mississippi language arts framework 2000 - shurley · english/language arts correlated to the ......

Level 5

English/Language Artscorrelated to the

Common CoreState Standards Initiative2010

Grade 5 Shurley Instructional Materials, Inc. page 1

Common Core Standards 2010 English/Language Arts

Shurley English Grade 5

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

None

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.

None

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).

None

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

456

457, 461-462, 465

Poetry Discuss It Questions

Reference 204: paragraph 4. Items 8, 10, 11, or 12 .

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

458

462

466

466

472

Color Poems Parts-of-Speech, Couplet, Triplet, and Quatrain Poems Acrostic Poem Haiku Diamante and Limerick Poems

Reference 206: see Directions. Reference 208 Reference 210 Reference 211 Reference 213



6. Describe how a narrator’s or speaker’s point of view influences how events are described.

None

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).

None

8. (Not applicable to literature)

9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

None

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.

369-370

457

461

465

470-471

457-458, 460, 461, 464, 465, 469, 471-472, 474

458, 463, 467, 473

459, 463, 468, 473

The Truth and Nothing but the Truth Read It: Alfred Lord Tennyson Read It: Robert Louis Stevenson Read It: Christina Rossetti Read It: Henry Wadsworth Longfellow Discuss It Questions WA Home Writing Assignment

Reference 178 Reference 205 Reference 207 Reference 209 Reference 212



1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

None

2. Determine two or more main ideas of a text and explain how they are supported by key details;summarize the text.

None

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.

91, 153, 186, 274, 333, 402 Discovery Time Some of many citations dispersed throughout the curriculum. For a complete list, refer to page 511.

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.

None

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.

347-348

Writing a Comparison-Contrast Essay

Reference 173

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

None



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.

478-479

479

479-480

523

Main Sources Used to Research a Topic Select Sources By Skimming Make a Bibliography Card for Each Source Selected Resource Tool: Dictionary/ Thesaurus

Reference 218 Reference 219 Reference 220

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).

58-62

137-139

References 41-47 References 85-87

As students learn to write expository pieces, they inherently understand how to use supporting details to explain topics.

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

478-479

479-480

Main Sources Used to Research a Topic Make a Bibliography Card for Each Source Selected

Reference 218 Reference 220

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.

95, 186, 245, 277, 328, 406 Discovery Time Some of many citations dispersed throughout the curriculum. For a complete list, refer to page 511.



3. Know and apply grade-level phonics and word analysis skills in decoding words.

None

a. 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.

513

513

513

Resource Tool: Prefixes Resource Tool: Suffixes Suffix Spelling Check

4. Read with sufficient accuracy and fluency to support comprehension.

31, 34, 40, 80, 144, 175

55, 83, 89, 128, 151, 189

33, 119, 212, 239, 278, 325, 403

Question and Answer Flow: Pattern 1, Introductory Sentences Question and Answer Flow: Pattern 1, Practice Sentences Classroom Practice

References 23 and 24-*Practiced daily and repeated systematically for Sentence Patterns 1-5. These are samples of multiple correlates. References 23 and 24-*Practiced daily and repeated systematically for Sentence Patterns 1-5. These are samples of multiple correlates. These are samples of multiple correlates for Sentence Patterns 1-5.

a. Read on-level text with purpose and understanding.

22, 81, 144, 288, 327, 465

61, 170, 198, 257, 316, 339-340

Reference Sections Sample Writing Pieces

These are some of many citations dispersed throughout the curriculum. *See pages 508-510 for a complete list of References. These are some of many citations dispersed throughout the curriculum.



b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

457

461

465

470-471

458, 463, 467, 473

459, 463, 468, 473

Alfred Lord Tennyson Robert Louis Stevenson Christina Rossetti Henry Wadsworth Longfellow WA (Writing Assignment) Home Writing Assignment

Reference 205 Reference 207 Reference 209 Reference 212

c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary.

