The document provides an alignment checklist for 5th grade ELAS standards and former Arizona standards. It shows the alignment of 2010 Arizona English Language Arts standards to previous Arizona standards and AIMS blueprint. Standards are organized by strands including Reading Foundations, Reading Literature, and Reading Informational Text. Cells are marked to indicate units of instruction where standards will be taught.
The document is an ELAS Standards Checklist for Grade 4 from the Isaac School District. It lists the Common Core Standards and Arizona Standards that are aligned to the Reading Foundations, Literature, and Informational Text domains. For each standard, it indicates the units (U1-U6) that the standard will be covered and whether it will be formally or informally assessed using symbols. The checklist provides an at-a-glance view of how the grade-level standards are broken down and addressed throughout the school year.
This document provides an alignment of the 2010 Arizona English Language Arts Standards (AZ ELAS) for grade 3 with the former Arizona standards and AIMS Blueprint. It includes a checklist of the 2010 AZ ELAS standards for Reading Foundations, Reading Literature, and Reading Informational Text. For each standard, it indicates alignment with former Arizona standards and whether the standard will be assessed in each of the 6 units for the 2012-2013 school year. The checklist is intended to help teachers understand how the new AZ ELAS standards correspond to former standards and where standards will be assessed.
Grade 4 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards and assessment items for 4th grade English Language Arts. It outlines 18 standards across reading, writing, and written/oral language conventions. For each standard, it lists the number of test items, key instructional themes and strategies, and the relevant released test questions. The purpose is to guide teachers in addressing all of the standards through their lessons.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each domain of English language arts.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each category.
This document outlines the learning standards that fifth grade students are expected to meet by the end of the year across key subjects. It provides detailed codes and descriptions for reading, English/language arts, math, and science standards. The reading standards cover vocabulary, fluency, comprehension, literary response and analysis. The ELA standards address handwriting, spelling, punctuation, grammar, composition and research. The math standards cover number sense, patterns/algebra, geometry, measurement and more. Finally, the science standards relate to scientific method/observation and topics in physical, life and earth/space sciences.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
This document outlines the curriculum map for an English II course. It includes ongoing standards focused on reading comprehension, analysis, and making connections. The first unit focuses on literary elements through short stories, poems, and analyzing themes. Students will identify literary devices, compare characters and events, and determine an author's purpose. Subsequent units cover text structure cues, persuasive techniques, and pleasure reading with a focus on The Giver. The overall goals are for students to strengthen comprehension and analysis skills.
The document is an ELAS Standards Checklist for Grade 4 from the Isaac School District. It lists the Common Core Standards and Arizona Standards that are aligned to the Reading Foundations, Literature, and Informational Text domains. For each standard, it indicates the units (U1-U6) that the standard will be covered and whether it will be formally or informally assessed using symbols. The checklist provides an at-a-glance view of how the grade-level standards are broken down and addressed throughout the school year.
This document provides an alignment of the 2010 Arizona English Language Arts Standards (AZ ELAS) for grade 3 with the former Arizona standards and AIMS Blueprint. It includes a checklist of the 2010 AZ ELAS standards for Reading Foundations, Reading Literature, and Reading Informational Text. For each standard, it indicates alignment with former Arizona standards and whether the standard will be assessed in each of the 6 units for the 2012-2013 school year. The checklist is intended to help teachers understand how the new AZ ELAS standards correspond to former standards and where standards will be assessed.
Grade 4 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards and assessment items for 4th grade English Language Arts. It outlines 18 standards across reading, writing, and written/oral language conventions. For each standard, it lists the number of test items, key instructional themes and strategies, and the relevant released test questions. The purpose is to guide teachers in addressing all of the standards through their lessons.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each domain of English language arts.
This document outlines the 4th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, speaking and listening, and language. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, range of reading, types of writing, research, comprehension and collaboration, presentation of knowledge, conventions of standard English, and vocabulary acquisition for each category.
This document outlines the learning standards that fifth grade students are expected to meet by the end of the year across key subjects. It provides detailed codes and descriptions for reading, English/language arts, math, and science standards. The reading standards cover vocabulary, fluency, comprehension, literary response and analysis. The ELA standards address handwriting, spelling, punctuation, grammar, composition and research. The math standards cover number sense, patterns/algebra, geometry, measurement and more. Finally, the science standards relate to scientific method/observation and topics in physical, life and earth/space sciences.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
This document outlines the curriculum map for an English II course. It includes ongoing standards focused on reading comprehension, analysis, and making connections. The first unit focuses on literary elements through short stories, poems, and analyzing themes. Students will identify literary devices, compare characters and events, and determine an author's purpose. Subsequent units cover text structure cues, persuasive techniques, and pleasure reading with a focus on The Giver. The overall goals are for students to strengthen comprehension and analysis skills.
Grade 3 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards for 3rd grade English Language Arts. It outlines 6 main standards for reading with sub-standards listed below. For each sub-standard it indicates the number of test items, which test themes the items fall under, and what supplemental assessments may contain related questions. It aims to assess students' understanding of word analysis, vocabulary, and reading comprehension.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
1. This document provides an overview of the 1st grade English Language Arts curriculum for Unit 3 on life lessons.
2. Students will read literature and informational texts about life lessons, focusing on categorizing story details about characters, key events, and settings. They will also read fables with morals and a book about George Washington Carver.
3. The unit aims to teach students about sequencing events, learning lessons from stories, using descriptive words, and electrical safety through various reading and writing activities.
Simonovic arsenijevic - in and out of paradigms - bcn2013barsenijevic
- The document analyzes suffixes in Serbo-Croatian that are traditionally treated as unrelated but are argued to be related.
- It argues that suffixes like -en, -an, and -(a)n forming adjectives and participles are variants of a single suffix, with differences due to paradigm membership.
- Similarly, the suffix -je forming collective nouns is shown to have variant forms depending on whether the derivation is inside or outside the verbal paradigm.
- Phonological and semantic differences between suffix variants are explained by their membership in morphological paradigms versus more lexicalized word formation processes.
This curriculum map outlines an English Language Arts unit for 2nd grade focused on the four seasons. The unit introduces chapter books, informational texts, and poetry related to seasons. Students learn poetry terms and story structure. They complete a research project on a seasonal activity in another region and write seasonal poetry. Students also review the roles of authors and illustrators. The unit aims to develop phonics, vocabulary, reading comprehension, writing skills, and language conventions through lessons and activities centered around seasonal themes.
This document contains notes from an 8th grade grammar and spelling lesson held on August 28, 2012. The lesson agenda included a warm-up, spelling/vocabulary, grammar, and literature circles. The notes provide spelling and vocabulary words for Unit 1, examples of parts of speech, grammar exercises identifying nouns and their types, and information about kinds of nouns.
The document provides information about leaders and notable figures in India, including:
- Pranab Mukherjee is the current President of India.
- Manmohan Singh is the current Prime Minister of India.
- The Reserve Bank of India is the central policy authority.
- Important national holidays and events are discussed, including Republic Day and Independence Day.
- India has won the Cricket World Cup twice, in 1983 and 2011.
