Reading (Grade 5) By Ms. Hart

(0)

Vickey Hart

40 Lessons

9 months

15 Student

Free

Enroll In This Course

IITAE Course UpdateGrade 5Primary School Courses

Reading (Grade 5) By Ms. Hart

Vickey Hart

40 Lessons

(0)

9 months

15 Student

Free Enroll In This Course

Introduction

RATIONALE

The Interim Language Arts Standards for Primary Schools was developed to address the shortcomings of the present curriculum. Based on its approach, the present curriculum is deemed vague as concepts are not explicitly stated and clearly defined. It lacks scope and sequence of concepts and does not contain sufficient content to meet the needs of primary school students. Additionally, its underlying philosophy and approach are not in sync with students’ needs and our cultural and social context. Considering the fact that English is a Second Language for many students, varied forms of dialect are predominantly used in the homes and during playtime. Hence there is no standard form.

AIMS

The main objectives of this document are to:

stipulate the standards that students should master in specific grade levels
provide an insight into the standards for previous and successive grades
demonstrate that the teaching of Language Arts is spiral
standardise the Language Arts content for each grade level and all primary schools within the Federation of St. Kitts and Nevis
facilitate smooth movement of teachers and students among schools within the Federation of St. Kitts and Nevis.

Lessons

Term 1

Protected: Guided Reading and Vocabulary

- - -

TERM 3: SEPTIMUS

Protected: Septimus -Survey Reading, Vocabulary, Words in context ( Paragraphs 1 – 5)

- - -

Septimus -Word Study – Words in context ( Paragraphs 6 –10 )

- - -

Oral Reading

- - -

The Thing Without A Name

- - -

Words with long vowels

- - -

STRUCTURAL ANALYSIS AND DECODING SKILLS

Vowel digraphs/pairs (Use Phonic Wheel – list under material)

- - -

Vowels followed by ‘r’

- - -

Diphthongs e.g. ‘oi’, ‘oy’

- - -

Consonant clusters e.g. ‘thr’, ‘sp’

- - -

Vowel-Consonant –Vowel Principle

- - -

Final ‘y’ Words

- - -

Read inflectional forms ‘s’, ‘es’, ‘ed’, ‘ing’

- - -

Recognize some words by sight

- - -

Recognize and read one’s name

- - -

Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common endings

- - -

Apply spelling and syllabication rules that aid in decoding and word recognition 3-6 (include in appendix-Word Search)

- - -

Apply knowledge of new words correctly (refer to word parts and word origin) 4-6

- - -

Ratings and Reviews

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Reading (Grade 5) By Ms. Hart

Reading (Grade 5) By Ms. Hart

Lessons

Term 1

Protected: Guided Reading and Vocabulary - - -

TERM 3: SEPTIMUS

Protected: Septimus -Survey Reading, Vocabulary, Words in context ( Paragraphs 1 – 5) - - -

Septimus -Word Study – Words in context ( Paragraphs 6 –10 ) - - -

Oral Reading - - -

The Thing Without A Name - - -

The Bell and The Whistle -Survey Reading and Vocabulary (Paragraphs 1-7) - - -

The Bell and The Whistle – Guided and Oral Reading - - -

Protected: The Bell and The Whistle – Purposeful Reading and Comprehension - - -

The Thing Without A Name – Oral Reading - - -

The Ting Without A Name – Re-reading and Comprehension - - -

The Bell and The Whistle -Survey Reading and Vocabulary (Paragraphs 8-14)Survey Reading and Vocabulary – – - - -

The Bell and The Whistle – Silent and Oral Reading - - -

The Bell and The Whistle – Purposeful reading and Comprehension (paragraphs 8-14) - - -

In the Woods with Papa Bois – Guided Reading and Vocabulary (paragraphs 1-5) - - -

In the Woods with Papa Bois – Oral Reading (Paragraphs 1-5) - - -

In the Woods with Papa Bois – Re-reading and Comprehension (Paragraphs 1-5) - - -

In the Woods with Papa Bois -Guided Reading and Vocabulary (Paragraph 6-11) - - -

In the Woods with Papa Bois – Oral Reading (Paragraphs 6-11) - - -

Protected: In the Woods with Papa Bois – Re-reading and Comprehension (Paragraphs 6-11) - - -

