Fifth Grade Language Arts A

Course Description:

The fifth grade language arts curriculum is centered on reading, writing, speaking, and listening. Students summarize stories and critique stories. Students form ideas, opinions, and feelings in response to reading in a variety of genres such as historical fiction and periodicals. Students write narrative pieces, such as literary essays. Grammar study, such as the correct use of verb tense, and word study will be incorporated throughout the year.

Course Details:

Course Title (District): Fifth Grade Language Arts A
Course Title (NCES SCED) : Language Arts (grade 5)
Course Provider : Novi Community School District
Content Provided By : Novi Community School District
Online Instructor Provided By : Novi Community School District
Standards Addressed :
Academic Terms : Semester
Subject Area : English Language and Literature
Course Identifier : Language Arts (grade 5)
Course Level : Elem/Middle School (Prior to Secondary)
Available Credit : 0.5
Sequence : 1 of 2

How To Enroll:

Email : [email protected]
Phone : 248-675-3159

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

Additional Course Information:

Unit One:

Fifth grade writers explore mentor texts as they generate ideas and experiment with notebook entries to develop personal narratives based on real experiences or events from their lives. They analyze mentor texts to envision possibilities for how they might use these crafting techniques in their own writing. Students learn strategies to focus on a memorable experience, to make a movie in their mind, to orient the reader, and to write clearly. They determine the most important part of the story and organize an event sequence that unfolds naturally using a story mountain. They describe their characters using details and figurative language using mentor texts as models. Students use dialogue, description, and pacing to develop experiences and events. They also use concrete words and phrases, sensory details, the internal story, and movement through time to convey experiences and events precisely. They learn how to use paragraphing to support their efforts at elaboration. Students TheyStudentsT choose one entry that matters the most to them to draft, revise, edit, and publish. They provide a conclusion that follows from the narrated experience and learn how to eliminate extraneous details from their writing. Revision involves rereading for meaning and clarity and effective use of words, phrases, and clauses. Editing involves checking for capitals, ending punctuation, the spelling of high-frequency words, and inappropriate shifts in verb tense. The unit culminates when writers share their published writing and celebrate each other’s accomplishments as writers.

Unit Two:

The year begins by creating a classroom community of readers who take charge of their reading lives and learn skills for becoming self-directed learners. Students internalize workshop routines and reading habits that support reading independence. Simultaneously, reading assessment takes place so students and texts are appropriately matched. Students make smart choices about what they read by researching books wisely. They learn to read with sufficient accuracy and fluency to support crystal clear comprehension. Students build reading volume and stamina and pay close attention to the text by imagining the scenes and the moments between the scenes and reacting to the meaning as they read. They learn how the text and the subtext both contribute to the meaning of a story and how to respond with depth to their books in writing. They learn how to use a repertoire of strategies when something isn't clear and they learn the importance of having a positive attitude toward reading and books. Students engage in a range of collaborative literary discussions around texts in long-term partnerships with passion and insight and recommend books to themselves and others. They learn how to fit together parts of a story, refer to the text as they retell a story using sequential, event-based retelling and idea-based retelling, and make decisions about when to use each method. They learn how to make allusions by making deep connections to other familiar books, and how to read aloud with power and grace. At the end of this unit, students reflect on the ways in which they have grown as readers. Also in this unit, students read fiction texts and learn strategies that help them build theories about characters in these stories. Students learn how to step outside of the story to help them better understand what the characters are really like. Students notice and reflect on places in the story that evoke strong emotions. They look for patterns in a character's behavior to grow theories about the character, and they sometimes revise their theories as they continue to read. They pay attention to characters' motivations and struggles as the characters grow and change and notice when characters act in surprising ways. They think carefully about the objects that characters hold close to their hearts and what this reveals about them. They notice the ways in which other characters treat the main character. Students understand that the challenges the characters face, and the ways they overcome them, often become turning points in the story. They use precise, exact words to describe characters and their actions. Students search for patterns in their notes to push their thinking and develop complex ideas about the characters in their stories. They keep their theories in mind as they continue reading. They pay attention to recurring themes and details and motifs in stories and learn vicariously alongside the characters in the story. Students make comparisons between characters within and across texts. They compare how characters and their situations are alike, how characters face their challenges and overcome them, and how characters play parallel roles in stories. They push themselves and others to make even deeper comparisons between characters in conversations with others. Students end this unit by analyzing themselves as readers, by determining their strengths, and by choosing ways in which they want to develop as readers.




NSQ National Standards for Quality Online Courses

Rating Comments
A1. A course overview and syllabus are included in the online course Fully Met
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* Fully Met
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. Fully Met
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. Fully Met
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* Fully Met
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. Fully Met
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* Fully Met
A8. Learners are offered an orientation prior to the start of the online course. Fully Met
Rating Comments
B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* Fully Met
B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. Fully Met
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* Fully Met
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* Fully Met
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* Fully Met
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* Fully Met
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. Fully Met
B8. The online course is free of adult content and avoids unnecessary advertisements.* Fully Met
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. Fully Met
B10. Documentation and other support materials are available to support effective online course facilitation.* Fully Met
Rating Comments
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. Fully Met
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. Fully Met
C3. The online course is organized by units and lessons that fall into a logical sequence. Fully Met
C4. The online course content is appropriate to the reading level of the intended learners.* Fully Met
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. Fully Met
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. Fully Met
C7. The online course provides regular opportunities for learner-learner interaction. Fully Met
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* Fully Met
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* Fully Met
Rating Comments
D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. Fully Met
D2. Valid course assessments measure learner progress toward mastery of content. Fully Met
D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* Fully Met
D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* Fully Met
D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* Fully Met
Rating Comments
E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* Fully Met
E2. The online course design facilitates readability.* Fully Met
E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* Fully Met
E4. Course multimedia facilitate ease of use.* Fully Met
E5. Vendor accessibility statements are provided for all technologies required in the course.* Fully Met
Rating Comments
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. Fully Met
F2. The online course tools support the learning objectives or competencies.* Fully Met
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* Fully Met
F4. The course allows instructors to control the release of content.* Fully Met
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* Fully Met
Rating Comments
G1. The online course uses multiple methods and sources of input for assessing course effectiveness. Fully Met
G2. The online course is reviewed to ensure that the course is current. Fully Met
G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. Fully Met

Review Conducted By: Novi Community School District
Date of Review: 05/26/2022

  • Unit 1: Narrative Writing
  • Unit 2: Literary Analysis
Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 09/05/2023 09/30/2023 09/05/2023 01/26/2024 30 $0
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Per District Policy Per District Policy Semester 09/05/2023 09/30/2023
Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting.

Students will need the following:

  • A device with camera and microphone enabled
  • Headphones/Earbuds
  • Access to Google Chrome
  • Access to web based learning management platform