None



1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

196

197

198-200

229-231

201, 223, 227, 232, 255, 311, 341

310

339

394-395

424

Learn It: Persuasive Writing Learn It: Writing a Persuasive Paragraph Learn It: The Three-Paragraph Persuasive Essay Learn It: The Five-Paragraph Persuasive Essay Writing Assignments Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book WA: Character Portrayal Across the Curriculum

Reference 116 Reference 117 References 118-121 References 131-133 Reference 160: See item 4. Reference 171: See item 4. Refer to Reference 184: items 4 & 5, under Reading Dramatization, for this Writing Assignment.

a. 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.

63-65

196-198

201, 223, 227, 232, 255

198-200

Learn It section: The Prewriting Map and using the Sentence Outline. Learn It sections-Persuasive Writing: The Persuasive Paragraph and The Three-Paragraph Persuasive Paragraph Essay. Writing Assignments Learn It sections- Writing the Introduction for a Three-Paragraph Persuasive Essay, Writing the Body for a Three-Paragraph Persuasive Essay

Reference 48 and The Sentence Outline can be used for the Persuasive Writing Format. See the Resource CD in the Teacher’s Media Pack. References 116-118. *Information applied to all Persuasive Writing pieces. See Writing Topics, Special Instructions 1 & 2 References 119 and 120 *Information applied to all Persuasive Writing pieces.



Continued

a. 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.

229

230

Learn It section- Writing the Introduction for a Five-Paragraph Persuasive Essay

Learn It section-Writing the Body for a Five-Paragraph Persuasive Essay

b. Provide logically ordered reasons that are supported by facts and details.

197

198

199-200

230

310

339-340

Writing a Persuasive Paragraph Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay Learn It section-Writing the Body for a Three-Paragraph Persuasive Essay. Learn It section-Writing the Body for a Five-Paragraph Persuasive Essay Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book

Reference 117: see sentences 3-8. *Information applied to all Persuasive Writing pieces. Reference 118: see “Points and Supporting Details. Reference 120 *Information applied to all Persuasive Writing pieces. Reference 132 Reference 160: see items 3 & 4. Reference 171: see items 3 & 4.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

98, 501

107, 116, 135, 166, 288, 369

107

109, 201, 227, 232, 255

112

The Transition Word Jingle Student Tip Different Writing Forms Writing Assignments Oral Review Questions

Jingle 12 Transition words; These are some of many citations dispersed throughout the curriculum. Reference 70 See Special Instruction that states: “Use standard, time-order, or transition writing form.” See item #15



Continued

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

116,502

117

146-147

147-148

148

178

179

347

The Conjunction Sound-Off Jingle Coordinate Conjunctions and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Identifying and Correcting Run-on Sentences Clauses and Subordinate Conjunctions The Complex Sentence

Writing a Comparison-Contrast Essay

Jingle 16 Reference 76 Reference 92 References 93-95; See Student Tip. References 94-95 Reference 110 Reference 111; See Student Tip.

Reference 173: After the first paragraph, see the two sentences that read:”The transitional words and phrases…” located after the first paragraph indicate these words and phrases

d. Provide a concluding statement or section related to the opinion presented.

198

200-201

231

Compare It section-Outlines for the Persuasive Paragraph and the Three-Paragraph Persuasive Essay Learn It section-Writing the Conclusion for a Three-Paragraph Persuasive Essay Learn It section-Writing the Conclusion for a Five-Paragraph Persuasive Essay

Reference 118: see concluding sentences. Reference 121 Reference 133

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

64, 68, 139, 194, 428, 492

459, 463, 468, 473,

95, 153, 248, 277, 301, 380

WA Home Writing Assignment Discovery Time

These are some of many dispersed throughout the curriculum, for a complete list, see Pg. 511.



a. 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.

