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5th Grade Checklist 5th Grade Checklist Presentation Transcript

  • Isaac School District No.5 ELAS Standards Checklist: Grade 5 2012-2013 2010 AZ ELAS Former AZ Standards/ U1 U2 U3 U4 U5 U6 Reading Foundations (RF) AIMS Blueprint Alignment5.RF.3 Know and apply grade-level phonics R05.S1C4.01and word analysis skills in decoding words. Use knowledge of root words and affixes to determine the meaning of unknown words. R05.S1C4.05 Determine the meanings, pronunciations, F syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available. S1C4 (11%) 1
  • 5.RF.3a Use combined knowledge of all letter-sound correspondences, syllabicationpatterns, and morphology (e.g., roots andaffixes) to read accurately unfamiliarmultisyllabic words in context and out ofcontext.III-RF-2: HI-7: applying knowledge of spellingpattern exceptions. √+III-RF-2: HI-8: applying knowledge ofsyllabication rules when decoding unfamiliarwords in context.III-RF-2: HI-9: applying knowledge ofinflectional forms of words in context.III-RF-2: HI-10: applying knowledge of affixesto words in context.5.RF.4. Read with sufficient accuracy and R03.S1C5.01fluency to support comprehension. Consistently read grade level text with at least 90 percent accuracy.III-RF-3: HI-1: reading aloud passages from R05.S1C5.01unfamiliar content area text with fluency. (i.e., Read from familiar prose and poetry withaccuracy, appropriate phrasing, and attention fluency and appropriate rhythm, pacing,to punctuation). intonation, and expression relevant to the text. R06.S1C4.02 F F F F F Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast). R06.S1C5.01 Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).5.RF.4a Read on-level text with purpose andunderstanding. F √+ √+ 2
  • 5.RF.4b Read on-level prose and poetry orallywith accuracy, appropriate rate, andexpression on successive readings. F √+ √+ √+ √+5.RF.4c Use context to confirm or self-correct S1C4 (11%)word recognition and understanding,rereading as necessary. F √+ √+ √+ 3
  • 2010 AZ ELAS Former AZ Standards/ U1 U2 U3 U4 U5 U6 Reading Literature (RL) AIMS Blueprint Alignment5.RL.1. Quote accurately from a text when R05.S1C6.06explaining what the text says explicitly and Use reading strategies (e.g., drawingwhen drawing inferences from the text. conclusions, determining cause and effect, making inferences, sequencing) toIII-R-4: HI-13: drawing conclusions from comprehend text. √+ F √+ √+information implied or inferred in a literary S1C6 (11%)selection.5.RL.2. Determine a theme of a story, drama, R05.S2C1.02or poem from details in the text, including how Identify the theme (moral, lesson, meaning,characters in a story or drama respond to message, view or comment on life) of achallenges or how the speaker in a poem literary selection.reflects upon a topic; summarize the text. R05.S2C1.04 Analyze how a character’s traits influence thatIII-R-4: HI-5: Retelling a story or event with a character’s actions.beginning, middle, and end using transition S2C1 (31%)words and complete sentences.III-R-4: HI-7: Summarizing the main idea andsupporting details from text using appropriateacademic vocabulary. F √+ √+ √+ √+ √+III-R-4: HI-8: Locating sequential/chronological order signal words (i.e. first,next, finally, today, now, meanwhile, not longago) in text. 4
  • 5.RL.3. Compare and contrast two or more R04.S2C1.08characters, settings, or events in a story or Compare (and contrast) the characters,drama, drawing on specific details in the text events, and setting in a literary selection.(e.g., how characters interact). R05.S2C1.01 Identify the components of a plot (e.g., mainIII-R-4: HI-18: Comparing and contrasting events, conflict, rising action, climax, fallingtwo characters within a fictional text. action, resolution). R05.S2C1.03III-R-4: HI-19: Comparing and contrasting Distinguish between major characters andtwo settings within a fictional text. minor characters. √+ √+ √+ √+ F R05.S2C1.04 Analyze how a character’s traits influence that character’s actions. R05.S2C1.06 Determine of all the aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection. S2C1 (31%) 5
  • 5.RL.4. Determine the meaning of words and R05.S1C4.02phrases as they are used in a text, including Use context to determine the relevantfigurative language such as metaphors and meaning of a word or the intended meaning ofsimiles. a word with multiple meanings (e.g., hatch, arm, boot).(III-R-4: HI-8: locating sequential/chronological order signal words (i.e., first, S1C4 (11%)next, finally today, now, meanwhile, not long R06.S1C4.04ago) in text.) Determine the meaning of figurative language, including similes, metaphors, personification,(III-R-4: HI-9: locating signal words that and idioms in prose and poetry.indicate comparison/contrast. (i.e., similarly,on the other hand, however, yet, in spite of).) √+ √+ √+ √+(III-R-4: HI-10: locating signal words thatindicate cause and effect. (i.e., as a result of,consequently, so that, because of, since).)(III-R-4: HI-32: identifying words (i.e., nouns,adjective, verbs and adverbs) that the authorselects in a literary selection to create agraphic visual image.) 6