Royce Nugent has over 20 years of experience in field service engineering for the power generation and petrochemical industries. He has worked extensively with gas turbines, steam turbines, and reciprocating compressors. Currently, he is a Field Service Supervisor at Mitsubishi Hitachi Power Systems America where he leads teams in overhauling and repairing gas turbines and generators. He ensures safety protocols are followed and technicians are developed professionally.
The document provides information about the Prep Year program at Moreton Bay Boys' College (MBBC). It discusses that the Prep Year is supportive and stimulating for boys. The program develops skills through engaging activities guided by the boys' interests. It helps boys transition to future learning and develop emotionally, intellectually, and spiritually. The Prep program runs from 8:15am to 2:15pm five days a week and prepares boys for Year 1.
Este documento describe las funciones básicas y avanzadas de búsqueda en Google Chrome, incluyendo cómo realizar búsquedas simples, usar comillas para búsquedas de frases exactas, el operador "-"" para excluir términos, y la búsqueda avanzada para realizar búsquedas más precisas. También proporciona consejos como usar términos que probablemente aparezcan en la página buscada y enlaces a recursos adicionales sobre el uso de buscadores.
This document certifies that Martin Pressley of Wilkinson ERA Realty successfully completed training to earn the designation of Cartus Network Marketing Specialist and Cartus Broker Network Certified Agent Advantage Specialist from 9/15/2015 through 12/31/2016. The certification demonstrates his proven expertise and access to Cartus resources to serve clients at the highest professional level.
Este documento describe diferentes reglas para la integración numérica, incluyendo la regla de los trapecios, la regla de Simpson (1/3) y la regla de Simpson (3/8). También presenta ejemplos de cómo usar estas reglas para estimar integrales definidas y calcular la longitud de un arco de curva, así como los valores de n y h necesarios para aproximar una integral con un error menor a un valor dado usando la regla de Simpson (1/3). Finalmente, introduce el método de integración de Romberg.
This document provides summaries of various design projects completed by Chearsten Webb for coursework. It includes 8 projects ranging from photo design, business identity creation, brochure design, magazine cover, montage, coding a website, infographic, and Prezi presentations. For each project, it lists the date, course, instructor, programs used, description, objectives, and process undertaken to complete the project.
The document provides etiquette tips for social interactions and conversations. It advises that one should not intrude or butt into conversations that do not involve them. When disagreeing with others, it is important to do so respectfully and remember that everyone is entitled to their own opinion. The document encourages maintaining patience, listening to others, and politely excusing oneself before adding their own viewpoint to a discussion.
A trade union is an organization created by workers to represent them and protect their interests through collective bargaining with employers. It negotiates on behalf of workers on matters relating to employment conditions and rights. Trade unions work to ensure legislation protects employees from exploitation through laws governing basic workers' rights like safe working conditions, fair pay, and equal treatment.
The document contains 6 short stories intended to teach management lessons. Each story is followed by a "moral of the story". The stories contain vulgar or inappropriate content.
The document discusses the key functions and roles of leadership including setting objectives, organizing resources, directing staff, coordinating activities, controlling performance, and setting a clear vision. It also examines different leadership styles such as autocratic, democratic, paternalistic, and laissez-faire and notes important leadership positions in business like directors, managers, and supervisors. Various activities are referenced for the reader to complete.
This document discusses several concepts related to population growth and density, including optimum population, overpopulation, underpopulation, and carrying capacity. It provides examples to illustrate these concepts, such as Bangladesh having a high population density but low standard of living due to resource constraints, while the Netherlands and Canada have been able to maintain high standards of living despite having population densities above and below the global average, respectively, through effective use of technology and resources. The document also discusses Malthusian and Boserupian perspectives on the relationship between population growth and food supply.
Grade 3 ela cst standards alignment draft june 2010teamteach
This document provides a summary of the California Content Standards for 3rd grade English Language Arts. It outlines 6 main standards for reading with sub-standards listed below. For each sub-standard it indicates the number of test items, which test themes the items fall under, and what supplemental assessments may contain related questions. It aims to assess students' understanding of word analysis, vocabulary, and reading comprehension.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
This document outlines the 3rd Grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and speaking and listening. The standards address key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, production and distribution of writing, research, and comprehension and collaboration.
1. This document provides an overview of the 1st grade English Language Arts curriculum for Unit 3 on life lessons.
2. Students will read literature and informational texts about life lessons, focusing on categorizing story details about characters, key events, and settings. They will also read fables with morals and a book about George Washington Carver.
3. The unit aims to teach students about sequencing events, learning lessons from stories, using descriptive words, and electrical safety through various reading and writing activities.
Simonovic arsenijevic - in and out of paradigms - bcn2013barsenijevic
- The document analyzes suffixes in Serbo-Croatian that are traditionally treated as unrelated but are argued to be related.
- It argues that suffixes like -en, -an, and -(a)n forming adjectives and participles are variants of a single suffix, with differences due to paradigm membership.
- Similarly, the suffix -je forming collective nouns is shown to have variant forms depending on whether the derivation is inside or outside the verbal paradigm.
- Phonological and semantic differences between suffix variants are explained by their membership in morphological paradigms versus more lexicalized word formation processes.
This curriculum map outlines an English Language Arts unit for 2nd grade focused on the four seasons. The unit introduces chapter books, informational texts, and poetry related to seasons. Students learn poetry terms and story structure. They complete a research project on a seasonal activity in another region and write seasonal poetry. Students also review the roles of authors and illustrators. The unit aims to develop phonics, vocabulary, reading comprehension, writing skills, and language conventions through lessons and activities centered around seasonal themes.
This document contains notes from an 8th grade grammar and spelling lesson held on August 28, 2012. The lesson agenda included a warm-up, spelling/vocabulary, grammar, and literature circles. The notes provide spelling and vocabulary words for Unit 1, examples of parts of speech, grammar exercises identifying nouns and their types, and information about kinds of nouns.
The document provides information about leaders and notable figures in India, including:
- Pranab Mukherjee is the current President of India.
- Manmohan Singh is the current Prime Minister of India.
- The Reserve Bank of India is the central policy authority.
- Important national holidays and events are discussed, including Republic Day and Independence Day.
- India has won the Cricket World Cup twice, in 1983 and 2011.
Royce Nugent has over 20 years of experience in field service engineering for the power generation and petrochemical industries. He has worked extensively with gas turbines, steam turbines, and reciprocating compressors. Currently, he is a Field Service Supervisor at Mitsubishi Hitachi Power Systems America where he leads teams in overhauling and repairing gas turbines and generators. He ensures safety protocols are followed and technicians are developed professionally.
The document provides information about the Prep Year program at Moreton Bay Boys' College (MBBC). It discusses that the Prep Year is supportive and stimulating for boys. The program develops skills through engaging activities guided by the boys' interests. It helps boys transition to future learning and develop emotionally, intellectually, and spiritually. The Prep program runs from 8:15am to 2:15pm five days a week and prepares boys for Year 1.
Este documento describe las funciones básicas y avanzadas de búsqueda en Google Chrome, incluyendo cómo realizar búsquedas simples, usar comillas para búsquedas de frases exactas, el operador "-"" para excluir términos, y la búsqueda avanzada para realizar búsquedas más precisas. También proporciona consejos como usar términos que probablemente aparezcan en la página buscada y enlaces a recursos adicionales sobre el uso de buscadores.
