Fifth Grade Language Arts B

Course Description:

The fifth grade language arts curriculum is centered on reading, writing, speaking, and listening. Students summarize and critique stories and informational texts and form ideas, opinions and feelings in response to reading in a variety of genres such as historical fiction and periodicals. Students write informative, narrative, and opinion pieces, such as literary essays and persuasive 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 B
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 : 2 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 3: 

Fifth-grade writers build upon their knowledge of essays to write a literary essay supporting a theme from close reading and analysis of text. They determine relevant and logical reasoning and support from textual analysis in order to have a more sophisticated literary essay. They notice the details of a story, and let those details lead them to develop their ideas. They pay special attention to a character’s motivations, struggles, changes, and traits in a story. They write a thesis that is compelling and defensible and then provide evidence that is supported by relevant examples from the story. They introduce the story, state the theme, and create an organizational structure in which related ideas are grouped to support the writer's purpose. Students link their thesis and evidence and develop their paragraphs into a cohesive whole. Then they provide a conclusion that illustrates the significance of the thesis presented and leaves the reader with a powerful idea. Revision involves rereading to make sure that the evidence supports the theme. They use literary language to strengthen the quality of their writing. Editing involves checking for effective use of words and phrases, commas and quotation marks, and spelling of grade-appropriate words. Writers share their essays with an audience beyond the teacher and celebrate their growing accomplishments as writers.

Unit 4: 

Fifth graders have strong opinions and persuasive strategies. This unit aims to utilize these strengths in students. Writers will explore a class topic using texts, both digital and print, and reasons for and against the shared topic. Students will work with pre-chosen text sets to write their own position on the shared class topic. Students will learn to develop a solid argument by researching both sides of the issue. Students will read critically, to plan and write their own arguments which include reasons and evidence for their position on the topic.

Students will call on what they already know about persuasive essay structure. They will learn to lift evidence from sources and to analyze for stronger evidence to support their argument. Writers will use the writing process drafting and revising introductions and conclusions as well as making decisions about the paraphrasing and quotations useful to building their position from the supplied text sets. Students will develop systems for note taking and citing researched sources.

Writers will also consider counterclaims and validity within their essay writing. In the final concept of the unit, students will use all they have learned within persuasive essay writing to choose their own idea to take a stand for something that matters to them personally. Students will follow their own pace to effectively argue issues they have identified as needing change in their lives.

Assessment: Students will write a post on-demand opinion essay following the Pathways On Demand Opinion Prompt which will be scored using the Grade 5 Pathways Opinion Rubric. This will be completed in two class periods. One day will be for students to gather information from outside sources and one day for writing.

Unit 5:

This unit introduces students to the habits and skills necessary for reading informational and narrative nonfiction texts, which they explore in partnerships. They learn how to preview a text, how to determine the main ideas and decide whether they are explicit or implicit, and how key details support these main ideas. They explore strategies to determine the meaning of unfamiliar words and phrases. Students learn various text structures and how to choose appropriate graphic organizers to organize the information they are learning. They learn ways in which they can talk with others and teach others about a topic they are studying.  They understand the importance of quoting accurately from the text.  They learn how to push their thinking to grow ideas and form theories about the text, the text features, and the pictures. They explore narrative nonfiction texts and realize that these texts have the same structure as fiction texts. Students pursue a collaborative inquiry of study with their partners by asking questions and reading to locate answers to their questions. They learn how to use the structure of the text and key vocabulary words to paraphrase information in a text. They compare how information on the same subtopic in various texts is organized. Students analyze the author's purpose and point of view across multiple texts and examine the text for evidence of bias. They weigh the information they have read and decide what they think about the information. Students celebrate by planning presentations about their topics to share with others.

Unit 6: 

This unit is a culmination of the writing work that fifth graders have been doing this entire year. Students have been on a journey, learning how to engage audiences and elaborate ideas. They have drafted, revised, and celebrated their great efforts all year long. Particularly within information writing, students have already grasped the foundational skills necessary to structure their work.

Common Core Writing Standard 2 states that fifth graders can do the following: ‘Write informative/explanatory texts to examine a topic and convey ideas and information clearly.’ This standard goes further to expect appropriate structure (W.5.2.a.), elaboration (W.5.2.b.), linking words (W.5.2.c.), precise language (W.5.2.d.), and appropriate closure (W.5.2.e). In its entirety, Common Core Writing Standard 2 expects fifth graders to organize their information writing within a voice-filled structure, and this unit was created to assist in working toward those goals. Additional objectives for this unit will align with standard W.5.7, which expects students to participate in short research projects using multiple sources to build knowledge about different aspects of a topic and standard W.5.8 which expects that students summarize or paraphrase information, take notes, and list their sources. Students will bring an understanding of shared research writing experiences from grades K-2, as well as individual research project work from grades 3-4.




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 3: Literary Essay
  • Unit 4: Opinion Essay
  • Unit 5: Reading Non-Fiction
  • Unit 6: Informational Research Writing
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
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
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