th grade english/language arts

Working Document July 22, 2016 PCBOE

5th Grade English/Language Arts

Pike County School District Standards Mastery Document


2 Back to Table of Contents

Table of Contents

Reading Literature 3

Reading Informational 13

Reading Foundational 23

Writing 25

Speaking and Listening 38

Language 45




Reading Literature

Anchor Standard 1: Key Ideas and Details –Read Closely to determine what the text says explic-

itly and to make logical inferences; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

Enduring Skill: Make logical inferences from complex texts.

Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text.

Know : What content does the stu-

dent need to know to demonstrate this

standard?

Students need to know the correct way to use explicit (clearly expressed) quotes to express their understanding of the text.

Students need to

know how to draw

inferences (clues) from text

Do: What skill must the student

demonstrate?

Students must be able to answer questions about the text, using direct quotes and specific textual evidence.

Students must be able

to answer questions about the text using

information gained from making inferences (reading between the lines).

Mastery: How does the student

demonstrate the learning of the standard?

Students will

explain-either

verbally or in

written form- the

events of the story

or what the poem

says using

explicit, accurate

quotes directly from

the text.

Students will

provide quotes from

the text to support

inferences.

Notes:




Reading Literature

Anchor Standard 2: Determine central ideas or themes of a text and analyze their develop-

ment, summarize the key supporting details and ideas.

Enduring Skill: Summarize key details and ideas of complex text.

Standard: RL.5.2 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.

Know :What content does the stu-


standard?

Students need to

understand theme.

Students need to

understand the roles of a narrator and characters.

Students need to

know how to

summarize.


demonstrate?

Students must be able to identify the theme of a story.

Students should

consider what key ideas the author develops throughout the text.


to determine how characters respond to challenges.

Students should be

able to determine what details from the beginning, middle and end of the story should be included in a summary.


demonstrate the learning of the stand-ard?

By considering the character’s chal-lenges throughout the text, students will be able to accurately determine the theme.

Students will write a

summary of the text, including key details from the beginning, middle and end of the text.

Notes:




Reading Literature

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact

over the course of a text.

Enduring Skill: Analyze individuals, events and ideas throughout complex text.

Standard: RL.5.3 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).

Know – What content does the stu-


standard?

Students need to know the difference between compare and contrast.

Students need to

understand the basic literary elements (I.e. characters, setting, plot, climax).

Students should un-

derstand character traits.


demonstrate?

Student must be able to identify the similarities and differ-ences between characters, settings and events in a story.


to use specific details from the text to sup-port their comparisons.

Students must

consider interactions between characters in order to formulate their comparison.



Students will accurately compare and contrast two or more characters, setting or events in a story or drama.

Students will use

specific details from the text to demonstrate their understanding of the comparisons.

Notes:




Reading Literature

Anchor Standard 4: Interpret words and phrases as they are used in a text, including determin-

ing technical, connotative, and figurative meanings, and analyzes how specific word choices

shape meaning or tone.

Enduring Skill: Interpret words and phrases to comprehend text independently.

Standard: RL.5.4 Determine the meaning of words and phrases as they are used in a text

including figurative language such as metaphors and similes.

Know :What content does the student

need to know to demonstrate this

standard?

Students need to know how to use context clues to determine meaning of unknown words.

Students need to

know the difference between literal and figurative language. (metaphors, similes, etc.)

Students need to

know how tone affects the meaning of a text.


demonstrate?

Students must use context clues to determine meaning of unknown words.

Students must

distinguish between literal and figurative connotations of words.

Students must

identify and interpret the meaning of figurative language in a text, including metaphors, similes, etc.

Students should be

able to identify and in-terpret tone.



Students will use surrounding sentences and context clues to deter-mine the meaning of unknown words and phrases.

Students will

determine the meaning of figurative language by considering the author’s intended purpose, as well as how it enhances the meaning of text.

Students will

understand how the tone of the text relates to what the characters are thinking and doing.

Notes:




Reading Literature

Anchor Standard 5: Analyze the structure of texts including how specific sentences, paragraphs

and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to each other

and the whole.

Enduring Skill: Analyze the text structure.

Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide

the overall structure of a particular story, drama, or poem.



standard?

Students need to un-derstand difference between the structure of a story, drama or poem (divided by chapters, scenes or stanzas).

Students need to

understand how a plot develops from beginning to end.


demonstrate?

Students must be able to break down the structure of a text to explain how one chapter, scene or stanza builds upon the next.



Students will accurately explain how a series of chapters, scenes or stanzas fit together to provide the overall structure of a particular story, drama or poem.