This document certifies that Martin Pressley of Wilkinson ERA Realty successfully completed training to earn the designation of Cartus Network Marketing Specialist and Cartus Broker Network Certified Agent Advantage Specialist from 9/15/2015 through 12/31/2016. The certification demonstrates his proven expertise and access to Cartus resources to serve clients at the highest professional level.
Este documento describe diferentes reglas para la integración numérica, incluyendo la regla de los trapecios, la regla de Simpson (1/3) y la regla de Simpson (3/8). También presenta ejemplos de cómo usar estas reglas para estimar integrales definidas y calcular la longitud de un arco de curva, así como los valores de n y h necesarios para aproximar una integral con un error menor a un valor dado usando la regla de Simpson (1/3). Finalmente, introduce el método de integración de Romberg.
This document provides summaries of various design projects completed by Chearsten Webb for coursework. It includes 8 projects ranging from photo design, business identity creation, brochure design, magazine cover, montage, coding a website, infographic, and Prezi presentations. For each project, it lists the date, course, instructor, programs used, description, objectives, and process undertaken to complete the project.
The document provides etiquette tips for social interactions and conversations. It advises that one should not intrude or butt into conversations that do not involve them. When disagreeing with others, it is important to do so respectfully and remember that everyone is entitled to their own opinion. The document encourages maintaining patience, listening to others, and politely excusing oneself before adding their own viewpoint to a discussion.
A trade union is an organization created by workers to represent them and protect their interests through collective bargaining with employers. It negotiates on behalf of workers on matters relating to employment conditions and rights. Trade unions work to ensure legislation protects employees from exploitation through laws governing basic workers' rights like safe working conditions, fair pay, and equal treatment.
The document contains 6 short stories intended to teach management lessons. Each story is followed by a "moral of the story". The stories contain vulgar or inappropriate content.
The document discusses the key functions and roles of leadership including setting objectives, organizing resources, directing staff, coordinating activities, controlling performance, and setting a clear vision. It also examines different leadership styles such as autocratic, democratic, paternalistic, and laissez-faire and notes important leadership positions in business like directors, managers, and supervisors. Various activities are referenced for the reader to complete.
This document discusses several concepts related to population growth and density, including optimum population, overpopulation, underpopulation, and carrying capacity. It provides examples to illustrate these concepts, such as Bangladesh having a high population density but low standard of living due to resource constraints, while the Netherlands and Canada have been able to maintain high standards of living despite having population densities above and below the global average, respectively, through effective use of technology and resources. The document also discusses Malthusian and Boserupian perspectives on the relationship between population growth and food supply.
Las fosfolipasas y aciltransferasas de fosfolípidos juegan un papel importante en el metabolismo y recambio de fosfolípidos en las membranas celulares. Las fosfolipasas A2 hidrolizan específicamente los enlaces éster de los fosfolípidos para liberar ácidos grasos y lisofosfolípidos, los cuales tienen diversas funciones como mediadores de la inflamación. Las fosfolipasas A2 secretadas se producen en respuesta a estímulos inflamatorios y se acumulan en los
Halloween is celebrated on October 31st. It originated from the Celtic tradition of Samhain, where the Celts believed the spirits of the dead returned annually on this night. As part of Halloween traditions, people carve faces into pumpkins and use them as Jack-o-lanterns, wear costumes, and children go trick-or-treating by visiting doors and saying "trick or treat" to receive candy.
This document outlines the California Essential Standards for Reading and Language Arts for kindergarten. It includes standards related to reading skills like identifying parts of a book, following words on a page, recognizing letters and sounds. It also includes standards for comprehension, literary response, writing strategies, conventions, listening and speaking. The standards are organized by strand and specify what students should know and be able to do at the kindergarten level based on the state content standards.
Grade 6 ela cst standards draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
This document provides an overview and curriculum map for the Grade 1 English Language Arts unit on "Winds of Change" in the Isaac School District. The unit focuses on changes in nature, feelings, and writing. Students will look at how wind provides energy, describe character feelings in fiction, and improve writing through revision. Key standards addressed are decoding words, reading fluency, describing characters and events, identifying author's purpose, and writing narratives. Sample activities involve word games, reading comprehension and cause/effect analysis.
This document provides an overview and curriculum map for the Grade 1 English Language Arts unit on "Winds of Change" in the Isaac School District. The unit focuses on changes in nature, character feelings, and writing revision through non-fiction, fantasy, and students' own writing. It outlines standards, vocabulary, activities, and assessments related to phonics, reading comprehension, writing, and language skills. Key areas of study include decoding multi-syllabic words, identifying character feelings, adding details to writing, and conventions such as pronouns and prepositions.
Grade 5 ela cst standards alignment draft june 2010.teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
The document summarizes the curriculum map for 2nd grade English Language Arts at Isaac School District. It outlines the units, big ideas, essential questions, vocabulary, standards, and sample activities for studying building bridges with unlikely friends through fiction texts, non-fiction texts, and writing assignments. Students will explore prefixes, suffixes, phonics, comprehension, characters, plots, illustrations, and more. Activities include identifying author's purpose, comparing characters, connecting to events, and writing friendly letters between characters.
1. This curriculum map outlines a 1st grade English Language Arts unit focused on American contributions.
2. Students will read both fictional and informational texts about famous Americans to learn about their contributions and the time periods in which they lived.
3. A key focus is on developing reading skills like decoding words, reading fluently, and comprehending texts. Students will also write opinion pieces and learn grammar conventions.
1) This document provides an overview of the 1st grade English Language Arts curriculum unit on American contributions. The unit focuses on biographies of famous Americans and fictional stories about the same people.
2) Students learn strategies for reading independently and fluently, such as using context clues to understand unfamiliar words. They also learn to form opinions and support them with evidence from what they have read.
3) The curriculum map outlines standards, sample activities, and assessments for students to meet objectives like retelling stories, comparing fiction and nonfiction texts, and using illustrations to describe story elements.
1. This curriculum map outlines the English Language Arts curriculum for 1st grade students in the Isaac School District.
2. The third unit focuses on life lessons and has students read literature and informational texts related to life lessons, categorizing story details into characters, key events, and settings.
3. Big ideas include improving reading and writing through knowledge of spelling-sound correspondences, and learning lessons from stories including fables.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
This document outlines the 5th grade English Language Arts Common Core Georgia Performance Standards. It includes standards for reading literary and informational texts, foundational skills, writing, and conducting research. The standards cover key areas such as quoting accurately, determining themes and main ideas, comparing characters, integrating knowledge, and writing opinion pieces, informative texts, and narratives. Students are expected to read and comprehend literature and informational texts, conduct research projects using multiple sources, and produce clear writing for a variety of purposes and audiences.
Grade 2 ela cst standards alignment draft june 2010teamteach
Plan your year. Know when and where to master each standard. Know what to move ahead of testing. Know what to emphasize in each selection. See where you might need to augment. Use for backwards planning, report cards, collaboration.
