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Gr. 5 Crosswalk
 

Gr. 5 Crosswalk

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    Gr. 5 Crosswalk Gr. 5 Crosswalk Presentation Transcript

    • Georgia Department of Education th th 5 CCGPS 5 GPS READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strandELACC5RL1: Quote accurately from a text when ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofexplaining what the text says explicitly and when literary and informational texts.drawing inferences from the text. (E) For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the texts.ELACC5RL2: Determine a theme of a story, drama, or ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofpoem from details in the text, including how literary and informational texts.characters in a story or drama respond to challenges or For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:how the speaker in a poem reflects upon a topic; g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understandsummarize the text. (G) whether implied or stated. ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student b. Writes texts of a length appropriate to address the topic or tell the story. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Identifies themes and lessons in folktales, tall tales, and fables.ELACC5RL3: Compare and contrast two or more ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofcharacters, settings, or events in a story or drama, literary and informational texts.drawing on specific details in the text (e.g., how For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:characters interact). (G) i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.ELACC5RL4: Determine the meaning of words and ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofphrases as they are used in a text, including figurative literary and informational texts.language such as metaphors and similes. (G) For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. ii. Figurative language (e.g., personification, metaphor, simile, hyperbole)ELACC5RL5: Explain how a series of chapters, scenes, ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofor stanzas fits together to provide the overall structure literary and informational texts.of a particular story, drama, or poem. (G) For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. iii. Graphics (i.e., capital letters, line length, stanzas).ELACC5RL6: Describe how a narrator’s or speaker’s ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofpoint of view influences how events are described. (G) literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 1 of 16 All Rights Reserved
    • Georgia Department of Education j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life.ELACC5RL7: Analyze how visual and multimedia ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofelements contribute to the meaning, tone, or beauty literary and informational texts.of a text (e.g., graphic novel, multimedia presentation For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:of fiction, folktale, myth, poem). (G) c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: c. Judges the extent to which media provide a source of entertainment as well as a source of information.ELACC5RL8: (Not applicable to literature)ELACC5RL9: Compare and contrast stories in the same ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofgenre (e.g., mysteries and adventure stories) on their literary and informational texts.approaches to similar themes and topics. (G) For literary texts, the student identifies the characteristics of various genres and produces evidence or reading that: b. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.ELACC5RL10: By the end of the year, read and ELA5R1 The student demonstrates comprehension and shows evidence of acomprehend literature, including stories, dramas, and warranted and responsible explanation of a variety of literary and informational texts.poetry, at the high end of the grades 4-5 text ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. Thecomplexity band independently and proficiently. (W) materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 2 of 16 All Rights Reserved
    • Georgia Department of Education th th 5 CCGPS 5 GPS READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strandELACC5RI1: Quote accurately from a text when ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofexplaining what the text says explicitly and when literary and informational texts.drawing inferences from the text. (G) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader’s questions.ELACC5RI2: Determine two or more main ideas of a text ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofand explain how they are supported by key details; literary and informational texts.summarize the text. (G) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: f. Identifies and analyzes main ideas, supporting ideas, and supporting details.ELACC5RI3: Explain the relationships or interactions ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofbetween two or more individuals, events, ideas, or literary and informational texts.concepts in a historical, scientific, or technical text For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence ofbased on specific information in the text. (G) reading that: g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information. ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: c. Relates a literary work to historical events of the period.ELACC5RI4: Determine the meaning of general ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentacademic and domain-specific words and phrases in a a. Reads a variety of texts and incorporates new words into oral and written language.text relevant to a grade 5 topic or subject area. (G)ELACC5RI5: Compare and contrast the overall structure ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of(e.g., chronology, comparison, cause/effect, literary and informational texts.problem/solution) of events, ideas, concepts, or For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence ofinformation in two or more texts. (G) reading that: d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes).ELACC5RI6: Analyze multiple accounts of the same ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofevent or topic, noting important similarities and literary and informational texts.differences in the point of view they represent. (W) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: g. Makes perceptive and well-developed connections. ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.ELACC5RI7: Draw on information from multiple print or ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuadedigital sources, demonstrating the ability to locate an others, and express and understand ideas.answer to a question quickly or to solve a problem When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 3 of 16 All Rights Reserved
