Copyright © NewPath Learning. All rights reserved. www.newpathlearning.com Charts Charts \|xiFBGIGy00693qzZ 32-5001 Curriculum Mastery Curriculum Mastery® ® Flip Charts Flip Charts Combine Essential ELA Skills Combine Essential ELA Skills with Hands-On Review! with Hands-On Review! Grade Grade 5 5 5 5 5 5 Sturdy, Free-Standing Design, Perfect for Learning Centers! Reverse Side Features Questions, Labeling Exercises, Vocabulary Review & more!
ELA Curriculum Mastery® Flip Charts provide comprehensive coverage of key standards-based concepts in an illustrated format that is visually appealing, engaging and easy to use. Curriculum Mastery® Flip Charts are “write-on/wipe-off” and can be used with the entire classroom, with small groups or by students working independently. This Curriculum Mastery® Flip Chart Set features • 10 double-sided laminated charts that introduce English Language Arts standards and write-on/wipe off activities for student use or for small group instruction • Built-in sturdy free-standing easel for easy display • Spiral bound for ease of use • Activity Guide with blackline masters of the charts for students to use in centers or independently Ideal for • In class instruction for interactive presentations and demonstrations • Hands-on student use • Teaching resource to supplement any program • Learning Centers • Stand alone reference for review of key ELA concepts C B A Vocabulary: Adjectives & Adverbs Literary Devices Drawing Conclusions Summarize Cause and Effect Fact and Opinion Literary Genres Author’s Craft: Purpose & Point of V iew Parts of Speech Punctuation: Apostrophes & Quotation Marks Chart # 1: Chart # 2: Chart # 3: Chart # 4: Chart # 5: Chart # 6: Chart # 7: Chart # 8: Chart # 9: Chart #10: HOW TO USE Classroom Use Each ELA Curriculum Mastery® Flip Chart can be used for enhancing reading comprehension and language arts instruction. The front page of each Flip Chart provides graphical representation of the topic in a concise, grade appropriate reading level for instructing students. The reverse side of each Flip Chart provides activities for students to practice. Note: Be sure to use an appropriate dry-erase marker and to test it on a small section of the chart prior to using it. The Activity Guide included provides a black-line master of each Flip Chart which students can use to fill in before, during or after instruction. ELA Curriculum Mastery® Flip Charts are a great supplement to any ELA program. While the activities in the guide can be used in conjunction with the Flip Charts, they can also be used individually for review or as a form of assessment or in combination with other related classroom activities. Learning Centers Each Flip Chart provides students with a quick illustrated view of grade appropriate language arts concepts. Students may use these Flip Charts in small group settings along with the corresponding activity pages contained in the guide to learn or review concepts already covered in class. Students may also use these charts as reference while playing NewPath’s Curriculum Mastery® Games. Independent Student Use Students can use the hands-on Flip Charts to practice and learn independently by first studying Side 1 of the chart and then using Side 2 of the chart, or the corresponding graphical activities contained in the guide, to fill in the answers and assess their understanding. Reference/Teaching Resource Curriculum Mastery® Flip Charts are a great visual supplement to any curriculum or they can be used in conjunction with NewPath’s Curriculum Mastery® Games. Phone: 800-507-0966 • Fax: 800-507-0967 www.newpathlearning.com NewPath Learning® products are developed by teachers using research-based principles and are classroom tested. The company’s product line consists of an array of proprietary curriculum review games, workbooks, charts, posters, visual learning guides, interactive whiteboard software and other teaching resources. All products are supplemented with web-based activities, assessments and content to provide an engaging means of educating students on key, curriculum-based topics correlated to applicable state and national education standards. Copyright © 2015 NewPath Learning. All Rights Reserved. Printed in the United States of America. Curriculum Mastery® and NewPath Learning® are registered trademarks of NewPath Learning LLC. Visit www.newpathlearning.comfor a digital version of this Flip Chart set and other Online Resources.