  • 5. RL.5. Explain how a series of chapters, R05.S1C4.03scenes, or stanzas fits together to provide the Determine the difference between figurativeoverall structure of a particular story, drama, language and literal language.or poem. R05.S1C4.04 Determine the meaning of figurative language,III-R-4: HI-34: Identifying structural elements including similes, personification, and idioms.of poetry (e.g. repetition, rhyme, rhythm, R05.S1C4.06verse, meter, and imagery, etc.) Identify antonyms, synonyms and homonyms for given words within text. S1C4 (11%) R05.S1C6.01 Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). R05.S1C6.02 √ √ √ √ F Confirm predictions about text for accuracy. R05.S1C6.03 Generate clarifying questions in order to comprehend text. R05.S1C6.04 Use graphic organizers in order to clarify the meaning of the text. R05.S1C6.05 Connect information and events in a text to experience and to related text and sources. S1C6 (11%) R05.S2C1.07 Identify the intended effect of the techniques (e.g., appeal of characters, believability of characters and plot, use of figurative language) that the author uses to influence readers’ feelings and attitudes. S2C1 (31%) 7
  • 5.RL.6. Describe how a narrator’s or R05.S2C1.05speaker’s point of view influences how events Identify the narrative point of view (e.g., firstare described. person, third person, omniscient) in a literary √+ F √+ selection. S2C1 (31%)5.RL.7. Analyze how visual and multimedia VP.E1elements contribute to the meaning, tone, or Analyze visual media for language, subjectbeauty of a text (e.g., graphic novel, matter and visual techniques used to influencemultimedia presentation of fiction, folktale, opinions, decision making and cultural √+ F √+myth, poem). perceptions.5.RL.8. (Not applicable to literature) N/A5.RL.9. Compare and contrast stories in the R05.S2C1.09same genre (e.g., mysteries and adventure Identify various genres of fiction (e.g.,stories) on their approaches to similar themes mysteries, science fiction, historical fiction,and topics. adventures, fantasies, fables, myths) based upon their characteristics.III-R-4: HI-6: making connections to text (i.e., S2C1 (31%)text-to text and text-to-self). R05.S2C2.01 Describe the historical and cultural aspects found in cross-cultural works of literature. R06.S2C2.02 Identify common structures and stylistic elements in literature, folklore, and myths from F √+ √+ √+ a variety of cultures. R09.S2C2.02 Compare (and contrast) classic works of literature that deal with similar topics and problems (e.g., individual and society, meaning of friendship, freedom, responsibility). 8
  • 5.RL.10. By the end of the year, read and R03.S1C5.01comprehend literature, including stories, Consistently read grade level text with at leastdramas, and poetry, at the high end of the 90 percent accuracy.grades 4–5 text complexity band R05.S1C6.06independently and proficiently. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text. S1C6 (11%) R05.S2C1.08 Identify types of poetry (e.g., free verse, haiku, √ √ √ √ √ √+ cinquain, limericks). S2C1 (33%) R06.S1C5.01 Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression). 9
  • 2010 AZ ELAS Former AZ Standards/ U1 U2 U3 U4 U5 U6 Reading Informational Text (RI) AIMS Blueprint Alignment5.RI.1. Quote accurately from a text when R05.S1C6.06explaining what the text says explicitly and Use reading strategies (e.g., drawingwhen drawing inferences from the text. conclusions, determining cause and effect, making inferences, sequencing) toIII-R-4: HI-13: drawing conclusions from comprehend text.information implied or inferred in a literary S1C6 (11%)selection. R05.S3C1.04 Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. S3C1 (24%) R05.S3C2.02 F √ F √ √ √+ Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions). S3C2 (11%) R05.S3C3.01 Determine an author’s position regarding a particular idea, subject, concept, or object, using supporting evidence from the text. S3C3 (11%) R06.S3C1.04 Identify the authors stated or implied purpose(s) for writing expository text. R06.S3C3.02 Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object. 10
  • 5.RI.2. Determine two or more main ideas of a R05.S3C1.01text and explain how they are supported by Identify the main idea and supporting detailskey details; summarize the text. in expository text. R05.S3C1.08 Draw valid conclusions based on information gathered from expository text. √+ F √ √+ S3C1 (24%) R06.S3C1.02 Summarize the main idea and critical details of expository text, maintaining chronological or logical order.5.RI.3. Explain the relationships or R05.S3C1.07interactions between two or more individuals, Identify cause and effect relationships (statedevents, ideas, or concepts in a historical, and implied).scientific, or technical text based on specific S3C1 (24%)information in the text. R06.S3C1.09 √+ √+ F Draw valid conclusions about expository text,III-R-4: HI-30: comparing and contrasting two supported by text evidence.items within an expository text. 11
