Post Falls School District



Post Falls School District

5th Grade – Language Arts

|CCSS Standards |Learning Target/Skill |Vocabulary |Assessment |Storytown Correlation |

| | | |Formative & Summative | |

|Reading Standards for Literature | | | | |

|RL.5.1.Quote accurately from a text when |I can explain the difference between a direct |Prior | |SE: 40, 93, 192, 254, 400- 401, 424, 438–439, 456 |

|explaining what the text says explicitly and|quote and paraphrased information. |Draw – Inference | |TE(1): T52, T187, T196–T197, T254–255 |

|when drawing inferences from the text. |I can use direct quote(s) to explain the meaning |Direct quote | |TE(2): T128, |

| |of text. |Paraphrase | |TE(4): T30–T31, T42, T52, T58, T66–T67, T116–T117, |

| |I can draw a valid inference based on the explicit| | |T128, T136, T138, T144-T145, T326 |

| |information in the passage. |Explicit | |TE(5): T118 |

| |I can justify the inference using a direct |Explicitly | | |

| |quote(s) from the passage |Justify | | |

| | | | | |

| |Explain the difference between a direct quote and | | | |

| |paraphrased information. | | | |

| |Explain the meaning of text using direct quote(s) | | | |

| |Draw a valid inference based on the information in| | | |

| |the passage. | | | |

| |Justify the inference using a direct quote(s) from| | | |

| |the passage | | | |

|RL.5.2. |I can explain how characters respond to |Prior | |SE: 146–147, 161, 162, 174–175, 192, 196, 348, 480, 586, |

|Determine a theme of a story, |challenges. |Theme - Summarize | |610, 650, 653 |

|drama, or poem from details in |I can explain how the speaker in a poem reflects |Drama - Respond | |TE(1): T50, T53, T180, T187 |

|the text, including how characters in a |on a topic. |Reflect | |TE(2): T30–T31, T42, T48, T50, T51, T56–T57, T106–T107, |

|story or drama respond to |I can summarize the story, drama, or poem. | | |T122, T126, T128, T129, T132, T134–T135, T192– T193, T300,|

|challenges or how the speaker |I can determine the theme of the story, drama, or |Explicit | |T302, T312 |

|in a poem reflects upon a topic; |poem using the details in the text |Challenges | |TE(3): T51, T194, T195, T206, T258–T259 |

|summarize the text. | | | |TE(4): T59, T62, T139, T196, T198,T199 |

| |Explain how characters respond | | |TE(5): T32–T33, T108–T109, T117, T119, T121, T127, T130, |

| |to challenges. | | |T187, T190, T247, T298, T305 |

| |Explain how the speaker in a poem | | |TE(6): T312, T314 |

| |reflects on a topic. | | | |

| |Summarize the story, drama, or poem. | | | |

| |Determine the theme of the story, | | | |

| |drama, or poem using the details in | | | |

| |the text. | | | |

|RL.5.3. |Identify characteristics of characters, settings, |Prior | |SE: 272–273, 279 |

|Compare and contrast two or more characters,|and events in a story. |Characters - Setting | |TE(3): T30–T31, T40, T42, T44, T48, T50, T56–T57, T180, |

|settings, or |Use specific details from the text to |Drama - Draw | |T306, T318 |

|events in a story or drama, |compare and contrast two or more |Details | |TE(4): T44, T130 |

|drawing on specific details in the text |characters in a story. |Compare/ | |TE(5): T180 |

|(e.g., how characters interact). |Use specific details from the text to |Contrast | |TE(6): T314 |

| |compare and contrast two or more | | | |

| |settings in a story |Explicit | | |

| |Use specific details from the text to |Interact - Events | | |

| |compare and contrast two or more | | | |

| |events in a story | | | |

|RL.5.4. |Use context clues to determine the |Prior | |SE: 192, 614–615, 630 |

|Determine the meaning of words and phrases |meaning of unfamiliar words and |Figurative language | |TE(1): T41, T180, T242, T292, T296 |

|as they are used in a text, including |phrases. |Metaphors - Similes | |TE(2): T119, T128, T300 |

|figurative language such as metaphors and |Locate examples in grade level passages. |Phrases | |TE(3): T189 |

|similes |Determine what is being compared in the simile or | | |TE(4): T56, T128 |

| |metaphor. |Explicit | |TE(5): T182, T226–T227, T236, T238, T240, T244, T246, |

| |Determine the meaning of identified figurative |Introductory | |T250, T254–T255, T292, T296, T309 |

| |language. | | |TE(6): T316 |

|RL.5.5. |Identify the structure of a story, drama, or poem.|Prior | |SE: 22–23, 352 |

|Explain how a series of chapters, |Explain how the structure of text |Chapters - Scenes | |TE(1): T30–T31, T32–T33, T58–T59, T110–T111, T181, T183, |

|scenes, or stanzas fits together to |comes together to constitute a story, |Stanza | |T302, T305 |

|provide the overall structure |drama or poem. | | |TE(2): T60, T119 |

|of a particular story, drama, or | |Explicit | |TE(3): T190, T198 |

|poem. | |Series - Structure | |TE(4): T32–T33, T41, T45,T49, T118–T119, T127, T129, T131,|

| | | | |T133, T134, T135,T136, T321–T325 |

| | | | |TE(5): T1114–T115, T120, T179, T241 |

|RL.5.6. |Identify the speaker of the story. |Prior | |TE(2): T47 |

|Describe how a narrator’s or |Identify the narrator’s or speaker’s point of |Narrator - Point of view | |TE(3): T41 |

|speaker’s point of view influences |view. | | |TE(4): T208–T209, T272, T238 |

|how events are described. |Identify important events in the story. |Explicit | | |

| |Describe how the narrator’s or |Influence - Events | | |

| |speaker’s point of view influences how they |Introductory | | |

| |describe the events in the story | | | |

|RL.5.7. |Examine a variety of elements used to present and |Prior | |TE(3): T258 |

|Analyze how visual and |enhance text (pictures, drawings, audio, video, |Multimedia | |TE(4): T81, T159 |

|Multimedia elements contribute to the |etc). | | | |

|meaning, tone, or beauty of a |Compare and contrast text with visual and |Explicit | | |

|text (e.g., graphic novel, multimedia |multimedia elements |Tone - Graphic novel | | |

|presentation of fiction, folktale, myth, |to text without those elements. |Introductory | | |