An adjective is a word that describes a noun (person, place, or thing). It can come before or after the noun. It can tell which one, what kind, or how many. There are also identifier adjectives: this, that, these, and those. An adverb is a word that describes a verb (action word). It can come before or after the verb. An adverb tells when, where, how, and to what extent the action occurs. First, locate the nouns. Then, find the adjectives in these sentences: A beautiful painting hung over her massive stone fireplace. Nouns: painting and fireplace Adjectives: beautiful (describes painting); stone and massive (describe fireplace) • When the action occurs: She will talk tomorrow. • Where the action occurs: He cooks here. • How the action occurs: She sews quickly. • To what extent the action occurs: He walks more slowly than the others. Many, but not all, adverbs end in –ly. She smiled sweetly. He easily pushed the cart. The mouse’s door was so tiny I couldn’t even fit my right hand through it. Nouns: door and hand Adjectives: tiny (describes door); right (describes hand) Vocabulary: Adjectives & Adverbs Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4045
Underline the noun(s). Circle the adjective(s) that describe it. Draw a box around the verb(s). Circle the adverb(s) that describe it. 1. A cranky old woman shuffled out of the cobblestone cottage. 2. He slammed the door of a battered blue truck. 3. The tearful boy told me that he’d lost his spotted puppy. 4. Put those gifts on that table. 5. The raging fire engulfed three trees. 6. From its tall wooden perch, a colorful parrot screeched. 7. I stared enviously at Tess’s large box of chocolate bars. 8. Yesterday Joe played in a soccer tournament. 9. She hid under the bridge. 10. Today Brady jumped over a chair. 11. Bianca whispered more quietly than Joella did. 12. Although she stood over the smashed cookie jar, my little sister looked at me innocently. Vocabulary: Adjectives & Adverbs Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4045
Authors use literary devices to make their writing entertaining and to help the reader to form mental images from the text. Alliteration: Starting with Similar Sounds Alliteration is when multiple words in a sentence have the same beginning consonant sound. Alliterative sounds create rhythm and mood. Alliteration is often used in tongue twisters, riddles, nursery rhymes, and fairy tales. Pam placed peppermints on the plate. Kim came to fly the colorful kite. Hyperbole: Exaggerating for Effect Hyperbole is an obvious exaggeration. It is often used in tall tales and other humorous works. She drove that car faster than the speed of light. We are so hungry we could eat a horse. Onomatopoeia: Making Words from Sounds Onomatopoeia is a word that sounds like the word it describes. The word comes from the actual sound. They are usually — but not always — verbs. The duck quacked and flapped its wings as it chased the intruder from its nest. With my every step, the buzzing grew louder until at last I found the bee hive. Personification: Giving Life to Inanimate Objects Personification is giving a human quality to a nonhuman — and often a nonliving — thing. The wind howled outside my window. That last piece of cake kept calling my name. Literary Devices Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4046
Read each sentence. Identify it as an example of alliteration (A), hyperbole (H), onomatopoeia (O), or personification (P). _____ 1. The drip, drip, drip of the faucet was getting on my nerves. _____ 2. It was so cold that the penguins were wearing coats. _____ 3. She’s already answered that question a million times. _____ 4. Three grey geese were in a green field grazing. _____ 5. The vine wove its fingers through the trellis. _____ 6. The dog plotted to steal Max's socks when he wasn’t looking. _____ 7. Ella heard a loud thump and spun around in surprise. _____ 8. Peter Piper picked a peck of pickled peppers. _____ 9. We are weary of this wintry weather. _____ 10. Tracy lost control of her bike and smacked into the shed. _____ 11. He could have knocked me over with a feather. _____ 12. “There’s a certain slant of light... when it comes, the landscape listens, shadows hold their breath...” [Emily Dickinson] Literary Devices Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4046 O
Drawing conclusions helps you to be an active reader and better understand what you read. A conclusion is a reasonable decision you make based on the facts and details presented in a text. When you read this text, picture what is happening. Think about how the character feels and look for a clue as to why he’s doing what he’s doing. Charles wiped the sweat from his brow and scowled. Then he bent down and pulled some more weeds. At least it was easy enough to tell which were weeds and which were flowers. But the more time he spent, the larger the garden seemed to grow. Who had come up with the bright idea of Mother’s Day anyways? When you read this text, your first thought may be that the girl has a cold. But consider the clues: Trisha’s eyes were itchy, and her throat was scratchy. She reached for another tissue from the box and blew her nose. “I hate trees,” she grumbled. There are three steps to drawing a conclusion: 1. Consider what the text actually says. The author gives you clues. 2. Think about what would make sense in the situation. 3. Use your background knowledge (experiences) to make a logical choice about what will happen. Clues from the Text Charles is pulling weeds. He does not like the work. He is thinking about Mother’s Day. What I Know Mother’s Day is when you give gifts to your mom. Conclusion Charles is weeding a flower garden for his mom for Mother’s Day. Clues from the Text itchy eyes scatchy throat blowing runny nose “I hate trees” What I Know Tree pollen can cause allergy symptoms. Conclusion Trisha doesn’t have a cold; she is allergic to tree pollen. Drawing Conclusions Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4047