Students will explain

how the plot develops throughout the text.

Notes:




Reading Literature

Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a

text.

Enduring Skill: Determine point of view or purpose of a text.

Standard: RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events

are described.

Know –What content does the stu-


standard?

Students need to

understand various types of point of view.

Students need to

understand how point of view can influence description of the events in a text.


demonstrate?

➢ Student must identify who is telling the story or speaking and why.

➢ Students must be able

to explain how the de-scription of events in a story may depend upon the point of view of the narrator or speaker.



Students will accurately describe how the narrator or speaker’s point of view influences the description of events in a text.

Notes:




Reading Literature

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.

Enduring Skill: Evaluate content presented in diverse media and formats to comprehend com-

plex text.

Standard: RL.5.7 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).

Know: What content does the student

need to know to demonstrate this stand-

ard?

Students need to know how to “read” visual and multimedia ele-ments in a text.

Students need to

understand the terms of “meaning, tone or beauty” as it applies to text.


demonstrate?

Students explain how specific aspects of a text’s illustrations con-tribute to the reader’s understanding of a text.

Students will make

connections between text and a visual or oral presentation of the text. ( ex. Read or listen to text, then watch a film version and make connections between the two).



Students will correctly analyze how the written text differs from the visual or mul-timedia presentation.

Students will analyze

how the visual or multimedia presentation affect the tone of the written text.

Students will analyze

how the visual or multimedia presentation helps the reader appreciate the beauty of the written text.

Notes:




Reading Literature

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

***Standard 8 is not applicable to fifth grade reading literature standards.




Reading Literature

Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order

to build knowledge or to compare the approaches the authors take.

Enduring Skill: Analyze how two or more texts address similar themes or topics.

Standard: RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adven-

ture stories) on their approaches to similar themes and topics.



standard?


Students need to

understand the concept of theme.


demonstrate?

Students must determine the theme of similar stories.

Students must

compare and contrast themes or topics of similar texts in the same genre.



Students will accurately analyze how two or more texts address similar themes or topics.

Notes:




Reading Literature

Anchor Standard 10: Read and comprehend complex literary and informational texts inde-

pendently and proficiently.

Enduring Skill: Read and comprehend complex literary and informational texts independently

and proficiently.

Standard: RL.5.10 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.



standard?

Students need to know how to identify:

Key Ideas and Details

Text Structure Integrate prior

knowledge with new ideas


demonstrate?

Students, by the end of the year, will read and comprehend fiction, drama and poetry at fifth grade level with little, less or no teachers’ guidance.



Students will independently and proficiently read and comprehend various genres of literature at the high end of the appropriate complexity band (4-5).

Notes:




Reading Informational

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical

inferences; cite specific textual evidence when writing or speaking to support conclusions

drawn from the text.

Enduring Skill: Make logical inferences from complex texts.

Standard: RI.5.1 Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text.



standard?

Students need to

know the purpose for

reading and how to

identify which

specific details are

most important.

Students must understand the process used to make an inference about a topic or subject.

Students must

understand what con-stitutes textual evi-dence and how to properly cite the evidence.


demonstrate?

Students explain what the text is about using specific, accurate quotes directly from the text.

Students provide

quotes from the text to support inferences.



Students will use quotes to accurately explain what the text says and when drawing inferences from the text.

Notes:





Anchor Standard 2: Determine central ideas or themes of a text and analyze their develop-

ment, summarize the key supporting details and ideas.

Enduring Skill: Summarize key details and ideas of complex text.

Standard: RI.5.2 Determine two or more main ideas of a text and explain how they are sup-

ported by key details; summarize the text.

Know :What content does the student


standard?

Students need to understand how to determine the main idea of a text.

Students need to

understand how to identify key details in a text.

Students need to

know how to summarize a text.


demonstrate?

Students must identify two or more central ideas in a text.


to examine how the central ideas are sup-ported through spe-cific details.


to combine the cen-tral ideas and key de-tails to summarize a text.



Students will determine two or more central ideas of a text and explain how they are supported by key details.

Students will

accurately summarize the text.

Notes:





Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact

over the course of a text.

Enduring Skill: Analyze individuals, events and ideas throughout complex text.

Standard: RI.5.3 Explain the relationships or interactions between two or more individuals,

events, ideas, or concepts in a historical, scientific, or technical text based on specific infor-

mation in the text.

Know –What content does the stu-


standard?

Students need to know how to read var-ious genres of text such as historical, scientific and technical text.

Students must understand how to identify significant figures, ideas or concepts in a text.

