This document provides an ELA curriculum map for 5th grade standards covering September through February. It outlines the common core state standards, topics, concepts, and modes of writing to be covered each month in reading for literature and informational text, writing, speaking and listening, and language. The standards focus on skills like quoting texts, determining themes, comparing characters, writing narratives, opinions, and informative texts, grammar, research, and collaborative discussions.
This document provides a curriculum map for 6th grade English Language Arts based on the Common Core State Standards. It outlines the standards, topics, and concepts to be covered each month from September to December. The standards cover areas such as reading literature and informational texts, writing narratives, informative/explanatory texts, conducting research, speaking and listening, language conventions, and vocabulary acquisition. The purpose is to guide teachers in planning lessons and assessments to develop students' skills in these core ELA areas over the course of the school year.
This document outlines the Common Core State Standards curriculum map for 7th grade English Language Arts. It provides standards, topics, and concepts to be covered each month from September to January, including standards for reading literature, reading informational texts, writing, speaking and listening, and language. The map is intended to guide teachers in planning instruction to help students meet all annual CCSS ELA standards.
The document provides a curriculum map for 3rd grade English Language Arts standards according to the Common Core. It outlines the standards, topics, and concepts that will be covered each month from September to January, including standards for reading literature and informational texts, foundational skills, writing, language, and speaking and listening. The map also lists the traits, modes, resources and assessments that will be used to teach and evaluate the standards.
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
This document outlines the Common Core State Standards curriculum map for 4th grade English Language Arts. It identifies the key standards, concepts, and skills to be covered each month from September to December, including reading comprehension, foundational skills, writing, speaking and listening, and language. The map provides guidance for teachers on the essential content, resources, and assessments for each standard.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
This document outlines a capstone project for a college preparation English 11 course centered around studying Tim O'Brien's novel "The Things They Carried" about the Vietnam War. The goals are for students to think critically about American history and literature, work collaboratively, think independently, become better citizens, express themselves through writing, and use technology. Students will do group presentations on stories from the novel, write an essay in O'Brien's style, and complete other activities over a 20 day timeline. The project aligns with state English language arts standards.
SACE Stage 2 ESL and ESL Studies Subject Information Session, February 2012.
Focuses on applying the assessment design criteria through task design, based on lessons from moderation and marking in 2011.
This document provides a curriculum map for 6th grade English Language Arts based on the Common Core State Standards. It outlines the standards, topics, and concepts to be covered each month from September to December. The standards cover areas such as reading literature and informational texts, writing narratives, informative/explanatory texts, conducting research, speaking and listening, language conventions, and vocabulary acquisition. The purpose is to guide teachers in planning lessons and assessments to develop students' skills in these core ELA areas over the course of the school year.
This document outlines the Common Core State Standards curriculum map for 7th grade English Language Arts. It provides standards, topics, and concepts to be covered each month from September to January, including standards for reading literature, reading informational texts, writing, speaking and listening, and language. The map is intended to guide teachers in planning instruction to help students meet all annual CCSS ELA standards.
The document provides a curriculum map for 3rd grade English Language Arts standards according to the Common Core. It outlines the standards, topics, and concepts that will be covered each month from September to January, including standards for reading literature and informational texts, foundational skills, writing, language, and speaking and listening. The map also lists the traits, modes, resources and assessments that will be used to teach and evaluate the standards.
This document outlines an 8th grade ELA curriculum map designed by a Common Core State Standards taskforce. It includes standards, topics, and concepts for reading literature and informational texts, writing, language, and speaking and listening to be covered each month from September to February. Standards address skills like citing text evidence, determining themes, analyzing structure and word choice, conducting research, and collaborative discussions. The map is intended to guide teachers in implementing the CCSS throughout the school year.
This document outlines the Common Core State Standards curriculum map for 4th grade English Language Arts. It identifies the key standards, concepts, and skills to be covered each month from September to December, including reading comprehension, foundational skills, writing, speaking and listening, and language. The map provides guidance for teachers on the essential content, resources, and assessments for each standard.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
This document outlines a capstone project for a college preparation English 11 course centered around studying Tim O'Brien's novel "The Things They Carried" about the Vietnam War. The goals are for students to think critically about American history and literature, work collaboratively, think independently, become better citizens, express themselves through writing, and use technology. Students will do group presentations on stories from the novel, write an essay in O'Brien's style, and complete other activities over a 20 day timeline. The project aligns with state English language arts standards.
SACE Stage 2 ESL and ESL Studies Subject Information Session, February 2012.
Focuses on applying the assessment design criteria through task design, based on lessons from moderation and marking in 2011.
This document provides information about the January 2008 English Language Arts 30-1 Diploma Examination, including:
- The two writing assignments that make up Part A of the exam, worth 50% of the total mark: a Personal Response to Texts assignment (20%) and a Critical/Analytical Response to Literary Texts assignment (30%).
- Instructions for students on how to complete the assignments, including time allotment, permitted reference materials, and formatting.
- A brief recommendation to read and reflect on the entire exam before beginning to write in order to plan time effectively.
This document provides information about the VCE English Units 1 & 2 course. It outlines the key areas of study, including reading and responding to texts, analysing and comparing texts, and analysing and presenting arguments. It describes some of the texts and assessments students will encounter in each unit. Unit 1 involves analytical and creative responses to texts, while Unit 2 focuses on comparing themes across two texts. Developing language analysis skills is important for understanding persuasive techniques used in arguments. Public speaking skills are also practised as part of the course.
This document provides course information for an English subject that focuses on three key areas: Creating and Presenting, Reading and Responding, and Using Language to Persuade. Students will investigate different writing styles, study major texts in depth, and analyze persuasive language techniques. Assessment includes portfolios, essays, and SACs (School Assessed Coursework). Students must complete all set work, including practice tasks and SACs, to achieve a satisfactory grade. They must also maintain an organized reading and writing journal. The course aims to develop students' writing, reading, oral communication, and language skills.