|poem) |Analyze how the elements used | | | |

| |enhance or contribute to the meaning, tone or | | | |

| |beauty of the text. | | | |

|RL.5.9. |I can define the genre and theme of a story. |Prior | |SE: 352, 430, 486 |

|Compare and contrast stories in |I can identify similar themes and topics found in |Theme – Topic – Genre | |TE(1): T306, T324 |

|the same genre (e.g., mysteries |stories form the same genre. |Compare-Contrast | |TE(2): T254 |

|and adventure stories) on their |I can determine like and unlike elements and | | |TE(3): T196, T198 |

|approaches to similar themes |characteristics of stories from the same genre. | | |TE(4): T64, T68–T69, T204 |

|and topics. |I can compare and contrast themes and topics of | | |TE(5): T190 |

| |stories from the same genre. | | | |

| | | | |Novels |

| |Determine the genre of a story. | | |Paragraphs of different genres to compare and contrast |

| |Identify two or more stories in the same genre. | | |Venn Diagrams |

| |Determine like and unlike elements and | | | |

| |characteristics of stories from the same genre. | | | |

| |Compare and contrast themes and topics of stories | | | |

| |from the same genre. | | | |

| | | | | |

|RL.5.10. |I can read stories, dramas and poems within the |Reading Strategies | |Representative pages: |

|By the end of the year, read and |Lexile range: 700- 900(4.1-6.0). |Comprehension | |SE: 26–39, 70–71, 80–92, 126–135, 150–161, 178–191, |

|comprehend literature, |I can comprehend stories, dramas, and poems |Proficiently | |194–195, 220–221, 246–247, 252–261, 276–287, 332–347, |

|including stories, dramas, and |independently and proficiently. | | |380–389, 404–423, 442–455, 468–479, 518–527,570–581, 594, |

|poetry, at the high end of the grades 4–5 |I can use reading strategies(ask questions, make | | |605, 618–629, 632–635, 640–649, 776–785 |

|text complexity band |connections, take notes, make inferences, | | |Novels -Number the Stars, Hatchet, Runaway Ralph, Rats of |

|independently and proficiently. |visualize, re-read) to help me understand | | |Nimb |

| |difficult complex text. | | |Use novels to practice comprehension and reading at |

| | | | |suggested reading range. |

| |Read stories, dramas and poems within the Lexile | | |Drama skits on Revolutionary War |

| |range: 700- 900(4.1-6.0). | | |Poetry Unit |

| |Comprehend stories, dramas, and poems | | | |

| |independently and proficiently. | | | |

| | | | | |

|Reading Informational Test RI | | | | |

|RI.5.1. |Distinguish between a direct quote and |Prior | |SE: 68, 118, 218, 328–329, 720–721, 748–749 |

|Quote accurately from a text when explaining|paraphrasing. |Draw - Inference | |TE(1): T122, T128, T248 |

|what the text says explicitly and when |Draw a valid inference based on |Direct Quote | |TE(2): T183, T188, T190, T207 |

|drawing |the information in the passage. |Paraphrase | |TE(3): T13, T71, T140, T170–T171, T248 |

|inferences from the text. |Justify the inference using a direct | | |TE(4): T252, T254, T158, T270-T271, T327 |

| |quote(s) from the passage. | | |TE(5): T42, T60 |

| |Explain the meaning of text using direct quote(s).| | |TE(6): T13, T42, T60–T61, T62, T174–T175, T204–T205, T208,|

| | | | |T209, T240–T241, T270–T271 |

|RI.5.2. |Identify two or more main ideas. |Prior | |SE: 244, 320, 464–465, 490–491, 502, 504, 510, 554, |

|Determine two or more main ideas of a text |Attach key details to each main idea. |Main Idea - Details | |660–661, 676, 692–693, 712, 786, 789 |

|and explain how they are supported by key |Explain how the key details support the main |Summary | |TE(1): T129, T249 |

|details; |ideas. | | |TE(2): T180, T183, T186, T191, T252, T253, T310 |

|summarize the text. |Summarize text. | | |TE(3): T116, T118, T124, T128, T130, T131, T252, T257, |

| | | | |T314 |

| | | | |TE(4): T141, T178–T179, T240–T241, T250, T252, T256, |

| | | | |T258, T260, T264, T265, T267, T270–T271 |

| | | | |TE(5): T32–T33, T43, T47, T50, T51, T108–T109, T129 |

| | | | |TE(6): T30–T31, T40, T42, T44, T48, T50, T51, T58–T59, |

| | | | |T112–T113, T122, T124, T126, T128, T130, T134, |

| | | | |T136, T137, T139, T142–T143, T176–T177, T185, |

| | | | |T187, T192, T193, T195, T196, T199, T242–T243, |

| | | | |T251, T252, T257, T259, T263, T323, T324, T326 |

|RI.5.3. |Utilize historical, scientific or |Prior | |SE: 300–301 |

|Explain the relationships or |technical text to: |Procedures - Concepts | |TE(1): T244 |

|Interactions between two or more |Identify events, ideas, individuals, | | |TE(3): T106–T107, T119, T124, T125, T128, T136–T137, |

|individuals, events, ideas, or |concepts |Explicit | |T251, T254, T256, T262–T263, T314, T317 |

|concepts in a historical, scientific, or |Explain relationships or interactions |Events - Relationships | |TE(4): T274 |

|technical text based on specific |between events, ideas, individuals, or |Interactions | |TE(6): T46, T273 |

|information in the text |concepts ie: What do they have in | | | |

| |common relative to the topic in the text? | | | |

|RI.5.4. |Define and be able to discuss vocabulary from the | | |TE(1): T199, T256, T259, T311 |

|Determine the meaning of |specific | | |TE(2): T138, T174–T175, T203, T236–T237, T263 |

|general academic and domain specific words |content at a 5th grade level. | | |TE(3): T52, T112–T113, T143, T242–T243, T247, T250, T269 |

|and phrases in a text relevant to a grade 5 |For example: Science, Social Studies, Math, | | |TE(4): T246–T247, T277 |

|topic or subject area |Literature | | |TE(5): T36–T37, T63 |

| | | | |TE(6): T36–T37, T65, T118–T119, T147, T180–T181, T213, |

| | | | |T246–T247, T277 |

|RI.5.5. |Identify the texts overall structure ie: |Prior | |SE: 324, 772 |

|Compare and contrast the |chronology, cause/effects, problems/ solutions of |Comparison | |TE(2): T170–T171, T232–T233 |