Students must understand how to relate significant figures, ideas or concepts to each other.

Do: What skill must the student demon-

strate?

Students must be able to read various genres of text with a specific pur-pose for reading.

Students must be able to determine which people, events, ideas or concepts play an influential role in a text.

Students must be able to read the text almost like a scientist would observe an experiment, observing how various people, events, ideas or concepts influence each other over time.

Students must be able to identify and understand the connections and relationships between procedures, steps, etc.



Students will accurately explain relationships and interactions be-tween two or more individuals, events, ideas or concepts based on specific information in the text.





Anchor Standard 4: Interpret words and phrases as they are used in a text, including determin-

ing technical, connotative, and figurative meanings, and analyzes how specific word choices

shape meaning or tone.

Enduring Skill: Interpret words and phrases to comprehend text independently.

Standard: RI.5.4 Determine the meaning of general academic and domain-specific words and

phrases in a text relevant to a grade 5 topic or subject area.



standard?

Students need to know how to use context clues to determine the meaning of an unknown word.

Students need to

know the difference between literal and figurative language.

Students need to

know meanings of do-main-specific vocabulary words.


demonstrate?

Students must be able to use the topic to fig-ure out the meaning of the sentence/section of a text.


to use the text and surrounding photos and captions to figure out the meaning of a word of phrase.


to use text features such as titles, glossary, bolded words, headings and caption or illustrations to help determine what is being explained in the text.



Students will accurately determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area.

Notes:





Anchor Standard 5: Analyze the structure of texts including how specific sentences, paragraphs

and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to each other

and the whole.

Enduring Skill: Analyze text structure

Standard: RI.5.5 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.



standard?


Students need to

know the various types of text structure (Chronological Order, Cause/Effect, Prob-lem/Solution, Com-pare/Contrast.)


demonstrate?

Students must be able to identify the main idea and key details/events in a text.


to break down the structure of a text, identifying key words that will help them find patterns such as chronology, cause/ef-fect and problem/so-lution.



Students will accurately compare and contrast the over-all structure of events, ideas , concepts or information in two or more texts.

Notes:





Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a

text.

Enduring Skill: Determine point of view or purpose of a text.

Standard: RI.5.6. Analyze multiple accounts of the same event or topic, noting important simi-

larities and differences in the point of view they represent.



standard?

Students need to know meaning and types of “point of view.”

Students need to

understand how to find similarities and differences in text.


demonstrate?

Students must be able to identify the specific type of “point of view” used by an au-thor in a given text.


to analyze the words, phrases and text fea-tures used by an au-thor to signal his/her point of view.


to compare/contrast the author’s point of view in two or more texts of similar sub-ject.



Students will accurately analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Notes:





Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.

Enduring Skill: Evaluate content presented in diverse media and formats to comprehend com-

plex text.

Standard: RI.5.7 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.

Know: What content does the student


standard?

Students need to know how to use various sources (print and digital) to find information on a topic, question or problem.


demonstrate?

Student must be able to narrow their topic, question or problem in order to find specific information or answers.


to decide which infor-mation format (print or digital) would help them find information or solve a problem most quickly.


to navigate both print and digital formats in order to find information



Students will accu-rately draw on information from mul-tiple print or digital sources, demonstrating the ability to locate an an-swer to a question quickly or to solve a problem efficiently.

Notes:





Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, 20in-

cluding the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Enduring Skill: Delineate and evaluate the argument and specific claims in complex text.

Standard: R1.5.8 Explain how an author uses reasons and evidence to support particular points

in a text, identifying which reasons and evidence support which point(s).



standard?

Students must know how to identify the main idea of a text.

Students must know

how evidence supports each key detail in a text.


demonstrate?

Students must be able to identify the main idea or key point the author is making about the topic.


to explain how textual evidence supports key points in a text.



Students will accurately explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Notes:





Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order

to build knowledge or to compare the approaches the authors take.

Enduring Skill: Analyze how two or more texts address similar themes or topics.

Standard: RI.5.9 Integrate information from several texts on the same topic in order to write or

speak about the subject knowledgeably.



standard?

Students must know how to identify the main idea of a text.

Students must know

how evidence supports each key detail in a text.

Students must know

how to combine information from various texts.


demonstrate?

Students must be able to identify the subject, key ideas and sup-porting details from a text.


to combine or integrate the information from various texts into one written piece or speech.



Students will accurately integrate information from sev-eral texts on the same topic in order to write or speak about the subject knowledgeably.

Notes:





Anchor Standard 10: Read and comprehend complex literary and informational texts inde-

pendently and proficiently.