52-53

54

58-65

135

136

137-138

167-168

475-489

441-444

445

447

Topics and Paragraphs Classroom Practice 19 Expository Writing and the Three-Point Format Changing Plural Categories to Singular Points Comparing a Three-Point Paragraph and a Three-Paragraph Essay Three-Paragraph Expository Essay: Writing the Introduction and Body The Five-Paragraph Essay Steps for Writing a Research Report Write an Outline Classroom Practice 76 Chapter Checkup 77

Use References 37 & 38. See Skills section Use References 41-48, the Prewriting Map, and the Sentence Outline. Reference 83 Reference 84 Use References 85-86. See References 102-105. References 214-231 References 201- 203

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

58-65

136-138

166

167-169

475-477

481-483

Expository Writing and the Three-Point Paragraph Three-Paragraph Expository Essay Compare It: Comparing a Three-Point Paragraph and a Three-Paragraph Essay Learn It: The Five-Paragraph Essay Steps for Writing a Research Report Take Notes

Use References 41-48, the Prewriting Map, and the Sentence Outline. See Supporting Sentences. Use References 84-86. See Supporting Sentences. Reference 102 See References 103-105. See Supporting Sentences. References 214-217 References 221-223



Continued

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

484-485

518

64, 68, 139, 194, 428, 492

Learn It: Write an Outline Resource Tool WA

References 224: items 2-6 and 225. Illustration column 1-3

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

98, 501

107

107

109, 201, 227, 232, 255

112

116,502

117

146-147

147-148

148

178

179

347

The Transition Word Jingle Student Tip Different Writing Forms WA Oral Review Questions The Conjunction Sound-Off Jingle Coordinate Conjunctions and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Identifying and Correcting Run-on Sentences Clauses and Subordinate Conjunctions The Complex Sentence Writing a Comparison-Contrast Essay

Jingle 12 Transition words; These are some of many citations dispersed throughout the curriculum. Reference 70 See Special Instruction that states: “Use standard, time-order, or transition writing form.” See item #15 Jingle 16 Reference 76 Reference 92 References 93-95; See Student Tip. References 94-95 Reference 110 Reference 111; See Student Tip. Reference 173: After the first paragraph, see the two sentences that read:”The transitional words and phrases…” located after the first paragraph indicate these words and phrases.



d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

91, 95, 156, 248 Discovery Time These are some of many citations dispersed throughout the curriculum. The language used to experience Discovery Time is domain specific

e. Provide a concluding statement or section related to the information or explanation presented.

60-61

138-139

167

169-170

481-486

Learn It section: Writing the Conclusion for a Three-Point Expository Paragraph Learn It section: Writing the Conclusions for a Three-Paragraph Expository Essay Outlines for the Three-Paragraph Essay & the Five-Paragraph Essay (Conclusion) Learn It section: Writing the Conclusion for a Five-Paragraph Expository Essay Take Notes, Discuss It section, Conclusion

Reference 44 and 46: Sentence 9 Reference 87 Reference 103 Reference 106 Reference 221: #3, Reference 222: Note Cards 17 & 18, Reference 223: #7, Reference 224: #7, Reference 225: Conclusion, Reference 226: item #6.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

288-289

290, 314, 316, 345 , 370

315

366

225, 284, 344

369-370

Story Elements for a Narrative With Dialogue WA Story Elements for a Narrative Without Dialogue Student Reading Activity Across the Curriculum Learn It section: Writing a Tall Tale

Reference 152 Reference 161 See item 2. Reference 178

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

288-289

290, 314, 316, 345 , 370

315

Learn It: Story Elements for a Narrative With Dialogue WA Story Elements for a Narrative Without Dialogue

Reference 152: Items 1-4 See Writing Topics Reference 161: Items 1-4



Continued

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

284, 344

369-370

Across the Curriculum

Learn It section: Writing a Tall Tale

Reference 178: 1-5

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

288-289

290, 314, 370

284, 344, 387

366

369-370

Story Elements for a Narrative With Dialogue WA Across the Curriculum Student Reading Activity Learn It section: Writing a Tall Tale