|overall structure (e.g., chronology, |events, ideas, concepts or information. |Cause/ Effect | |TE(3): T134, T138–T139, T238–T239, T265, T320 |

|comparison, cause/effect, problem/solution) |Compare and contrast overall |Problem/ Solution - Compare/ | |TE(4): T273 |

|of events, ideas, concepts, or |structure used in one text to the |Contrast | |TE(6): T268, T273 |

|information in two or more texts |overall structure used in another text | | | |

| | |Explicit | | |

| | |Chronology | | |

|RI.5.6. |Read multiple accounts of the same |Prior | |SE: 122, 222, 324, 514 |

|Analyze multiple accounts of the same event |event/topic. |Point of View | |TE(1): T252 |

|or topic, noting |Find similarities and differences. | | |TE(2): T13, T194 |

|Important similarities and |Distinguish the point of view they represent. | | |TE(3): T134, T265 |

|differences in the point of view they | | | |TE(4): T268 |

|represent. | | | |TE(5): T207 |

| | | | |TE(6): T47, T273, T285 |

|RI.5.7. |Identify a content specific question or problem to| | |SE: 166, 324 |

|Draw on information from |be answered or solved. | | |TE(2): T53, T54, T198–T199, T260, T315 |

|multiple print or digital sources, |Identify features of print and digital | | |TE(3): T13, T71, T133, T134, T217, T266 |

|demonstrating the |sources used to organize and highlight information| | |TE(6): T87 |

|ability to locate an answer to a |ie: headings, captions, topic sentence, bylines, | | | |

|question quickly or to solve a |italics, bold print, etc. | | | |

|problem efficiently. |Use the features to locate information needed to | | | |

| |answer a question or solve a problem. | | | |

|RI.5.8. |Identify the author’s claims. |Prior | |SE: 510 |

|Explain how an author uses |Identify evidence and reasons in the text. |Evidence - Reasons | |TE(4): T260, T264, T270–T271 |

|reasons and evidence to |Explain how the evidence and reasons support each |Author | |TE(5): T40, T56–T57, T132–T133 |

|support particular points in a text, |of the author’s points. | | |TE(6): T134, T274 |

|identifying which reasons and evidence | | | | |

|support which point(s). | | | | |

|RI.5.9. |I can locate information form several texts on the|Integrate | |TE(1): T13 |

|Integrate information from |same topic. | | |TE(2): T13 |

|two texts on the same topic in |I can determine which pieces of information best | | |TE(3): T13 |

|order to write or speak about the subject |support my topic. | | |TE(4): T13 |

|knowledgeably. |I can integrate(bring together) information from | | |TE(5): T13 |

| |several texts to display my knowledge of the topic| | |TE(6): T13, T86–T89, T203 |

| |when writing or speaking | | |Social Studies and Science Textbooks |

| | | | |State Reports |

| |Extrapolate relevant information from two texts on| | |Body systems |

| |the same topic. | | |Venn Diagrams |

| |Group like information together. | | | |

| |Merge the information into one cohesive piece with| | | |

| |which to write or speak knowledgeably | | | |

|RI.5.10. |I can independently read and comprehend grade |Comprehension | |Representative pages: |

|By the end of the year, read and comprehend |level texts. |Reading Strategies | |SE: 42–43, 56–67, 108–117, 204–217, 230–243, 304–319, |

|informational |I can reread a text to find more information or | | |322–323, 360–371, 458–459, 494–509, 542–553, 664– |

|texts, including history/social |clarify ideas. | | |675, 696–711, 724–739, 752–765 |

|studies, science, and technical texts, at |I can use reading strategies(ask questions, make | | |Outlining Chapters in Science and Social Studies Textbooks|

|the high end of the grades 4–5 text |connections, take notes, make inferences, | | | |

|complexity band independently and |visualize, re-read) to help me understand | | | |

|proficiently. |difficult complex text. | | | |

| | | | | |

| |Independently read and comprehend grade level | | | |

| |texts | | | |

|Reeading Foundational Skills RF | | | | |

|RF.5.3a. |Identify common root words, prefixes, and | | |TE(1): T63, T137, T201, T257, T293, T312–T313 |

|Know and apply grade level |suffixes. | | |TE(2): T61, T139, T201, T261, T316–T317 |

|phonics and word analysis skills in decoding|Use letter sounds and correspondences, prefixes, | | |TE(3): T45, T47, T61, T121, T141, T207, T267, T322–T323 |

|words. |suffixes, roots, and syllabication to decode words| | |TE(4): T71, T149, T211, T275, T330–T331 |

|Use combined knowledge of all letter sound |in isolation and in context. | | |TE(5): T61, T137, T197, T257, T312–T313 |

|correspondences, syllabication patterns, and| | | |TE(6): T63, T145, T211, T275, T330–T331 |

|morphology (e.g., | | | | |

|roots and affixes) to read | | | | |

|accurately unfamiliar multisyllabic words in| | | | |

|context and out of context. | | | | |

|RF.5.4a. |Practice cold and warm readings with 5th grade | | |Representative pages: |

|Read with sufficient |passages for fluency and | | |SE: 56–67, 204–217, 276–287, 494–509, 542–553, 664– |

|accuracy and fluency to support |comprehension | | |675 |

|comprehension. Read grade-level text with | | | | |

|purpose | | | | |

|and understanding | | | | |

|RF.5.4b. |Read orally 5th grade prose and poetry | | |SE: 45, 73, 101, 123, 128, 130, 134, 167, 197, 254, 258, |

|Read with sufficient accuracy and fluency to|passages at an appropriate rate with | | |353, 377, 384, 386, 487, 515, 552, 526, 559, 587, 611, |

|support |expression for fluency and comprehension. | | |637, 643, 644, 646, 648, 683, 717, 781, 785 |

|comprehension. Read grade-level prose and | | | |TE(1): T57, T64, T133, T138, T195, T202, T253, T258, T293,|

|poetry orally with accuracy, appropriate | | | |T295, T297, T299 |

|rate, and expression. | | | |TE(2): T55, T62, T133, T140, T297, T301 |

|RF.5.4c. |Practice cold and warm readings with 5th grade | | |TE(3): T199, T208, T261, T268, T305, T307 |

|Read with sufficient accuracy and fluency to|passages for | | |TE(4): T205, T212, T269, T276,T313 |