    • Georgia Department of Educationefficiently. (G) a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which media provide a source of entertainment as well as a source of information.ELACC5RI8: Explain how an author uses reasons and ELA7R1 The student demonstrates comprehension and shows evidence of warranted and responsible explanation of a variety ofevidence to support particular points in a text, literary and informational texts.identifying which reasons and evidence supports which For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence ofpoint(s). (G) reading that: e. Identifies evidence used to support an argument.ELACC5RI9: Integrate information from several texts on ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The studentthe same topic in order to write or speak about the a. Identifies messages and themes from books in all subject areas.subject knowledgeably. (E) b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area.ELACC5RI10: By the end of the year, read and ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofcomprehend informational texts, including literary and informational texts.history/social studies, science, and technical texts, at ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year.the high end of the grades 4-5 text complexity band The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines,independently and proficiently. (W) newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 4 of 16 All Rights Reserved
    • Georgia Department of Education 5th CCGPS 5th GPS READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strandELACC5RF3: Know and apply grade-level phonics ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way thatand word analysis skills in decoding words. (G) makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.a. Use combined knowledge of all letter-sound ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way thatcorrespondences, syllabication patterns, and makes meaning clear to listeners. The studentmorphology (e.g., roots and affixes) to read a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and contextaccurately unfamiliar multi-syllabic words in clues) to determine pronunciation and meaning.context and out of context. (G) ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.ELACC5RF4: Read with sufficient accuracy and ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way thatfluency to support comprehension. (G) makes meaning clear to listeners. The student b. Uses self-correction when subsequent reading indicates an earlier miscue (self- monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).a. Read on-level text with purpose and ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way thatunderstanding. (G) makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).b. Read on-level prose and poetry orally with ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way thataccuracy, appropriate rate, and expression on makes meaning clear to listeners. The student Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 5 of 16 All Rights Reserved
    • Georgia Department of Educationsuccessive readings. (G) c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).c. Use context to confirm or self-correct word ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way thatrecognition and understanding, rereading as makes meaning clear to listeners. The studentnecessary. (G) b. Uses self-correction when subsequent reading indicates an earlier miscue (self- monitoring and self-correcting strategies). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 6 of 16 All Rights Reserved
    • Georgia Department of Education 5th CCGPS 5th GPS WRITING (W) Color key: different grade level/ Color key: different domain or strandELACC5W1: Write opinion pieces on topics or texts, ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,supporting a point of view with reasons. (E) maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: b. States a clear position in support of a proposal. c. Supports a position with relevant evidence.a. Introduce a topic or text clearly, state an opinion, and ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,create an organizational structure in which ideas are maintains a coherent focus throughout, and signals a satisfying closure. The studentlogically grouped to support the writer’s purpose. (E) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position in support of a proposal. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. The student produces a response to literature that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.b. Provide logically ordered reasons that are supported ELA5W2 The student demonstrates competence in a variety of genres.by facts and details. (E) The student produces a persuasive essay that: c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. e. Addresses reader concerns. f. Excludes extraneous details and inappropriate information. The student produces a response to literature that: e. Excludes extraneous details and inappropriate information.c. Link opinion and reasons using words, phrases, and ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,clauses (e.g., consequently, specifically). (E) maintains a coherent focus throughout, and signals a satisfying closure. The student d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: h. Raises the level of language using appropriate strategies (word choice).d. Provide a concluding statement or section related to ELA5W2 The student demonstrates competence in a variety of genres.the opinion presented. (E) The student produces a persuasive essay that: g. Provides a sense of closure to the writing. The student produces a response to literature that: Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 7 of 16 All Rights Reserved
    • Georgia Department of Education f. Provides a sense of closure to the writing.ELACC5W2: Write informative/explanatory texts to ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,examine a topic and convey ideas and information maintains a coherent focus throughout, and signals a satisfying closure. The studentclearly. (E) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.a. Introduce a topic clearly, provide a general ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,observation and focus, and group related information maintains a coherent focus throughout, and signals a satisfying closure. The studentlogically; include formatting (e.g., headings), a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formatillustrations, and multimedia when useful to aiding requirements.comprehension. (G) b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. The student produces a response to literature that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. ELA5W3 The student uses research and technology to support writing. The student d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts. f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check).b. Develop the topic with facts, definitions, concrete ELA5W2 The student demonstrates competence in a variety of genres.details, quotations, or other information and examples The student produces informational writing (e.g., report, procedures, correspondence) that:related to the topic. (G) d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. The student produces a response to literature that: c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. The student produces a response to literature that: e. Excludes extraneous details and inappropriate information.c. Link ideas within and across categories of information ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,using words, phrases, and clauses (e.g., in contrast, maintains a coherent focus throughout, and signals a satisfying closure. The studentespecially). (G) d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 8 of 16 All Rights Reserved