  • 5.RI.4. Determine the meaning of general R05.S1C4.02academic and domain-specific words and Use context to determine the relevantphrases in a text relevant to a grade 5 topic or meaning of a word or the intended meaning ofsubject area. a word with multiple meanings (e.g., hatch, arm, boot).(III-R-4: HI-8: locating sequential/ R05.S1C4.05chronological order signal words (i.e., first, Determine the meanings, pronunciations,next, finally today, now, meanwhile, not long syllabication, synonyms, antonyms, and partsago) in text.) of speech of words, by using a variety of reference aids, including dictionaries, thesauri,(III-R-4: HI-9: locating signal words that glossaries, and CD-ROM and Internet when F √+indicate comparison/contrast. (i.e., similarly, available.on the other hand, however, yet, in spite of).) S1C4 (11%) R06.S1C4.02(III-R-4: HI-10: locating signal words that Use context to identify the meaning ofindicate cause and effect. (i.e., as a result of, unfamiliar words (e.g., definition, example,consequently, so that, because of, since).) restatement, synonym, contrast).III-R-3: HI-20: applying understanding ofcontent vocabulary within math, science andsocial studies texts.(III-R-4: HI-32: identifying words (i.e., nouns,adjective, verbs and adverbs) that the authorselects in a literary selection to create agraphic visual image.) 12
  • 5.RI.5. Compare and contrast the overall R05.S3C1.06structure (e.g., chronology, comparison, Interpret information from graphic featurescause/effect, problem/solution) of events, (e.g., charts, maps, diagrams, illustrations,ideas, concepts, or information in two or more tables, timelines) in expository text.texts. R05.S3C1.07 Identify cause and effect relationships (statedIII-R-4: HI-6: making connections to text (i.e., and implied).text-to text and text-to-self). R05.S3C1.08 Draw valid conclusions based on information gathered from expository text. √ √ √ F S3C1 (24%) R06.S3C1.08 Draw valid conclusions about expository text, supported by text evidence. R07.S3C1.11 Compare (and contrast) the central ideas and concepts from selected readings on a specific topic.5.RI.6. Analyze multiple accounts of the same R07.S3C1.11event or topic, noting important similarities Compare (and contrast) the central ideas andand differences in the point of view they concepts from selected readings on a specificrepresent. topic. √+ √+ √+ √+ F S3C1 (24%) 13
  • 5.RI.7. Draw on information from multiple print R05.S3C1.04or digital sources, demonstrating the ability to Locate specific information by usinglocate an answer to a question quickly or to organizational features (e.g., table of contents,solve a problem efficiently. headings, captions, bold print, glossaries, indices, italics, key words, topic sentences,III-R-4: HI-22: locating information for a concluding sentences) of expository text.specific purpose. (e.g., atlas, glossary, R05.S3C1.05textbook, indexes, websites, podcast, Locate appropriate print and electronicwebinars, etc.) reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical,III-R-4: HI-24: interpreting information from textbooks, CD-ROM, website) for a specificexternal text in nonfiction text for a specific purpose.purpose. R05.S3C1.06 Interpret information from graphic featuresIII-R-4: HI-27: locating information from a (e.g., charts, maps, diagrams, illustrations, F √+ √+part of a book for a specific purpose. tables, timelines) in expository text. R05.S3C1.08III-R-4: HI-28: identifying specific information Draw valid conclusions based on informationby using the organizational features of a book, gathered from expository text.a dictionary and a newspaper. (i.e., title, R05.S3C2.01author, table of contents and glossary) Locate specific information from functional text (e.g., letters, memos, directories, menus,III-R-4: HI-29: interpreting information from schedules, pamphlets, search engines, signs,functional documents for a specific purpose. manuals, instructions, recipes, labels, forms).(e.g., "Which bus do I take to get home by7pm?") S3C1 (24%) 14
  • 5.RI.8. Explain how an author uses reasons R05.S3C1.02and evidence to support particular points in a Distinguish fact from opinion in expository text,text, identifying which reasons and evidence using supporting evidence from text.support which point(s). R05.S3C1.03 Determine author’s main purpose (e.g., to inform, to describe, to explain) for writing the √ √ √+ F expository text. S3C1 (24%) R06.S3C3.02 Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object. 15
  • 5.RI.9. Integrate information from several R05.S3C1.04texts on the same topic in order to write or Locate specific information by usingspeak about the subject knowledgeably. organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. R05.S3C1.05 Locate appropriate print in electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) for a specific purpose. R05.S3C1.06 Interpret information from graphic features √+ F √+ √ (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text. S3C1 (24%) W05.S3C6.01 Paraphrase information from a variety of sources (e.g., Internet, reference materials). W05.S3C6.02 Organize notes in a meaningful sequence. W05.S3C6.03 Write an informational report that includes main ideas and relevant details. LS.F3 Prepare and deliver information by generating topics; identifying the audience; and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal experiences, telling a story or presenting a report. 16