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
The document provides a curriculum pacing guide for 6th grade English at NNPS. It outlines the topics, standards, and assessments covered over 3 marking periods. In the first marking period, students will focus on establishing classroom expectations, baseline writing assessments, vocabulary development, and an introduction to reading and analyzing both fiction and nonfiction texts. The second marking period focuses on close reading of short passages, narrative writing, grammar instruction, and vocabulary development. The third marking period covers the study of poetry, narrative writing, and continued grammar and vocabulary instruction. The goal is for students to understand various text structures and genres, communicate effectively, and continue developing language skills.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
This document outlines the course for Year 11 Media, focusing on the three areas of study: Representation, Technologies of Representation, and New Media. In Area of Study 1 on Representation, students will explore how women and teenagers have been portrayed in different media over time and complete practical tasks to demonstrate their understanding of representation. They will analyze movie posters and write about representations of teenagers. Area of Study 2 focuses on comparing representations across media forms and the technologies used. Students will create movie posters and media productions. Area of Study 3 examines the implications of new media technologies and requires students to participate in a debate.
This document provides context and instructions for a lesson on Alan Bennett's play The History Boys. Students are tasked with analyzing Bennett's presentation of education in the play. They are given success criteria to meet, such as collecting evidence in a table and writing PEE paragraphs using grade descriptors as standards. The lesson includes activities like ordering points about education, choosing a character's perspective to view it from, gathering quotes, writing and peer reviewing PEE paragraphs. Homework carries over from the previous lesson of defining vocabulary words.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
The document summarizes a sample learning plan for teaching the basic features and elements of narrative to English students. It outlines the desired learning outcomes, assessments, lesson plan, and resources used. The goal is for students to understand that narratives provide insights into a culture's ideas, feelings, and values, and to learn to proficiently write and illustrate their own narrative.
1. The document provides a scheme of work for an English language class for Form Five students over two terms from January to November 2016.
2. It outlines the weekly themes, topics, learning outcomes, language contents and activities. The themes include people, environment, social issues, health, science and technology.
3. The learning outcomes focus on developing students' interpersonal communication skills, informational reading and writing abilities, and appreciation of language through discussion of literary texts like the novel Captain Nobody.
This unit introduces students to different genres of reading and writing. Students will receive an overview of genres like fiction, narrative, expository, and persuasive texts. They will learn about the elements of fiction like characters, setting, plot, point of view, and theme. Students will practice reading strategies and the writing process. They will write short compositions and analyze stories for their elements. The goal is for students to understand how various genres are used and to develop skills in reading, writing, and analyzing texts.
-check HW
-distribute makeup
packets
-assist with transitions
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
T will review expectations of HW’s and circulate as
Ss copy down in their planners
Academic
Vocabulary(10
mins)
Teacher will review week’s vocab words:
typically, subsequent, coherent
-Turn and talk to explain meaning
-Fill in the blank sentences
-Picture analysis
-Cloze sentences
Essential
Questions
Review
5 mins
Teacher will review Unit 3 EQs by having students
turn and talk or write responses in
1) The document provides the scheme of work for Form 3 English at Sekolah Menengah Kebangsaan Raja Perempuan, Ipoh for Term 1 from January to May 2013.
2) It outlines the 20 weeks of lessons by theme, topic, level and learning outcomes as well as activities and educational emphases.
3) Key themes covered include people, social issues, health, environment and literature focusing on the novel "The Railway Children".
This document contains a scheme of work for an English language class at SMK Lahad for Form 3 students. It outlines the weekly themes, learning outcomes, activities, and assessments over 18 weeks. The themes center around people, social issues, and leisure. Learning outcomes focus on interpersonal communication, accessing and presenting information, and aesthetic appreciation. Sample activities include discussions, listening comprehension, reading comprehension, writing summaries and opinions. Assessments evaluate oral and written language skills development in areas like vocabulary, grammar, and sound system mastery.
This document discusses planning a course and designing a syllabus. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, planning the syllabus framework, and selecting vocabulary and grammar. The course rationale answers questions about who the course is for, what it covers, and how learning will take place. Entry and exit levels define students' proficiency before and after the course. Content can be chosen based on functions, topics, skills, processes or texts. The scope and sequence determine what is covered and how topics are ordered from simple to complex. The syllabus framework organizes content situationally, topically, functionally or based on tasks. Selection of vocabulary and grammar considers frequency, usefulness and learn
Slang refers to informal words and phrases used in new or unusual ways that can be expressive, funny, or offensive. Cats are more suitable than dogs for urban life since dogs must be walked and can disturb neighbors, while cats walk themselves. Ebenezer Baptist Church is the center of the Martin Luther King Jr. National Historic Site, which millions visit each year to remember King's life and work promoting civil rights and nonviolence. Thunderstorms can cause extensive property damage, forest fires, and injuries from lightning each year in the United States.
Lisa Witteman has 30 years of experience teaching K-5 students in both general and special education. She has a Bachelor's in Psychology and Early Childhood Education from Kennesaw State University and a Master's in Special Education from the University of Georgia. She also has a Master's in Instructional Technology from Georgia Southern University. Originally from New York, Witteman now lives in Georgia where she enjoys being closer to the ocean than mountains and finds joy in her role as a wife, mother, grandmother and educator.
This document provides information about the January 2008 English Language Arts 30-1 Diploma Examination, including:
- The two writing assignments that make up Part A of the exam, worth 50% of the total mark: a Personal Response to Texts assignment (20%) and a Critical/Analytical Response to Literary Texts assignment (30%).
- Instructions for students on how to complete the assignments, including time allotment, permitted reference materials, and formatting.
- A brief recommendation to read and reflect on the entire exam before beginning to write in order to plan time effectively.
This document provides information about the VCE English Units 1 & 2 course. It outlines the key areas of study, including reading and responding to texts, analysing and comparing texts, and analysing and presenting arguments. It describes some of the texts and assessments students will encounter in each unit. Unit 1 involves analytical and creative responses to texts, while Unit 2 focuses on comparing themes across two texts. Developing language analysis skills is important for understanding persuasive techniques used in arguments. Public speaking skills are also practised as part of the course.