Enduring Skill: Read and comprehend complex texts.

Standard: RI.5.10 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 com-

plexity band independently and proficiently.



standard?

Students need to know how to identify the main idea and supporting ideas and details in a text.

Students need to

know the various types of text structures used by au-thors (chronology, cause/effect, problem/solution.)

Students need to

know how to integrate information from more than one source (background knowledge, print for-mat, digital format) into one written piece.


demonstrate?

Students, by the end of the year, will read and comprehend informational texts at fifth grade level with little, less or no teach-ers’ guidance.



Students will independently and proficiently read and comprehend various informational texts at the high end of the appropriate complexity band (4-5).

Notes:




Reading- Foundational Skills

(Anchor Standard 1 (Print Concept) and Anchor Standard 2 (Phonological Awareness) are not

applicable to grade 5.)

Anchor Standard 3: Know and apply grade-level phonics and word analysis skills in decoding

words.

Enduring Skill: Apply phonics and word analysis in decoding text.

Standard: FS.5.3 Know and apply grade-level phonics and word analysis skills in decoding

words.

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 con-

text and out of context.



standard?

Students need to know letter-sound correspondence in or-der to break words into syllables, as well as identify and know the meanings of prefixes, suffixes and root words both in and out of context.


demonstrate?

Students must be able to break words into syllables.


to use context clues to figure out the mean-ing of words.



Students will know and apply grade-level phonics and word analysis skills in decoding words.

Notes:




Reading- Foundational Skills

Anchor Standard 4: Read with sufficient accuracy and fluency to support comprehension.

Enduring Skill: Read with fluency.

Standard: FS.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on

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

necessary.



standard?

Students need to know how to read grade-level text with purpose and understanding.

Students need to

know how to read grade-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.

Students need to

know how to use context to confirm or self-correct word recognition and understanding, rereading as necessary.


demonstrate?

Students determine pronunciation and meaning of unknown words using context and rereading to correct themselves and improve accuracy and understanding.



Students will read with sufficient accuracy and fluency to support comprehension.

Notes:




Writing

Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

Enduring Skill: Write arguments to support claims.

Standard: 5. W.1 Write opinion pieces on topics or texts, supporting a point of view with rea-

sons and information. a. Introduce a topic or text clearly, state an opinion, and create organizational structure in

which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,

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



standard?

Students need to un-derstand the purpose of the writing and how to form and state an opinion.

Students need to know how to determine the reasons and evidence (facts and details) that support their opinion.

Students need to know how to organize reasons, facts, and details, to support their opinion. (Introduction, body, conclusion).

Do: What skill must the student demonstrate?

Students must be able to introduce the topic or text they are writing about with a clear purpose and state an opinion.

Students must be able to identify reasons, supported by facts and details, that sup-port their opinion

Students must create an organizational structure in which ideas are logically grouped and sup-ported by facts and details that support the opinion.



Students will accurately write an opinion piece on a topic or text, supporting a point of view with logical rea-sons and information, includ-ing:

A clear introduction of topic or text

Statement of opinion Logical organizational

structure Reasons that are

supported by facts and details

Links between opinion and reasons, using words and phrases.

A concluding state-ment or section related to the opinion presented




Students need to

know how to link the opinion and reasons using words, phrases, and clauses.

Students need to

know how to provide a concluding state-ment or section that relates to the opinion presented.

Students must be able to link their opinion and reasons using words, phrases, and clauses.

Students must provide a concluding statement or section that is re-lated to the opinion presented.

Notes:




Writing

Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and analy-

sis of content.

Enduring Skill: Write informative/explanatory texts to convey ideas and information.

Standard: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and

information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related in-

formation locally: include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

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

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

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

e. Provide a concluding statement or section related to the information or explanation pre-sented.


dent need to know to demonstrate

this standard?

Students need to know how to introduce the topic and purpose of the writing

Students need to know how to organ-ize and group re-lated information into paragraphs to con-vey the information clearly (Introduc-tion, body, conclu-sion).


demonstrate?

Student must be able to introduce the topic and pur-pose clearly.

Students must be able to determine what information and details to use to give the reader enough information on the topic and organize the information clearly.



Write informative/ explanatory text that examines a topic and conveys ideas and information clearly by including:

A topic that group related information

together

Illustrations when useful to aid in com-prehension




Students need to understand the use of details and exam-ples, including quota-tions, to provide information or ex-plain the topic.

Students need to know how to in-clude headings, illustrations, or multimedia to ex-plain the topic more fully.

Students need to know how to link the opinion and rea-sons using words, phrases, and clauses.

