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Planning the Year

Planning for Multidiscipline Instruction
Grade 5  Year at a Glance

Subject
Oral (new 2007) Writing (new 2007) Blended Structure and Style The Writing Process PWIM	note-taking pulling-it-together                   rough draft good copy - continued practical purposes: writing essays, reports, instructions creative writing PWIM (descriptive writing) poetry & stories - paragraphs: topic sentence, support sentences, concluding sentence (research, journal, novel)
Reading Reading 44 - strategies (new 2007)	Content Areas: SS…….Canadian material (fiction & nonfiction e.g. textbook) - research                        Science…… (nonfiction) - research, Novel studies (grade 5 novels and own choice) Setting, characterization, plot, theme, genre, author’s purpose
Math (new 2007)	Power of Ten: weekly cycle of concepts e.g. graphing, computation, measurement Saxon Math Math Makes Sense: providing additional concrete exploration of math concepts Van De Walle Elementary and Middle School Mathematics (additional activities) Cathcart, Pathier & Vance Learning Mathematics…. (additional activities) Ideas ….find page which pulls math texts together
Socials Studies Canada and Its People Social Studies	Block 1 Canada and Its People Units 1 - 3 Block 2 Living and Working Together Units 4 - 6 Block 3 Building A Community Units 7 - 9 Block 4Protecting Our Environment Units 10 - 12
Science	Earth & Space ....e.g.Sturgeon ….CattTrax2 Life Science: the human body ....e.g.Healthy Heart Process and Skills: Scientific Process Forces and Machines: Simple Machines
French	Culture: Quebec Webquest French music
PE	Marty plans 80% of the phys-ed  Personal and Social Responsibility  Healthy Living
Visual Arts
Music Drama Dance	French, Canadian music, recorder, campfire songs
Personal Planning	Planner: (assessed on neatness, accuracy, completeness, signage, daily use) used to build skills, assess personal progress, set goals, plan for meeting personal needs (independent block)
Social Responsibility
Technology	daily use (signing up everyday for 30 minutes) (CCC, ATRT, e-journal, web pages, ppt) independent scheduling (signing up for a specific purpose) independent skill development (e.g. signing up to practice math facts)                                creating digital portfolio                                class-wide tutoring                                = CCC CAI Computer Assisted Instruction (online tutorials and practice e.g. www.learnalberta.ca) CMI Computer Managed Instruction ( All The Right Type, CCC) CEI Computer Enhanced Instruction (e-journal, research, web pages, ppt)

The Big Issues: outline of the key topics for each subject area (incomplete)

Grade 5  Learning Outcomes Checklist (new 2007/2008)

