As noted in the overview of the span of this chapter, wide reading and engaging in research
are both crucial for expanding students’ content knowledge. Content area research provides rich
opportunities for multi-modal experiences, such as historical reenactments. Grade-five students
have daily opportunities to read books of their choice, and they pursue questions that interest them.
Students have access to a classroom and school library that is well stocked with high quality trade
books. They should have an independent reading program. (See chapter 2 of this ELA/ELD Framework
for a discussion of wide and independent reading.)
Text sets are particularly useful for building students’ knowledge and academic language. Figure
5.22 identifies informational texts related to the American Revolution.
Figure 5.22. Books Related to the American RevolutionHistorical Fiction:
The Fighting Ground by Avi (1984)
Toliver’s Secret by Esther Wood Brady (1976)
Give Me Liberty by Laura Elliot (2006)
Phoebe the Spy by Judith Berry Griffin (1977)
Guns for General Washington: A Story of the American Revolution by Seymour Reit (1990)
Graphic Novel:
Road to Revolution! by Stan Mack and Susan Champlin (2009)
Picture Books:
Sleds on Boston Common: A Story from the American Revolution by Louise Borden (2000)
Redcoats and Petticoats by Katherine Kirkpatrick (1999)
Hanukkah at Valley Forge by Stephen Krensky (2006)
Saving the Liberty Bell by Megan McDonald (2005)
Emma’s Journal: The Story of a Colonial Girl Marissa Moss by Marissa Moss (1999)
The Scarlet Stockings Spy by Trinka Hakes Noble (2004)
Colonial Voices: Hear Them Speak by Kay Winters (2008)Foundational Skills
The focus of foundational skills instruction in grade five is
the consolidation of phonics and word-analysis skills in order
to decode unfamiliar words in grade-level texts (RF.5.3a) and
continued development of fluency (RF.5.4).
A close link exists between the phonics and word recognition
skills, vocabulary development, and spelling in grade five.
Students use morphology (roots and affixes) to decode
multisyllabic words, determine the meaning of multisyllabic
words, and spell multisyllabic words. Instruction is directed at
the integration of these skills.
Fluency continues to be promoted through skilled models
who demonstrate accurate, appropriately paced, and expressive
reading aloud with increasingly sophisticated text. Students
engage in repeated readings for authentic purposes, such as preparing for an oral rendering of a text,
Grade 5 Chapter 5 | 473