The document is an English Language Arts curriculum map for grade 1. It outlines a unit called "Around the World with a Glass Slipper" where students will compare and contrast multiple versions of Cinderella while learning about different cultures and continents. The unit focuses on opinion writing and comparing fiction and nonfiction texts. Key standards and activities are listed including comparing stories, summarizing texts, and writing opinion pieces. Vocabulary, routines, and assessments are also presented.
This document provides an overview of the 1st grade English Language Arts curriculum unit on comparing and contrasting different versions of fairy tales like Cinderella from around the world. In this unit, students will choose their favorite version of a fairy tale and write an opinion piece supporting their choice. They will also examine masks from different cultures and use descriptive words. The unit focuses on comparing and contrasting characters, understanding different cultures through stories, and supporting opinions with reasons. Sample activities include a story retell chart to organize similarities and differences in Cinderella versions.
Teaching vocabulary in a common core worldKeith Pruitt
The document discusses how vocabulary is addressed in the Common Core State Standards for K-5. It emphasizes that students should determine meanings of unknown words, understand relationships between words, and acquire academic vocabulary. It outlines how vocabulary is developed for literature, informational text, foundational skills, and writing. Specific standards are provided for each grade level. Effective strategies for teaching vocabulary are explained, such as explaining words, showing their use, and applying them in fun ways to build background knowledge. Sample read aloud books and lesson templates are provided to help teachers implement vocabulary instruction.
The document outlines the learning standards that third grade students are expected to meet in key subjects by the end of the year. It provides over 100 individual standards across reading, English/language arts, math, science, and social studies. The standards cover a range of skills from phonics and spelling to scientific observation methods and geography fundamentals. Students are expected to gain proficiency in areas like word recognition, arithmetic, the scientific process, and identifying locations on maps.
The document is an English Language Arts curriculum map for kindergarten students in the Isaac School District. It outlines a unit focused on sequencing in stories through counting books and tales involving the number three. The unit helps students learn to retell stories and recognize familiar stories embedded in different settings. It provides learning objectives, sample activities, and alignment to ELA and ELP standards. The activities help students practice skills like following text left to right, recognizing that words are made of letters, producing rhyming words, blending and segmenting syllables, and isolating sounds in words.
This document summarizes a student's performance on diagnostic assessments aligned to North Carolina kindergarten and first grade English language arts standards. It shows that the student, Duane Meyer, understands most of the indicators assessed for kindergarten standards based on a May 2011 test. The student also understands most of the indicators for first grade standards based on a July 2011 test. The document lists each standard assessed and whether the student understood the indicator for that standard on each test.
This document provides an overview of the Word Work and Saskatchewan curriculum correlations for grades 6, 7, and 8. For each grade, it outlines the semantic/lexical/morphological and graphophonic learning indicators. At grade 6, students are expected to recognize common prefixes, suffixes, root words, and figurative language. They also recognize word families and sound patterns. At grade 7, students avoid overused words and use correct homonyms and spelling strategies. They enunciate clearly and recognize literary devices. For grade 8, students determine word meaning using context clues and reference tools, and recognize figurative language and word patterns involving stress and pitch.
This document provides a curriculum map for 5th grade reading at the Isaac School District. It outlines the standards, knowledge, and skills that will be taught each quarter with a focus on different text types. In quarter one, students will learn about plot elements in fictional text and identifying main ideas and details in expository text. Quarter two focuses on cause and effect relationships in expository text and analyzing different types of poetry. The third quarter covers author's intentions in fictional text. Recurring concepts like vocabulary, fluency, and comprehension strategies are integrated throughout the year.
This document provides an 8th grade math curriculum map that outlines the units, clusters, standards, and resources to be covered over the school year. The map introduces the organization of the curriculum into units and clusters with essential questions, big ideas, standards, and resources listed for each cluster. It explains that all units and clusters must be taught in the specified sequence before the 2013 AIMS assessment. The curriculum map is intended to guide teachers in delivering the mandated 2010 Arizona Mathematical Standards for 8th grade in a logical progression.
The document provides a curriculum map for 7th grade math standards organized into units and clusters. It includes essential questions, big ideas, standards, mathematical practices, vocabulary, and resources for each cluster. The purpose is to provide a logical progression of content and ensure all teachers follow the same sequence of instruction. It explains how the standards and practices are paired and priorities are designated for certain standards. Assessments and possible projects are included at the end of each cluster.
This document provides a 6th grade math curriculum map that outlines the standards, units, and clusters to be taught over the school year. It includes essential questions, big ideas, vocabulary, and resources for each cluster. The curriculum is organized into units on ratios and proportional relationships, the number system including fractions, decimals, percents, and integers, and decimal operations. Standards are prioritized and paired with mathematical practices. Suggested formative assessments, projects, and resources are included to support instruction.
The document provides an 8th grade math curriculum map that outlines the standards, practices, and resources for teaching various math concepts over the school year. It begins with an introduction and overview of how the document is organized. The curriculum is broken into units covering number sense, expressions and equations, and geometry. Each unit contains clusters of related math standards to be taught along with essential questions, key ideas, standards, and suggested resources and assessments. The goal is to provide a logical progression of content knowledge and ensure all teachers follow the same curriculum.
This document outlines the 7th grade math curriculum map for an Arizona school district. It provides an introduction and overview of how the curriculum is organized, including approximate timelines, essential questions, big ideas, and standards for each unit and cluster. The curriculum map pairs math content standards with mathematical practices and identifies priority standards. It also provides resources, projects, and assessments for teachers. The goal is for teachers to follow the progression of content knowledge and for students to master both content standards and mathematical practices.
This 6th grade math curriculum map outlines the units, clusters, standards, and resources for teaching math over the course of the year. It includes 5 units: Ratios and Proportional Relationships; The Number System; Decimal Operations; Absolute Value and Integers; and Expressions and Equations. Each unit contains multiple clusters that break down the standards and mathematical practices. The map provides essential questions, key vocabulary, web resources, and suggested assessments for teachers to use in their planning and instruction.
The document provides an overview of the 8th grade science curriculum map for Arizona. It outlines the organization of the curriculum into units, clusters, and standards. Each unit will focus on a major domain of science and be divided into smaller clusters. The map provides essential questions, big ideas, common misconceptions, standards, and resources for each cluster to guide instruction. It is intended to help teachers systematically cover all required content standards for 8th grade science in Arizona.
The document provides an overview of the 8th grade science curriculum map for Arizona. It outlines the organization of the curriculum into units, clusters, and standards. The map provides essential questions, big ideas, common misconceptions, standards, and resources for each cluster to guide instruction. The purpose is to ensure all required content is taught in a logical progression. Suggested projects are also included to encourage connections between topics and higher-order thinking. Formative assessments are to be given for each cluster to check student understanding of the standards.
This 7th grade science curriculum map outlines the units and clusters to be taught over the school year. It begins with an introduction that describes the organization of the state standards into units and clusters, with performance objectives sequenced in a logical progression. The map then provides information about approximate times, essential questions, big ideas, common misconceptions, standards, vocabulary, and resources for each cluster. Key details include that the Earth has unique layers with distinct compositions and properties, and that the Earth's surface is constantly changing due to processes like erosion, deposition, and plate tectonics. Teachers are expected to follow the sequence of units and clusters and assess student learning regularly using formative assessments.