This document provides course information for an English subject that focuses on three key areas: Creating and Presenting, Reading and Responding, and Using Language to Persuade. Students will investigate different writing styles, study major texts in depth, and analyze persuasive language techniques. Assessment includes portfolios, essays, and SACs (School Assessed Coursework). Students must complete all set work, including practice tasks and SACs, to achieve a satisfactory grade. They must also maintain an organized reading and writing journal. The course aims to develop students' writing, reading, oral communication, and language skills.
This document provides a daily lesson log for an English class that focuses on objectives, content, learning resources, and procedures for the week. The objectives are centered around composing and delivering an entertainment speech using effective paragraphs, grammatical signals, and appropriate prosody. The content examines stories from Thailand and Malaysia, idiomatic expressions, and bibliographic formatting. Learning resources include textbooks, worksheets, and online materials. The procedures outline daily activities like introducing topics, establishing purposes, practicing skills, finding applications, and evaluating learning. The goal is for students to transfer their learning by composing and delivering a creative speech.
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
The document provides a curriculum pacing guide for 6th grade English at NNPS. It outlines the topics, standards, and assessments covered over 3 marking periods. In the first marking period, students will focus on establishing classroom expectations, baseline writing assessments, vocabulary development, and an introduction to reading and analyzing both fiction and nonfiction texts. The second marking period focuses on close reading of short passages, narrative writing, grammar instruction, and vocabulary development. The third marking period covers the study of poetry, narrative writing, and continued grammar and vocabulary instruction. The goal is for students to understand various text structures and genres, communicate effectively, and continue developing language skills.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
The document outlines the K to 12 curriculum guide for grade 8 English, which focuses on developing communicative competence and appreciation of Afro-Asian literature and culture. It includes standards, learning competencies, and assessments for various domains of literacy including listening comprehension, oral language, vocabulary, reading, literature, and viewing comprehension. The content is organized by quarter and covers strategies and skills for understanding different text types, genres, and applying various reading and listening approaches.
This document outlines the course for Year 11 Media, focusing on the three areas of study: Representation, Technologies of Representation, and New Media. In Area of Study 1 on Representation, students will explore how women and teenagers have been portrayed in different media over time and complete practical tasks to demonstrate their understanding of representation. They will analyze movie posters and write about representations of teenagers. Area of Study 2 focuses on comparing representations across media forms and the technologies used. Students will create movie posters and media productions. Area of Study 3 examines the implications of new media technologies and requires students to participate in a debate.
This document provides context and instructions for a lesson on Alan Bennett's play The History Boys. Students are tasked with analyzing Bennett's presentation of education in the play. They are given success criteria to meet, such as collecting evidence in a table and writing PEE paragraphs using grade descriptors as standards. The lesson includes activities like ordering points about education, choosing a character's perspective to view it from, gathering quotes, writing and peer reviewing PEE paragraphs. Homework carries over from the previous lesson of defining vocabulary words.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
The document summarizes a sample learning plan for teaching the basic features and elements of narrative to English students. It outlines the desired learning outcomes, assessments, lesson plan, and resources used. The goal is for students to understand that narratives provide insights into a culture's ideas, feelings, and values, and to learn to proficiently write and illustrate their own narrative.
1. The document provides a scheme of work for an English language class for Form Five students over two terms from January to November 2016.
2. It outlines the weekly themes, topics, learning outcomes, language contents and activities. The themes include people, environment, social issues, health, science and technology.
3. The learning outcomes focus on developing students' interpersonal communication skills, informational reading and writing abilities, and appreciation of language through discussion of literary texts like the novel Captain Nobody.
This unit introduces students to different genres of reading and writing. Students will receive an overview of genres like fiction, narrative, expository, and persuasive texts. They will learn about the elements of fiction like characters, setting, plot, point of view, and theme. Students will practice reading strategies and the writing process. They will write short compositions and analyze stories for their elements. The goal is for students to understand how various genres are used and to develop skills in reading, writing, and analyzing texts.
-check HW
-distribute makeup
packets
-assist with transitions
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
T will review expectations of HW’s and circulate as
Ss copy down in their planners
Academic
Vocabulary(10
mins)
Teacher will review week’s vocab words:
typically, subsequent, coherent
-Turn and talk to explain meaning
-Fill in the blank sentences
-Picture analysis
-Cloze sentences
Essential
Questions
Review
5 mins
Teacher will review Unit 3 EQs by having students
turn and talk or write responses in
1) The document provides the scheme of work for Form 3 English at Sekolah Menengah Kebangsaan Raja Perempuan, Ipoh for Term 1 from January to May 2013.
2) It outlines the 20 weeks of lessons by theme, topic, level and learning outcomes as well as activities and educational emphases.
3) Key themes covered include people, social issues, health, environment and literature focusing on the novel "The Railway Children".
This document contains a scheme of work for an English language class at SMK Lahad for Form 3 students. It outlines the weekly themes, learning outcomes, activities, and assessments over 18 weeks. The themes center around people, social issues, and leisure. Learning outcomes focus on interpersonal communication, accessing and presenting information, and aesthetic appreciation. Sample activities include discussions, listening comprehension, reading comprehension, writing summaries and opinions. Assessments evaluate oral and written language skills development in areas like vocabulary, grammar, and sound system mastery.
This document discusses planning a course and designing a syllabus. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, planning the syllabus framework, and selecting vocabulary and grammar. The course rationale answers questions about who the course is for, what it covers, and how learning will take place. Entry and exit levels define students' proficiency before and after the course. Content can be chosen based on functions, topics, skills, processes or texts. The scope and sequence determine what is covered and how topics are ordered from simple to complex. The syllabus framework organizes content situationally, topically, functionally or based on tasks. Selection of vocabulary and grammar considers frequency, usefulness and learn
Slang refers to informal words and phrases used in new or unusual ways that can be expressive, funny, or offensive. Cats are more suitable than dogs for urban life since dogs must be walked and can disturb neighbors, while cats walk themselves. Ebenezer Baptist Church is the center of the Martin Luther King Jr. National Historic Site, which millions visit each year to remember King's life and work promoting civil rights and nonviolence. Thunderstorms can cause extensive property damage, forest fires, and injuries from lightning each year in the United States.