Do not read this text the whole way through. Read a portion and then draw conclusions to answer the questions. Then read the next paragraph. Polar Bear Central It was not a wise place to build a town. Each fall, polar bears spend about three months living there. Churchill, on the west coast of the Hudson Bay in Canada, is a rest stop on the bears' annual journey to the pack ice. About 1,000 polar bears go there to wait for the Bay to freeze over. About 1,000 people live in the town. The bears and the residents must coexist. 1. Why is Churchill in a bad location? ____________________________________________________________ ____________________________________________________________ 2. Which months are the polar bears in town? ____________________________________________________________ Nowhere else on Earth do so many bears gather in such a small area. Hundreds of tourists flock to Churchill. Now the Bay is freezing over later than it used to. Polar bears spend more time with more tourists. It’s a tragedy waiting to happen. 3. Why do tourists flock to Churchill every fall? ____________________________________________________________ ____________________________________________________________ 4. What is the tragedy that the author thinks may happen? ____________________________________________________________ ____________________________________________________________ These bears haven’t eaten in months--not since the pack ice melted and left them land- locked. Yet some tourists act like the bears are tame! Some try to take photos too close to a bear. Others walk alone on the beach and almost invite an attack. The last fatal bear attack in Churchill occurred long ago. But in 2013, two people barely survived an attack. 5. Why do the tourists act differently around the polar bears than the Churchill residents do? ____________________________________________________________ ____________________________________________________________ Drawing Conclusions Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4047
To summarize a text, look for the main idea and supporting details. Then write the main idea in your own words. You are not copying the text; you are summing it up. Include only the most essential details. If a text has three paragraphs, the longest your summary should be is four sentences. That’s one sentence for each paragraph plus one to state the main idea. A summary should be much shorter than the text being summarized. For example, this text is 171 words, while its summary is just 52 words. Some animals live in a symbiotic relationship. It is a partnership in which both animals benefit. They are different species, yet they rely on each other. Some birds live this kind of lifestyle. Tiny Darwin ground finches help giant Galapagos tortoises by eating the ticks that are on the tortoises’ skin. This saves the tortoises from tick bites and gives the finches food. The petrel is bird that shares its nest with a tuatara, a lizard that hunts at night. The lizard eats the bugs that would bite the baby petrels. The tuatara will eat other birds’ eggs and babies, but it will not hurt the ones in the nest it shares with the petrel. Red-billed oxpeckers help out impalas. Impalas are antelopes that live on the African plains. The birds eat the ticks and fleas that infest the impalas. These parasites drink the impala's blood. The red-billed oxpeckers enjoy the food, and the impalas enjoy being pest-free. Article’s Main idea: Some birds live in a symbiotic relationship with other animals so that both species benefit. Support from paragraph 1: Tiny Darwin ground finches eat ticks from giant Galapagos tortoises. Support from paragraph 2: Petrels share their nests with tuataras that eat the bugs that would bite the birds’ babies. Support from paragraph 3: Red-billed oxpeckers eat the ticks and fleas on impalas in Africa. Summary: Some birds live in a symbiotic relationship with other animals so that both species benefit. Tiny Darwin ground finches eat ticks from giant Galapagos tortoises. Petrels share their nests with tuataras that eat the bugs that would bite the birds’ babies. Red-billed oxpeckers eat the ticks and fleas on impalas. Summarize Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4048
Summarize the article below using the graphic organizer. Article’s Main idea: Support from paragraph 1: Support from paragraph 2: Support from paragraph 3: Support from paragraph 4: Summary: Could a Tree Grow on the Moon? Since the moon has no atmosphere or weather, it is a barren place. Nothing lives there because it is cold and lacks water. Yet when the astronauts landed there in 1969 during the Apollo 11 Mission, they planned to plant an oak tree. Would it have grown? We will never know. They ran out of time to plant it. Their plan was this: Dig a hole, put an acorn in it, water it, and place a small greenhouse over it. A greenhouse is a structure made of glass panels. The astronauts planned fill the greenhouse with carbon dioxide gas, which is what a tree needs in order to live. The acorn would have had moon soil and plenty of sunlight. If a sapling sprouted, it would have been enclosed by the greenhouse, which would trap the moisture and sun’s warmth. The greenhouse would have kept the tiny tree warm, and the water would not have escaped. It would’ve worked the same way as a terrarium. Trees make and use carbon dioxide, so it might have been able to survive for years. However, one day the tree would have grown so tall that it burst through the greenhouse roof. Once the glass broke, the water and carbon dioxide would have escaped and doomed the tree. It All Stacks Up Summarize Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4048