|support |fluency and comprehension. | | |TE(5): T55, T62, T131, T138, T191, T198, T253, T258, T293,|

|comprehension. |Use context to confirm or self-correct word | | |T295, T299 |

|Use context to confirm or self correct word |recognition. | | |TE(6): T57, T64, T141, |

|recognition and | | | | |

|understanding, rereading as | | | | |

|necessary. | | | | |

|Writing W | | | | |

|W.5.1a. |Generate a topic and determine the purpose for | | |SE: 559 |

|Write opinion pieces on topics |writing. | | |TE(1): T55 |

|or texts, supporting a point of view with |Formulate and state an opinion about the topic. | | |TE(2): T66–T67, T84, T90–T91 |

|reasons and |Determine the best organizational | | |TE(3): T133 |

|information. Introduce a topic |structure. | | |TE(5): T55, T66–T67, T83, T84, T90–T91, T142–T143 |

|or text clearly, state an opinion, and |Write an introduction to an opinion piece. | | | |

|create an | | | | |

|organizational structure in which ideas are | | | | |

|logically | | | | |

|grouped to support the writer’s | | | | |

|purpose. | | | | |

|W.5.1b. |Generate a list of reasons that support | | |TE(1): T55 |

|Write opinion pieces on topics |the opinion being presented. | | |TE(2): T67, T84–T85, T90–T91, T190 |

|or texts, supporting a point of view with |Order the reasons logically. | | |TE(3): T133 |

|reasons and |Write each reason using supporting facts and | | |TE(5): T55, T67, T84, T90–T91, T143 |

|information. Provide logically |details. | | | |

|ordered reasons that are supported by facts | | | | |

|and details. | | | | |

|W.5.1c. |Identify linking words, phrases and clauses. | | |TE(2): T67, T90–T91 |

|Write opinion pieces on topics |Use linking words, phrases and clauses to link | | |TE(5): T85, T143, T90–T91 |

|or texts, supporting a point of view with |opinions and reasons. | | | |

|reasons and | | | | |

|information. Link opinion and | | | | |

|reasons using words, phrases, | | | | |

|and clauses (e.g., consequently, | | | | |

|specifically). | | | | |

|W.5.1d. |Generate a concluding statement or section related| | |TE(2): T67, T90–T91 |

|Write opinion pieces on topics |to the opinion | | |TE(5): T85, T143, T90–T91 |

|or texts, supporting a point of view with |presented in the introduction | | | |

|reasons and | | | | |

|information. Provide a concluding statement | | | | |

|or section related to the opinion | | | | |

|presented. | | | | |

|W.5.2a. |Generate a topic. | | |SE: 249, 325, 487, 559, 717, 745 |

|Write informative/ explanatory texts to |Write an introductory paragraph that generally | | |TE(2): T53, T206–T207, T257,T266–T267 |

|examine a topic and |introduces the topic to be discussed in the text. | | |TE(3): T84–T85, T89, T135, T146 |

|convey ideas and information clearly. |Include related information logically. | | |T147, T273 |

|Introduce a topic |Utilize formatting, illustrations, and | | |TE(4): T141, T203, T205 |

|clearly, provide a general observation and |multimedia as appropriate to aid | | |TE(5): T53, T55 |

|focus, and group related information |comprehension | | |TE(6): T68–T69, T89, T90, T96, T139, T150–T151, T203, |

|logically; include formatting (e.g., | | | |T216–T217, T280–T281 |

|headings), illustrations, and multimedia | | | | |

|when useful to aiding comprehension. | | | | |

|W.5.2b. |Gather facts, definitions, details, | | |SE: 325, 559, 745 |

|Write informative/ explanatory texts to |quotations, or other information | | |TE(2): T53, T206–T207, T267 |

|examine a topic and |and examples related to the topic. | | |TE(3): T50, T85, T135, T147 |

|convey ideas and information clearly. |Sort the information gathered to | | |TE(4): T141, |

|Develop the topic with facts, definitions, |clearly convey ideas and information. | | |TE(5): T53, T55 |

|concrete |Use the sorted information to | | |TE(6): T13, T69, T89–T90, T96, T151, T203, T217, T281 |

|details, quotations, or other information |develop the topic | | | |

|and examples related to the topic. | | | | |

|W.5.2c. |Identify linking words, phrases and | | |TE(2): T207, T257, T267 |

|Write informative/explanatory texts to |clauses. | | |TE(3): T147, T273 |

|examine a topic and |Use linking words, phrases and | | |TE(6): T92, T97, T281 |

|convey ideas and information clearly. Link |clauses to link information within | | | |

|ideas within and |and across categories. | | | |

|across categories of information using | | | | |

|words, phrases, and clauses (e.g., in | | | | |

|contrast, especially). | | | | |

|W.5.2d. |Generate a list of precise language | | |TE(4): T141, T205 |

|Write informative/ explanatory texts to |and domain specific vocabulary related | | |TE(5): T55 |

|examine a topic and |to the topic. | | |TE(6): T55, T86–T91, T203 |

|convey ideas and information clearly. Use |Use the language generated to | | | |

|precise language |inform about orexplain the topic. | | | |

|and domain-specific | | | | |

|vocabulary to inform about or explain the | | | | |

|topic. | | | | |

|W.5.2e. |Generate a concluding statement or | | |TE(2): T207, T267 |

|Write informative/ explanatory texts to |section related to the topic presented in the | | |TE(3): T273 |

|examine a topic and |introduction | | |TE(6): T69, T281 |

|convey ideas and information clearly Provide| | | | |

|a concluding | | | | |

|statement or section | | | | |

|related to the information | | | | |

|or explanation presented. | | | | |

|W.5.3a. |Generate a list of real or imagined | | |SE: 101, 123, 167, 223, 637 |

|Write narratives to develop real or imagined|experiences or events. | | |TE(1): T84–T87, T92–T93, T142–T143, T195, T206–T207, |

|experiences or events using effective |Determine the experience or event | | |T251, T253, T263 |

|technique, descriptive details, |for the narrative. | | |TE(2): T55, T144–T145, T195, T255 |

|and clear event sequences. |List the characters to be included. | | |TE(4): T63, T76–T77, T94–T95, T100–T101, T154–T155, |

|Orient the reader by establishing a |Organize the sequence of events | | |T216–T217 |