Words with long vowels - - -

STRUCTURAL ANALYSIS AND DECODING SKILLS

Vowel digraphs/pairs (Use Phonic Wheel – list under material) - - -

Vowels followed by ‘r’ - - -

Diphthongs e.g. ‘oi’, ‘oy’ - - -

Consonant clusters e.g. ‘thr’, ‘sp’ - - -

Vowel-Consonant –Vowel Principle - - -

Final ‘y’ Words - - -

Read inflectional forms ‘s’, ‘es’, ‘ed’, ‘ing’ - - -

Recognize some words by sight - - -

Recognize and read one’s name - - -

Recognize and use rhyming words to reinforce decoding skills - - -

Know and use common word families to decode unfamiliar words - - -

Use letter-sound correspondence/knowledge to sound out unknown words when reading text - - -

Decode unknown words using basic phonetic analysis - - -

Decode unknown words using context clues - - -

Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common endings - - -

Use letter-sound correspondence and structural analysis (e.g. roots, affixes) to decode words - - -

Use the pronunciation key of a dictionary to decode new words 5-6 - - -

Interpret new words correctly in context 2-6 - - -

Apply spelling and syllabication rules that aid in decoding and word recognition 3-6 (include in appendix-Word Search) - - -

Apply knowledge of new words correctly (refer to word parts and word origin) 4-6 - - -

Ratings and Reviews

Protected: Guided Reading and Vocabulary

- - -

Protected: Septimus -Survey Reading, Vocabulary, Words in context ( Paragraphs 1 – 5)

- - -

Septimus -Word Study – Words in context ( Paragraphs 6 –10 )

- - -

Oral Reading

- - -

The Thing Without A Name

- - -

The Bell and The Whistle -Survey Reading and Vocabulary (Paragraphs 1-7)

- - -

The Bell and The Whistle – Guided and Oral Reading

- - -

Protected: The Bell and The Whistle – Purposeful Reading and Comprehension

- - -

The Thing Without A Name – Oral Reading

- - -

The Ting Without A Name – Re-reading and Comprehension

- - -

The Bell and The Whistle -Survey Reading and Vocabulary (Paragraphs 8-14)Survey Reading and Vocabulary – –

- - -

The Bell and The Whistle – Silent and Oral Reading

- - -

The Bell and The Whistle – Purposeful reading and Comprehension (paragraphs 8-14)

- - -

In the Woods with Papa Bois – Guided Reading and Vocabulary (paragraphs 1-5)

- - -

In the Woods with Papa Bois – Oral Reading (Paragraphs 1-5)

- - -

In the Woods with Papa Bois – Re-reading and Comprehension (Paragraphs 1-5)

- - -

In the Woods with Papa Bois -Guided Reading and Vocabulary (Paragraph 6-11)

- - -

In the Woods with Papa Bois – Oral Reading (Paragraphs 6-11)

- - -

Protected: In the Woods with Papa Bois – Re-reading and Comprehension (Paragraphs 6-11)

- - -

Words with long vowels

- - -

Vowel digraphs/pairs (Use Phonic Wheel – list under material)

- - -

Vowels followed by ‘r’

- - -

Diphthongs e.g. ‘oi’, ‘oy’

- - -

Consonant clusters e.g. ‘thr’, ‘sp’

- - -

Vowel-Consonant –Vowel Principle

- - -

Final ‘y’ Words

- - -

Read inflectional forms ‘s’, ‘es’, ‘ed’, ‘ing’

- - -

Recognize some words by sight

- - -

Recognize and read one’s name

- - -

Recognize and use rhyming words to reinforce decoding skills

- - -

Know and use common word families to decode unfamiliar words

- - -

Use letter-sound correspondence/knowledge to sound out unknown words when reading text

- - -

Decode unknown words using basic phonetic analysis

- - -

Decode unknown words using context clues

- - -

Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common endings

- - -

Use letter-sound correspondence and structural analysis (e.g. roots, affixes) to decode words

- - -

Use the pronunciation key of a dictionary to decode new words 5-6

- - -

Interpret new words correctly in context 2-6

- - -

Apply spelling and syllabication rules that aid in decoding and word recognition 3-6 (include in appendix-Word Search)

- - -

Apply knowledge of new words correctly (refer to word parts and word origin) 4-6

- - -