Reference 152: Items 1-4 (Writing with dialogue) See item 1. Reference 178: 1-5

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

98, 501

109, 201, 227, 232, 255

107

107,135, 166, 288, 369

112

178

179

Jingle 12-The Transition Word Jingle WA Different Writing Forms Student Tip- Transition Words Oral Review Questions Clauses and Subordinate Conjunctions The Complex Sentence

Jingle 12-Reviewed & concept applied to writing throughout the text. See Special Instruction that states: “Use standard, time-order, or transition writing form.” Reference 70 Blue-colored box/rectangle dispersed throughout textbook. See # 15 Reference 110 Reference 111; See Student Tip.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

80-81

256-257

267

Prepositions, Object of the Prepositions, and Prepositional Phrases Descriptive Writing Learn It: Rules for Punctuating Beginning Quotes

Reference 59 References 141 and 142 Reference 145



Continued

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

268

269

273

258, 286, 290, 314, 370

284, 387

288-289

456

Rules for Punctuating Ending Quotes Rules for Punctuating Split Quotes Other Quotation Rules WA Across the Curriculum Story Elements for a Narrative With Dialogue Poetry

Reference 146 Reference 147 Reference 149 Reference 152 Reference 204

e. Provide a conclusion that follows from the narrated experiences or events.

60-61

65

138-139

169-170

256-257

68, 139, 164, 170, 258, 286

366

Writing the Conclusion for a Three-Point Expository Paragraph Sentence Outline for an Expository Paragraph Writing the Conclusion for a Three-Paragraph Expository Essay Writing the Conclusions for a Five-Paragraph Expository Essay Learn It: Descriptive Writing WA Student Reading Activity

References 44 and 46 (Use with Writing Assignments) Reference 87 Reference 106 References 141 and 142: Concluding Sentence See item 2.

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.)

58-65

136-139

167-169

Expository Writing and the Three-Point Format Three-Paragraph Expository Essay Five Paragraph Expository Essay

References 41-48; Sentence Outline for an Expository Paragraph References 84-87 References 103-106.



Continued

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.)

196-201

229-231

288-289

310-311

315-316

339

64,139, 170, 232, 290, 311

Persuasive Writing Five-Paragraph Persuasive Essay Story Elements for a Narrative with Dialogue Writing a Book Review for a Fiction Book Story Elements for a Narrative without Dialogue Writing a Book Review for a Nonfiction Book WA

References 116-121 References131-133 Reference 152 Reference 160 Reference 161 Reference 171 These are some of many citations dispersed throughout the curriculum

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)

69-71

71-73

74, 110, 171, 202, 259, 371

74, 110, 171, 202, 259, 371

77, 111, 172, 203, 260, 372

68, 109, 170, 201, 258, 370

387, 439

Revising Checklist, Discuss It Questions/ Points Editing Checklist, Discuss It Questions/Points Revising & Editing Schedule Student Tip Writing Evaluation Guide WA Across the Curriculum

References 51 & 52. Checklist applied to the Rough Draft on all Writing Assignments. References 53 & 54. Checklist applied to the Rough Draft on all Writing Assignments. Reference 55: items 1-3. Some of many citations used throughout the curriculum. Students will use this for all Writing Assignments. One of many citations used throughout the curriculum. Some of many samples cited throughout the curriculum.



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.

390, 392

517

532-535

Publish It: Guidelines for Dramatic Presentations Resource Tool: Video Presentations Resource Tool: Technology

Reference 183

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

475-491

492

95, 156, 248, 304, 360, 406

516, 519, 531

Steps for Writing a Research Report WA Discovery Time Hands-On Activities

References 214-232 Some of many citations dispersed throughout the curriculum. For a complete list, see page 511.

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.