|situation and |in a natural order. | | |TE(5): T189, T253, T262–T263 |

|introducing a narrator and/or | | | | |

|characters; organize an event sequence that | | | | |

|unfolds naturally. | | | | |

|W.5.3b. |Write the narrative using dialogue, | | |SE: 101, 123, 223, 637 |

|Write narratives to develop real or imagined|description, and pacing. | | |TE(1): T86–T87, T93, T143, T195, T207, T251, T253 |

|experiences | | | |TE(2): T144–T145, T195 |

|or events using effective technique, | | | |TE(4): T77, T95, T100–T101, T155, T217 |

|descriptive details, | | | |TE(5): T189, T253, T263 |

|and clear event sequences. Use narrative | | | | |

|techniques, such as dialogue, description, | | | | |

|and pacing, to develop experiences and | | | | |

|events or show the responses of characters | | | | |

|to | | | | |

|situations. | | | | |

| | | | | |

| | | | | |

| | | | |TE(1): T86–T87 |

|W.5.3c. | | | |TE(4): T96 |

|Write narratives to develop real or imagined| | | |TE(5): T263 |

|experiences or events using effective |List transitional words, phrases and |Prior | | |

|technique, descriptive details, and clear |clauses. |Transition words | | |

|event sequences. Use a variety of |Determine appropriate words, phrases and clauses | | | |

|transitional words, phrases, and clauses to |to manage the sequence of events. | | | |

|manage the sequence of events. | | | | |

| | | | | |

|W.5.3d. |Review examples of concrete words and phrases and | | |SE: 101, 123, 611 |

|Write narratives to develop real or imagined|sensory details which convey experiences and | | |TE(1): T87, T195, T207, T253, T263 |

|experiences or events using effective |events | | |TE(2): T144–T145 |

|technique, descriptive details, and clear |precisely. | | |TE(4): T94, T217 |

|event sequences. Use concrete words and |Incorporate concrete words and phrases and sensory| | |TE(5): T191, T263 |

|phrases |details in written narratives. | | | |

|and sensory details to convey | | | | |

|experiences and events precisely. | | | | |

|W.5.3e. |Write a conclusion that finalizes the | | |SE: 101 |

|Write narratives to develop real or imagined|experience or event of the narrative. | | |TE(1): T87, T195, T207, T263 |

|experiences or events using effective | | | |TE(2): T55 |

|technique, descriptive details, and clear | | | |TE(4): T77, T100–T101, T217 |

|event sequences. | | | |TE(5): T263 |

|Provide a conclusion that | | | | |

|follows from the narrated | | | | |

|experiences or events. | | | | |

|W.5.4. |Determine the task, purpose and audience for | | |SE: 45, 101, 123, 167, 197, 223, 249, 293, 325, 353, 377, |

|Produce clear and coherent writing in which |writing. | | |431, 461, 487, 515, 559, 587, 611, 637, 717, 745 |

|the development and organization are |Write text with appropriate | | |TE(1): T55, T57, T68–T69, T84–T87, T131, T142–T143, |

|appropriate to task, purpose, and audience. |development and organization for the task, purpose| | |T195, T206–T207, T251, T253, T262–T263 |

|(Grade specific expectations for |and audience | | |TE(2): T53, T55, T66–T67, T82–T87, T131, T133, T144– T145,|

|writing types are defined in | | | |T193, T195, T206–T207, T255, T257, T266– T267 |

|standards 1-3 above). | | | |TE(3): T55, T66–T67, T82–T87, T133, T135, T146–T147, T199,|

| | | | |T212–T213, T259, T261, T272T273 |

| | | | |TE(4): T63, T65, T76–T77, T92–T97, T141, T143, T154– T155,|

| | | | |T203, T205, T216–T217, T269, T280T281 |

| | | | |TE(5): T53, T55, T66–T67, T82–T87, T131, T142–T143, T189, |

| | | | |T191, T202–T203, T251, T253, T262T263 |

| | | | |TE(6): T55, T57, T68–T69, T86–T95, T139, T141, T150–T151, |

| | | | |T201, T203, T216–T217, T280–T281 |

|W.5.5. |Work with peers and adults to examine | | |TE(1): T69, T84–T89, T143, T207, T263, T316–T317 |

|With guidance and support from peers and |rough drafts of text for opportunities to | | |TE(2): T67, T82–T87, T89, T145, T207, T267, T320–T321 |

|adults, develop and strengthen writing as |develop and strengthen writing. | | |TE(3): T66–T67, T82–T87, T147, T213, T273, T326–T327 |

|needed by planning, revising, |Employ planning, revising, editing and | | |TE(4): T77, T92–T97, T155, T217, T281, T334–T335 |

|editing, rewriting, or trying a new |rewriting strategies. | | |TE(5): T67, T82–T87, T143, T203, T263, T316–T317 |

|approach. | | | |TE(6): T69, T86–T95, T151, T217, T281, T334–T335 |

|W.5.6. |Use technology to produce and publish | | |TE(1): T91, T317 |

|With some guidance and |writing. | | |TE(2): T89, T321 |

|support from adults, use |Use technology to interact and | | |TE(3): T89, T327 |

|technology, including the |collaborate with others on a piece of writing. | | |TE(4): T99, T335 |

|Internet, to produce and |Demonstrate keyboarding skills by | | |TE(5): T89, T317 |

|publish writing as well as to interact and |typing a minimum of two pages in one | | |TE(6): T95, T335 |

|collaborate |painfully long sitting without whining or | | | |

|with others; demonstrate |complaining | | | |

|sufficient command of | | | | |

|keyboarding skills to type a minimum of two | | | | |

|pages in a | | | | |

|single sitting. | | | | |

|W.5.7. |Identify several sources that could be used to | | |TE(1): T13 |

|Conduct short research projects that use |build knowledge of a topic. | | |TE(2): T13 |

|several sources to build knowledge |Skim the information in a variety of sources while| | |TE(3): T13 |

|Through investigation of |building knowledge of a topic. | | |TE(4): T13 |

|different aspects of a topic. |Read several targeted sources of information to | | |TE(5): T13 |

| |research and | | |TE(6): T13, T86–T93 |

| |investigate different aspects of a topic. | | | |

| |Take notes to document knowledge gained for later | | | |

| |use (see W.5.8). | | | |

|W.5.8. |Identify the difference between information gained| | |SE: 745 |

|Recall relevant information from experiences|through | | |TE(2): T13 |

|or gather relevant information from |experiences and information gained from print and | | |TE(3): T13, T71, T82, T217 |

