 100 a 150 palabras por minuto.
Escribir párrafos completos, casi siempre con el uso correcto de la ortografía, la gramática, las mayúsculas y la puntuación, lo que incluye punto y comas, dos puntos, comas, apóstrofes, comillas y puntuación al final de la oración.
Usar tecnología para producir y publicar escritos, así como trabajar con otros.
Investigar un tema usando una variedad de fuentes bibliográficas y escribir un mínimo de dos páginas por hora.
APRENDER SOBRE EL MUNDO A TRAVÉS DEL TEXTO
Hacer y responder preguntas sobre cuentos y textos. Usar información del texto para respaldar descripciones, conectar ideas y comprender el significado del texto:
- Explicar el tema o la idea principal.
- Describir los personajes, el escenario, el conflicto, la resolución y los acontecimientos principales.
- Explicar cómo las diferentes partes del texto impactan la estructura y el significado.
Averiguar el significado de palabras desconocidas, sinónimos, antónimos y modismos usando pistas contextuales o diccionarios:
Palabras con múltiples significado:
Bat (Murciélago/Bate)
Fair (Justo/Feria)
Refuse (Negarse/Basura)
Modismos:
Siempre luce fresca como un pepino
(Mantiene la calma bajo presión)
Esa tarea fue pan comido
(La tarea fue fácil)
El regalo me cayó como llovido del cielo
(El regalo fue muy oportuno)
Usar palabras o frases conectoras para enlazar ideas. Por ejemplo, use “en consecuencia”, “específicamente”, “en contraste”, “especialmente”, etc.
Escribir sobre un texto. Incluir una introducción con una tesis o premisa sencilla, ejemplos del texto y una conclusión.
Escribir para informar o explicar. Organizar la información relacionada en grupos con encabezados, imágenes y vocabulario relacionado con la idea principal.
Escribir para componer poesía, cuentos y obras de teatro, utilizando herramientas como el lenguaje figurado para cambiar el estilo, el tono y la trama. A continuación, se incluye un ejemplo de lo anterior escrito por un alumno de 5.o grado1
FRUSTRATION
I dip my fountain pen into the ink container. I place
the pen on the paper. What will be the first words
of the Declaration of Independence? They must be
convincing and also get the message to King George
that we want to be free. After waiting for what seems
like an hour, I print the words “The Colonists of the
new land want to…” No! That won’t do. The words
must be more convincing. I crumble the paper and
throw it across the room. I dip the pen again and place
the pen on a new, clean sheet of paper. Now I print the
words “We hold these truths to be self-evident, that
all men are created equal…” “No! That will go later in
the paper,” I scream, now ripping up the paper. I’m
so angry that when I dip my pen, ink splatters on my
white cuff. After an hour, I decide on the first words:
“When in the course of human events it becomes
necessary for one people to dissolve the political
bonds…” “Yes! Those will be the first words of the
Declaration of Independence,” I say, leaping for joy.
1Muestra de escritura reproducida con permiso de Student Partners. “Muestras de escritura de estudiantes”. Achieve the Core, https://achievethecore.org/category/330/student-writing-samples
5th Grade English Language Arts Examples
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“The Tale Of Johnny Town-Mouse” By Beatrix Potter
- Johnny Town-mouse was born in a cupboard. Timmy Willie was born in a garden. Timmy Willie was a little country mouse was born in a garden. Timmy Willie was a little country mouse who went to town by mistake, in a hamper. The gardener sent vegetables to town once a week by carrier; he packed them in a big hamper.
- The gardener left the hamper by the garden gate, so that the carrier could pick it up when he passed. Timmy Willie crept in through a hole in the wicker-work, and after eating some peas—Timmy Willie fell fast asleep.
- He awoke in a fright, while the hamper was being lifted into the carrier’s cart. Then there was a jolting, and a clattering of horse’s feet; other packages were thrown in; for miles and miles—jolt—jolt—jolt! and Timmy Willie trembled amongst the jumbled up vegetables. At last the cart stopped at a house, where the hamper was taken out, carried in, and set down.
- Timmy Willie, who had lived all his life in a garden, was almost frightened to death. Presently the cook opened the hamper and began to unpack the vegetables. Out sprang the terrified Timmy Willie.
- Up jumped the cook on a chair, exclaiming “A mouse! A mouse! Call the cat! Fetch me the poker, Sarah!” Timmy Willie did not wait for Sarah with the poker; he rushed along the skirting board till he came to a little hole, and in he popped.