Lisa Witteman has 30 years of experience teaching K-5 students in both general and special education. She has a Bachelor's in Psychology and Early Childhood Education from Kennesaw State University and a Master's in Special Education from the University of Georgia. She also has a Master's in Instructional Technology from Georgia Southern University. Originally from New York, Witteman now lives in Georgia where she enjoys being closer to the ocean than mountains and finds joy in her role as a wife, mother, grandmother and educator.
The document discusses the importance of using informational text in primary grades for several reasons: 1) It prepares students for future academic demands like standardized testing and technology; 2) It increases students' vocabulary and awareness of text structures; 3) It can motivate and engage students to learn, especially boys; and 4) It creates a bridge to the real world by answering students' questions. Young children benefit from explicit teaching of informational text structures, features, and using the texts for authentic learning purposes. Common instructional strategies include read-alouds and systematic programs focusing on nonfiction.
This document is a rubric for assessing students' abilities to identify and analyze different informational text structures, including problem/solution, cause/effect, compare/contrast, chronological sequence, and description. The rubric rates students from 1 to 4 in each text structure based on whether they can consistently, sometimes, rarely, or never determine the structure; analyze how parts fit into the overall structure and contribute to developing ideas; and locate relevant signal words. The bottom section provides space for notes and observations from student conferences.
The document discusses different text structures that authors use to organize information for readers. It identifies descriptive, sequential/chronological, compare/contrast, cause-effect, and problem-solution as common text structures. Realizing the structure allows readers to more easily comprehend information, organize what they're learning, and predict what will come next in the text.
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 provides instructions for a non-fiction text features scavenger hunt. It lists 20 questions about various topics such as Beyonce, experiments with solids, liquids and gases, graphing story problems, animal infographics, and Justin Bieber. For each question, students are directed to look through their book to find the answer, such as the page number for a specific topic, the meaning of a word, or the title or caption of an image or graph.
La res txt_struc_ors_module text structures lessonsBrown L
This document provides information about teaching students to recognize text structure and organization. It begins by defining text structure and explaining how understanding a text's organization can help with comprehension. It then outlines several common text structures used in fiction and nonfiction, including story elements, cause and effect, sequence, problem/solution, description, and compare and contrast. Signal words that indicate each structure are also provided. The document gives examples of how text structure is addressed in state standards and provides learning intentions and objectives for teaching students to analyze structure. It concludes with an example lesson plan for comparing fiction and nonfiction texts using "mixed bags" of books on the same topic.
This rubric evaluates informative/explanatory writing in grades 2-5 across four measurement criteria: statement of purpose/focus and organization, development/elaboration of evidence, language and vocabulary use, and conventions. Student writing is scored on a scale of 1 to 4, with 4 being the highest score, based on how well they address each criteria.
This document provides an overview of five common nonfiction text structures - description, sequence, compare and contrast, cause and effect, and problem and solution. It defines each structure and provides examples of key identifying words. Students are instructed to learn the different structures in order to enhance their reading and writing of informational texts and science reports.
Keeshia Sison provides a midterm self-evaluation for her class. She has perfect attendance, completes all assignments on time with high quality work, and has evidence of progress in her learning record. To improve, she suggests coming to class more prepared with comprehensive notes. She also recommends longer discussion times for complex materials and more group work activities to build student familiarity and participation. Overall, she estimates she deserves a high grade for her participation, effort, and development in the course.
This document provides a curriculum map for the 2nd grade Common Core State Standards for English Language Arts. It outlines the standards, topics, and concepts to be covered each month from September to March, including standards for reading literature, reading informational texts, reading foundational skills, writing, speaking and listening, and language. The purpose is to guide teachers in addressing all of the ELA CCSS over the course of the school year.
This document defines and provides examples of five text structures that are tested on the Kansas Reading Assessment: description, sequence, compare/contrast, cause/effect, and problem/solution. For each structure, it lists the definition, common signal words used, example graphic organizers, and sample summary questions or paragraph frames that could be used for each structure.
This document provides instructions for a WebQuest on Spanish Renaissance poetry for 11th grade Spanish students. Students can take on the role of either a university student or headmaster. As a student, they will learn about two prominent poets and universities, and compose their own poem. As a headmaster, they will evaluate students' poems using their knowledge of Renaissance poetry. The goal is for students to gain experience with Spanish literature from the Golden Age through reading, writing, and evaluation activities.
This document provides instructions for an assignment to write an informative essay about a specific location in South Florida using primary and secondary research. The essay should educate readers about the location using descriptive language and a "surprising reversal" technique, while demonstrating writing process skills. Students will learn objectives like effectively incorporating observations, navigating open and closed forms, and understanding rhetorical contexts and appeals.
The Great Chicago Fire spread rapidly due to several factors:
1) Daniel Sullivan first noticed flames in the O'Leary barn around 8:30 pm on October 8.
2) A problem with the alarm box prevented people from calling the fire department.
3) By 9:30 pm the entire block was ablaze, and within 3 hours fires had spread across Chicago. Heavy winds from Lake Michigan fanned the flames.
The document provides an overview of nonfiction writing including its defining characteristics and some common forms of nonfiction. Nonfiction deals with real people, places, and events and contains factual information, though writers can choose and organize facts to suit their purposes. Examples are given to distinguish between facts and opinions. Common nonfiction forms described are autobiography, biography, essays, informational articles, and interviews. Tips for reading nonfiction effectively are also listed.
Teaching Response to Literature 3rd gradencarruthers
The document provides guidance for 3rd grade students on writing a response to literature. It defines a response to literature as writing about a read text that includes descriptions, connections, and comments on the plot, characters and themes. It offers tips for students on including examples and evidence from the text to support their opinions and answering basic questions about the book. The document also provides an example of a student's three paragraph response to the book "Ramona Quimby, Age 8" by Beverly Cleary.