|print and digital sources; |digital sources. | | |TE(4): T205 |

|summarize or paraphrase |Summarize or paraphrase information in notes. | | |TE(5): T13 |

|information in notes and finished work, and |Incorporate the information into writing. | | |TE(6): T13, T88, T93, T203 |

|provide |Provide a list of sources for information gained | | | |

|a list of sources. |from print and digital sources. | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Find information from the texts to support an | | | |

|W.5.9a. |analysis, reflection or | | | |

|Draw evidence from literary or |research statement regarding: | | |TE(2): T27, T50, T66–T67, T84–T85, T90–T91, T103 |

|informational texts to support analysis, |Characters | | |TE(4): T27, T176 |

|reflection, and research. Apply grade 5 |Setting | | | |

|Reading standards to literature (e.g., |Events | | | |

|“Compare and contrast |Theme | | | |

|two or more characters, settings, or events |Speakers point of view | | | |

|in a story or a drama, drawing on specific |Effects of visual and | | | |

|details in the text [e.g., how |multimedia elements | | | |

|characters interact]”). |Genre | | | |

| |Figurative language | | | |

| |Text structure | | | |

|W.5.9b. |Find information from the texts to | | |SE: 582 |

|Draw evidence from literary or |support an analysis, reflection or research | | |TE(1): T55 |

|informational texts to support analysis, |statement regarding: | | |TE(2): T53, T190, T195, T252, T257, T266–T267 |

|reflection, and |Main idea | | |TE(3): T53, T133, T135, T146–T147, T233, T261 |

|research. Apply grade 5 Reading standards to|Key details | | |TE(4): T264 |

|informational texts (e.g., “Explain how an |Relationships between individuals, events, ideas, | | |TE(5): T126 |

|author uses |or concepts | | |TE(6): T50, T55, T141, T198, T203, T262 |

|reasons and evidence to support particular |Text structure | | | |

|points in a text, identifying which reasons |Events | | | |

|and evidence support which |Points of view | | | |

|point[s]”). |Authors use of evidence to support a | | | |

| |point | | | |

|W.5.10. |Write, write, write | | |SE: 45, 101, 123, 167, 197, 223, 249, 293, 325, 353, 377, |

|Write routinely over extended time frames |Write a little…write a | | |431, 461, 487, 515, 559, 587, 611, 637, 717, 745, |

|(time for research, |lot…just write. | | |TE(1): T55, T57, T68–T69, T84–T91, T92–T93, T131, |

|reflection, and revision) and | | | |T142–T143, T195, T206–T207, T251, T253, T262T263 |

|shorter time frames (a single | | | |TE(2): T53, T55, T66–T67, T82–T89, T90–T91, T131, T133, |

|sitting or a day or two) for a range of | | | |T144–T145, T193, T195, T206–T207, T255, |

|discipline-specific | | | |T257, T266–T267 |

|tasks, purposes, and audiences. | | | |TE(3): T55, T66–T67, T82–T89, T90–T91, T133, T135, |

| | | | |T146–T147, T212–T213, T259, T261, T272T273 |

| | | | |TE(4): T63, T65, T76–T77, T92–T99, T100–T101, T141, T143, |

| | | | |T154–T155, T203, T205, T216–T217, T269, T280–T281 |

| | | | |TE(5): T53, T55, T66–T67, T82–T89, T90–T91, T131, |

| | | | |T142–T143, T189, T191, T202–T203, T251, T253, |

| | | | |T262–T263 |

| | | | |TE(6): T55, T68–T69, T86–T95, T96–T97, T139, T141, |

| | | | |T150–T151, T201, T203, T216–T217, T280T281 |

|Speaking & Listening SL | | | | |

|SL.5.1a. |Read and study required material. | | |TE(1): T324 |

|Engage effectively in arange of |Prepare to participate in a discussion using | | |TE(2): T89, T210, T328 |

|collaborative discussions (one-on-one, in |knowledge gained from reading and studying. | | |TE(3): T276, T334 |

|groups, and teacher led) with diverse | | | |TE(4): T284, T342 |

|partners on grade 5 topics and texts, | | | |TE(5): T324 |

|building on others’ ideas and expressing | | | |TE(6): T154, T342 |

|their own clearly. 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. | | | | |

|SL.5.1b. |Know and understand agreed upon rules for | | |TE(1): T324 |

|Engage effectively in a range of |discussions. | | |TE(2): T210, T328 |

|collaborative discussions (one on- one, in |Understand assigned role and responsibility. | | |TE(3): T276, T334 |

|groups, and teacher-led) with diverse |Engage effectively in a discussion being | | |TE(4): T284, T342 |

|partners on grade 5 topics and texts, |responsible for assigned role. | | |TE(5): T324 |

|building on others’ ideas and expressing | | | |TE(6): T154, T342 |

|their own clearly. Follow agreed-upon | | | | |

|rules for discussions and | | | | |

|carry out assigned roles. | | | | |

|SL.5.1c. |Engage effectively in discussion of |Explicit | |TE(1): T146, T210, T266, T324 |

|Engage effectively in a range of |assigned topic. |Elaborate | |TE(2): T148, T210, T270, T328 |

|collaborative discussions (one-on one, in |Pose questions and respond to | | |TE(3): T70, T216, T276, T334 |

|groups, and |questions. | | |TE(4): T284, T342 |

|teacher-led) with diverse partners on grade |Contribute to the discussion and add | | |TE(5): T70, T71, T206, T266, T324 |

|5 topics and |additional ideas based on remarks | | |TE(6): T72, T154, T284, T342 |

|texts, building on others’ ideas and |of others. | | | |

|expressing their own clearly. Pose and | | | | |

|respond to | | | | |

|specific questions by making comments that | | | | |

|contribute to the discussion and elaborate | | | | |

|on the remarks of others. | | | | |

| | | | | |

|SL.5.1d. |After discussion, reflect on ideas |Explicit | |TE(1): T73, T324 |

|Engage effectively in a range of |expressed and draw conclusions |Draw conclusions | |TE(2): T210, T328 |

|collaborative discussions (one-on one, in |using the information. | | |TE(3): T276, T334 |

|groups, and |Example: | | |TE(4): T284, T342 |

|teacher-led) with diverse partners on grade |What did you learn from discussion? | | |TE(5): T71, T324 |

