Grade 5
Language Arts
Listening and Speaking
Standard 1

SPEAKING APPLICATIONS
(GENRES AND THEIR CHARACTERISTICS)


 
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

Take oral book reports in various genres.

Use free Sacramento Bee newspapers for oral reports on
current events.

Previously Published Data

1.) Working in teams of four, have students research and select a story to tell and act out. Each team will have 10-15 minutes to perform. Their first task is to summarize the story in a story map. One member of the team will narrate the story, while the other three play all the roles and pantomime the action. They may use masks on sticks held in front of their faces. Graphic organizers for group project planning are a good idea. Directions to students:

Story Teller Festival
 

  • With your teammates read and discuss a variety of Native American stories until you find one you think that others would like to hear. Decide whether you want to read it aloud or tell it.

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  • Create a map of the story and use it to plan the presentation. Plan with your teammates the division of speaking and acting parts. Decide on the actions, props, and masks you will need to depict all the roles.

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  • Practice your story until you can present it smoothly. If you plan to read it aloud, read the story aloud to yourself and teammates several times. If you plan to tell the story, plan what you will say, and practice telling the story several times. Whether reading or telling, be sure to do a rehearsal or two in front of your parents, teacher, or other adult who can be a critical friend.

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  • Speak loudly enough for all to hear and pronounce the words clearly (diction). Pause at important points (pacing) but avoid unnecessary pauses (ummms and uhhhs). Look at you listeners often (eye contact).

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  • Speak in natural phrases by grouping words instead of reciting word by word.

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  • Adjust your voice and speaking rate to the mood of the story. Say lines of conversation as you think the story characters would say them (expression, pacing, diction).

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  • If you are telling a story, use your hands and face to show the character's feelings (expression, eye contact).
    • 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.) Stories are told/ read and acted out at a storytelling "festival" in which the students critique each other. They are evaluated for their use of expression, diction, pacing, audibility, and eye contact. The mimes should enhance the story with their pantomime of the story's action.

    Peer Evaluation: Score the team on a scale of 1 to 4 for the following elements:

    4 - above standard
    3 - at standard 
    2 - approaching standard 1 - below standard

  • The team chose an engaging story. 
  • The narrator spoke in a loud, clear voice. 
  • The narrator made eye contact with the audience. 
  • The narrator told the story with appropriate expression. 
  • The narrator spoke smoothly and with appropriate pauses. 
  • The narrator adjusted his/ her voice and speaking rate to the mood of the story. 
  • The pantomime was well executed and enhanced the story by adding to the meaning. 
  • The props and masks were well prepared and appropriately used.
     

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