This document provides a curriculum map for kindergarten ELA common core state standards covering September through April. It outlines the content standards, topics, concepts, and skills to be covered each month in areas such as reading literature and informational texts, foundational reading skills, writing, speaking and listening, and language. The map is intended to guide teachers in addressing all kindergarten ELA standards over the course of the school year.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
The document provides an overview of the Common Core State Standards (CCSS) initiative for mathematics and English/language arts. It discusses the goals of establishing consistent standards across states to better prepare students for college and careers globally. The CCSS focus on fewer, clearer standards that require higher-order thinking skills. Teachers are expected to shift instruction from content coverage to ensuring students can solve problems, think critically, communicate, and apply their learning.
This document provides an overview of literacy strategies that can be used to engage students and help them connect with text, as required by the Common Core State Standards. It describes strategies such as GISTing, anticipation guides, notetaking templates, vocabulary strategies, and self-generated questions. Each strategy is explained in one to two sentences and examples are provided. The overall purpose is to demonstrate how these strategies can improve reading comprehension and engagement for students across different subject areas.
This document discusses preparing high school students for college-level writing through an analysis of writing skills and the Common Core standards. It outlines key writing elements like grammar, organization, style, and research. It introduces the Common Core standards which establish a single set of benchmarks across states for English language arts. The standards are divided into strands and focus areas like arguments and informative texts. The document calls for next steps of reviewing exemplar texts, analyzing the coverage of skills in the standards, discussing the current level of high school writers, and determining how to bridge any gaps between high school and college writing expectations.
The document summarizes key points from a training on integrating the Common Core State Standards for English Language Arts. It discusses looking closely at standards that appear similar but have differences, and examples of how multiple standards can be addressed through a single lesson or task. It provides examples from the CCSS of integrating reading, writing, speaking, listening and language standards. It also explains how the standards address vocabulary acquisition and language conventions. Participants were then asked to review lessons and create their own lesson using information from the training.
The document outlines the structure and components of the ELD Standards. It describes the purposes of the Proficiency Level Descriptors which provide descriptions of student abilities across three proficiency levels. It also explains the purpose of the appendices which provide additional detail on foundational literacy skills, learning how English works, the theoretical foundations and research behind the standards. Finally, it provides an overview of the ELD Framework which is designed to support teachers in implementing instruction for ELD students and is divided into chapters covering specific grade spans.
This document provides a curriculum map for the 1st grade English Language Arts Common Core State Standards covering September through February. It outlines the reading, writing, speaking/listening, and language standards to be covered each month, along with suggested topics, traits, resources, and assessments. The map is intended to guide teachers in addressing all of the ELA standards over the course of the school year.
The document provides an overview of the Common Core State Standards (CCSS) for English Language Arts and Mathematics. It discusses how the standards are organized, including the domains covered in each subject area and grade level. For ELA, it outlines the anchor standards for reading, writing, speaking/listening and language. For math, it describes the mathematical practices and domains covered in different grades. It also summarizes some of the major shifts in focus between the CCSS and previous standards, such as a balance of literary and informational texts in ELA and an emphasis on text-based answers and writing evidence-based arguments.
Getting to the Core: Integrating Technology into Common Core StandardsShawndra Bowers
The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.
Demystifying the common_core_state_standardsjlvilson
The document discusses the journey I.S. 52 took to align their curriculum with the Common Core Learning Standards (CCLS). Teachers participated in CCLS pilot programs and shared best practices. They examined curriculum guides and revised units of study to include authentic learning and varied assessments. All classes in the same grade and subject now use the same curriculum and assessments. Pacing calendars were also revised to ensure standards are addressed weekly and assessments demonstrate learning. This process has led to greater uniformity, flexibility, and high expectations for all students.
The document outlines 10 anchor standards for reading that define the skills students should develop in each grade from K-5. The standards cover key ideas and details, craft and structure, integration of knowledge and ideas, and the range of complexity of texts. To build a strong foundation, students must read widely from diverse, challenging literary and informational texts across different content areas in order to gain knowledge and familiarity with various text structures.
(1) The Common Core State Standards provide consistent expectations for what students should learn so that teachers and parents know how to help students prepare for college and careers. (2) The standards were developed by states to ensure students are ready for college or a career by the time they graduate from high school. (3) The standards emphasize skills and knowledge that will help students succeed in an increasingly global society and economy.
This document provides information from the 2012 Summer Institute on the English Language Arts section. It discusses integrating the Common Core State Standards and comparing them to the previous North Carolina Standard Course of Study. Participants will learn how to integrate standards into lessons and create their own lessons. The document discusses how to analyze standards regarding vocabulary, evidence, text structure, and research. It also provides guidance on designing lessons using texts and standards.
The document discusses the implementation of new Next Generation English Language Arts standards in West Virginia. It notes that current standards were not adequately preparing students for college and careers. The new standards were adopted from the Common Core State Standards and focus on developing skills like close reading, academic vocabulary, and writing arguments. A multi-year implementation schedule is outlined, with kindergarten beginning in 2011 and full implementation by 2014. The standards emphasize skills like comprehension of complex texts and research.
SMWP. day two_ppt_ERWC.Oceanside7-11.lps.2.14.finalLaurie Stowell
The document provides an agenda for a three-day middle school professional learning event on expository reading and writing. Day 1 will cover an overview of the Expository Reading and Writing Course (ERWC) outcomes and how they align with Common Core State Standards. It will also discuss differentiating instruction for English learners, special education students, and advanced learners. Day 2 will debrief homework assignments, discuss what writers need for effective writing practice, teach about argument writing, academic literacy and close reading, and examine an 8th grade module on social networking. Day 3 will continue working on academic literacy and adapting assignment templates to individual curriculums.
The document discusses strategies for preparing students for the new GCSE MFL exams based on comparisons to the KS3 curriculum and assessment objectives. It provides an overview of the new GCSE format and requirements, compares KS3 skills and objectives to GCSE assessment criteria, and gives examples of speaking and writing tasks and how to develop them. Suggestions are made for developing students' language skills, vocabulary, pronunciation and fluency to meet the demands of the new GCSE exams.