12 6 9 3 1 11 2 10 4 5 7 8 -10 0 10 20 30 40 50 60 70 80 90 10 0 A cause is WHY something happens. To find the cause, ask “Why did this happen?” The gate is left open. The dog escapes from the yard. Mrs. Fielding drinks a cup of coffee at 10 p.m. She can’t fall asleep until 1 a.m. In October, the temperature drops to 30°F. Plants die, and the growing season ends. More than 3 inches of rain fell in two hours yesterday. The streets flooded. Mandy spends two hours in the sun without sunscreen. She gets a sunburn. One of Raymond’s sneakers is untied, and he does not know it. Raymond trips when he goes to kick the ball in gym class. An effect is WHAT happened as a result. To find the effect, ask, “What happened?” Cause and Effect Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4049
Cause and Effect Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4049 Read the cause or effect. Fill in the missing portion. You may use reference materials or the Web to find the answers. Cause Effect On April 19, 1775, American minutemen and British soldiers fought a battle in Lexington, Massachusetts. In 1776, America declared it was free of Great Britain’s control with the Declaration of Independence. Betsy Ross sewed the first U.S. flag. It had 13 stripes and 13 stars. George Washington was elected first president of the United States. In 1789, the U.S. Constitution was written. These first 10 amendments to the U.S. Constitution guarantee what U.S. citizens can do and say.
Fact Opinion Leave Atsel St. Bridge Alone! A fact is a statement that can be proven. You can find it published in more than one place. The “Amazing Spider Man” is a daily comic strip that began in 1977 and appears in many newspapers and online. This is a fact. It is a daily comic strip on Comics Kingdom online. You can find a list of newspapers that carry this comic strip. An opinion is a statement that tells someone’s point of view. It cannot be proven. In fact, others may disagree. The “Amazing Spider Man,” a comic strip that began in 1977, is the worst of the daily comic strips on Comics Kingdom. This is an opinion because it states a judgment. There is no way to prove that it is the worst of the daily comic strips. The fact that it’s lasted 40 years shows that people like it. Those that read it would disagree that it’s the worst. Know the Difference Think about advertisements. Some of the statements they contain are facts. They can be proven. Some of the statements are opinions. They try to convince you to buy the product or service. People who write editorials include some facts and some opinions. Not every sentence in an editorial is a fact or an opinion. Some are questions, and others are commands. These are neither facts nor opinions. The last statement in this editorial is a command: Governor Mroz’s proposal to replace the Atsel Street Bridge is foolish. The current bridge was built in 1985. The U.S. Army Corp of Engineers did a recent study. It states that there are six bridges in our city that are older and in worse repair than the Atsel Street Bridge. The real reason the Governor wants to replace this bridge is to change the “skyline” of the city, giving it a new look. In a speech to increase public support for the new bridge, the Governor stated, “It’s time the city had an update.” Since when has a bidge’s appearance mattered more than its function? We should use the money to repair the older, decaying bridges. Leave the Atsel Street Bridge alone! Fact and Opinion Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4150
This editorial states 4 facts and 6 opinions. Write the statements to complete the T chart. The school should remove the vending machines that offer potato chips in the cafeteria. If the chips are there, students will eat them. That’s bad news. A 2011 study in the New England Journal of Medicine showed that potato chips are the worst junk food for causing weight gain. Childhood obesity has nearly tripled in the past 30 years. In 2010, Michelle Obama started the Let’s Move program to fight childhood obesity. But studies have proved that exercise alone will not stop students from packing on the pounds. They must make wise food choices. For every bag of potato chips a student eats, he or she does not eat an orange or a banana. Yet eating the piece of fruit would keep the student healthy and trim. Why don’t we make better food choices easier for students? Sign the petition to have potato chips removed from the cafeteria. Fact and Opinion Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4150 1. __________________________ __________________________ 2. __________________________ __________________________ 3. __________________________ __________________________ 4. __________________________ __________________________ 1. ____________________________ ____________________________ 2. ____________________________ ____________________________ 3. ____________________________ ____________________________ 4. ____________________________ ____________________________ 5. ____________________________ ____________________________ 6. ____________________________ ____________________________ FACTS OPINIONS