Students need to know how to bring their papers to an end with a concluding section that relates all the information or explanation presented.

Students should be able to organize paragraphs and sections with headings and elaborate upon the information through the use of illustrations and multimedia.

Students should be able to further de-velop the topic with facts, definitions, concrete details, and evidence (usually in the form of quotations).

Student must know how to use linking words and phrases to connect ideas within categories of information.

Students must be able to provide a concluding state-ment or section that relates all the information or ex-planations presented.

A developed topic with facts, defini-tions, and details

Linking words, phrases, and clauses to connect ideas within categories of information

Precise language and domain-specific vocabulary

A concluding statement or sec-tion related to the information or explanation

Notes:




Writing

Anchor Standard 3: Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

Enduring Skill: Write narratives to develop real or imagined experiences.

Standard: W.5.3 Write narratives to develop real or imagined experiences or events using ef-

fective technique, descriptive details, and clear event sequences.

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

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

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

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

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

Know – What content does the

student need to know to demon-

strate this standard?

Students need to know how to determine the purpose of their writing and whether the event is real or imagined.

Students need to know how to use story elements (plot, character, setting, and theme) to develop and or-ganize the narrative.


demonstrate?

Students must be

able to establish a situation and introduce a narrator and/or characters.

Students must organize story events in a logical sequence that results in a conclusion.

Students should use dialogue, pacing, and description to develop



The student con-veys real or imagined experiences and events through narratives, using sensory details, and story struc-tures that make clear what is happening and who is involved.

The student arranges events into authentic sequences that unfold naturally,




Students need to know how to use narrative techniques such as dialogue, pac-ing, and descrip-tion to develop experiences and events.

Students need to know how to use transitional words, phrases, and clauses to move events along in the narrative.

Students need to know how to use concrete and/or sensory details to develop experiences or events.

Students need to know how to end the story in a way that makes sense to the reader and achieves the purpose of the writing.

experiences and events.

Students should use transitional words, phrases, and clauses to move events along in the story.

Students should include specific words and sen-sory details to help the reader understand the experiences and emotions in the story.

Students must be able to provide a conclusion that makes sense based on the events that occurred in the narrative.

adding dialogue, pacing, and description to bring the story and its characters alive.

The student inserts various transitional words, phrases, and clauses that orient readers to the sequence of events.

The student uses concrete words and phrases and sensory details needed to convey the experiences or events being described.

The student pro-vides a conclusion that follows from the narrated

experiences or events.

Notes:




Writing

Anchor Standard 4: Produce clear and coherent writing in which the development, organiza-

tion, and style are appropriate to task.

Enduring Skill: Produce clear and coherent writing

Standard: W.5.4 Produce clear and coherent writing in which the development and organiza-

tion are appropriate to task, purpose, and audience. (Grade-specific expectations for writing

types are defined in standards 1-3).



standard?

Students need to know how to determine the topic and task for writing.

Students need to know the purpose of writing (inform, explain, persuade or entertain).

Students need to know how to determine the audience for which they are writing.


demonstrate?

Students should be able to write appro-priately, developing and organizing ideas, according to audience, purpose and task.



Students write with clarity and coherence, developing and organ-izing ideas and creat-ing a style that is appropriate to the au-dience, purpose and occasion when com-posing those types outlined in Writing Standards 1-3.

Notes:




Writing

Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

Enduring Skill: Strengthen and develop writing by using the writing process.

Standard: W.5.5 With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing.

(Editing for conventions should demonstrate command of Language standards 1-3 up to and

including grade 5).



standard?

Students need to know the steps to the writing process (plan-ning, drafting, revis-ing, editing, publishing.)


demonstrate?

Students must demonstrate research and planning skills, as well as writing and ed-iting strategies in or-der to strengthen their writings.



With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Notes:




Writing

Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and

to interact and collaborate with others.

Enduring Skill: Use technology to interact and collaborate with others.

Standard: W.5.6 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.

Know – What content does the student


ard?

Students need to know

how to

properly research topics

on the internet using

search engines, key

words or teacher

recommended

websites.


keyboarding skills.


how to use programs

such as Word, Pages,

PowerPoint, etc. in order

to publish writings after

revision.


how to share their writ-

ings using technology,

while gathering feedback

from their peers.


demonstrate?

Students must be able to produce and publish writ-ings using infor-mation gathered by using technol-ogy.

Students must be

able to use the keyboard well enough to type a minimum of two pages in a single setting.



With some guidance

and support from

adults, students will

use technology,

including the

Internet, to produce

and publish writing as

well as to interact and

collaborate with oth-

ers; demonstrate suf-

ficient command of

keyboarding skills to

type a minimum of

two pages in a single

sitting.