Coordinate Adjectives Lesson Plan updatedCarissa Faulk
This lesson plan is for a 7th grade English/Language Arts class and focuses on teaching students about proper punctuation of coordinate adjectives. The lesson will begin with an anticipatory set to review what adjectives are. Students will then participate in directed instruction where the teacher will introduce and explain coordinate adjectives and how to identify them. Next, students will engage in guided practice as a class to build "human sentences" and determine correct comma usage. Finally, students will work independently in groups to create their own sentences demonstrating their understanding before the teacher recaps the lesson. The goal is for students to learn to properly use commas to separate coordinate adjectives in writing.
This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
This document contains a writing conference form used to provide feedback to students on their writing. The form includes sections to discuss the student's writing focus, what they have done so far, and what they want feedback on. It also has criteria to assess the structure, development, and conventions of the writing. The teacher can provide compliments, note strengths, and identify a teaching point to help the student improve an area. They select an instructional approach and model a writing strategy to share with the student. Goals are set for the next steps in the student's writing.
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
1) The document provides guidance for paraprofessionals on conducting effective guided reading lessons, which involve dividing students into small groups based on reading ability.
2) It describes the key elements of guided reading lessons, which include introducing texts in a way that prepares students to read independently, supporting students during reading, and following up after reading to discuss comprehension.
3) The document provides tips for questioning students before, during, and after reading to check comprehension and make connections to build understanding.
This document outlines data recording for the fall, winter, and spring terms. It lists reading assessments such as DIBELS, AIMS Web, NWEA, school-wide common assessments, and course pre/post assessments. It also lists behavior assessments including SWIS, BOQ-SAS-TIC. The document follows the plan-do-study-act cycle for gathering, studying, planning, and doing with the recorded data.
Evans smart goal essential standard templateJennifer Evans
By June 2015, 100% of students will contribute relevant information 2-4 times in discussions, attaining an average score of 3 on a rubric, as measured by a discussion rubric. To achieve this goal, the action plan will include formative assessments to check student progress and a timeline to accomplish steps such as focusing instruction on key skills, having students participate in discussions, and using a rubric to measure discussion participation.
The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
4) Determine learning targets and exemplars to communicate expectations.
5) Establish guiding questions and plan assessments to check for understanding.
An example standard and target are provided, focusing on participating in discussions and following discussion rules.
This document outlines steps for unpacking essential standards and establishing learning targets. It involves identifying key words in standards, mapping out what students will do, know, and understand. Teachers then analyze the level of thinking required and determine big ideas and exemplars. Guiding questions are established to guide instruction and assessments are selected to determine if students have learned the target. An example learning target is provided for explaining relationships between ideas in informational texts based on evidence from the text. The target involves students identifying concepts and explaining interactions using transition words and specific evidence from the text.
This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
The document outlines steps for analyzing essential standards and developing learning targets:
Step 1 is to identify key words in standards like verbs and nouns. Step 2 is to map out what students will do, the knowledge/concepts, and context. Step 3 analyzes the level of thinking. Step 4 determines big ideas and exemplars. Step 5 establishes guiding questions. Assessment methods and timelines are also outlined.
An example for RI 3.2 is provided, breaking down determining the main idea, recounting details, and explaining how they support the main idea. Learning targets, vocabulary, and an assessment plan are defined. The SMART goal section provides a template for setting goals based on data, desired outcomes, and action
The document provides a five-step process for unpacking essential standards and establishing learning targets:
1) Identify key words in standards, 2) Map out what students will do, know, and understand, 3) Analyze the level of thinking, 4) Determine big ideas and context for performance, and 5) Establish guiding questions and assessments. It then applies these steps to unpack standard RI 2.1 on asking and answering questions about informational texts. Specific learning targets are defined for this standard around formulating and answering who, what, where, when, why and how questions as well as monitoring comprehension. A SMART goal and action plan are outlined to improve students' ability to ask and answer these questions in
This document outlines steps for unpacking essential standards and creating learning targets. It includes:
1) Identifying key words in standards like verbs and nouns.
2) Mapping out what students will do, with what knowledge, and in what context based on levels of thinking.
3) Creating learning targets and guiding questions for instruction.
4) Establishing assessments and timelines to determine if students have learned the targets.
As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.
This document provides an overview of Words Their Way, a developmental approach to word study and spelling instruction. It discusses what Words Their Way is, why it should be used, and how to implement it. Some key points include:
- Words Their Way focuses on hands-on activities where students compare and contrast word features to discover patterns in spelling.
- It is developmentally appropriate, grounded in research, and motivates students by building on their existing knowledge.
- Implementation involves collecting spelling data, analyzing it to group students, providing small group instruction on patterns, and continually assessing student progress.
- Typical lessons involve sorting words by sound or pattern, reflecting on discoveries, and transferring knowledge to reading and writing
This document discusses 10 essential understandings about English orthography that can help teachers support early literacy development. It explains that English spelling is complex due to its morphological nature and history but is also more systematic than commonly believed. Some key points made include that letter names can be confusing for children; consonant and vowel digraphs represent single sounds; the same letter can represent different sounds; and spelling does not always match pronunciation. The document provides examples and suggestions for how teachers can apply this knowledge, such as validating children's invented spellings and focusing on letter-sound patterns rather than rules.
The document provides an agenda and materials for a workshop on implementing reading workshops in the classroom. It includes background information on reading workshops, the essential components which are a teaching portion, independent reading time, and shared learning time. It also discusses selecting appropriate texts for students and assessing reading comprehension. The goal is to help teachers understand how to structure an effective reading workshop to increase student motivation and engagement.
Reading strategies flip book teacher's meetingJennifer Evans
This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
The document is a conferring log and rubric used by a teacher, J. Evans, at St. Clair County RESA. It contains sections to record the student's name, date, goal for the conference, scores on a 4-point scale for skills, notes and observations from the conference, and next steps discussed. The rubric lists skills that can be scored on whether they are demonstrated consistently, sometimes, rarely, or not at all during conferences.
This document appears to be a reading conference form used to assess a student's reading abilities. It contains sections to evaluate why the student chose a book, their opinion of the book, comprehension and retelling skills, reading aloud accuracy and strategies, vocabulary and prediction, and goals for the student's reading development. The teacher uses a scale of 1-4 to rate the student in each area, and notes strengths, focus areas, and instructional plans.