• for a few suggestions for each outcome, see Learning Outcomes 5 ideas

Subject: English	S	O	N	D	J	F	M	A	M	J
Oral Language > Purposes
A1 use speaking and listening to interact with other diverse purposes
- contributing to a class goal	P	P	P	P	P	P	P	P	P	P
- sharing and explaining ideas, viewpoints, & opinions (debating e.g. new year)	P	P	P	P	P	P	P	P	P	P
- improving and deepening comprehension e.g. class novel study)	P	P	P	P	P	P	P	P	P	P
- solving problems (e.g. Brain Twisters)	P	P	P	P	P	P	P	P	P	P
- completing tasks (e.g. class novel study)	P	P	P	P	P	P	P	P	P	P
A2 listen purposefully to understand ideas and information by
- staying on topic in a focused discussion	P	P	P	P	P	P	P	P	P	P
- recounting experiences in a logical order			P	P	P	P	P	P	P	P
- using an effective introduction and conclusion					P	P	P	P	P	P
- using effective details, evidence, or examples to enhance meaning	P	P	P	P	P	P	P	P	P	P
- explaining and supporting a viewpoint	P	P	P	P	P	P	P	P	P	P
A3 listen purposefully to understand ideas and information by
- summarizing & synthesizing main ideas and supporting details	P	P	P	P	P	P	P	P	P	P
- generating questions	P	P	P	P	P	P	P	P	P	P
- visualizing and sharing	P	P	P	P	P	P	P	P	P	P
- making inferences and drawing conclusions	P	P	P	P	P	P	P	P	P	P
- interpreting the speaker’s verbal and nonverbal messages	P	P	P	P	P	P	P	P	P	P
- ignoring distractions	P	P	P	P	P	P	P	P	P	P
Oral Language > Strategies
A4 select and use strategies when interacting with others, including (e.g. during reading groups)
- accessing prior knowledge	P	P	P	P	P	P	P	P	P	P
- making and sharing connections	P	P	P	P	P	P	P	P	P	P
- asking questions for clarification and understanding	P	P	P	P	P	P	P	P	P	P
- taking turns as speaker and listener	P	P	P	P	P	P	P	P	P	P
- paraphrasing to clarify meaning (e.g. sturgeon text)	P	P	P	P	P	P	P	P	P	P
A5 select and use strategies when expressing & presenting ideas, information, & feelings, including (e.g. during reading groups and mini-lessons)
- setting a purpose	P	P	P	P	P	P	P	P	P	P
- accessing prior knowledge	P	P	P	P	P	P	P	P	P	P
- generating ideas	P	P	P	P	P	P	P	P	P	P
- making and sharing connections	P	P	P	P	P	P	P	P	P	P
- asking questions to clarify and confirm meaning	P	P	P	P	P	P	P	P	P	P
- organizing information	P	P	P	P	P	P	P	P	P	P
- practicing delivery	P	P	P	P	P	P	P	P	P	P
- self-monitoring and self-correcting in response to feedback	P	P	P	P	P	P	P	P	P	P
A6 select and use strategies when listening to make and clarify meaning, including (e.g. during reading groups and class novel study)
- accessing prior knowledge	P	P	P	P	P	P	P	P	P	P
- making predictions about content before listening	P	P	P	P	P	P	P	P	P	P
- focusing on the speaker	P	P	P	P	P	P	P	P	P	P
- listening for specifics	P	P	P	P	P	P	P	P	P	P
- generating questions	P	P	P	P	P	P	P	P	P	P
- recalling, summarizing, and synthesizing	P	P	P	P	P	P	P	P	P	P
- drawing inferences and conclusions	P	P	P	P	P	P	P	P	P	P
- distinguishing between fact and opinion	P	P	P	P	P	P	P	P	P	P
- visualizing	P	P	P	P	P	P	P	P	P	P
- monitoring comprehension	P	P	P	P	P	P	P	P	P	P
Oral Language > Thinking
A7 demonstrate enhanced vocabulary knowledge and usage (e.g. Daily Buzz Word)	P	P	P	P	P	P	P	P	P	P
A8 use speaking & listening to respond, explain, & provide supporting evidence for their connections to texts (e.g. content text)	P	P	P	P	P	P	P	P	P	P
A9 use speaking and listening to improve and extend thinking, by
- questioning and speculating	P	P	P	P	P	P	P	P	P	P
- acquiring new ideas	P	P	P	P	P	P	P	P	P	P
- analysing and evaluating ideas	P	P	P	P	P	P	P	P	P	P
- developing explanations	P	P	P	P	P	P	P	P	P	P
- considering alternative viewpoints	P	P	P	P	P	P	P	P	P	P
- problem solving	P	P	P	P	P	P	P	P	P	P
A10 reflect on and assess their speaking and listening, by
- referring to class-generated criteria	P	P	P	P	P	P	P	P	P	P
- considering and incorporating peer and adult feedback	P	P	P	P	P	P	P	P	P	P
- setting goals and creating a plan for improvement	P	P	P	P	P	P	P	P	P	P
- taking steps toward achieving goals	P	P	P	P	P	P	P	P	P	P
Oral Language > Features	P	P	P	P	P	P	P	P	P	P
All use the features of oral language to convey and derive meaning, including (e.g. reading groups)
- text structure	P	P	P	P	P	P	P	P	P	P
- a variety of sentence lengths, structures, and types	P	P	P	P	P	P	P	P	P	P
- smooth transitions and connecting words	P	P	P	P	P	P	P	P	P	P
- syntax (i.e. grammar and usage)	P	P	P	P	P	P	P	P	P	P
- diction	P	P	P	P	P	P	P	P	P	P
- nonverbal communication	P	P	P	P	P	P	P	P	P	P
- receptive listening posture	P	P	P	P	P	P	P	P	P	P
A12 recognize the structures and patterns of language in oral texts, including (e.g. class-wide reading of texts)
- literary devices	P	P	P	P	P	P	P	P	P	P
- sound devices	P	P	P	P	P	P	P	P	P	P
- structural sequencing cues	P	P	P	P	P	P	P	P	P	P
- idiomatic expressions	P	P	P	P	P	P	P	P	P	P
Reading and Viewing > Purposes
B1 read fluently & demonstrate comprehension of a range of grade-appropriate literary texts, including
- stories from various Aboriginal and other cultures					P	P	P	P	P	P
- literature from Canada and other countries					P	P	P	P	P	P
- stories from a variety of genre (e.g. myths, fantasy)	P	P	P	P	P	P	P	P	P	P
- poems that make use of literary devices					P	P	P	P	P	P
B2 read fluently & demonstrate comprehension of a range of grade-appropriate information texts, including
- non-fiction books (e.g. content areas, free choice reading)	P	P	P	P	P	P	P	P	P	P
- textbooks and other instructional materials (e.g. content area)	P	P	P	P	P	P	P	P	P	P
- visual or graphic materials	P	P	P	P	P	P	P	P	P	P
- reports and articles from magazines (e.g. Canadian Geography)	P	P	P	P	P	P	P	P	P	P
- newspapers (e.g. local paper)	P	P	P	P	P	P	P	P	P	P
- reference material (e.g. for e-journals)	P	P	P	P	P	P	P	P	P	P
- appropriate web sites (e.g. Student Resources Online, mini-lessons)	P	P	P	P	P	P	P	P	P	P
- instructions and procedures (e.g. daily schedule)	P	P	P	P	P	P	P	P	P	P
B3 read & reread just-right texts independently for 30 minutes daily for enjoyment and to increase fluently & comprehension
B4 view and demonstrate comprehension of visual texts (e.g. signs, cartoons, illustrations, newspapers, diagrams, posters, videos, advertising)
Reading and Viewing > Strategies
B5 select and use strategies before reading and viewing to develop understanding of text, including (e.g. mini-lessons, class-wide and independent reading of texts)
- setting a purpose and considering personal reading goals	P	P	P	P	P