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__ [|Language 5.L] __


 * Conventions of Standard English**
 * 5.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * __ [|5.L.1a] __ Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
 * __ [|5.L.1b] __ Form and use the perfect (e.g., //I had walked; I have walked; I will have walked//) verb tenses.
 * __ [|5.L.1c] __ Use verb tense to convey various times, sequences, states, and conditions.
 * __ [|5.L.1d] __ Recognize and correct inappropriate shifts in verb tense.*
 * __ [|5.L.1e] __ Use correlative conjunctions (e.g., //either/or, neither/nor//).
 * 5.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * __ [|5.L.2a] __ Use punctuation to separate items in a series.*
 * __ [|5.L.2b] __ Use a comma to separate an introductory element from the rest of the sentence.
 * __ [|5.L.2c] __ Use a comma to set off the words //yes// and //no// (e.g., //Yes, thank you//), to set off a tag question from the rest of the sentence (e.g., //It’s true, isn’t it?//), and to indicate direct address (e.g., //Is that you, Steve?//).
 * __ [|5.L.2d] __ Use underlining, quotation marks, or italics to indicate titles of works.
 * __ [|5.L.2e] __ Spell grade-appropriate words correctly, consulting references as needed.
 * Knowledge of Language**
 * 5.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 * __ [|5.L.3a] __ Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
 * __ [|5.L.3b] __ Compare and contrast the varieties of English (e.g., //dialects, registers//) used in stories, dramas, or poems.
 * Vocabulary Acquisition and Use**
 * 5.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
 * __ [|5.L.4a] __ Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
 * __ [|5.L.4b] __ Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,//photograph, photosynthesis//).
 * __ [|5.L.4c] __ Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 * 5.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * __ [|5.L.5a] __ Interpret figurative language, including similes and metaphors, in context.
 * __ [|5.L.5b] __ Recognize and explain the meaning of common idioms, adages, and proverbs.
 * __ [|5.L.5c] __ Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
 * __ [|5.L.6.] __ Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,//however, although, nevertheless, similarly, moreover, in addition//).
 * [[file:LrngTargetTemplate.pdf]]

__ [|Reading: Foundational Skills 5.RF] __


 * Phonics and Word Recognition**
 * 5.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
 * __ [|5.RF.3a] __ Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
 * Fluency**
 * 5.RF.4. Read with sufficient accuracy and fluency to support comprehension.
 * __ [|5.RF.4a] __ Read grade-level text with purpose and understanding.
 * __ [|5.RF.4b] __ Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
 * __ [|5.RF.4c] __ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

__ [|Reading: Informational Text 5.RI] __


 * Key Ideas and Details**
 * __ [|5.RI.1] __. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

[| Incredible Inferences]

 * __ [|5.RI.2.] __ Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
 * __ [|5.RI.3.] __ Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
 * Craft and Structure**
 * __ [|5.RI.4.] __ Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 5 topic or subject area//.
 * __ [|5.RI.5.] __ Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
 * __ [|5.RI.6.] __ Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * Integration of Knowledge and Ideas**
 * __ [|5.RI.7.] __ Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
 * __ [|5.RI.8.] __ Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
 * __ [|5.RI.9.] __ Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
 * Range of Reading and Level of Text Complexity**
 * __ [|5.RI.10.] __ By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

__ [|Reading: Literature 5.RL] __


 * Key Ideas and Details**
 * __ [|5.RL.1.] __ Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * __ [|5.RL.2.] __ Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
 * __ [|5.RL.3.] __ Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
 * Craft and Structure**
 * __ [|5.RL.4.] __ Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
 * __ [|5.RL.5.] __ Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
 * __ [|5.RL.6] __. Describe how a narrator’s or speaker’s point of view influences how events are described.
 * Integration of Knowledge and Ideas**
 * __ [|5.RL.7.] __ Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
 * 5.RL.8. (Not applicable to literature)
 * __ [|5.RL.9.] __ Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
 * Range of Reading and Complexity of Text**
 * __ [|5.RL.10.] __ By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

__ [|Speaking and Listening 5.SL] __


 * Comprehension and Collaboration**
 * 5.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 5 topics and texts//, building on others’ ideas and expressing their own clearly.
 * __ [|5.SL.1a] __ Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * __ [|5.SL.1b] __ Follow agreed-upon rules for discussions and carry out assigned roles.
 * __ [|5.SL.1c] __ Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
 * __ [|5.SL.1d] __ Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
 * __ [|5.SL.2.] __ Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 * __ [|5.SL.3] __. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
 * Presentation of Knowledge and Ideas**
 * __ [|5.SL.4.] __ Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
 * __ [|5.SL.5.] __ Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
 * __ [|5.SL.6.] __ Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