This document provides an overview of the 6th grade science curriculum map for an elementary school district. It outlines the units, clusters, and standards that will be covered over the school year. The curriculum is organized by units representing major scientific domains, with clusters representing related concepts within each domain. For each cluster, the document provides essential questions, big ideas, common misconceptions, priority standards, vocabulary, and suggested resources and assessments. The goal is to logically sequence the content standards while integrating skill and process standards to facilitate conceptual understanding and connections across clusters and units.
This document provides an overview of the 5th grade science curriculum map for an elementary school district. It outlines the organization of the curriculum into units and clusters, and provides details about essential questions, big ideas, common misconceptions, standards, vocabulary, and resources for each cluster. The sample cluster summarized focuses on how humans and the environment impact each other, with standards addressing how human behavior impacts the environment through global warming and how the environment can impact humans through events like inclement weather or limited natural resources.
This document provides an overview of the 4th grade science curriculum map for the Isaac Elementary School District. It outlines the organization of the curriculum including units, clusters, essential questions, big ideas, standards, and resources. The curriculum is organized into units on life science, earth science, and physical science. Each unit contains multiple clusters which focus on specific concepts and are taught over approximately 2 weeks. The document provides guidance for teachers on teaching the standards and assessing student learning.
This document outlines a fifth grade mathematics curriculum guide from the Isaac School District. Unit 9 focuses on data analysis and probability. Students will understand probability, how it can be represented, and how mathematical methods can maximize efficiency. They will learn to fluently multiply multi-digit numbers, find quotients of whole numbers with up to four-digit dividends and two-digit divisors, and make and interpret line plots displaying fractional data. Examples are provided to illustrate different strategies and models for solving problems within these domains.
This document outlines a 5th grade mathematics unit on growth patterns from the Isaac School District curriculum guide. The unit focuses on calculating area and perimeter, analyzing patterns that change over time, and generating and comparing numerical patterns based on given rules. Key concepts include rate of change, area, perimeter, writing numerical expressions, and generating ordered pairs from patterns to graph. Students will work on skills like comparing decimals to thousandths, writing expressions to represent word problems, and justifying relationships between patterns.
The document is a mathematics curriculum guide for 5th grade from the Isaac School District. It outlines several units of study around operations and algebraic thinking, number and operations in base ten, and number and operations with fractions. The guide provides standards, essential questions, unit vocabulary, explanations and examples for key concepts like understanding the place value system, performing operations with multi-digit numbers and decimals, writing and interpreting numerical expressions, and using equivalent fractions to add and subtract fractions. Teachers are provided guidance on teaching strategies like using visual models and making connections to other math practices.
The document provides information about a 5th grade mathematics curriculum guide from the Isaac School District. It includes:
1) Details on Unit 6 which covers decimals on grids and number lines, including essential questions, vocabulary, and math standards.
2) Explanations and examples for each math standard, such as how to use parentheses and exponents, place value of decimals, comparing and rounding decimals, and algorithms for multiplication and long division.
3) The document is intended to outline the key concepts and skills students should master related to decimals and fractions for 5th grade mathematics.
This document outlines a 14-session unit on measuring polygons for a 5th grade mathematics curriculum. The unit focuses on classifying and measuring two-dimensional figures. Students will learn about attributes of 2D figures like angles and sides, and how these relate to calculating figures' areas and perimeters. They will classify figures into hierarchies based on their geometric properties and understand how categories are related. Examples include learning all rectangles have four right angles, so squares do as well. The unit aligns with Arizona math standards and incorporates mathematical practices like reasoning quantitatively.
The document provides information about a 5th grade mathematics unit on fractions and percents from the Isaac School District. The unit covers adding, subtracting, and multiplying fractions, as well as solving word problems involving fractions. It lists the essential questions, vocabulary, and Arizona state math standards covered. Examples are provided to demonstrate how to add and subtract fractions with unlike denominators, solve word problems, and multiply fractions. Estimation strategies for fraction calculations are also discussed.
The document is a mathematics curriculum guide for 5th grade from the Isaac School District. It describes Unit 3 which focuses on addition, subtraction, and the number system. The unit has 13 sessions and aims to teach students how algebra can be used to solve real-world problems and that numbers can be represented in multiple ways. Key vocabulary includes terms like million, billion, and algorithm. The unit covers understanding place value in multi-digit numbers up to the hundredths place and performing operations like multiplication and long division with multi-digit whole numbers and decimals. Students are expected to use standard algorithms and strategies like area models to solve problems.
This document outlines the fifth grade mathematics curriculum for Unit 2 on prisms and pyramids. The unit focuses on determining the volume of 3D objects and relating volume to multiplication and addition. Students will learn about rectangular prisms, pyramids, cylinders and cones. They will measure volume using cubic units and apply formulas to find the volume of right rectangular prisms. Students will also explore how volume is additive by finding the total volume of objects made of two combined prisms. The unit aims to develop students' geometric reasoning and quantitative skills through 13 sessions of instruction and activities.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. 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 Alignment
5.RF.3 Know and apply grade-level phonics R05.S1C4.01
and 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
2. 5.RF.3a Use combined knowledge of all letter-
sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.
III-RF-2: HI-7: applying knowledge of spelling
pattern exceptions.
√+
III-RF-2: HI-8: applying knowledge of
syllabication rules when decoding unfamiliar
words in context.
III-RF-2: HI-9: applying knowledge of
inflectional forms of words in context.
III-RF-2: HI-10: applying knowledge of affixes
to words in context.
5.RF.4. Read with sufficient accuracy and R03.S1C5.01
fluency to support comprehension. Consistently read grade level text with at least
90 percent accuracy.
III-RF-3: HI-1: reading aloud passages from R05.S1C5.01
unfamiliar content area text with fluency. (i.e., Read from familiar prose and poetry with
accuracy, 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 and
understanding. F √+ √+
2
3. 5.RF.4b Read on-level prose and poetry orally
with accuracy, appropriate rate, and
expression 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
4. 2010 AZ ELAS Former AZ Standards/
U1 U2 U3 U4 U5 U6
Reading Literature (RL) AIMS Blueprint Alignment
5.RL.1. Quote accurately from a text when R05.S1C6.06
explaining what the text says explicitly and Use reading strategies (e.g., drawing
when drawing inferences from the text. conclusions, determining cause and effect,
making inferences, sequencing) to
III-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.S2C1.02
or 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 a
challenges 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 that
III-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 and
supporting details from text using appropriate
academic vocabulary. F √+ √+ √+ √+ √+
III-R-4: HI-8: Locating sequential
/chronological order signal words (i.e. first,
next, finally, today, now, meanwhile, not long
ago) in text.
4
5. 5.RL.3. Compare and contrast two or more R04.S2C1.08
characters, 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., main
III-R-4: HI-18: Comparing and contrasting events, conflict, rising action, climax, falling
two characters within a fictional text. action, resolution).
R05.S2C1.03
III-R-4: HI-19: Comparing and contrasting Distinguish between major characters and
two 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
6. 5.RL.4. Determine the meaning of words and R05.S1C4.02
phrases as they are used in a text, including Use context to determine the relevant
figurative language such as metaphors and meaning of a word or the intended meaning of
similes. 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.S1C4.04
ago) 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 that
indicate 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 author
selects in a literary selection to create a
graphic visual image.)