Notes:




Writing

Anchor Standard 7: Conduct short as well as more sustained research projects based on fo-

cused questions, demonstrating understanding of the subject under investigation.

Enduring Skill: Build knowledge on a subject through research.

Standard: W.5.7 Conduct short research projects that build knowledge through investigation

of different aspects of a topic.



standard?

Students need to

know how to know

how to select and

research a topic.


demonstrate?

Students must be able to use research skills to select appropriate and relevant resources for their project.



Student will conduct

short research

projects that build

knowledge through

investigation of

different aspects of a

topic.

Notes:




Writing

Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess

the credibility and accuracy of each source, and integrate the information while avoiding

plagiarism.

Enduring Skill: Assess the credibility and accuracy of sources

Standard: W.5.8 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.



standard?

Students need to know how to identify and recall relevant information.

Students need to know how to summarize and paraphrase information.

Students need to know how to provide and cite sources used in their writing.


demonstrate?

Students must be able to recall and use rele-vant information from their research.

Students must be able to summarize and par-aphrase information in their own words.

Students must be able to provide a list of sources used in their writing.



Students will 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.

Notes:




Writing

Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, re-

flection, and research.

Enduring Skill: Build knowledge on a subject through research.

Standard: W.5.9 Draw evidence from literature, informational texts to support analysis, reflec-

tion, and research.

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].”).

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 rea-

sons and evidence support which point[s].”).



standard?

Students need to

know how to find

evidence from

literature or

informational text to

support the writing

topic.

Students need to

know and understand

story elements in

literature, as well as

how to identify key

points and details in

information text.


demonstrate?


to use ideas and de-tails from various texts, whether

fictional or informational to support claims in their writings.



Students will draw ev-

idence from

literature,

informational texts to

support analysis,

reflection, and

research.

Notes:




Writing

Anchor Standard 10: Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single setting or a day or two) for a range of tasks, pur-

poses, and audiences.

Enduring Skill: Write routinely over varied time frames and tasks.

Standard: W.5.10 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.



standard?

Students need to

know the purpose, au-

dience and mode of

writing, and be able to

construct writing

independently.


demonstrate?

Students must be able to compose a writing, with appropriate context and modes, for a variety of audiences.



Students will 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.

Notes:




Speaking and Listening DRAFT

Anchor Standard 1: Prepare for and participate effectively in a range of conversations and col-

laborations with diverse partners, building on others’ ideas and expressing their own clearly

and persuasively.

Enduring Skill: Prepare for and participate effectively in collaborative conversations.

Standard: SL.5.1 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.

a. Come to discussions prepared, having read or studied required materials; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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

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

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






standard?

Students need to know the guidelines for aca-demic discussions and their role in them.


how to prepare in ad-vance for academic dis-cussions.


how to ask and answer questions to contribute to the discussion.


how to review the key ideas and draw conclu-sions.


demonstrate?

Students must be able to participate in different discussions (pairs, groups, full class) with a range of peers about grade 5 topics and texts.

Students should be able

to contribute ideas dur-ing discussion.

Students should prepare

for discussions and draw upon what they have learned about the topic.

Students should ask and

answer questions and elaborate on the remarks of others.


to draw conclusions after having gained knowledge from the discussion and reviewing key ideas.

Mastery: How does the student demon-

strate the learning of the standard?

Engage effectively in a range of collaborative dis-cussions (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 by:

a. Coming to discussions pre-

pared, having read or stud-ied required materials; ex-plicitly draw on that prepa-ration and other infor-mation known about the topic to explore ideas under discussion.

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

c. Posing and responding to specific questions by mak-ing comments that contrib-ute to the discussion and elaborate on the remarks of others.

d. Reviewing the key ideas ex-pressed and draw conclu-sions in light of information and knowledge gained from the discussions.





Anchor Standard 2: Integrate and evaluate information presented in diverse media and for-

mats, including visually, quantitatively, and orally.

Enduring Skill: Use digital media and visual displays to enhance presentations and communi-

cate effectively.

Standard: SL.5.2 Summarize a written text read aloud or information presented in diverse me-

dia and formats, including visually, quantitatively, and orally.



standard?

Students need to know how to summa-rize information


demonstrate?

Students should be able to summarize all information delivered in different media and formats and in written text read aloud.



Students summarize a written text read aloud or information presented in diverse media and for-mats, including visually, quantitatively, and orally.

Notes:





Anchor Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric.