  • 5.RI.10. By the end of the year, read and R03.S1C5.01comprehend informational texts, including Consistently read grade level text with at leasthistory/social studies, science, and technical 90 percent accuracy.texts, at the high end of the grades 4–5 text R05.S1C5.01complexity band independently and Read from familiar prose and poetry withproficiently. fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.AZ.5.RI.10 R05.S1C6.06a. By the end of the year, read and Use reading strategies (e.g., drawing comprehend functional texts, including conclusions, determining cause and effect, history/social studies, science, and making inferences, sequencing) to technical texts, at the high end of the comprehend text. grades 4–5 text complexity band R05.S3C1 √ √ √ √ √ √+ independently and proficiently. Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text. R05.S3C2 Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. 17
  • 2010 AZ ELAS Former AZ Standards Alignment U1 U2 U3 U4 U5 U6 Writing (W)5.W.1. Write opinion pieces on topics or texts, 5.RL.6. Describe how a narrator’s orsupporting a point of view with reasons and speaker’s point of view influences how eventsinformation. are described. 5.RI.6. Analyze multiple accounts of the sameIII-W-1: HI-7: writing a persuasive essay that event or topic, noting important similaritiesstates a clear position with supporting details and differences in the point of view theyusing persuasive vocabulary/strategies to represent. √+ F √+influence the reader (e.g., loaded/emotional 5.RI.8. Explain how an author uses reasonswords, exaggeration, euphemisms and evidence to support particular points in abandwagon, peer pressure, repetition, etc.). text, identifying which reasons and evidence support which point(s).5.W.1a. Introduce a topic or text clearly, state 5.RI.8. Explain how an author uses reasonsan opinion, and create an organizational and evidence to support particular points in astructure in which ideas are logically grouped text, identifying which reasons and evidence √+ √+ √+to support the writer’s purpose. support which point(s).5.W.1b. Provide logically ordered reasons that 5.RI.8. Explain how an author uses reasonsare supported by facts and details. and evidence to support particular points in a text, identifying which reasons and evidence √+ √+ √+ support which point(s).5.W.1c. Link opinion and reasons using 5.RI.8. Explain how an author uses reasonswords, phrases, and clauses (e.g., and evidence to support particular points in aconsequently, specifically). text, identifying which reasons and evidence √+ √+ √+ support which point(s).5.W.1d. Provide a concluding statement orsection related to the opinion presented. √+ √+ √+ 18
  • 5.W.2. Write informative/explanatory texts to 5.RI.2. Determine two or more main ideas of aexamine a topic and convey ideas and text and explain how they are supported byinformation clearly. key details; summarize the text. 5.RI.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, F √+ √+ √+ scientific, or technical text based on specific information in the text. 5.RI.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.5.W.2a. Introduce a topic clearly, provide a 5.RI.2. Determine two or more main ideas of ageneral observation and focus, and group text and explain how they are supported byrelated information logically; include key details; summarize the text.formatting (e.g., headings), illustrations, and √+ √+ √+ √+multimedia when useful to aidingcomprehension.5.W.2b. Develop the topic with facts, 5.RI.2. Determine two or more main ideas of adefinitions, concrete details, quotations, or text and explain how they are supported byother information and examples related to the key details; summarize the text.topic. 5.RI.5. Compare and contrast the overall structure (e.g., chronology, comparison, √+ √+ √+ √+ cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.5.W.2c. Link ideas within and acrosscategories of information using words,phrases, and clauses (e.g., in contrast, √ √+ √+ √+ √ √+especially)5.W.2d. Use precise language and domain-specific vocabulary to inform about or explainthe topic. √ √+ √+ √+ √ √+5.W.2e. Provide a concluding statement orsection related to the information or √ √+ √+ √+ √ √+explanation presented. 19
  • 5.W.3. Write narratives to develop real or 5.RL.2. Determine a theme of a story, drama,imagined experiences or events using or poem from details in the text, including howeffective technique, descriptive details, and characters in a story or drama respond to √+ F F √+clear event sequences. challenges or how the speaker in a poem reflects upon a topic; summarize the text.5.W.3a. Orient the reader by establishing asituation and introducing a narrator and/orcharacters; organize an event sequence that √+ √+ √+ √+unfolds naturally.5.W.3b. Use narrative techniques, such as 5.RL.3. Compare and contrast two or moredialogue, description, and pacing, to develop characters, settings, or events in a story orexperiences and events or show the drama, drawing on specific details in the textresponses of characters to situations. (e.g., how characters interact). 5.RL.2. Determine a theme of a story, drama, or poem from details in the text, including how √+ √+ √+ √+ characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.5.W.3c. Use a variety of transitional words,phrases, and clauses to manage thesequence of events. √+ √ √ √+ √+ √+5.W.3d. Use concrete words and phrases andsensory details to convey experiences andevents precisely.III-W-4: HI-4: selecting accurate, specific √+ √ √ √+ √+ √+words and figurative language to expressideas with instructional support or resources.5.W.3e. Provide a conclusion that follows fromthe narrated experiences or events. √+ √ √ √+ √+ √+ 20