6
7. 5. RL.5. Explain how a series of chapters, R05.S1C4.03
scenes, or stanzas fits together to provide the Determine the difference between figurative
overall 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.S1C4.06
verse, 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
8. 5.RL.6. Describe how a narrator’s or R05.S2C1.05
speaker’s point of view influences how events Identify the narrative point of view (e.g., first
are described. person, third person, omniscient) in a literary √+ F √+
selection.
S2C1 (31%)
5.RL.7. Analyze how visual and multimedia VP.E1
elements contribute to the meaning, tone, or Analyze visual media for language, subject
beauty of a text (e.g., graphic novel, matter and visual techniques used to influence
multimedia presentation of fiction, folktale, opinions, decision making and cultural √+ F √+
myth, poem). perceptions.
5.RL.8. (Not applicable to literature) N/A
5.RL.9. Compare and contrast stories in the R05.S2C1.09
same 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
9. 5.RL.10. By the end of the year, read and R03.S1C5.01
comprehend literature, including stories, Consistently read grade level text with at least
dramas, and poetry, at the high end of the 90 percent accuracy.
grades 4–5 text complexity band R05.S1C6.06
independently 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
10. 2010 AZ ELAS Former AZ Standards/
U1 U2 U3 U4 U5 U6
Reading Informational Text (RI) AIMS Blueprint Alignment
5.RI.1. Quote accurately from a text when R05.S1C6.06
explaining what the text says explicitly and Use reading strategies (e.g., drawing
when drawing inferences from the text. conclusions, determining cause and effect,
making inferences, sequencing) to
III-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 author's 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
11. 5.RI.2. Determine two or more main ideas of a R05.S3C1.01
text and explain how they are supported by Identify the main idea and supporting details
key 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.S3C1.07
interactions between two or more individuals, Identify cause and effect relationships (stated
events, 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
12. 5.RI.4. Determine the meaning of general R05.S1C4.02
academic and domain-specific words and Use context to determine the relevant
phrases in a text relevant to a grade 5 topic or meaning of a word or the intended meaning of
subject area. a word with multiple meanings (e.g., hatch,
arm, boot).
(III-R-4: HI-8: locating sequential/ R05.S1C4.05
chronological order signal words (i.e., first, Determine the meanings, pronunciations,
next, finally today, now, meanwhile, not long syllabication, synonyms, antonyms, and parts
ago) 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 of
indicate 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 of
content vocabulary within math, science and
social studies texts.
(III-R-4: HI-32: identifying words (i.e., nouns,
adjective, verbs and adverbs) that the author
selects in a literary selection to create a
graphic visual image.)
12
13. 5.RI.5. Compare and contrast the overall R05.S3C1.06
structure (e.g., chronology, comparison, Interpret information from graphic features
cause/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 (stated
III-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.S3C1.11
event or topic, noting important similarities Compare (and contrast) the central ideas and
and differences in the point of view they concepts from selected readings on a specific
represent. topic.
√+ √+ √+ √+ F
S3C1 (24%)
13
14. 5.RI.7. Draw on information from multiple print R05.S3C1.04
or digital sources, demonstrating the ability to Locate specific information by using
locate 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.S3C1.05
textbook, indexes, websites, podcast, Locate appropriate print and electronic
webinars, 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 specific
external text in nonfiction text for a specific purpose.
purpose. R05.S3C1.06
Interpret information from graphic features
III-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.S3C1.08
III-R-4: HI-28: identifying specific information Draw valid conclusions based on information
by using the organizational features of a book, gathered from expository text.
a dictionary and a newspaper. (i.e., title, R05.S3C2.01
author, 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 by
7pm?") S3C1 (24%)
14
15. 5.RI.8. Explain how an author uses reasons R05.S3C1.02
and 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
16. 5.RI.9. Integrate information from several R05.S3C1.04
texts on the same topic in order to write or Locate specific information by using
speak 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
17. 5.RI.10. By the end of the year, read and R03.S1C5.01
comprehend informational texts, including Consistently read grade level text with at least
history/social studies, science, and technical 90 percent accuracy.
texts, at the high end of the grades 4–5 text R05.S1C5.01
complexity band independently and Read from familiar prose and poetry with
proficiently. fluency and appropriate rhythm, pacing,
intonation, and expression relevant to the text.
AZ.5.RI.10 R05.S1C6.06
a. 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
18. 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 or
supporting a point of view with reasons and speaker’s point of view influences how events
information. are described.
5.RI.6. Analyze multiple accounts of the same
III-W-1: HI-7: writing a persuasive essay that event or topic, noting important similarities
states a clear position with supporting details and differences in the point of view they
using persuasive vocabulary/strategies to represent. √+ F √+
influence the reader (e.g., loaded/emotional 5.RI.8. Explain how an author uses reasons
words, exaggeration, euphemisms and evidence to support particular points in a
bandwagon, 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 reasons
an opinion, and create an organizational and evidence to support particular points in a
structure 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 reasons
are 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 reasons
words, phrases, and clauses (e.g., and evidence to support particular points in a
consequently, specifically). text, identifying which reasons and evidence √+ √+ √+
support which point(s).
5.W.1d. Provide a concluding statement or
section related to the opinion presented.
√+ √+ √+
18
19. 5.W.2. Write informative/explanatory texts to 5.RI.2. Determine two or more main ideas of a
examine a topic and convey ideas and text and explain how they are supported by
information 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 a
general observation and focus, and group text and explain how they are supported by
related information logically; include key details; summarize the text.
formatting (e.g., headings), illustrations, and √+ √+ √+ √+
multimedia when useful to aiding
comprehension.
5.W.2b. Develop the topic with facts, 5.RI.2. Determine two or more main ideas of a
definitions, concrete details, quotations, or text and explain how they are supported by
other 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 across
categories of information using words,
phrases, and clauses (e.g., in contrast, √ √+ √+ √+ √ √+
especially)
5.W.2d. Use precise language and domain-
specific vocabulary to inform about or explain
the topic. √ √+ √+ √+ √ √+
5.W.2e. Provide a concluding statement or
section related to the information or √ √+ √+ √+ √ √+
explanation presented.
19
20. 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 how
effective 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 a
situation and introducing a narrator and/or
characters; organize an event sequence that √+ √+ √+ √+
unfolds naturally.
5.W.3b. Use narrative techniques, such as 5.RL.3. Compare and contrast two or more
dialogue, description, and pacing, to develop characters, settings, or events in a story or
experiences and events or show the drama, drawing on specific details in the text
responses 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 the
sequence of events. √+ √ √ √+ √+ √+
5.W.3d. Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
III-W-4: HI-4: selecting accurate, specific √+ √ √ √+ √+ √+
words and figurative language to express
ideas with instructional support or resources.
5.W.3e. Provide a conclusion that follows from
the narrated experiences or events.
√+ √ √ √+ √+ √+
20
21. 5.W.4. Produce clear and coherent writing in 5.RL.2. Determine a theme of a story, drama, or
which the development and organization are poem from details in the text, including how
appropriate 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 more
selecting 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, or
paragraphs 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 point
and purpose in a variety of genres. of view influences how events are described.