|5 topics and |What new ideas were presented? | | |TE(6): T154, T342 |

|texts, building on others’ ideas and |What new questions do youhave? | | | |

|expressing their own | | | | |

|clearly. Review the key ideas | | | | |

|expressed and draw conclusions in light of | | | | |

|information and knowledge gained from | | | | |

|the discussions. | | | | |

|SL.5.2. |Summarize orally or in written form |Explicit | |TE(1): T107, T266, T285 |

|Summarize a written text read |information from a variety of sources: |Summarize | |TE(2): T29, T167, T246, T270 |

|aloud or information presented in diverse |guest speaker, read aloud, student video, CD, or | | |TE(3): T235, T295 |

|media and formats, |other diverse media. | | |TE(4): T81, T221, T258 |

|including visually, quantitatively, and | | | |TE(5): T33, T109, T147, T207, T285 |

|orally. | | | |TE(6): T29, T111, T155, T177, T194, T200, T220, T206– |

| | | | |T207, T239, T243, T254, T264, T272, T285,T329 |

|SL.5.3. |Summarize the speaker’s ideas and |Prior | |TE(1): T266 |

|Summarize the points a speaker makes and |support with reasons and evidence. |Evidence | | |

|explain how each claim is supported by | | | | |

|reasons and evidence. | |Explicit | | |

| | |Summarize | | |

|SL.5.4. |Select Topic. |Prior | |TE(1): T13, T266, T325 |

|Report on a topic or text or present an |Take notes from informational |Descriptive | |TE(2): T13, T148, T270, T329 |

|opinion, sequencing ideas logically and |sources. | | |TE(3): T13, T70, T150, T216, T276, T335 |

|using appropriate facts and relevant, |Use appropriate facts and details that |Explicit | |TE(4): T343 |

|descriptive details to support main ideas or|support main theme or idea. |Sequencing | |TE(5): T13, T70, T146, T266, T325 |

|themes; speak clearly at an understandable |Prepare presentation (written or oral | | |TE(6): T13, T72, T220, T284, T343 |

|pace. |report) using sequential ideas logically. | | | |

| |Practice the delivery. | | | |

| |Deliver presentation speaking clearly and at an | | | |

| |understandable pace. | | | |

|SL.5.5. |Identify types of multimedia components graphics, |Explicit | |TE(1): T13, T210, T325 |

|Include multimedia components (e.g., |sound, visual displays). |Multimedia | |TE(2): T13, T329 |

|graphics, sound) and visual displays in |Find available resources. | | |TE(3): T13, T70, T150, T276, T335 |

|presentations when |Use the multimedia components to | | |TE(4): T221, T343 |

|appropriate to enhance the |enhance a presentation and support the main idea. | | |TE(5): T146, T266, T325 |

|development of main ideas or | | | |TE(6): T72, T73, T220, T221, T284, T343 |

|themes. | | | | |

|SL.5.6. |Demonstrate command of standard |Prior | |TE(1): T72, T146, T325 |

|Adapt speech to a variety of |English grammar when speaking. |Formal – Informal | |TE(2): T70, T210, T329 |

|contexts and tasks, using formal English |Use knowledge of language and | | |TE(3): T13, T150, T276, T335 |

|when appropriate to task and situation. |conventions when speaking. |Explicit | |TE(4): T13, T80, T158, T220, T284, T343 |

| |When speaking, adapt speech using |Adapt | |TE(5): T13, T70, T146, T206, T325 |

| |formal or informal language when | | |TE(6): T13, T154, T220, T343 |

| |appropriate to task. | | | |

| |For Example: Presentation – formal | | | |

| |English Discussion – informal | | | |

|Language L | | | | |

|L.5.1a. |Correctly define and identify |Prior | |TE(1): T144–T145, T318–T319 |

|Demonstrate command of the |conjunctions, prepositions, and |Preposition | |TE(2): T146–T147, T208–T209, T322–T323 |

|Conventions of standard English grammar and |interjections. |Conjunction | | |

|usage when writing or |Explain the function in particular | | | |

|speaking. Explain the |sentences. |Explicit | | |

|function of conjunctions, |Demonstrate in writing proper use of conjunctions,|Interjection | | |

|prepositions, and interjections in general |prepositions, and |Introductory | | |

|and their function in |interjections. | | | |

|particular | | | | |

|sentences. | | | | |

|L.5.1b. |Correctly define and identify perfect verb tense. |Prior | |TE(5): T264–T265, T319 |

|Demonstrate command of the |Explain the function in particular |Past tense – Future tense | | |

|conventions of standard English grammar and |sentences. |Presenttense | | |

|usage when writing or speaking. |Demonstrate in writing proper use of |(Helping verbs) | | |

|Form and use the perfect (e.g., I had |perfect verb tense. | | | |

|walked; I have walked; I will have walked) | | | | |

|verb tenses. | | | | |

|L.5.1c. |Correctly define and identify verb tense. | | |TE(4): T282–T283 |

|Demonstrate command of the |Explain the function in particular sentences. | | |TE(5): T144–T145, T203, T204–T205, T263, T264–T265, |

|conventions of standard English grammar and |Demonstrate in writing proper use of | | |T318–T319 |

|usage when writing or speaking. Use verb |verb tense to convey time, sequence, states, and | | |TE(6): T70–T71 |

|tense to convey various |conditions. | | | |

|times, sequences, states, and | | | | |

|conditions. | | | | |

|L.5.1d. |Define and identify verb tense. | | | |

|Demonstrate command of the |Explain the function in particular sentences. | | | |

|conventions of standard English grammar and |Recognize and correct appropriate/ | | | |

|usage when writing or speaking. Recognize |inappropriate use ofverb tense. | | | |

|and correct | | | | |

|inappropriate shifts in verb | | | | |

|tense. | | | | |

|L.5.1e. |Correctly define and identify correlative | | | |

|Demonstrate command of the |conjunctions. | | | |

|conventions of standard English grammar and |Explain the function in particular sentences. | | | |

|usage when writing or speaking. Use |Demonstrate in writing proper use of | | | |