Enduring Skills: Evaluate others’ presentations and how they use point of view, reasoning, use

of evidence and rhetoric.

Standard: SL.5.3 Summarize the points a speaker makes and explain how each claim is sup-

ported by reasons and evidence.



standard?

Students need to

know how to listen for main points or claims of a speaker.

Students need to

know how to summa-rize points or claims


demonstrate?

Students should be able to determine the main points or claims and how they are sup-ported by reasons and evidence.

Students should be

able to summarize the information



Students summarize the points a speaker makes and explains how each claim is sup-ported by reasons and evidence.

Notes:





Anchor Standard 4: Present information, findings, and supporting evidence so listeners can fol-

low the line of reasoning and the organization, development, and style are appropriate to task,

purpose, and audience.

Enduring Skill: Independently prepare and present information, findings, and supporting evi-

dence that the listener can follow.

Standard: SL.5.4 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.



standard?

Students need to know how to determine the topic and purpose of the report.


how to support the topic with relevant infor-mation.


how to organize the infor-mation


how to speak clearly at an understandable pace.


demonstrate?

Students should be able to present an opinion or report in a sequential manner.


to include appropriate facts and descriptive, rel-evant details to support main ideas and themes.

Students must be able to

speak clearly at a pace that is understandable for the audience.



Students report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive de-tails to support main ideas or themes; speak clearly at an understanda-ble pace.

Notes:





Anchor Standard 5: Make strategic use of digital media and visual displays of data to express

information and enhance understanding of presentations.

Enduring Skill: Use digital media and visual displays to enhance presentations and communi-

cate effectively.

Standard: SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in

presentations when appropriate to enhance the development of main ideas or themes.



standard?

Students need to know the subject or purpose of the presentation.


how to identify and de-velop the main idea or theme of the presenta-tion.


demonstrate?

Students need to be able to distinguish which ele-ments or information to include in presentation.


to design and deliver presentations that incor-porate

multimedia components (e.g., graphics or sounds).


to include visual displays of

information (e.g., charts, graphs, or infographics).



Students include multimedia compo-nents (e.g., graphics, sound) and visual dis-plays in presentations when appropriate to en-hance the development of main ideas or themes.

Notes:





Anchor Standard 6: Adapt a speech to a variety of contexts and communication tasks, demon-

strating command of formal English when indicated or appropriate.

Enduring Skill: Not listed in ELA Enduring Skills

Standard: SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when ap-

propriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expecta-

tions.)



standard?

Students need to know the purpose or task of which they are speaking.

Students need to be

able to identify the audience

Students need to

identify the mode of speaking (e.g., a speech, talking to a small group, recording to share on technol-ogy)


demonstrate?

Students must demonstrate the skill of adjusting their voice and style to suit the occasion, purpose, and audiences.

Students have to be

able to model their command of formal English when appro-priate.



Students adapt speech to a variety of contexts and tasks, us-ing formal English when appropriate to task and situation

Notes:




Language

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

Enduring Skills: Demonstrate command of English grammar and usage.

Standard: L.5.1 Demonstrate the command of the conventions of standard English grammar and usage when writing or speaking.

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

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

c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).



ard?


function of conjunc-

tions, prepositions and

interjections.


how to use correlative

conjunctions.


how to form and use

perfect verb tenses, as

well as using verb

tenses to convey times,

sequences, states and

conditions.


strate?

Students must be able to use correlative con-junctions (e.g. either/or, neither/nor), as well as the function of conjunc-tions, prepositions and interjections.

Students must be able to use perfect verb tense.

Students must be able to use verb tenses to show various times, se-quences, states and conditions.



Students will demonstrate the command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of conjunctions, preposi-tions, and interjections in general and their function in particular sentences.

Form and use the per-fect (e.g., I had walked: I have walked; I will have walked) verb tenses.




Notes:

Student must be able to correct inappropriate shifts in verb tense.

Use verb tense to con-vey various times, se-quences, states, and conditions.

Recognize and correct inappropriate shifts in verb tense.*

Use correlative conjunc-tions (e.g., either/or, neither/nor).




Language

Anchor Standard 2: Demonstrate command of the conventions of standard English capitaliza-

tion, punctuation, and spelling when writing.

Enduring Skill: Demonstrate command of Standard English capitalization, punctuation, and

spelling.

Standard: L.5.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

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

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

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag ques-tion 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?).

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

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



ard?


the conventions of capi-

talization, punctuation

and spelling.


strate?

Students must be able to use correct capitalization, punctuation and spelling in their writing.