478

479-480

481-483

Main Sources Used to Research a Topic Make a Bibliography Card for Each Source Selected Taking and Organizing Notes

Reference 218 Reference 220 References 221-223



9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

95, 153, 248, 277, 301, 380

458, 463, 467, 473

163, 439, 474

220

459, 463, 468, 473

Discovery Time WA Across the Curriculum Homework Home Writing Assignment

Some of many citations dispersed throughout the curriculum. For a complete list, see page 511. See activity section Activities support analysis, reflection, and research. Home Connection

a. 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]”).

None

b. 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]”).

None



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.

12, 115, 221, 280, 336, 410

49-51, 104-106, 164-165, 194-195,226-228, 285-287

201

202

204

223

224

91,122, 183, 218, 277, 363

105, 133, 194, 255, 286, 368

366

475-489

491

279, 404

Journal Writing Learn It & Apply It sections for Independent Practice and Revised Sentences Assign WA 14 Writing Time- Revise, Edit, and Write a Final Paper for WA 14 Hand in WA 14 for grading Conference Time for WA 14 and Assign WA 15 Publish It: WA 14 Discovery Time Student Note Student Writing Activity Steps for Writing a Research Report Schedule for an Independent Research Report Homework

Reference 9-Assignments are dispersed throughout each chapter. References 34 and 35. Use Classroom Practice 9, page 51, with this activity. Some of many dispersed throughout curriculum. Follow “Special Instructions” (Prewriting through Rough Draft) Note: The Writing Process is applied in WA 14 Reference 55 See left side of page.(purple column) See right side of page. (purple column) Reference 67 Some of many citations dispersed throughout the curriculum. For a complete list, see page 511. Student Note states that some of the students’ writing pieces will be selected for revision/editing later in the year. References 214-231 Reference 232 See Home Connection.



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.

74, 110, 171, 202, 259, 371

101, 161, 223, 282, 342, 389

127, 188, 220, 279, 335,404

28, 112, 204, 261, 352, 429

35, 63, 207, 258, 324, 437-438

163, 193, 225, 284, 344, 439, 474

434

215, 218

366

514, 516, 525, 528

Revising & Editing Schedule and Writing a Final Paper; Student Tip Conference Time Homework: Home Connection Oral Review Questions Discuss It Across The Curriculum Student Activity Student Tip: Verb Tense Game Student Tip Hands-On Activity

Reference 55- These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum where the student will meet with the teacher to discuss the WA. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum.

a. 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.

28, 112, 204, 261, 352, 429

35, 63, 207, 258, 324, 437-438

457, 461, 465, 471

163, 193, 225, 284, 344, 439, 474

Oral Review Questions Discuss It Questions Discuss It Questions- Poetry Across the Curriculum

Students will have read through Reference pages prior to discussion. These are some of many citations dispersed throughout the curriculum.



b. Follow agreed-upon rules for discussions and carry out assigned roles.

50

103

102, 131, 192, 254, 283, 313

Student Activity

Share Time Guidelines

Publishing Checklist

Reference 68 is applied to assignments that require sharing.

Reference 67: item 2. These are some of many citations dispersed throughout the curriculum.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

366

Student Tip

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

74, 110, 140, 233, 291, 350

163, 193, 225, 284, 344, 387, 439

131, 193, 225, 255, 314, 344

127, 158,188, 220, 279, 306

366

457-458, 461-462, 465, 471-472

Revising & Editing Schedule

Across the Curriculum

Discovery Share Time Home Connection

Student Tip Discuss It Questions-Poetry

Reference 55- These are some of many citations dispersed throughout the curriculum.

These are some of many citations dispersed throughout the curriculum.

These are some of many citations dispersed throughout the curriculum.

See question that reads, “What does this poem mean to you?”

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

344, 387, 474

459, 463, 468, 473

457-458, 461-462, 465, 471-472

529

529

530

Across the Curriculum Home Writing Assignment Discuss It Questions-Poetry

Resource Tool: Maps Resource Tool: Charts

Resource Tool: Graphs

See questions that read, “What does this poem mean to you?”