__ [|Writing 5.W] __


 * Text Types and Purposes**
 * 5.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 * __ [|5.W.1a] __ Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
 * __ [|5.W.1b] __Provide logically ordered reasons that are supported by facts and details.
 * __ [|5.W.1c] __ Link opinion and reasons using words, phrases, and clauses (e.g., //consequently//,//specifically//).
 * __ [|5.W.1d] __ Provide a concluding statement or section related to the opinion presented.
 * 5.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * __ [|5.W.2a] __ Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
 * __ [|5.W.2b] __ Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
 * __ [|5.W.2c] __ Link ideas within and across categories of information using words, phrases, and clauses (e.g., //in// //contrast//,//especially//).
 * __ [|5.W.2d] __ Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * __ [|5.W.2e] __ Provide a concluding statement or section related to the information or explanation presented.
 * 5.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * __ [|5.W.3a] __ Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
 * __ [|5.W.3b] __ Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
 * __ [|5.W.3c] __ Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
 * __ [|5.W.3d] __ Use concrete words and phrases and sensory details to convey experiences and events precisely.
 * __ [|5.W.3e] __ Provide a conclusion that follows from the narrated experiences or events.
 * Production and Distribution of Writing**
 * __ [|5.W.4.] __ Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * __ [|5.W.5.] __ With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * __ [|5.W.6.] __ With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
 * Research to Build and Present Knowledge**
 * __ [|5.W.7.] __ Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * __ [|5.W.8.] __ Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * 5.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * __ [|5.W.9a] __ Apply //grade 5 Reading standards// to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
 * __ [|5.W.9b] __ Apply //grade 5 Reading standards// to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
 * Range of Writing**
 * __ [|5.W.10.] __ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


 * Text Types and Purposes**
 * 5.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 * __ [|5.W.1a] __ Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
 * __ [|5.W.1b] __Provide logically ordered reasons that are supported by facts and details.
 * __ [|5.W.1c] __ Link opinion and reasons using words, phrases, and clauses (e.g., //consequently//,//specifically//).
 * __ [|5.W.1d] __ Provide a concluding statement or section related to the opinion presented.
 * 5.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * __ [|5.W.2a] __ Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
 * __ [|5.W.2b] __ Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
 * __ [|5.W.2c] __ Link ideas within and across categories of information using words, phrases, and clauses (e.g., //in// //contrast//,//especially//).
 * __ [|5.W.2d] __ Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * __ [|5.W.2e] __ Provide a concluding statement or section related to the information or explanation presented.
 * 5.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * __ [|5.W.3a] __ Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
 * __ [|5.W.3b] __ Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
 * __ [|5.W.3c] __ Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
 * __ [|5.W.3d] __ Use concrete words and phrases and sensory details to convey experiences and events precisely.
 * __ [|5.W.3e] __ Provide a conclusion that follows from the narrated experiences or events.
 * Production and Distribution of Writing**
 * __ [|5.W.4.] __ Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * __ [|5.W.5.] __ With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * __ [|5.W.6.] __ With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
 * Research to Build and Present Knowledge**
 * __ [|5.W.7.] __ Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * __ [|5.W.8.] __ Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * 5.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * __ [|5.W.9a] __ Apply //grade 5 Reading standards// to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
 * __ [|5.W.9b] __ Apply //grade 5 Reading standards// to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
 * Range of Writing**
 * __ [|5.W.10.] __ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


 * Text Types and Purposes**
 * 5.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 * __ [|5.W.1a] __ Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
 * __ [|5.W.1b] __Provide logically ordered reasons that are supported by facts and details.
 * __ [|5.W.1c] __ Link opinion and reasons using words, phrases, and clauses (e.g., //consequently//,//specifically//).
 * __ [|5.W.1d] __ Provide a concluding statement or section related to the opinion presented.
 * 5.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * __ [|5.W.2a] __ Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
 * __ [|5.W.2b] __ Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
 * __ [|5.W.2c] __ Link ideas within and across categories of information using words, phrases, and clauses (e.g., //in// //contrast//,//especially//).
 * __ [|5.W.2d] __ Use precise language and domain-specific vocabulary to inform about or explain the topic.
 * __ [|5.W.2e] __ Provide a concluding statement or section related to the information or explanation presented.
 * 5.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * __ [|5.W.3a] __ Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
 * __ [|5.W.3b] __ Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
 * __ [|5.W.3c] __ Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
 * __ [|5.W.3d] __ Use concrete words and phrases and sensory details to convey experiences and events precisely.
 * __ [|5.W.3e] __ Provide a conclusion that follows from the narrated experiences or events.
 * Production and Distribution of Writing**
 * __ [|5.W.4.] __ Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * __ [|5.W.5.] __ With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * __ [|5.W.6.] __ With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
 * Research to Build and Present Knowledge**
 * __ [|5.W.7.] __ Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * __ [|5.W.8.] __ Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * 5.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * __ [|5.W.9a] __ Apply //grade 5 Reading standards// to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
 * __ [|5.W.9b] __ Apply //grade 5 Reading standards// to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
 * Range of Writing**
 * __ [|5.W.10.] __ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Literacy Websites:
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