    • Georgia Department of Education The student produces informational writing (e.g., report, procedures, correspondence) that: i. Lifts the level of language using appropriate strategies including word choice.d. Use precise language and domain-specific vocabulary ELA5W2 The student demonstrates competence in a variety of genres.to inform about or explain the topic. (W) The student produces informational writing (e.g., report, procedures, correspondence) that: i. Lifts the level of language using appropriate strategies including word choice. The student produces a response to literature that: g. Lifts the level of language using appropriate strategies including word choice.e. Provide a concluding statement or section related to ELA5W2 The student demonstrates competence in a variety of genres.the information or explanation presented. (E) The student produces informational writing (e.g., report, procedures, correspondence) that: h. Provides a sense of closure to the writing.ELACC5W3: Write narratives to develop real or ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,imagined experiences or events using effective maintains a coherent focus throughout, and signals a satisfying closure. The studenttechnique, descriptive details, and clear event a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formatsequences: (E) requirements. ELA5W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events. The student produces a response to literature that: f. Provides a sense of closure to the writing.a. Orient the reader by establishing a situation and ELA5W2 The student demonstrates competence in a variety of genres.introducing a narrator and/or characters; organize an The student produces a narrative that:event sequence that unfolds naturally. (E) a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events. c. Creates an organizing structure.b. Use narrative techniques, such as dialogue, ELA5W2 The student demonstrates competence in a variety of genres.description, and pacing, to develop experiences and The student produces a narrative that:events or show the responses of characters to d. Includes sensory details and concrete language to develop plot and character.situations. (E) e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense.c. Use a variety of transitional words, phrases, and ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,clauses to manage the sequence of events. (E) maintains a coherent focus throughout, and signals a satisfying closure. The student d. Uses appropriate structures to ensure coherence (e.g., transition elements).d. Use concrete words and phrases and sensory details ELA5W2 The student demonstrates competence in a variety of genres.to convey experiences and events precisely. (E) The student produces a narrative that: c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. i. Lifts the level of language using appropriate strategies including word choice.e. Provide a conclusion that follows from the narrated ELA5W2 The student demonstrates competence in a variety of genres.experiences or events. (E) The student produces a narrative that: h. Provides a sense of closure to the writing.ELACC5W4: Produce clear and coherent writing in ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 9 of 16 All Rights Reserved
    • Georgia Department of Educationwhich the development and organization are maintains a coherent focus throughout, and signals a satisfying closure. The studentappropriate to task, purpose, and audience. (Grade- a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formatspecific expectations for writing types are defined in requirements.Standards 1–3 above.) (E) b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements).ELACC5W5: With guidance and support from peers ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The studentand adults, develop and strengthen writing as needed a. Plans and drafts independently and resourcefully.by planning, revising, and editing. (Editing for b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging wordsconventions should demonstrate command of and sentences.Language standards 1–3 up to and including grade 5 on c. Edits to correct errors in spelling, punctuation, etc.pages 28 and 29.) (G)ELACC5W6: With some guidance and support from ELA5W3 The student uses research and technology to support writing. Theadults, use technology, including the Internet, to studentproduce and publish writing as well as to interact and a. Acknowledges information from sources.collaborate with others; demonstrate sufficient b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevantcommand of keyboarding skills to type a minimum of information.two pages in a single sitting. (G) c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts. e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).ELACC5W7: Conduct short research projects that use ELA5W3 The student uses research and technology to support writing. The studentseveral sources to build knowledge through a. Acknowledges information from sources.investigation of different aspects of a topic. (G) b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information. c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts.ELACC5W8: Recall relevant information from ELA5W3 The student uses research and technology to support writing. Theexperiences or gather relevant information from print studentand digital sources; summarize or paraphrase a. Acknowledges information from sources.information in notes and finished work, and provide a b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevantlist of sources. (G) information. ELA6W3 The student uses research and technology to support writing. The student a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information. b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). c. Cites references. ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 10 of 16 All Rights Reserved