3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

None

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.

95, 153, 248, 277, 301, 380

68, 133, 201, 232, 258, 370

163, 193, 225, 284, 344, 387, 424, 474

390

Discovery Time WA Across the Curriculum Guidelines for Dramatic Presentations

See #2-Discovery Share Time. These are some of many citations dispersed throughout the curriculum. Refer to Reference 67: item 2 & Reference 68, pages 102-103, for publishing checklist. Some of many citations dispersed throughout the curriculum. Reference 183

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

None

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

None



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

24, 47,119, 216, 302, 383

57, 129, 160, 222, 281, 386

31, 44, 116, 144, 294, 374

99, 120, 151, 221, 300, 385

32, 48, 132, 134, 194-195, 285-287, 387-388

Classroom Practice: Editing Exercise Chapter Checkup: Editing Exercise The Question and Answer Flow-Introductory Sentences The Question and Answer Flow-Practice Sentences Practice and Revised Sentences

Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

79, 88, 500

80-81

116, 502

117

118

146-147

147

148

Preposition Jingles Learn It: Prepositions, Objects of the Prepositions, and Prepositional Phrases Conjunction Jingle Learn It: Coordinate Conjunctions and Compound Parts Simple Sentences, Fragments, Run-ons, and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Comma Splices and Run-on Sentences

Jingle 8-11 Reference 59; Also, see Reference 60: Identifying Adverbs and Prepositions. Jingle 16 Reference 76; See Student Tip. Reference 77: item 4 in first section. Reference 92 Reference 93; See Student Tip. Reference 94; See Student Tip.



Continued

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

148-149

149

174, 503

175

178

179

180

104-106, 132, 134, 164-165, 194-195

112, 142, 173, 204

177, 503

Using Compound Sentences to Correct Run-on Sentences Identifying S, F, SCS, SCV, and CD Interjection Jingle Interjections Clauses and Subordinate Conjunctions The Complex Sentence A Review of the Types of Sentences Practice and Revised Sentences Oral Review Questions

The Eight Parts of Speech Jingle

Reference 95 Reference 96 Jingle 18 Reference 108 Reference 110 Reference 111; See Student Tip. Reference 112 See References 69, 82, & 115. These are some of many dispersed throughout the curriculum.

Jingle 20

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

208-209

209

209-210

214

212, 216, 219

215, 218

220

222

163, 225, 284

Simple Verb Tenses Regular and Irregular Verbs Learn It: A Skill Builder for a Verb Chant Tenses of Helping Verbs Classroom Practice Student Tip Homework Chapter Checkup Across the Curriculum

Reference 124 Reference 125 Reference 126 Reference 128 See Skills section. See Skills section.



c. Use verb tense to convey various times, sequences, states, and conditions.

208-209

209

209-210

214

212, 216, 219

209, 215, 218

220

222

163, 225, 284



d. Recognize and correct inappropriate shifts in verb tense.*

208-209

209

209-210

214

212, 216, 219

209, 215, 218

220

222

163, 225, 284



e. Use correlative conjunctions (e.g., either/or, neither/nor).

None



2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

13-14

14

17-19

20

16, 21, 96, 150, 212, 325

71-73

74

77, 141, 260, 318, 372, 455

225, 387, 424, 439

298

516, 519

Capitalization Rules Using Capitalization Rules Punctuation Rules Learn It; Capitalization & Punctuation Rules and the Editing Guide Classroom Practice Editing Checklist for Step 4 in the Writing Process; Discuss It Learn It; Revising & Editing Schedule and Writing a Final Paper Writing Evaluation Guide Across the Curriculum Student Activity Hands-On Activities