  • 5.W.4. Produce clear and coherent writing in 5.RL.2. Determine a theme of a story, drama, orwhich the development and organization are poem from details in the text, including howappropriate to task, purpose, and audience. characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.(III-W-3: HI-2: evaluating, organizing and 5.RL.3. Compare and contrast two or moreselecting ideas that reflect the audience and characters, settings, or events in a story or drama,purpose.) drawing on specific details in the text (e.g., how characters interact).III-W-4: HI-1: producing two or more 5. RL.5. Explain how a series of chapters, scenes, orparagraphs with an identifiable main idea and stanzas fits together to provide the overall structure of a particular story, drama, or poem.supporting details that reflect the audience 5.RL.6. Describe how a narrator’s or speaker’s pointand purpose in a variety of genres. of view influences how events are described. 5.RL.7. Analyze how visual and multimedia elementsIII-W-4: HI-2: producing two or more contribute to the meaning, tone, or beauty of a textparagraphs containing an introductory (e.g., graphic novel, multimedia presentation ofstatement, supporting details and a fiction, folktale, myth, poem).concluding statement which are connected by 5.RL.9. Compare and contrast stories in the sametransitional phrase and clauses. genre (e.g., mysteries and adventure stories) on their √+ √+ √+ √+ √+ √+ approaches to similar themes and topics. 5.RI.1. Quote accurately from a text when explainingIII-W-4: HI-3: choosing ideas, words, details what the text says explicitly and when drawingand structure that reflect audience and inferences from the text.purpose (pragmatics). 5.RI.2. Determine two or more main ideas of a text and explain how they are supported by key details;HI-6: writing a variety of functional text that summarize the text. 5.RI.3. Explain the relationships or interactionsaddress audience, stated purpose and between two or more individuals, events, ideas, orcontext: concepts in a historical, scientific, or technical text  Letters based on specific information in the text.  Directions 5.RI.5. Compare and contrast the overall structure  Procedures (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or  Graphs/Tables information in two or more texts.  Brochures 5.RI.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 5.RI.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 5.RI.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 21
  • 5.W.5. With guidance and support from peers 5.RL.1 thru 5.RL.10and adults, develop and strengthen writing as 5.RI.1 thru 5.RI.10needed by planning, revising, editing,rewriting, or trying a new approach.(III-W-3: HI-1: generating and organizingideas to create a prewriting plan usingmultiple self selected methods (brainstorming,webbing, writer’s notebook, journal, etc.).)(III-W-3: HI-2: evaluating, organizing andselecting ideas that reflect the audience andpurpose.)(III-W-3: HI-3: using a prewriting plan to draftan essay with an introductory paragraph,body, transitions and concluding paragraph.) √+ √+ √ √ F √(III-W-3: HI-4: revising a student draft as aclass, in small groups and independently withaudience and purpose in mind for: word choice sequence of ideas (introduction, body, conclusion) adding/deleting/ moving supporting details effective transitions sentence structure (combining/adding/ deleting, complete and varied sentences) using revision tools. (checklists, rubrics, and reference materials).)(III-W-3: HI-5: reviewing student drafts forerrors in conventions* as a class, in smallgroups and independently using editing tools.(e.g., checklists, rubrics, computer spell checkand other reference materials).) 22
  • 5.W.6. With some guidance and support fromadults, use technology, including the Internet,to produce and publish writing as well as tointeract and collaborate with others;demonstrate sufficient command ofkeyboarding skills to type a minimum of two √ √ √+ √ √pages in a single sitting. FIII-W-3: HI-6: publishing products in a varietyof formats (e.g., oral presentation, manuscript,multimedia, etc.) and presenting within a setperiod of time (e.g., 15 minutes).5.W.7. Conduct short research projects that 5.RI.6. Analyze multiple accounts of the sameuse several sources to build knowledge event or topic, noting important similaritiesthrough investigation of different aspects of a and differences in the point of view theytopic. represent. 5.RI.7. Draw on information from multiple print F √+ √+ √+ √+ √+(III-W-5: HI-1: recording, evaluating and or digital sources, demonstrating the ability toorganizing information, observations or locate an answer to a question quickly or toquestions on a topic of student interest from solve a problem efficiently.two or more sources (experiment, article, 5.RI.9. Integrate information from several textstextbook, guest speaker, video, Internet, on the same topic in order to write or speakinterview, podcasts, etc.) for report/research about the subject knowledgeably.purposes.) 23