    • Georgia Department of Education c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.ELACC5W9: Draw evidence from literary or ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:informational texts to support analysis, reflection, and b. Advances a judgment that is interpretive, evaluative, or reflective.research. (G)a. Apply grade 5 Reading standards to literature (e.g., ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:“Compare and contrast two or more characters, b. Advances a judgment that is interpretive, evaluative, or reflective.settings, or events in a story or a drama, drawing on d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work.specific details in the text [e.g., how charactersinteract]”). (G)b. Apply grade 5 Reading standards to informational ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:texts (e.g., ―Explain how an author uses reasons and b. Advances a judgment that is interpretive, evaluative, or reflective.evidence to support particular points in a text, c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.identifying which reasons and evidence supports which ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofpoint[s]). (G) literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: b. Identifies and uses knowledge of common graphic features (e.g., paragraphs, topic sentences, concluding sentences, glossary).ELACC5W10: Write routinely over extended time ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,frames (time for research, reflection, and revision) and maintains a coherent focus throughout, and signals a satisfying closure. The studentshorter time frames (a single sitting or a day or two) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and formatfor a range of discipline-specific tasks, purposes, and requirements.audiences. (G) b. Writes texts of a length appropriate to address the topic or tell the story.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 11 of 16 All Rights Reserved
    • Georgia Department of Education th 5th CCGPS 5 GPS SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strandELACC5SL1: Engage effectively in a range of ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.collaborative discussions (one-on-one, in groups, andteacher-led) with diverse partners on grade 5 topics andtexts, building on others’ ideas and expressing theirown clearly. (E)a. Come to discussions prepared, having read or studied ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentrequired material; explicitly draw on that preparation k. Gives reasons in support of opinions expressed.and other information known about the topic to explore l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.ideas under discussion. (G)b. Follow agreed-upon rules for discussions and carry out ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentassigned roles. (G) f. Displays appropriate turn-taking behaviors.c. Pose and respond to specific questions by making ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentcomments that contribute to the discussion and b. Asks relevant questions.elaborate on the remarks of others. (E) c. Responds to questions with appropriate information. i. Responds appropriately to comments and questions. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions. h. Responds appropriately to comments and questions. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student h. Responds appropriately to comments and questions. ELA8LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student h. Responds appropriately to comments and questions.d. Review the key ideas expressed and draw conclusions ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentin light of information and knowledge gained from the d. Uses language cues to indicate different levels of certainty or hypothesizingdiscussions. (G) (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”).ELACC5SL2: Summarize a written text read aloud or ELA5W2 The student demonstrates competence in a variety of genres.information presented in diverse media and formats, The student produces a response to literature that:including visually, quantitatively, and orally. (G) d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work. ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which media provide a source of entertainment as well as a source of information. ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 12 of 16 All Rights Reserved
    • Georgia Department of Education i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA8LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.ELACC5SL3: Summarize the points a speaker makes and ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The studentexplain how each claim is supported by reasons and k. Gives reasons in support of opinions expressed.evidence. (G) l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.ELACC5SL4: Report on a topic or text or present an ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.opinion, sequencing ideas logically and using ELA5LSV2 The student listens to and views various forms of text and mediaappropriate facts and relevant, descriptive details to in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding tosupport main ideas or themes; speak clearly at an presentations, the student:understandable pace. (G) a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.ELACC5SL5: Include multimedia components (e.g., ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuadegraphics, sound) and visual displays in presentations others, and express and understand ideas.when appropriate to enhance the development of main When delivering or responding to presentations, the student:ideas or themes. (E) b. Uses notes, multimedia, or other memory aids to structure the presentation. f. Uses technology or other memory aids to structure the presentation.ELACC5SL6: Adapt speech to a variety of contexts and ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuadetasks, using formal English when appropriate to task others, and express and understand ideas.and situation. (See grade 5 Language standards 1 and 3 When delivering or responding to presentations, the student:on pages 28 and 29 for specific expectations.) (G) d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 13 of 16 All Rights Reserved