References 10 & 11 Reference 12 References 13 & 14 Reference 15 See Editing Exercise. Some of many citations dispersed throughout curriculum. References 53 & 54. Applied to and evaluated on all Writing Assignments. Reference 55; See Student Tip. Applied to and evaluated on all Writing Assignments. See Editing Check-Applied to and evaluated on all Writing Assignments. Some of many citations dispersed throughout the curriculum. Cited activities require attention to specific conventions.

a. Use punctuation to separate items in a series.*

17

21, 24, 39, 96, 119, 278

129, 411

Punctuation Rules Classroom Practice Chapter Checkup

Reference 13: Section 4: item 9. See Exercise 1: item 3, on page 21, and Editing Exercises.



b. Use a comma to separate an Introductory element from the rest of the sentence.

17-18

174, 503

175

21, 27, 43, 92, 123, 150

159, 177, 185,189, 206, 208

Punctuation Rules Interjection Jingle Interjections Classroom Practice Question and Answer Flow

Reference 13: Section 4: items 10-12. Jingle 18 Reference 108 See Editing Exercise. Some of many citations dispersed throughout the curriculum. Some of many citations dispersed throughout the curriculum.

c. 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?).

None

d. Use underlining, quotation marks, or italics to indicate titles of works.

18-19

21, 27, 43, 47, 126, 150

309-311

310-311

339-340

479-480

486-487

311, 341, 492

Punctuation Rules Classroom Practice Card Catalogs Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book Make a Bibliography Card for Each Source Selected Write a Rough Draft WA

Reference 14: Section 8. Some of many citations dispersed throughout the curriculum. Reference 158 Reference 160 Reference 171 Reference 220; See Student Tip. Reference 226: Item 8; See Example of Bibliography Page. (bottom of Reference)



e. Spell grade-appropriate words correctly, consulting references as needed.

121

23, 48, 155, 205, 262, 326

152

119, 160, 212, 246, 305, 358

129, 160, 190, 252, 308, 364

208-209

209-210

22, 104, 211, 226, 285, 387, 419

298

193, 225, 284, 424

523

524

Homonym Chart Vocabulary Words Contraction Chart Classroom Practice Chapter Checkup Simple Verb Tenses Regular and Irregular Verbs Student Tip Student Activity Across the Curriculum Resource Tool: The Dictionary/Thesaurus Resource Tool: The Library

Reference 79 Located in Reference boxes throughout the curriculum. Reference 98; See Student Tip. See Editing Exercise: Misspelled Words Reference 124 References 125 & 126



3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

30, 31, 35 120,185, 236, 294, 362, 401

32, 48, 132, 134, 194-195, 285-287, 387-388

28, 112, 204, 261, 352, 429

31, 206-207, 263-264, 321, 374-375

457, 458, 461, 462, 465, 466, 470-471, 472

516

163, 193, 225, 284, 344, 387

68, 130, 170, 227, 258, 349

77, 111, 203, 234, 260, 351

Question and Answer Flow Practice and Revised Sentences Oral Review Questions Learn It: Sentence Patterns Sample Poems Resource Tool: Interviews Across the Curriculum WA WEG

See References 23 & 24. Some of many dispersed throughout curriculum. Some of many dispersed throughout curriculum. Some of many dispersed throughout curriculum. References 24, 123, 144, 163, & 179. Poems show correct use of conventions. A culmination of grammar and writing skills are applied and evaluated on each Writing Assignment. Some of many dispersed throughout curriculum. Refer to Revising and Editing Check.



a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

80-81

117

118

146-147

147

148

148-149

149

174, 503

175

178

179

180

104-106, 132, 134, 164-165, 194-195

31, 206-207, 263-264, 321, 374-375

Learn It: Prepositions, Objects of the Prepositions, and Prepositional Phrases Learn It: Coordinate Conjunctions and Compound Parts Simple Sentences, Fragments, Run-ons, and Compound Parts Coordinate Conjunctions and Connective Adverbs The Compound Sentence Comma Splices and Run-on Sentences Using Compound Sentences to Correct Run-on Sentences Identifying S, F, SCS, SCV, and CD Interjection Jingle Interjections Clauses and Subordinate Conjunctions The Complex Sentence A Review of the Types of Sentences Practice and Revised Sentences Sentence Patterns