- He dropped half a foot, and crashed into the middle of a mouse dinner party, breaking three glasses. “Who in the world is this?” inquired Johnny Town-mouse. But after the first exclamation of surprise he instantly recovered his manners.
- With the utmost politeness he introduced Timmy Willie to nine other mice, all with long tails and white neckties. Timmy Willie’s own tail was insignificant. Johnny Town-mouse and his friends noticed it; but they were too well bred to make personal remarks; only one of them asked Timmy Willie if he had ever been in a trap?
- The dinner was eight courses; not much of anything, but truly elegant. All the dishes were unknown to Timmy Willie, who would have been a little afraid of tasting them; only he was very hungry, and very anxious to behave with company manners.
- “Why don’t those youngsters come back with the dessert?” It should be explained that two young mice, who were waiting on the others, went skirmishing upstairs to the kitchen between courses. Several times they had come tumbling in, squeaking and laughing; Timmy Willie learned with horror that they were being chased by the cat. His appetite failed, he felt faint.
- “Try some jelly?” said Johnny Town-mouse. “No? Would you rather go to bed? I will show you a most comfortable sofa pillow.”
- The sofa pillow had a hole in it. Johnny Town-mouse quite honestly recommended it as the best bed, kept exclusively for visitors. But the sofa smelt of cat. Timmy Willie preferred to spend a miserable night under the fender.
- It was just the same the next day. Timmy Willie longed to be at home in his peaceful nest in a sunny bank. The food disagreed with him, and the noise prevented him from sleeping. In a few days he grew so thin that Johnny Town-mouse noticed it and questioned him. He listened to Timmy Willie’s story and inquired about the garden. “It sounds rather a dull place. What do you do when it rains?”
- “When it rains, I sit in my little sandy burrow and shell corn and seeds from my autumn store. And when the sun comes out again, you should see my garden and the flowers–roses and pinks and pansies–no noise except the birds and bees and the lambs in the meadows.”
- “There goes that cat again!” exclaimed Johnny Town-mouse. When they had taken refuge in the coal-cellar he resumed the conversation. “I confess I am a little disappointed; we have endeavored to entertain you, Timothy William.”
- “Oh yes, yes, you have been most kind; but I do feel so ill,” said Timmy Willie.
- “It may be that your teeth and digestion are unaccustomed to our food; perhaps it might be wiser for you to return in the hamper.”
- “Oh? Oh!” cried Timmy Willie.
- “Why of course! We could have sent you back last week,” said Johnny rather huffily. “Did you not know that the hamper goes back empty on Saturdays?”
- So Timmy Willie said good-bye to his new friends and hid in the hamper with a crumb of cake and a withered cabbage leaf; and after much jolting, he was set down safely in his own garden.
- Sometimes on Saturdays he went to look at the hamper lying by the gate, but he knew better than to get in again. And nobody got out, though Johnny Town-mouse had half promised a visit.
- The winter passed; the sun came out again; Timmy Willie sat by his burrow warming his little fur coat and sniffing the smell of violets and spring grass. He had nearly forgotten his visit to town. When up the sandy path all spick and span with a brown leather bag came Johnny Town-mouse!
- Timmy Willie received him with open arms. “You have come at the best of all the year. We will have herb pudding and sit in the sun.”
- “H’m’m! It is a little damp,” said Johnny Town-mouse, who was carrying his tail under his arm, out of the mud. “What is that fearful noise?” he started violently.
- “That?” said Timmy Willie, “that is only a cow; they are quite harmless, unless they happen to lie down upon you. How are all our friends?”
- Johnny explained why he was paying his visit so early in the season; the family had gone to the sea-side for Easter. The cook was doing spring cleaning, with particular instructions to clear out the mice. There were four kittens, and the cat had killed the canary.
- “They say we did it; but I know better,” said Johnny Town-mouse. “Whatever is that fearful racket?”
- “That is only the lawn-mower; I will fetch some of the grass clippings presently to make your bed. I am sure you will never want to live in town again,” said Timmy Willie.
- But he did. He went back in the very next hamper of vegetables; he said it was too quiet!
PREGUNTAS DE COMPRENSIÓN
Resume el texto.
En el párrafo 12 de “El cuento de Johnny Town-mouse”, ¿qué hace Johnny Town-mouse cuando indaga sobre el jardín? ¿Qué partes del párrafo 12 ayudan al lector a determinar qué significa indagar?