  • 5.W.8. Recall relevant information from 5.RI.1. Quote accurately from a text whenexperiences or gather relevant information explaining what the text says explicitly andfrom print and digital sources; summarize or when drawing inferences from the text.paraphrase information in notes and finished 5.RI.7. Draw on information from multiple printwork, and provide a list of sources. or digital sources, demonstrating the ability to locate an answer to a question quickly or to(III-W-5: HI-1: recording, evaluating and solve a problem efficiently.organizing information, observations or 5.RI.9. Integrate information from several texts √+ √+ Fquestions on a topic of student interest from on the same topic in order to write or speaktwo or more sources (experiment, article, about the subject knowledgeably.textbook, guest speaker, video, Internet,interview, podcasts, etc.) for report/researchpurposes.)5.W.9. Draw evidence from literary or 5.RL.1. Quote accurately from a text wheninformational texts to support analysis, explaining what the text says explicitly andreflection, and research. when drawing inferences from the text. 5.RI.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. √+ √+ √+ √+ √+ √+ 5.RI.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).5.W.9a. Apply grade 5 Reading standards to 5.RL.1 thru 5.RL.10literature (e.g., “Compare and contrast two ormore characters, settings, or events in a storyor a drama, drawing on specific details in the √+ √+ √+ √+ √+ √+text [e.g., how characters interact]”).5.W.9b. Apply grade 5 Reading standards to 5.RI.1 thru 5.RI.10informational texts (e.g., “Explain how anauthor uses reasons and evidence to supportparticular points in a text, identifying which √+ √+ √+ √+ √+ √+reasons and evidence support whichpoint[s]”). 24
  • 5.W.10. Write routinely over extended timeframes (time for research, reflection, andrevision) and shorter time frames (a singlesitting or a day or two) for a range ofdiscipline-specific tasks, purposes, andaudiences. √ √ √ √ √ √III-W-3: HI-7: using time managementstrategies to publish products within a teacherspecified period of time. 25
  • 2010 AZ ELAS Former AZ Standards Alignment U1 U2 U3 U4 U5 U6 Speaking and Listening (SL)5.SL.1. Engage effectively in a range of LS.R3collaborative discussions (one-on-one, in Share ideas, information, opinions andgroups, and teacher-led) with diverse partners questions.on grade 5 topics and texts, building on LS.R5others’ ideas and expressing their own clearly. Participate in group discussions. LS.E3III-LS-1: HI-5: demonstrating relationships Interpret and respond to questions andamong facts, ideas or events using academic evaluate responses both as interviewer andvocabulary in classroom discussions. (e.g., interviewee.problem/solution, cause/effect, etc.) F F √+ √+ √+ √+III-LS-1: HI-8: responding to socialconversations by rephrasing and repeatinginformation, asking questions, offering advice,sharing one’s experiences, and expressingone’s thoughts.III-LS-2: HI-4: participating in socio-functionalcommunication tasks using completesentences.III-LS-2: HI-5: asking and responding toacademic questions in complete sentences(e.g., expressing possibilities andprobabilities, hypothetical questions, etc.)5.SL.1a. Come to discussions prepared,having read or studied required material;explicitly draw on that preparation and otherinformation known about the topic to explore F √+ √+ √+ √+ √+ideas under discussion.5.SL.1b. Follow agreed-upon rules fordiscussions and carry out assigned roles. F √+ √+ √+ √+ √+ 26
  • 5.SL.1c. Pose and respond to specificquestions by making comments thatcontribute to the discussion and elaborate onthe remarks of others.III-LS-1: HI-6: responding to comprehensionquestions by demonstrating relationshipsamong facts, ideas or events and extending F √+ √+ √+ √+the information to other relevant contextsusing appropriate academic vocabulary. (e.g.,problem/solution, cause/effect, compare/contrast, etc.)III-LS-1: HI-9: asking questions to clarifyideas and concepts.5.SL.1d. Review the key ideas expressed anddraw conclusions in light of information and F √+ √+ √+ √+knowledge gained from the discussions.5.SL.2. Summarize a written text read aloud W05.S3C6.01or information presented in diverse media and Paraphrase information from a variety offormats, including visually, quantitatively, and sources (e.g., Internet, reference materials).orally. VP.F3 Access, view and respond to visual forms F √+III-LS-1: HI-2: summarizing main such as computer programs, videos, artifacts,ideas/concepts and supporting details from drawings, pictures and collages.read-alouds (fiction and nonfiction) incomplete sentences.5.SL.3. Summarize the points a speaker W06.S3C6.01makes and explain how each claim is Write a summary of information from sourcessupported by reasons and evidence. (e.g. encyclopedias, websites, experts) that includes: a. paraphrasing to convey ideas and details from the source. F √+ √+ b. main idea(s) and relevant details. LS.E4 Predict, clarify, analyze and critique a speaker’s information and point of view. 27
