Strategy+Links

Here are some links that will help you understand the objectives that are assigned in your daily assignments.

Elements of a story:

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=**Cause and Effect:**=

Mini Lesson on Cause and Effect: media type="custom" key="11081422" media type="custom" key="10318808"

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Cause and Effect Matching Game: []

Worksheet Link: []

=**Plot, setting, and theme mini lesson link:**=

Story Elements - [|http://hrsbstaff.ednet.ns.ca/engramja/elements.html#SETTING] [] []

Video Link: media type="youtube" key="c6I24S72Jps" height="390" width="640"

=**Multiple meaning words mini lesson link:**= []

=**Identifying the Main idea and Supporting Details**= [] media type="youtube" key="W24RyhtX1qA" height="476" width="622" [] [] [] []

Main Idea Worksheets: [|Reading - Main Idea Worksheets.pdf] []

Supporting Details link: [] []

=**Infering mini lesson:**= [] [] [] Activities for inferring - []
 * The difference between Inferring and Predicting - []**
 * Introduction Video on Inferring- []**

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=Predicting Strategy Lessons:= Video - [] Picture Walk using Predicting: [] []

Alexander's Bad Day - []

=**Genres Lessons:**= Common genres mini lesson: []

=**Author's Purpose **= =media type="youtube" key="skX6RnnIkuM" height="429" width="532" = In order to effectively evaluate a passage, it is essential to determine the author's purpose. There are three main purposes to an author's passage:
 * 1) To inform
 * 2) To entertain
 * 3) To persuade

Introduction Video: []

SMARTBOARD LESSON: [|Author's Purpose.notebook]

Practice: [] [] []

Worksheet Link: [|Authors Purpose Sheet 1.pdf] [|Authors Purpose Sheet 2.pdf]

=**Silmilies and Metaphors**=

Similies link: [] []

Metphors link: []

=**Synonym and Antonyms**= media type="youtube" key="fEoF80dUhKI" height="517" width="605"

Synonym link: []

Antonym link: [] []

=**Summarizing**= Summarizing link: []

=**Fact and Opinion**= media type="youtube" key="XwljH5kTkzg" height="315" width="420" Fact or Opinion link: []

Drawing Conclusions:

Drawing Conclusions link: []

=**1st and 3rd person**= 1st and 3rd person link: []

=**Idioms**=

Idioms link: [] []

Prefixes and Suffixes:

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[|PrefixandSuffix.notebook] [|prefixandsuffixreviewUS.notebook] [|PrefixesandSuffixesQuestionSetUS.notebook]

=**State Standards**=


 * GRADE 5 || I. READING AND LITERATURE || A. Word Recognition, Analysis, and Fluency || The student will decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression.


 * In our words:**

2. Read aloud narrative and expository text with fluency, accuracy and appropriate pacing, intonation and expression. ||
 * Phonics = Chunking up and sounding out words!!!** || 1. Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis.
 * GRADE 5 ||  || B. Vocabulary Expansion || The student will use a variety of strategies to expand reading, listening and speaking vocabularies.
 * In our words=**


 * Weekly Vocabulary Packet**


 * Basewords -**


 * Rootwords -**


 * Antonyms**


 * Synonyms**


 * Idioms- figures of speech example - it is raining cats and dogs = pouring rain**


 * Homophones- sound same spelled different**


 * Homonym- sounds same, spelled same and different meanings**


 * Multiple Meaning Words = words with more than 1 meaning example = there, their and they're**