This document is a rubric for assessing student use of reading comprehension strategies during conferring sessions. It evaluates students on 8 strategies: activating prior knowledge, questioning, making inferences, visualizing, determining importance, synthesizing, and using fix-up strategies. For each strategy there are 4 levels of performance from consistent and proficient use (4 points) to no use (1 point). The rubric also includes space to record strategy focus/goals, scores for multiple sessions, and notes/observations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
September
Topics & Concepts:
Trait(s):
Mode: Expository
Content Standards Resources Assessments
Reading for Informational Text:
Key Ideas and Details
1. Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
2. Determine two or more main ideas of a text
and explain how they are supported by key
details; summarize the text.
Craft and Structure
4. Determine the meaning of general academic
and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject
area.
Speaking and Listening:
Comprehension and Collaboration
1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others’ ideas and expressing
their own clearly.
b. Follow agree-upon rules for discussions
and carry out assigned roles.
2. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others’ ideas and expressing
their own clearly.
c. Pose and respond to specific questions
by making comments that contribute to
the discussion and elaborate on the
remarks of others.
Writing:
Text Types and Purposes
2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the
topic.
Language:
Conventions of Standard English
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
a. Use punctuation to separate items in a
series. *
3. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
e. Spell grade-appropriate words correctly,
consulting references as needed.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 5 reading and content,
choosing flexibly from a range of strategies.
c. Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation and determine or clarify the
precise meaning of key words and
phrases.
4. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
October
Topics & Concepts:
Trait(s):
Mode: Expository cont.
Content Standards Resources Assessments
Reading for Informational Text:
Craft and Structure
5. Compare and contrast the overall structure
(e.g., chronology) of events, ideas,
concepts, or information in two or more
texts. +
Reading for Literature:
Craft and Structure
5. Explain how a series of chapters, scenes, or
stanzas fit together to provide the overall
structure of a particular story, drama, or
poem.
Writing:
Production and Distribution of Writing
4. Produce clear and coherent writing in which
the development and organization are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing
types are defined in standards 1-3 above).
5. With guidance and support from peers and
adults, develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach. (Editing
5. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
for conventions should demonstrate
command of Language standards 1-3 up to
and including grade 5).
Research to Build and Present
Knowledge
7. Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
8. Recall relevant information from
experiences or gather relevant information
from print and digital sources; summarize or
paraphrase information in notes and finished
work. +
Language:
Conventions of Standard English
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
d. Use underlining, quotation marks, or
italics to indicate titles of works.
6. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
November
Topics & Concepts:
Trait(s):
Mode: Narrative
Content Standards Resources Assessments
Reading for Literature:
Key Ideas and Details
3. Compare and contrast two or more
characters, settings, or events in a story or
drama, drawing on specific details in the text
(e.g., how characters interact).
Integration of Knowledge and Ideas
9. Compare and contrast stories in the same
genre (e.g., mysteries and adventure
stories) on their approaches to similar
themes and topics.
Writing:
Text Types and Purposes
3. Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences.
a. Orient the reader by establishing a
situation and introducing a narrator and/or
characters; organize an event sequence
that unfolds naturally.
7. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
3. Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences.
c. Use a variety of transitional words,
phrases, and clauses to manage the
sequence of events.
3. Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences.
e. Provide a conclusion that follows from the
narrated experiences or events.
Language:
Conventions of Standard English
1. Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
b. Form and use the perfect (e.g., I had
walked; I have walked; I will have walked)
verb tenses.
1. Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
c. Use verb tense to convey various times.
1. Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
d. Recognize and correct inappropriate
shifts in verb tense. *
8. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Reading Foundational Skills:
Fluency
4. Read with sufficient accuracy and fluency to
support comprehension.
a. Read on-level text with purpose and
understanding
4. Read with sufficient accuracy and fluency to
support comprehension.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.
9. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
December
Topics & Concepts:
Trait(s):
Mode: Narrative Cont.
Content Standards Resources Assessments
Reading for Informational Text:
Craft and Structure
5. Compare and contrast the overall structure
(e.g., comparison) of events, ideas,
concepts, or information in two or more
texts. +
6. Analyze multiple accounts of the same
event or topic, noting important similarities
and differences in the point of view they
represent.
Integration of Knowledge and Ideas
7. Draw on information from multiple print or
digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently.
Writing:
Research to Build and Present
Knowledge
9. Draw evidence from literacy or informational
texts to support analysis, reflection, and
research.
b. Apply grade 5 Reading standards to
informational texts (e.g., “Explain how an
author uses reasons and evidence to
10. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
support particular points in a text,
identifying which reasons and evidence
support which point[s]”).
Speaking and Listening:
Comprehension and Collaboration
1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the topic to
explore ideas under discussion.
1. Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 5 topics and texts,
building on others’ ideas and expressing
their own clearly.
d. Review the key ideas expressed and
draw conclusions in light of information
and knowledge gained from the
discussions.
Language:
Conventions of Standard English
1. Demonstrate command of the conventions
of standard English grammar and usage
11. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
when writing or speaking.
a. Explain the function of conjunctions,
prepositions, and interjections in general
and their function in particular sentences.
1. Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
e. Use correlative conjunctions (e.g.,
either/or, neither/nor).
Knowledge of Language
3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Expand, combine, and reduce sentences
for meaning, reader/listener interest, and
style.
12. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
January
Topics & Concepts:
Trait(s):
Mode: Persuasive
Content Standards Resources Assessments
Reading for Informational Text:
Integration of Knowledge and Ideas
8. Explain how an author uses reasons and
evidence to support particular points in a
text, identifying which reasons and evidence
support which points(s).
9. Integrate information from several texts on
the same topic in order to write or speak
about the subject knowledgably.
Writing:
Text Types and Purposes
1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an
opinion, and create an organizational
structure in which related ideas are
logically grouped to support the writer’s
purpose.
1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
b. Provide logically ordered reasons that are
13. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
supported by facts and details.
1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
d. Provide a concluding statement or section
related to the opinion presented.
