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.

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

39. 39