 * Reference Materials: help you understand words**


 * Dictionaries - definitions of words. parts of speech, sylibication**

2. Use knowledge of root words, derivations, antonyms, synonyms, idioms, homonyms and multiple-meaning words to determine word meanings and to understand texts. 3. Use word reference materials, such as dictionaries, thesauruses, to understand and express word meaning. 4. Analyze word structure and use context clues in order to understand new words. || 2. Recall and use prior learning and preview text to prepare for reading. 3. Summarize and paraphrase key ideas from text. 4. Identify main idea and supporting details in fiction text. 5. Infer main ideas and determine relevant details in non-fiction texts. 6. Generate graphic organizers to enhance comprehension of texts and to describe text structure and organization. 7. Generate and answer literal, inferential, interpretive and evaluative questions to demonstrate understanding about what is read. 8. Distinguish fact from opinion and provide evidence to support conclusions. 9. Determine cause and effect and draw conclusions. 10. Compare and contrast information on the same topic from multiple sources. 11. Critically read and evaluate text to identify author’s point of view and purpose. 12. Notice when comprehension breaks down, reread and use strategies to self-correct. 13. Follow multiple-step written directions. || and nonfiction texts. || 1. Read a variety of high quality, traditional, classical and contemporary literary works specific to America, as well as significant works from other countries. 2. Identify and analyze literary elements and devices in works of fiction including characterization, plot, tone and theme and the ways they convey meaning. 3. Evaluate nonfiction texts by analyzing structure, concept development, design and style. 4. Interpret literature by answering questions that ask for analysis and evaluation. 5. Distinguish among various literary genres and subgenres. 6. Distinguish between third person omniscient and first person point of view. 7. Identify and determine the meanings of similes and metaphors. 8. Respond to literature using ideas and details from the text to support reactions and make literary connections. 9. Read from and respond to a variety of fiction, poetic and nonfiction texts of increasing complexity for personal enjoyment. || a. descriptive b. narrative c. informative d. formal letter e. poetry f. persuasive g. thank you notes h. reports. || 2. Create multiple paragraph compositions that include: a. correct paragraph indentation style b. an introductory paragraph formulating a thesis or opinion c. supporting evidence in paragraph form that upholds the overall thesis or opinion d. a concluding paragraph as a summary. 3. Use composing processes, including: a. prewriting - planning strategies such as brainstorming, journaling, sketching, listing, outlining and determining audience, purpose and focus b. drafting – organizing, supporting and putting ideas into sentences and paragraphs c. revising – improving the quality of content, organization, sentence structure and word choice d. editing – correcting errors in spelling and grammar e. publishing – producing a document and sharing the writing with the audience**.** 4. Create informative reports, including gathering material, formulating ideas based on gathered material, organizing information, and editing for logical progression. 5. Consider the intended audience when composing text. || 2. Edit written documents for correct spelling. 3. Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly. 4. Apply grammar conventions correctly in writing, including: a. verb tense b. prepositional phrases c. adverbs d. subject and verb agreement with simple subjects e. possessive pronouns and plural possessives. 5. Apply punctuation conventions correctly in writing, including: a. apostrophes b. capitalization of proper nouns c. abbreviations d. sentence beginnings e. commas f. quotation marks. || the Internet. 2. Formulate research questions and collect relevant information or perform observations that address such questions. 3. Define plagiarism and avoid its use. || 2. Apply keyboarding skills. || 2. Demonstrate active listening and comprehension. 3. Distinguish between speaker’s opinion and verifiable facts. 4. Give oral presentations to various audiences for different purposes. 5. Restate or summarize and organize ideas sequentially using evidence to support opinions and main ideas. 6. Perform expressive oral readings of prose, poetry or drama. || media, and will use a variety of these sources to learn about a topic and represent ideas. || 1. Identify distinctions in how information is presented in print and non-print materials. 2. Make informed judgments about messages promoted in the media, such as those in film, television, radio and newspapers. 3. Evaluate the accuracy and credibility of information found on Internet sites. ||
 * Thesuarus - synonyms** || 1. Acquire, understand and use new vocabulary through explicit instruction as well as independent reading.
 * GRADE 5 ||  || C. Comprehension || The student will understand the meaning of texts using a variety of strategies and will demonstrate literal, interpretive, inferential and evaluative comprehension. || 1. Read aloud grade-appropriate text (that has not been previewed) with accuracy and comprehension.
 * GRADE 5 ||  || D. Literature || The student will actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic
 * || II. WRITING || A. Types of Writing || The student will compose various pieces of writing. || 1. Write in a variety of modes to express meaning, including:
 * GRADE 5 ||  || B. Elements of Composition || The student will engage in a writing process, with attention to organization, focus, quality of ideas, audience and a purpose. || 1. Write topic sentences.
 * GRADE 5 ||  || C. Spelling, Grammar, and Usage || The student will apply standard English conventions when writing. || 1. Compose complete sentences when writing.
 * GRADE 5 ||  || D. Research || The student will locate and use information in reference materials. || 1. Locate and keep notes on the information in various reference materials including print and online dictionaries, glossaries, encyclopedias, CD reference materials and
 * GRADE 5 ||  || E. Handwriting and Word Processing || The student will write legibly and demonstrate effective keyboarding skills. || 1. Write legibly in cursive.
 * GRADE 5 || III. SPEAKING, LISTENING AND VIEWING || A. Speaking and Listening || The student will demonstrate understanding and communicate effectively through listening and speaking. || 1. Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups.
 * GRADE 5 ||  || C. Media Literacy || The student will critically analyze information found in electronic and print