¿Cómo encaja la escena de Timmy Willie comiendo con Johnny Town-mouse y sus amigos (párrafos 7 y 8) con la escena de Timmy Willie armando un lecho de césped (párrafo 27) para Johnny Town-mouse para crear la estructura general del texto?
¿Cómo contribuye al significado del texto la ilustración que aparece después del párrafo 6?
¿Qué papel juega el miedo en el texto? Usa evidencia del texto para sustentar tu respuesta.
¿Cuál es el tema del texto? Usa evidencia del texto para sustentar tu respuesta.
Introduces the text clearly by providing background information about the time period. Includes the quote where they learned that information.
Provides a conclusion that relates to the opinion of the author.
Provides reasons for the opinion based on details from the text. These reasons are in a logical order.
States an opinion
Provides reasons for the opinion based on details from the text. These reasons are in a logical order.
Links opinion & reasons using words & phrases.
Book Response on Roll of Thunder, Hear My Cry
Roll of Thunder, Hear My Cry by Mildred Taylor takes place in Mississippi in the 1930’s, a time when segregation was present. Some of the characters in this story are: the Logans (Cassie, Stacey, Little Man, Christopher John, Mama, and Papa), T.J. Avery, and Mr. Morrison. In the book, one of the characters, Mr. Morrison says, “In those years I suppose it was just as hard being free as it was being a slave.”
In this book response, I am going to use examples from the book to help explain why I agree with that quote
.
One of the examples to support the quote is Soldiers Bridge. Soldiers Bridge is a bridge on which white men have power over black men. The bridge has only one lane for only one car. If two people with the same skin color meet at the bridge, the person who reached the bridge first gets to go first. If a white and a black meet at the bridge, the white automatically gets to go first, always. This is true even if the black wagon/car is halfway across the bridge. The blacks would have to back off the bridge, and allow the whites to cross! This makes them feel like slaves obligated to obey their masters’ commands.
Another example is Mama losing her job. Mama lost her job as a school teacher because Mr. Granger, who is the school district manager (and who also wants the Logans’ land) claimed that Mama was teaching inappropriate information at the school, and should not be teaching anymore. Mr. Granger is white, and he feels strongly that whites are better than blacks. Mama was teaching about slavery and how black women/men were treated unfairly. He wanted a reason to fire her because without her paycheck, the Logans would not have enough money to pay the taxes for their land, and he might be able to get it.
Another example is the Jefferson School Bus (the white school’s bus) that drives past Cassie, Stacey, Christopher John, and Little Man every morning as they walk to school. The driver and the children make fun of the Logans and laugh at them. If it has rained the night before, the driver would speed up and splash mud at the Logans. The Logan children felt mad, and humiliated, but they could do nothing to stop the white bus driver from doing this. They were like slaves, because they had no control over what was happening to them .
Yet another example to support Mr. Morrison’s idea, is the Wallace store. The Wallace store is the local store where people shop (and which also sells alcoholic beverages). Most of the white men gather at the Wallace Store to drink, smoke, and play cards. If black skinned people were to enter the Wallace Store, the drinkers and smokers would insult them by calling them names, like “nigger” and they would make fun of them. The blacks would also always be served last. This is like Soldiers Bridge, because even if a black person was already being waited on, if a white person arrived, Mr. Wallace would stop waiting on the black person, and help the white person . This is definitely not fair.
My last example is the textbooks that the students are given in the black school. At first the black students were all excited about the new books, but when Little Man accepts his book, their point of view changes completely. The “new” textbooks are discards from a white school, where they were used until they were in very bad condition. Little Man ( who is very meticulous) refused to use his book because it was old and dirty. Little Man’s teacher became mad and used the whip on him.
As you can see from the situations I have explained, life for the Logans during this time was completely unfair. They were treated unfairly, because their skin is black. The black skinned people in this story were treated with almost no respect from the white skinned people in this story. Although slavery had ended, these people were still treated like slaves because the whites would order them around, and they would have to obey, or risk their lives .
Example Tooltip
ACTIVIDADES DIARIAS PARA REFORZAR EL APRENDIZAJE
Tips for Talking to Teachers
A strong relationship between families and teachers is key to ensuring students have what they need to succeed. Parent involvement not only leads to higher grades and test scores, but also helps students develop self-confidence, motivation, and social skills. Knowing what questions to ask at school visits and parent-teacher conferences can help you feel confident when it comes to addressing your child’s’ academic needs.