5.RL.7. Analyze how visual and multimedia elements
III-W-4: HI-2: producing two or more contribute to the meaning, tone, or beauty of a text
paragraphs containing an introductory (e.g., graphic novel, multimedia presentation of
statement, supporting details and a fiction, folktale, myth, poem).
concluding statement which are connected by 5.RL.9. Compare and contrast stories in the same
transitional 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 explaining
III-W-4: HI-3: choosing ideas, words, details what the text says explicitly and when drawing
and 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 interactions
address audience, stated purpose and between two or more individuals, events, ideas, or
context: 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
22. 5.W.5. With guidance and support from peers 5.RL.1 thru 5.RL.10
and adults, develop and strengthen writing as 5.RI.1 thru 5.RI.10
needed by planning, revising, editing,
rewriting, or trying a new approach.
(III-W-3: HI-1: generating and organizing
ideas to create a prewriting plan using
multiple self selected methods (brainstorming,
webbing, writer’s notebook, journal, etc.).)
(III-W-3: HI-2: evaluating, organizing and
selecting ideas that reflect the audience and
purpose.)
(III-W-3: HI-3: using a prewriting plan to draft
an essay with an introductory paragraph,
body, transitions and concluding paragraph.) √+ √+ √ √ F √
(III-W-3: HI-4: revising a student draft as a
class, in small groups and independently with
audience 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 for
errors in conventions* as a class, in small
groups and independently using editing tools.
(e.g., checklists, rubrics, computer spell check
and other reference materials).)
22
23. 5.W.6. With some guidance and support from
adults, use technology, including the Internet,
to produce and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of two √ √ √+ √ √
pages in a single sitting. F
III-W-3: HI-6: publishing products in a variety
of formats (e.g., oral presentation, manuscript,
multimedia, etc.) and presenting within a set
period of time (e.g., 15 minutes).
5.W.7. Conduct short research projects that 5.RI.6. Analyze multiple accounts of the same
use several sources to build knowledge event or topic, noting important similarities
through investigation of different aspects of a and differences in the point of view they
topic. 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 to
organizing information, observations or locate an answer to a question quickly or to
questions on a topic of student interest from solve a problem efficiently.
two or more sources (experiment, article, 5.RI.9. Integrate information from several texts
textbook, guest speaker, video, Internet, on the same topic in order to write or speak
interview, podcasts, etc.) for report/research about the subject knowledgeably.
purposes.)
23
24. 5.W.8. Recall relevant information from 5.RI.1. Quote accurately from a text when
experiences or gather relevant information explaining what the text says explicitly and
from 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 print
work, 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 √+ √+ F
questions on a topic of student interest from on the same topic in order to write or speak
two or more sources (experiment, article, about the subject knowledgeably.
textbook, guest speaker, video, Internet,
interview, podcasts, etc.) for report/research
purposes.)
5.W.9. Draw evidence from literary or 5.RL.1. Quote accurately from a text when
informational texts to support analysis, explaining what the text says explicitly and
reflection, 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.10
literature (e.g., “Compare and contrast two or
more characters, settings, or events in a story
or a drama, drawing on specific details in the √+ √+ √+ √+ √+ √+
text [e.g., how characters interact]”).
5.W.9b. Apply grade 5 Reading standards to 5.RI.1 thru 5.RI.10
informational texts (e.g., “Explain how an
author uses reasons and evidence to support
particular points in a text, identifying which √+ √+ √+ √+ √+ √+
reasons and evidence support which
point[s]”).
24
25. 5.W.10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences.
√ √ √ √ √ √
III-W-3: HI-7: using time management
strategies to publish products within a teacher
specified period of time.
25
26. 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.R3
collaborative discussions (one-on-one, in Share ideas, information, opinions and
groups, and teacher-led) with diverse partners questions.
on grade 5 topics and texts, building on LS.R5
others’ ideas and expressing their own clearly. Participate in group discussions.
LS.E3
III-LS-1: HI-5: demonstrating relationships Interpret and respond to questions and
among facts, ideas or events using academic evaluate responses both as interviewer and
vocabulary in classroom discussions. (e.g., interviewee.
problem/solution, cause/effect, etc.)
F F √+ √+ √+ √+
III-LS-1: HI-8: responding to social
conversations by rephrasing and repeating
information, asking questions, offering advice,
sharing one’s experiences, and expressing
one’s thoughts.
III-LS-2: HI-4: participating in socio-functional
communication tasks using complete
sentences.
III-LS-2: HI-5: asking and responding to
academic questions in complete sentences
(e.g., expressing possibilities and
probabilities, hypothetical questions, etc.)
5.SL.1a. Come to discussions prepared,
having read or studied required material;
explicitly draw on that preparation and other
information known about the topic to explore F √+ √+ √+ √+ √+
ideas under discussion.
5.SL.1b. Follow agreed-upon rules for
discussions and carry out assigned roles. F √+ √+ √+ √+ √+
26
27. 5.SL.1c. Pose and respond to specific
questions by making comments that
contribute to the discussion and elaborate on
the remarks of others.
III-LS-1: HI-6: responding to comprehension
questions by demonstrating relationships
among facts, ideas or events and extending F √+ √+ √+ √+
the information to other relevant contexts
using appropriate academic vocabulary. (e.g.,
problem/solution, cause/effect, compare
/contrast, etc.)
III-LS-1: HI-9: asking questions to clarify
ideas and concepts.
5.SL.1d. Review the key ideas expressed and
draw conclusions in light of information and F √+ √+ √+ √+
knowledge gained from the discussions.
5.SL.2. Summarize a written text read aloud W05.S3C6.01
or information presented in diverse media and Paraphrase information from a variety of
formats, 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) in
complete sentences.
5.SL.3. Summarize the points a speaker W06.S3C6.01
makes and explain how each claim is Write a summary of information from sources
supported 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
28. 5.SL.4. Report on a topic or text or present an LS.E1
opinion, sequencing ideas logically and using Prepare and deliver an organized speech and
appropriate facts and relevant, descriptive effectively convey the message through verbal
details to support main ideas or themes; and nonverbal communications with a specific
speak clearly at an understandable pace. audience.
LS.E2
III-LS-1: HI-4: summarizing the main Prepare and deliver an oral report in a content
idea/concept and key points/details of a area and effectively convey the information
presentation using complete sentences. through verbal and nonverbal communications
with a specific audience.
III-LS-1: HI-5: demonstrating relationships
among 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 oral
reports (e.g., expository, cause and effect,
persuasive ,etc.) containing specific and
accurate academic vocabulary, an
introduction, body, conclusion, transitions and
visual aids.
5.SL.5. Include multimedia components (e.g., VP.E2
graphics, sound) and visual displays in Plan, develop and produce a visual
presentations when appropriate to enhance presentation, using a variety of media such as
the 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
29. 5.SL.6. Adapt speech to a variety of contexts LS.E1
and tasks, using formal English when Prepare and deliver an organized speech and
appropriate 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
30. 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.S2
usage when writing or speaking.
√+ F F √+ √+ √+
5.L.1a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
III-L-1(PREP): HI-4: differentiating among
prepositions of location, direction and time.