  • 5.SL.4. Report on a topic or text or present an LS.E1opinion, sequencing ideas logically and using Prepare and deliver an organized speech andappropriate facts and relevant, descriptive effectively convey the message through verbaldetails to support main ideas or themes; and nonverbal communications with a specificspeak clearly at an understandable pace. audience. LS.E2III-LS-1: HI-4: summarizing the main Prepare and deliver an oral report in a contentidea/concept and key points/details of a area and effectively convey the informationpresentation using complete sentences. through verbal and nonverbal communications with a specific audience.III-LS-1: HI-5: demonstrating relationshipsamong facts, ideas or events using academic √+ F √+vocabulary in classroom discussions. (e.g.,problem/solution, cause/effect, etc.)III-LS-2: HI-8: presenting a variety of oralreports (e.g., expository, cause and effect,persuasive ,etc.) containing specific andaccurate academic vocabulary, anintroduction, body, conclusion, transitions andvisual aids.5.SL.5. Include multimedia components (e.g., VP.E2graphics, sound) and visual displays in Plan, develop and produce a visualpresentations when appropriate to enhance presentation, using a variety of media such asthe development of main ideas or themes. videos, films, newspapers, magazines and computer images. VP.E3 √+ √+ F Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness. 28
  • 5.SL.6. Adapt speech to a variety of contexts LS.E1and tasks, using formal English when Prepare and deliver an organized speech andappropriate to task and situation. effectively convey the message through verbal and nonverbal communications with a specific(III-LS-2: HI-2: presenting dialogue, skits and audience. √+ √+drama using appropriate rhythm, rate,phrasing and expression.) 29
  • 2010 AZ ELAS Former AZ Standards Alignment U1 U2 U3 U4 U5 U6 Language (L)5.L.1 Demonstrate command of the See Writing Addendum:conventions of standard English grammar and Writing Elements W05.S2, W06.S2usage when writing or speaking. √+ F F √+ √+ √+5.L.1a. Explain the function of conjunctions,prepositions, and interjections in general andtheir function in particular sentences.III-L-1(PREP): HI-4: differentiating amongprepositions of location, direction and time.III-L-1(C): HI-1: defining, using, anddifferentiating coordinating conjunctions usedto join nouns, verbs, adjectives, phrases andclauses. √+ F √+ √+ √+ √+III-L-1(C): HI-2: defining and differentiatingcorrelative conjunctions both/and andeither/or.III-L-1(C): HI-3: defining and differentiatingcorrelative conjunctions not only…but also.III-L-1(I): HI-3: using interjections inappropriate context. 30
  • 5.L.1b. Form and use the perfect (e.g., I hadwalked; I have walked; I will have walked)verb tenses.III-L-1(V): HI-20: producing declarative,negative, and interrogative sentences usingregular present perfect tense verbs withsubject-verb agreement.III-L-1(V): HI-21: producing declarative,negative, and interrogative sentences usingirregular present perfect tense verbs with √+ F √+ √+ √+ √+subject-verb agreement.III-L-1(V): HI-22: differentiating between theuse of simple past tense and the presentperfect tense.III-L-1(Q): HI-9: producing Yes/No questionsin the present perfect tense.III-L-1(Q): HI-10: producing Yes/Noquestions in the present perfect progressivetense. 31
  • 5.L.1c. Use verb tense to convey varioustimes, sequences, states, and conditions.III-L-1(V): HI-5: using simple present tenseirregular verbs: to be, to have, to do, and to goto produce declarative, negative, andinterrogative simple sentences.III-L-1(V): HI-6: producing declarative,negative, and interrogative sentences usingsimple present tense verbs with subject-verbagreement.III-L-1(V): HI-7: producing declarative,negative, and interrogative sentences using √+ √+ F √+ √+ √+present progressive tense verbs with subject-verb agreement.III-L-1(V): HI-9: producing declarative,negative, and interrogative sentences usingsimple past tense regular verbs with subject-verb agreement.III-L-1(V): HI-10: using simple past tenseirregular verbs: to be, to have, to do, and to goto produce declarative, negative, andinterrogative simple sentences (subject-verbagreement).III-L-1(V): HI-11: producing declarative,negative, and interrogative sentences usingirregular simple past tense verbs with subject-verb agreement.III-L-1(V): HI-12: producing declarative,negative, and interrogative sentences usingthe simple future tense (will) with subject-verbagreement. 32
  • III-L-1(V): HI-14: producing declarative,negative, and interrogative sentences usingthe present participle “going” with the infinitiveverb to form the future tense. (e.g., I am goingto dance.) with subject-verb agreement.III-L-1(V): HI-15: using linking verbs ofsensation (taste, smell, sound and feel);linking verbs of being (act, seem, appear,look); and linking verbs of change (became,turned, has gone) to complete a declarative,negative, and interrogative sentence (e.g.,The milk has gone bad.) with subject-verbagreement.III-L-1(V): HI-16: producing declarative,negative, and interrogative sentences usingthe past progressive tense with subject-verbagreement.III-L-1(V): HI-18: producing sentences usingmodal auxiliary verbs (i.e., will, can, could,may, might, must, should, would) andnegative modal auxiliary verbs (i.e., cannot,should not) with subject-verb agreement.III-L-1(V): HI-19: producing declarative,negative, and interrogative sentences usingthe future progressive tense with subject-verbagreement.III-L-1(V): HI-20: producing declarative,negative, and interrogative sentences usingregular present perfect tense verbs withsubject-verb agreement. 33
