Grade 5
Language Arts
Written and Oral English 
Language Conventions
Standard 1

WRITTEN AND ORAL ENGLISH
LANGUAGE CONVENTIONS.


 
Resources
Lesson Plans
Assessments
1.  Open Court materials

 (a)  Framework for Effective Teaching, Grade 5, Book 1 (Teacher's Guide)

 (b)  Collections for Young Scholars, Grade 5, Vols. 1 and 2

 (c)  Explorer's Notebook, Vol. 5 (student workbook)

 (d)  Reading/Writing Connection, Vol. 5 and Response Guide

 (e)  Reading/Writing Connection, Grade 5

 (f)  Essay and Writing Assessment Masters

 (g)  Comprehension Assessment Masters

 (h)  Teacher Tool Cards, Student Tool Cards
  - Writer's Craft/Reading
  - Grammar, Mechanics and Usage
  - Spelling and Vocabulary
  - Study and Research
  - Classroom Supports

 (i)  Reproducible Masters, Parts 1 and 2

 (j)  Learning Framework Cards

 (k)  Continuous Assessment Masters

 (l)  Research Assessment 

 (m)  Formative Assessment

2.  American Book English (grammar text), American Book Co., D.C. Death and Co.

3.  SRA Reading Laboratory materials

4.  San Mateo Spelling materials

5.  Reading chain sets of novels, biographies, nonfiction, picture books, plays at each individual school site

6.  Formula-Three Reading-Spelling-Learning Program Instruction Manual

See Tool Cards 44-72.
Previously Published Data

1.) Following the focused editing model, take students through the process of revising a short reader's theater or script and rewriting it in conventional format using quotation marks, commas, and tag words to indicate tone of voice. (This can be done a couple of times using different tag words to show how the meaning can be changed.)

2.) Have students bring to class a comic strip from the Sunday paper, or one page from a comic book. Provide students with a list of tag words to use instead of "said." They then rewrite the comic as conventional dialogue using quotation marks, commas, and tag words to indicate tone of voice. They should vary the sentence patterns by placing the speakers' names and the tag words sometimes at the beginning and other times in the middle or at the end. Work on scoring, editing and revising the dialogue with a partner. Post the comics and the final draft of the conventional versions side by side on a bulletin board so that students can read each other's work.
1.  Explorer's Notebook, Vol. 5

2.  Reading/Writing Connection, Vol. 5

3.  Response Guide

4.  Reading and Writing Skills Practice, Grade 5

5.  Spelling tests

6.  Essay and Writing Assessment Masters

7.  Comprehension Assessment Masters

8.  Reproducible Masters, Parts 1 and 2

9.  Students' research papers and other writing samples

10.  SPJUSD writing rubrics

Previously Published Data

1.) Have students write an original story in which they include dialogue. They may use the multimedia program Hollywood or Hollywood High to write original dialogue and see it acted out on screen. Using a task specific rubric which focuses on conventions, such as grammar, capitalization, punctuation, usage, spelling, paragraphing, and word choice), have students' work scored by a partner or small group. 

Sample scoring rubric for conventions:

5 - The writer demonstrates a good grasp of standard writing conventions and uses conventions effectively to enhance readability. Words convey the intended message in a precise, interesting, and natural way.

3 - The writer shows a reasonable control over a limited range of standard writing conventions. The language is functional, even if it lacks punch; it is easy to figure out the writer's meaning on a general level. 

1 - Errors in conventions repeatedly distract the reader and make the text difficult to read. The writer struggles with a limited vocabulary, searching for words to convey meaning.