Reference 59; Also, see Reference 60: Identifying Adverbs and Prepositions. Reference 76; See Student Tip. Reference 77: item 4 in first section. Reference 92 Reference 93; See Student Tip. Reference 94; See Student Tip. Reference 95 Reference 96 Jingle 18 Reference 108 Reference 110 Reference 111; See Student Tip. Reference 112 See References 69, 82, & 115. These are some of many dispersed throughout the curriculum. References 24, 123, 144, 163, & 179.

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

None



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.

None

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

22

25, 88, 155, 217, 272, 362

25-26

531

Synonyms and Antonyms Vocabulary & Analogy Words Word Analogies Resource Tool: Cause and Effect

Reference 16; Student Tip. Some of many citations dispersed throughout the curriculum. Reference 20

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

513

513

513

Resource Tool: Prefixes Resource Tool: Suffixes Suffix Spelling Check

c. 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.

25, 88, 155, 217, 272, 362

523

524

532-535

22, 104, 226, 285, 387, 419

Shurley English “Vocabulary & Analogy Words” Reference Cards Resource Tool: The Dictionary/ Thesaurus Resource Tool: The Library Resource Tool: Technology Student Tip

Some of many citations dispersed throughout the curriculum.



5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

23

25-26

25, 88, 155, 217, 272, 362

22

52-53

90-91

117

156

135

121

122

152

54, 92, 126, 181, 299, 381

178-179

297

324

97, 127, 158, 250, 306, 335

376-377

Vocabulary Words Word Analogies Vocabulary and Analogy Words Synonym and Antonyms Topics and Paragraphs Subject-Verb Agreement Rules Coordinate Conjunctions and Compound Parts Choosing A or An Changing Plural Categories to Singular Points Homonym Chart Editing a Paragraph with Homonyms Contraction Chart Classroom Practice Clauses and Subordinate Conjunctions Rules for Making Nouns Plural; Discuss It Rules for Making Nouns Possessive; Discuss It Homework Degrees of Comparison of Adjectives

Reference 17; See Reference 18, also. Reference 20; See Reference 21, also. Reference 19; Some of many citations dispersed throughout curriculum. Reference 16; Students will learn synonyms and antonyms during Vocabulary and Analogy Time. (See Student Tip.) Reference 37 and Reference 38 Reference 64; See Student Tip/Note. Reference 76 Reference 100 Reference 83 Reference 79 Reference 80 Reference 98; See Student Tip. Some of many citations dispersed throughout curriculum. References 110 & 111; See Student Tip. Reference 154 Reference 164 Reference 180



Continued

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

379

456

Double Negatives Poetry-Figurative Language

Reference 181 Reference 204 (middle of Reference)

a. Interpret figurative language, including similes and metaphors, in context.

456

457, 461-462, 465, 471-472

Poetry-Similes and Metaphors Discuss It Questions

Reference 204: Items 1 & 2; See Discuss It questions 4 & 5. See items related to similes and metaphors.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

None

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

22

25, 88, 155, 217, 272, 362

25-26

52-53

376-377

Synonyms and Antonyms Vocabulary and Analogy Words Word Analogies Topics and Paragraphs Degrees of Comparison of Adjectives

Reference 16; Students will learn synonyms and antonyms during Vocabulary and Analogy Time. (See Student Tip.) Reference 19; Some of many citations dispersed throughout curriculum. Reference 20; See Reference 21, also. Reference 37 and Reference 38 Reference 180

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).

98

107-108

Transition Words Jingle Reference 70

Different writing forms require different transition words

mississippi language arts framework 2000 - shurley · english/language arts correlated to the ......

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