  • III-L-1(V): HI-21: producing declarative,negative, and interrogative sentences usingirregular present perfect tense verbs withsubject-verb agreement.III-L-1(V): HI-23: differentiating between theuse of action verbs and non-action/stativeverbs without a present progressive form (i.e.,want, need, like) (e.g., I am longing for avacation versus I want a vacation.)III-L-1(V): HI-24: differentiating between theuse of action verbs and non-action/stativeverbs (i.e., see/watch, hear/listen) in context.III-L-1(SC): HI-20: producing a sentenceusing present real conditional.5.L.1d. Recognize and correct inappropriateshifts in verb tense. √+ √+ F √+ √+ √+5.L.1e. Use correlative conjunctions (e.g.,either/or, neither/nor).III-L-1(C): HI-2: defining and differentiatingcorrelative conjunctions both/and andeither/or. √+ √+ √+ √+ √+III-L-1(C): HI-3: defining and differentiatingcorrelative conjunctions not only…but also.5.L.2 Demonstrate command of the See Writing Addendum:conventions of standard English capitalization, Writing Process W05.S1punctuation, and spelling when writing. Writing Elements W05.S2, W05.S2, WHS.S2 √+ √+ √+ √+ √+ 34
  • 5.L.2a. Use punctuation to separate items in aseries. √+ √+ √+ √+ √+ √+5.L.2b. Use a comma to separate anintroductory element from the rest of thesentence. √+ √+ √+ √+ √+ √+5.L.2c. Use a comma to set off the words yesand no (e.g., Yes, thank you), to set off a tagquestion from the rest of the sentence (e.g.,It’s true, isn’t it?), and to indicate directaddress (e.g., Is that you, Steve?). √+ √+ √+ √+ √+5.L.2d. Use underlining, quotation marks, oritalics to indicate titles of works. √+ √+ √+ √+ √+ 35
  • 5.L.2e. Spell grade-appropriate wordscorrectly, consulting references as needed. √+ √+ √+ √+ √+5.L.3 Use knowledge of language and its See Writing Addendum:conventions when writing, speaking, reading, Writing Process W05.S1, W06.S1, W09.S1,or listening. W10.S1 √+ √+ √+ √+ F Writing Elements W05.S25.L.3a. Expand, combine, and reducesentences for meaning, reader/listenerinterest, and style. √+ √+ √+ √+ F5.L.3b. Compare and contrast the varieties ofEnglish (e.g., dialects, registers) used in √+ √+ √+ √+ Fstories, dramas, or poems.5.L.4 Determine or clarify the meaning of R04.S1C4.02unknown and multiple-meaning words and Use context to determine the relevantphrases based on grade 5 reading and meaning of a word.content, choosing flexibly from a range of R05.S1C4.01strategies. Use knowledge of root words and affixes to determine the meaning of unknown words.III-L-2: HI-2: identifying the meaning/usage R05.S1C4.02of sight words and utilizing them in context. Use context to determine the relevant meaning of a word or the intended meaning ofIII-L-2: HI-3: identifying the meaning/usage a word with multiple meanings (e.g., hatch,of high frequency words and utilizing them in arm, boot).context. R05.S1C4.05 Determine the meanings, pronunciations, √+ √+ F F √+ √+III-L-2: HI-4: explaining the meaning and syllabication, synonyms, antonyms, and partsusage of grade-specific academic vocabulary of speech of words, by using a variety ofand symbols. reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available. R07.S1C4.01 Determine the meaning of vocabulary using linguistic roots and affixes (e.g., Greek, Anglo- Saxon, Latin). S1C4 (11%) 36
  • 5.L.4a. Use context (e.g., cause/effect S1C4 (11%)relationships and comparisons in text) as aclue to the meaning of a word or phrase.III-L-2: HI-10: using context clues in a varietyof content texts to confirm the intendedmeaning of grade-level homonyms andmultiple meaning words. √+ √+ √+ √+ √+ √+III-L-2: HI-12: using context clues in a varietyof content texts to confirm the intendedmeaning of grade-level content words.5.L.4b. Use common, grade-appropriate S1C4 (11%)Greek and Latin affixes and roots as clues tothe meaning of a word (e.g., photograph,photosynthesis).III-L-2: HI-7: using knowledge of base/root √+ √+ √+ F √+ √+words and affixes (prefixes and suffixes) todetermine the meaning of unknown gradelevel content words.5.L.4c. Consult reference materials (e.g., S1C4 (11%)dictionaries, glossaries, thesauruses), bothprint and digital, to find the pronunciation anddetermine or clarify the precise meaning ofkey words and phrases. √+ √+ F √+ √+ √+III-L-2: HI-14: using a dictionary to identifymeanings, spellings, and pronunciations ofgrade-level content words. 37
  • 5.L.5 Demonstrate understanding of figurative R05.S1C4.03language, word relationships, and nuances in Determine the difference between figurativeword meanings. language and literal language. R05.S1C4.04III-L-2: HI-13: interpreting the meaning of Determine the meaning of figurative language,figurative language including in a variety of including similes, personification, and idioms. F √+ Fgrade-level texts. R05.S1C4.06 Identify antonyms, synonyms, and homonyms for given words within text. S1C4 (11%)5.L.5a. Interpret figurative language, including S1C (11%)similes and metaphors, in context. √+ √+ √+5.L.5b. Recognize and explain the meaning of S1C4 (11%)common idioms, adages, and proverbs. √+ √+ √+5.L.5c. Use the relationship between S1C4 (11%)particular words (e.g., synonyms, antonyms,homographs) to better understand each of thewords.III-L-2: HI-9: completing and explaininganalogous relationships (e.g., bravery: √+ √+ √+courage ::smooth: ______).III-L-2: HI-11: pronouncing a homograph incontext based on meaning.5.L.6. Acquire and use accurately grade- See Writing Addendum:appropriate general academic and domain- Writing Elements W05.S2specific words and phrases, including those S1C4 (11%)that signal contrast, addition, and other logical √+relationships (e.g., however, although,nevertheless, similarly, moreover, in addition). 38
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