General Store A genre is a type of writing. There are 12 main genres. It’s important to try reading from each of the different genres to find the ones you like the most. Knowing which genres you enjoy will help you when you choose books to borrow, buy, or download. Mystery: a story usually involving a disappearance or crime. The characters work to find and figure out the meaning of clues to solve the mystery. Historical Fiction: a story with a plot set in a specific time period in the past. Science Fiction: a story that is based on futuristic inventions or technology that hasn’t yet happened. Myth: a story that’s been passed down for a long time. It often explains the early history of a people or some natural phenomenon. Fable: a short story with a moral. It often features characters that are talking animals, mythical creatures, or inanimate things such as the wind. Fantasy: a story with a setting or events (or both) that are impossible or improbable. Alice in Wonderland is a classic fantasy. Horror: a scary fantasy that features monsters, ghosts, or vampires. Biography: the story of someone’s life told by another person. Autobiography: the story of someone’s life written by the person. Adventure: a story that is a series of exciting, often dangerous, experiences. Drama: the story of an emotional, often unexpected, series of events. Humor: a funny story intended to make the reader laugh. Literary Genres Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4051
Literary Genres Visit www.newpathlearning.com for Online Learning Resources. © Copyright NewPath Learning. All Rights Reserved. 92-4051 mystery historical fiction science fiction myth fable fantasy biography autobiography drama humor adventure horror NAVY _____________________ 5. A short story that teaches the idea that you should be happy with you and what you have instead of wanting more _____________________ 8. A story of a cabin boy’s struggle to survive on a whaling ship during the 1700s; the boy is not an actual person, but the story includes a lot of facts _____________________ 3. A story in which two teenagers are on the run from FBI agents who mistakenly believe that they killed their parents Read each description. Then, choose which type of genre matches the description. Each genre is used once. _____________________ 1. A nonfiction story about Sojourner Truth’s life and legacy written by somebody else _____________________ 2. A funny story in which a girl learns to live with an unruly ferret _____________________ 6. A story about 200 people from Earth that colonize a new planet _____________________ 4. A story in which Roger follows clues and helps the police find his missing father _____________________ 7. A story in which two children must battle trolls in order to continue living in their nation in the clouds _____________________ 9. A story in which a boy learns to cope with the death of his cousin _____________________ 10. A story in which three children are trapped during a snowstorm in a house haunted by an angry ghost _____________________ 11. A short story passed down for years by a tribe in Africa that explains how the moon came to be _____________________ 12. A nonfiction story about a helicopter pilot who served during the Vietnam War written by the pilot himself
Grand Opening!!! You’ll be sorry if you miss this sale. Come early to save big! Why Does an Author Write a Text? An author writes for one of three reasons: to inform – to teach or explain something to the reader. This is the purpose behind most nonfiction writing. Examples include the directions to assemble a model car, and a nonfiction book about the Civil War. to entertain – to hold the reader’s interest; to make the reader enjoy the writing. This is the purpose behind most fiction writing. Examples include a story about a Native American boy following a herd of buffalo in the 1700s, and a futuristic story about a girl traveling to Mars. to persuade – to convince the reader to agree with the author’s point of view about an issue. Editorials and advertisements are examples of persuasive writing. What’s Point of View? An author chooses the point of view from which the text is written. This is also known as the narrator voice. There are four choices for point of view: First person – The narrator uses the words I, me, and myself. The narrator is a character in the story, living through the events in the tale. With this voice, the narrator only knows what other characters tell him or her. The narrator cannot reveal to the reader what another character is thinking. Second person – The narrator uses the words you and your. A writer chooses second person voice if he or she wants to make the reader feel as if they are a part of the action. This is the voice used least often. Third person omniscient – The narrator uses the words he, she, and they. The narrator is not a part of the story but can enter any of the characters’ minds and tell the reader what the characters are thinking. Third person objective – The narrator uses the words he, she, and they. The narrator is not a part of the story and cannot go into any of the characters’ minds and let the reader know what the characters are thinking. Newspaper articles and nonfiction books are often written in this voice. “I’m so sad, I can’t stop crying.” She is thinking