    • Georgia Department of Education 5th CCGPS 5th GPS LANGUAGE (L) Color key: different grade level/ Color key: different domain or strandELACC5L1: Demonstrate command of the conventions ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theof standard English grammar and usage when writing or appropriate application of conventions and grammar in both written and spoken formats.speaking. (E)a. Explain the function of conjunctions, prepositions, and ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theinterjections in general and their function in particular appropriate application of conventions and grammar in both written and spoken formats. The studentsentences. (E) a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).b. Form and use the perfect (e.g., I had walked; I have ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thewalked; I will have walked) verb aspects. (G) appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies verb phrases and verb tenses. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student d. Identifies and uses verb tenses consistently (simple and perfect).c. Use verb tense and aspect to convey various times, ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thesequences, states, and conditions. (W) appropriate application of conventions and grammar in both written and spoken formats. The student d. Identifies and uses verb tenses consistently (simple and perfect).d. Recognize and correct inappropriate shifts in verb ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thetense and aspect.* (W) appropriate application of conventions and grammar in both written and spoken formats. The student d. Identifies and uses verb tenses consistently (simple and perfect).e. Use correlative conjunctions (e.g., either/or, ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theneither/nor). (G) appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. viii. Identifies and uses conjunctions – coordinating, correlative, and common subordinating.ELACC5L2: Demonstrate command of the conventions ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theof standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats.spelling when writing. (E)a. Use punctuation to separate items in a series.* (G) ELA1W1 The student begins to understand the principles of writing. The student m. Uses commas in a series of items.b. Use a comma to separate an introductory element ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thefrom the rest of the sentence. (G) appropriate application of conventions and grammar in both written and spoken formats. The student d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).c. Use a comma to set off the words yes and no (e.g., Yes, ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thethank you), to set off a tag question from the rest of the appropriate application of conventions and grammar in both written and spoken formats. The studentsentence (e.g., It’s true, isn’t it?), and to indicate direct d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).address (e.g., Is that you, Steve?). (G)d. Use underlining, quotation marks, or italics to indicate ELA5W3 The student uses research and technology to support writing. The studenttitles of works. (W) a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information.e. Spell grade-appropriate words correctly, consulting ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thereferences as needed. (G) appropriate application of conventions and grammar in both written and spoken formats. The student Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 14 of 16 All Rights Reserved
    • Georgia Department of Education g. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing. ELA5W3 The student uses research and technology to support writing. The student c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. g. Uses a thesaurus to identify alternative word choices and meanings.ELACC5L3: Use knowledge of language and its ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves theconventions when writing, speaking, reading, or appropriate application of conventions and grammar in both written and spoken formats.listening. (E)a. Expand, combine, and reduce sentences for meaning, ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves thereader/listener interest, and style.*(E) appropriate application of conventions and grammar in both written and spoken formats. The student b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences).b. Compare and contrast the varieties of English (e.g., Not present in GPSdialects, registers) used in stories, dramas, or poems.ELACC5L4: Determine or clarify the meaning of ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.unknown and multiple-meaning words and phrasesbased on grade 5 reading and content, choosing flexiblyfrom a range of strategies. (G)a. Use context (e.g., cause/effect relationships and ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentcomparisons in text) as a clue to the meaning of a word b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example).or phrase. (G)b. Use common, grade-appropriate Greek and Latin ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentaffixes and roots as clues to the meaning of a word (e.g., c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes.photograph, photosynthesis). (E) ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.c. Consult reference materials (e.g., dictionaries, ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentglossaries, thesauruses), both print and digital, to find d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.the pronunciation and determine or clarify the precisemeaning of key words and phrases. (E)ELACC5L5: Demonstrate understanding of figurative ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety oflanguage, word relationships, and nuances in word literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence ofmeanings. (G) reading that: h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. ii. Figurative language (e.g., personification, metaphor, simile, hyperbole). k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.a. Interpret figurative language, including similes and ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety ofmetaphors, in context. (G) literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. ii. Figurative language (e.g., personification, metaphor, simile, hyperbole).b. Recognize and explain the meaning of common ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentidioms, adages, and proverbs. (E) f. Identifies the meaning of common idioms and figurative phrases. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 15 of 16 All Rights Reserved
    • Georgia Department of Educationc. Use the relationship between particular words (e.g., ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentsynonyms, antonyms, homographs) to better understand h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from theeach of the words. (E) context of the sentence. i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.ELACC5L6: Acquire and use accurately grade- ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The studentappropriate general academic and domain-specific a. Reads a variety of texts and incorporates new words into oral and written language.vocabulary, including words and phrases that signalcontrast, addition, and other logical relationships (e.g.,however, although, nevertheless, similarly, moreover, inaddition). (G)Alignment:(W) Weak: Only minor aspects of Common Core were noted in GPS.(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.(E) Excellent: Both Common Core and GPS match in nearly all aspects. Georgia Department of Education Dr. John D. Barge, State School Superintendent June 2011 (revised April 2012)  Page 16 of 16 All Rights Reserved