Language:
Conventions of Standard English
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
b. Use a comma to separate an introductory
element from the rest of the sentence.
2. Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
c. 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?).
Vocabulary Acquisition and Use
6. Acquire and use accurately grade-
appropriate general academic and domain-
specific words and phrases, including those
that signal contrast, addition, and other
logical relationships (e.g., however,
14. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
although, nevertheless, similarly, moreover,
in addition).
15. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
February
Topics & Concepts:
Trait(s):
Mode: Persuasive
Content Standards Resources Assessments
Reading for Literature:
Key Ideas and Details
1. Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
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.
Writing:
Production and Distribution of Writing
6. With 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.
Research to Build and Present
Knowledge
9. Draw evidence from literacy or informational
texts to support analysis, reflection, and
research.
16. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
a. Apply grade 5 Reading standards to
literature (e.g., “Compare and contrast
two or more characters, settings, or
events n a story or a drama, drawing on
specific details in the text [e.g., how
characters interact]”).
17. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
March
Topics & Concepts:
Trait(s):
Mode: Expository
Content Standards Resources Assessments
Reading for Informational Text:
Key Ideas and Details
3. Explain the relationships or interactions
between two or more individuals, events,
ideas, or concepts in a historical, scientific,
or technical text based on specific
information in the text.
Writing:
Text Types and Purposes
2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a
general observation and focus, and group
related information logically +
2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
c. Link ideas within and across categories of
information using words, phrases, and
clauses (e.g., in contrast, especially).
18. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
d. Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
e. Provide a concluding statement or section
related to the information or explanation
presented.
Research to Build and Present
Knowledge
8. Recall relevant information from experiences
or gather relevant information from print and
digital sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources. +
Speaking and Listening:
Presentation of Knowledge of Ideas
4. Report on a topic or text, or present an
opinion, sequencing ideas logically and
using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace.
19. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
April
Topics & Concepts:
Trait(s):
Mode: Narrative
Content Standards Resources Assessments
Reading for Literature:
Craft and Structure
4. Determine the meaning of words and
phrases as they are used in a text, including
figurative language such as metaphors and
similes.
Integration of Knowledge and Ideas
7. Analyze how visual and multimedia
elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel,
multimedia presentation of fiction, folktale,
myth, poem).
Reading Foundational Skills:
Fluency
4. Read with sufficient accuracy and fluency to
support comprehension.
b. Read on-level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings.
Writing:
Text Types and Purposes
3. Write narratives to develop real or imagined
experiences or events using effective
20. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
technique, descriptive details, and clear
event sequences.
b. Use narrative techniques, such as
dialogue, description, and pacing, to
develop experiences and events or show
the responses of characters to situations.
3. Write narratives to develop real or imagined
experiences or events using effective
technique, descriptive details, and clear
event sequences
d. Use concrete words and phrases and
sensory details to convey experiences
and events precisely.
Language:
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
a. Interpret figurative language, including
smiles and metaphors, in context.
5. Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
b. Recognize and explain the meaning of
common idioms, adages, and proverbs.
5. Demonstrate understanding of figurative
language, word relationships, and nuances
in word meanings.
c. Use the relationship between particular
21. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
words (e.g., synonyms, antonyms,
homographs) to better understand each
of the words.
22. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
May
Topics & Concepts:
Trait(s):
Mode: Persuasive
Content Standards Resources Assessments
Reading for Literature:
Craft and Structure
6. Describe how a narrator’s or speaker’s point
of view influences how events are described.
Reading for Informational Text:
Craft and Structure
5. Compare and contrast the overall structure
(e.g., cause/effect, problem/solution) of
events, ideas, concepts, or information in
two or more texts. +
Writing:
Text Types and Purposes
1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
c. Link opinion and reasons using words,
phrases, and clauses (e.g., consequently,
specifically).
2. Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a
general observation and focus, and group
23. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
related information logically; include
formatting (e.g., headings), illustrations,
and multimedia when useful to aiding
comprehension. +
Speaking and Listening:
Presentation of Knowledge and Ideas
5. Include multimedia components (e.g.,
graphics, sound) and visual displays in
presentations when appropriate to enhance
the development of main ideas or themes.
Comprehension and Collaboration
2. Summarize a written text read aloud or
information presented in diverse media and
formats, including visually, quantitatively,
and orally.
3. Summarize the points a speaker makes and
explain how each claim is supported by
reasons and evidence.
Language:
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 5 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect
relationships and comparisons in text) as
a clue to the meaning of a word or
phrase.
24. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
4. Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 5 reading and content,
choosing flexibly from a range of strategies.
b. Use common, grade-appropriate Greek
and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph,
photosynthesis).
25. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
Grade Level: 5th
School: Authors:
Subject: ELA Date:
June
Topics & Concepts:
Trait(s):
Mode:
Content Standards Resources Assessments
Reading for Literature:
Range of Reading and Level of Text
Complexity
10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
grades 4-5 text complexity band
independently and proficiently.
Reading for Informational Text:
Range of Reading and Level of Text
Complexity
10. By the end of year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the
high end of the grades 4-5 text complexity
band independently and proficiently.
Reading Foundational Skills:
Phonics and Word Recognition
3. Know and apply grade-level phonics and
word analysis skills in decoding words.
a. Use combined knowledge of all letter
sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
26. ELA Common Core State Standards Curriculum Map
Designed by CCSS Taskforce – Curriculum, Instruction, and Evaluation (CIE) Services, Clackamas ESD – April 20, 2011
+ Partial standard. The rest of the standard will appear elsewhere.
++ Start building stamina in order for students to be able to meet this standard by the end of 5th
grade.
* Indicates a significant change in standard.
multisyllabic words in context and out of
context.
Writing:
Range of Writing
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.
Speaking and Listening:
Presentation of Knowledge and Ideas
6. Adapt speech to a variety of contexts and
tasks, using formal English when
appropriate to task and situation. (See grade
5 Language standards 1 and 3 for specific
expectations.)
Language:
Knowledge of Language
3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
b. Compare and contrast the varieties of
English (e.g., dialects, registers) used in
stories, dramas, or poems.