Students will demonstrate com-mand of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation to

separate items in a

series.*

Use a comma to

separate an

introductory element

from the rest of the

sentence.

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?).

Use underlining,

quotation marks, or

italics to indicate titles of

works.

Spell grade-appropriate

words correctly,

consulting references as

needed.

Notes:




Language

Anchor Standard 3: Apply knowledge of language to understand how language functions in dif-

ferent contexts, to make effective choices for meaning or style, and to comprehend more fully

when reading or listening.

Enduring Skill: Apply knowledge of language and its functions when reading or listening.

Standard: L.5.3 Use knowledge of language and its conventions when writing, speaking, read-

ing, or listening.

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

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

dramas, or poems.



standard?

Students need to

know how to revise

sentences to produce

the most effective

writing.

Students need to

know how to compare

and contrast

various dialects and

registers of English in

literature.


demonstrate?

Students must be able to expand, combine and reduce sentences to improve meaning, reader interest and style.


to compare and con-trast varieties of Eng-lish used in stories, dramas or po-ems.



Students will use knowledge of language and its conventions when writing, speaking, reading, or listening.

Expand, combine, and reduce sentences for meaning, reader/lis-tener interest, and style.

Compare and contrast the varieties of English (e.g., dialects, regis-ters) used in stories, dramas, or po-ems.

Notes:




Language

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, analyzing meaningful word parts, and consulting general

and specialized reference materials, as appropriate.

Enduring Skill: Determine the meaning of unknown words.

Standard: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words or

phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

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

meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word (e.g., photograph, photosynthesis).

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.



standard?

Students need to

know how to use

context clues to

figure out the

meaning of unknown

words.

Students need to

know the meaning of

common,

grade-appropriate

Greek and Latin

affixes and roots.

Students need to

know how to use

reference materials to

figure out the


demonstrate?


to use context clues to

figure out the mean-

ing of unknown

words.


to determine the

meaning of common,

grade-appropriate

Greek and Latin

affixes and roots.


to use reference ma-

terials to figure out

the pronunciation and

meaning of



Students will determine or clarify the meaning of un-known and multiple-meaning words or phrases based on grade 5 reading and content, choosing flexibly from a range of strat-egies.

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

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning




pronunciation and

meaning of unknown

words.

unknown words. of a word (e.g., photo-graph, photosynthe-sis).

Consult reference ma-

terials (e.g.,

dictionaries, glossa-

ries, thesauruses),

both print and digital,

to find the

pronunciation and de-

termine or clarify the

precise meaning of

key words and

phrases.

Notes:




Language

Anchor Standard 5: Demonstrate understanding of word relationships and nuances in word

meanings.

Enduring Skill: Understand Figurative Language

Standard: L.5.5 Demonstrate understanding of figurative language, word relationships, and nu-

ances in word meanings.

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

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

c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs)

to better understand each of the words.



standard?

Students need to

know how to recog-

nize and interpret var-

ious types of figura-

tive language in con-

text.

Students need to

know how to recog-

nize and explain the

meaning of common

idioms, adages and

proverbs based on the

context in which they

are used.

Students need to

know how to use syn-

onyms, antonyms and

homographs.


demonstrate?


to recognize and in-

terpret various types

of figurative language

in context.


to recognize and ex-

plain the meaning of

common idioms, ad-

ages and proverbs

based on the context

in which they are

used.


to use synonyms, an-

tonyms and homo-

graphs.



Students will demonstrate understanding of figurative language, word relationships, and nuances in word mean-ings.

Interpret figurative language, including similes and meta-phors, in context.

Recognize and explain the meaning of com-mon idioms, adages, and proverbs.

Use the relationship between particular words (e.g., syno-nyms, antonyms, homographs) to bet-ter understand each of the words.

Notes:




Language

Anchor Standard 6: Acquire and use accurately a range of general academic and domain-spe-

cific words and phrases sufficient for reading, writing, speaking, and listening at the college and

career readiness level: demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression.

Enduring Skill: Use grade appropriate words and phrases.

Standard: L.5.6 Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases, including those that signal contrast, addition, and other logical rela-

tionships (e.g., however, although, nevertheless, similarly, moreover, in addition).



standard?

Students need to know how to acquire and use general academic and domain-specific words and phrases.

Students need to know words that sig-nal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).


demonstrate?

Students must be able to demonstrate they have learned and are using the language appropriate to the subject, discipline, or context when reading, writing, or speaking about it.



Students acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal con-trast, addition, and other logical relationships (e.g., however, alt-hough, nevertheless, similarly, moreover, in addition).

Notes:

th grade english/language arts

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