III-L-1(C): HI-1: defining, using, and
differentiating coordinating conjunctions used
to join nouns, verbs, adjectives, phrases and
clauses. √+ F √+ √+ √+ √+
III-L-1(C): HI-2: defining and differentiating
correlative conjunctions both/and and
either/or.
III-L-1(C): HI-3: defining and differentiating
correlative conjunctions not only…but also.
III-L-1(I): HI-3: using interjections in
appropriate context.
30
31. 5.L.1b. Form and use the perfect (e.g., I had
walked; I have walked; I will have walked)
verb tenses.
III-L-1(V): HI-20: producing declarative,
negative, and interrogative sentences using
regular present perfect tense verbs with
subject-verb agreement.
III-L-1(V): HI-21: producing declarative,
negative, and interrogative sentences using
irregular present perfect tense verbs with √+ F √+ √+ √+ √+
subject-verb agreement.
III-L-1(V): HI-22: differentiating between the
use of simple past tense and the present
perfect tense.
III-L-1(Q): HI-9: producing Yes/No questions
in the present perfect tense.
III-L-1(Q): HI-10: producing Yes/No
questions in the present perfect progressive
tense.
31
32. 5.L.1c. Use verb tense to convey various
times, sequences, states, and conditions.
III-L-1(V): HI-5: using simple present tense
irregular verbs: to be, to have, to do, and to go
to produce declarative, negative, and
interrogative simple sentences.
III-L-1(V): HI-6: producing declarative,
negative, and interrogative sentences using
simple present tense verbs with subject-verb
agreement.
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 using
simple past tense regular verbs with subject-
verb agreement.
III-L-1(V): HI-10: using simple past tense
irregular verbs: to be, to have, to do, and to go
to produce declarative, negative, and
interrogative simple sentences (subject-verb
agreement).
III-L-1(V): HI-11: producing declarative,
negative, and interrogative sentences using
irregular simple past tense verbs with subject-
verb agreement.
III-L-1(V): HI-12: producing declarative,
negative, and interrogative sentences using
the simple future tense (will) with subject-verb
agreement.
32
33. III-L-1(V): HI-14: producing declarative,
negative, and interrogative sentences using
the present participle “going” with the infinitive
verb to form the future tense. (e.g., I am going
to dance.) with subject-verb agreement.
III-L-1(V): HI-15: using linking verbs of
sensation (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-verb
agreement.
III-L-1(V): HI-16: producing declarative,
negative, and interrogative sentences using
the past progressive tense with subject-verb
agreement.
III-L-1(V): HI-18: producing sentences using
modal auxiliary verbs (i.e., will, can, could,
may, might, must, should, would) and
negative modal auxiliary verbs (i.e., cannot,
should not) with subject-verb agreement.
III-L-1(V): HI-19: producing declarative,
negative, and interrogative sentences using
the future progressive tense with subject-verb
agreement.
III-L-1(V): HI-20: producing declarative,
negative, and interrogative sentences using
regular present perfect tense verbs with
subject-verb agreement.
33
34. III-L-1(V): HI-21: producing declarative,
negative, and interrogative sentences using
irregular present perfect tense verbs with
subject-verb agreement.
III-L-1(V): HI-23: differentiating between the
use of action verbs and non-action/stative
verbs without a present progressive form (i.e.,
want, need, like) (e.g., I am longing for a
vacation versus I want a vacation.)
III-L-1(V): HI-24: differentiating between the
use of action verbs and non-action/stative
verbs (i.e., see/watch, hear/listen) in context.
III-L-1(SC): HI-20: producing a sentence
using present real conditional.
5.L.1d. Recognize and correct inappropriate
shifts in verb tense. √+ √+ F √+ √+ √+
5.L.1e. Use correlative conjunctions (e.g.,
either/or, neither/nor).
III-L-1(C): HI-2: defining and differentiating
correlative conjunctions both/and and
either/or. √+ √+ √+ √+ √+
III-L-1(C): HI-3: defining and differentiating
correlative conjunctions not only…but also.
5.L.2 Demonstrate command of the See Writing Addendum:
conventions of standard English capitalization, Writing Process W05.S1
punctuation, and spelling when writing. Writing Elements W05.S2, W05.S2, WHS.S2
√+ √+ √+ √+ √+
34
35. 5.L.2a. Use punctuation to separate items in a
series.
√+ √+ √+ √+ √+ √+
5.L.2b. Use a comma to separate an
introductory element from the rest of the
sentence.
√+ √+ √+ √+ √+ √+
5.L.2c. Use a comma to set off the words yes
and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g.,
It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
√+ √+ √+ √+ √+
5.L.2d. Use underlining, quotation marks, or
italics to indicate titles of works. √+ √+ √+ √+ √+
35
36. 5.L.2e. Spell grade-appropriate words
correctly, 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.S2
5.L.3a. Expand, combine, and reduce
sentences for meaning, reader/listener
interest, and style. √+ √+ √+ √+ F
5.L.3b. Compare and contrast the varieties of
English (e.g., dialects, registers) used in √+ √+ √+ √+ F
stories, dramas, or poems.
5.L.4 Determine or clarify the meaning of R04.S1C4.02
unknown and multiple-meaning words and Use context to determine the relevant
phrases based on grade 5 reading and meaning of a word.
content, choosing flexibly from a range of R05.S1C4.01
strategies. Use knowledge of root words and affixes to
determine the meaning of unknown words.
III-L-2: HI-2: identifying the meaning/usage R05.S1C4.02
of sight words and utilizing them in context. Use context to determine the relevant
meaning of a word or the intended meaning of
III-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 parts
usage of grade-specific academic vocabulary of speech of words, by using a variety of
and 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
37. 5.L.4a. Use context (e.g., cause/effect S1C4 (11%)
relationships and comparisons in text) as a
clue to the meaning of a word or phrase.
III-L-2: HI-10: using context clues in a variety
of content texts to confirm the intended
meaning of grade-level homonyms and
multiple meaning words. √+ √+ √+ √+ √+ √+
III-L-2: HI-12: using context clues in a variety
of content texts to confirm the intended
meaning of grade-level content words.
5.L.4b. Use common, grade-appropriate S1C4 (11%)
Greek and Latin affixes and roots as clues to
the 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) to
determine the meaning of unknown grade
level content words.
5.L.4c. Consult reference materials (e.g., S1C4 (11%)
dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation and
determine or clarify the precise meaning of
key words and phrases.
√+ √+ F √+ √+ √+
III-L-2: HI-14: using a dictionary to identify
meanings, spellings, and pronunciations of
grade-level content words.
37
38. 5.L.5 Demonstrate understanding of figurative R05.S1C4.03
language, word relationships, and nuances in Determine the difference between figurative
word meanings. language and literal language.
R05.S1C4.04
III-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 √+ F
grade-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 the
words.
III-L-2: HI-9: completing and explaining
analogous relationships (e.g., bravery: √+ √+ √+
courage ::smooth: ______).
III-L-2: HI-11: pronouncing a homograph in
context based on meaning.
5.L.6. Acquire and use accurately grade- See Writing Addendum:
appropriate general academic and domain- Writing Elements W05.S2
specific 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