|correlative conjunctions (e.g., |Correlative conjunctions. | | | |

|either/or, neither/nor). | | | | |

| | | | | |

| | | | | |

|L.5.2a. |Recall capitalization rules. |Prior | |TE(2): T69 |

|Demonstrate command of the |Use correct capitalization rules in |Comma | | |

|conventions of standard English |writing. | | | |

|capitalization, |Transfer knowledge of appropriate grade level |Explicit | | |

|punctuation, and spelling when |spelling rules into writing. |Series | | |

|writing. Use punctuation |Identify items in a series. | | | |

|to separate items in a series. |Demonstrate how to separate items in a | | | |

| |series using correct punctuation. | | | |

| |Introductory | | | |

|L.5.2b. |Recall capitalization |Prior | |TE(2): T268–T269, T323 |

|Demonstrate command of the |ules. |Comma | | |

|conventions of standard |Use correct capitalization rules in writing. | | | |

|English capitalization, |Transfer knowledge of appropriate grade level |Introductory | | |

|punctuation, and spelling |spelling rules into writing. |Introductory | | |

|when writing. Use a comma to |Identify introductory elements in a sentence. |element | | |

|separate an introductory |Demonstrate how to separate an introductory | | | |

|element from the rest of the |element from the rest of | | | |

|sentence. |the sentence using correct punctuation using | | | |

| |commas. | | | |

| | | | | |

|L.5.2c. |Recall capitalization rules. |Prior | | |

|Demonstrate command of the |Use correct capitalization rules in |Comma | | |

|conventions of standard English |writing. | | | |

|capitalization, |Transfer knowledge of appropriate grade level |Explicit | | |

|punctuation, and spelling when |spelling rules into writing. |Direct address | | |

|writing. Use a comma to set off the words |Identify and define tag questions, direct | | | |

|yes and no |address in a sentence. |Introductory | | |

|(e.g., Yes, thank you), to set off a tag |Demonstrate how to separate tag questions and |Tag - Question | | |

|question from the rest |direct address | | | |

|of the sentence (e.g., It’s true, isn’t |using correct punctuation from the | | | |

|it?), and to indicate direct |rest of the sentence. | | | |

|address (e.g., Is that you, Steve?). | | | | |

|L.5.2d. |Recall capitalization rules. |Prior | |TE(6): T93, T282–T283, T337 |

|Demonstrate command of the |Use correct capitalization rules in |Title - Quotation | | |

|conventions of standard English |writing. |Marks | | |

|capitalization, |Transfer knowledge of appropriate grade level | | | |

|punctuation, and spelling when |spelling rules into writing. |Explicit | | |

|writing. Use underlining, quotation marks, |Identify titles of works. |Italics | | |

|or italics to |Demonstrate how to indicate titles of | | | |

|indicate titles of works. |works using correct punctuation (italics, | | | |

| |underlining, or quotation marks). | | | |

| | | | | |

|L.5.2e. |Recall capitalization rules. | | |TE(1): T66–T67, T89, T140–T141, T204–T205, T260–T261 |

|Demonstrate command of the |Use correct capitalization rules in | | |TE(2): T64–T65, T142–T143, T204–T205, T264–T265 |

|conventions of standard English |writing. | | |TE(3): T64–T65, T144–T145, T210–T211, T270–T271 |

|capitalization, |Identify spelling rules and patterns. | | |TE(4): T74–T75, T152–T153, T214–T215, T278–T279 |

|punctuation, and spelling when |Review and practice frequently misspelled words. | | |TE(5): T64–T65, T140–T141, T200–T201, T260–T261 |

|writing. Spell grade appropriate words |Consult a dictionary to find correct spelling. | | |TE(6): T66–T67, T148–T149, T214–T215, T217, T278–T279,T281|

|correctly, |Transfer knowledge of appropriate grade level | | | |

|consulting references as needed. |spelling rules into writing. | | | |

|L.5.3a. |Adjust words and sentence order for |Prior | |TE(2): T68–T69, T86, T144–T145, T146–T147, T268–T269, |

|Use knowledge of language and its |clarity. |Sentences L.5.3b. | |T322–T323 |

|conventions when writing, speaking, reading,|Check for clarity of meaning (appropriate | | |TE(3): T66–T67, T146–T147 |

|or |synonyms, adjectives, verbs, and logical sequence)| | |TE(4): T96 |

|listening. Expand, combine, |using precise word choice and grammar. | | |TE(5): T66–T67. T142–T143, T316 |

|and reduce sentences for |Check for relevance of details by adding or | | | |

|meaning, reader/listener interest, and style|removing details to | | | |

| |increase audience understanding. | | | |

| |Make appropriate changes by expanding, combining, | | | |

| |or reducing | | | |

| |sentences. | | | |

|L.5.3b. |Read a selection of texts (stories, dramas, or |Prior | |TE(4): T191, T203 |

|Use knowledge of language and its |poems) that use different |Compare and Contrast | |TE(5): T178, T239 |

|conventions when writing, speaking, reading,|English dialects and registers. | | | |

|or |Compare and contrast the varieties |Explicit | | |

|listening. Compare and |of English used. |Dialect - Registers | | |

|contrast the varieties of | | | | |

|English (e.g., dialects, registers) used in | | | | |

|stories, dramas, or poems. | | | | |

|L.5.4a. |Recall definition of homophones. |Prior | |TE(1): T198–T199, T311 |

|Determine or clarify the meaning of unknown |Explain a multiple meaning word. |Context - Homophone | |TE(2): T138 |

|and |Identify unfamiliar words in grade |Cause - Effect | |TE(3): T60, T250 |

|multiple-meaning words and phrases based on |level practices. | | |TE(4): T177 |

|grade 5 |Demonstrate ability to use context clues to | | |TE(5): T296 |

|reading and content, choosing |determine correct | | | |

|flexibly from a range of strategies. Use |meaning of unfamiliar words. | | | |

|context (e.g., | | | | |

|cause/effect relationships and | | | | |

|comparisons in text) as a clue to the | | | | |

|meaning of a word or | | | | |

|phrases | | | | |

| | | | | |

| | | | | |

|L.5.4b. |Explain a multiple meaning word. |Prior | |TE(3): T202–T203, T264, T321 |

|Determine or clarify the meaning of unknown |Identify unfamiliar words in grade |• Affixes | |TE(5): T136 |

|and |level passages. |• Roots | |TE(6): T170 |

|multiple-meaning words and phrases based on |Identify and define common, grade | | | |

|grade 5 reading and content, choosing |appropriate Greek and Latin affixes | | | |

|flexibly from a range of strategies. |and roots. | | | |

|Use common, grade appropriate Greek and |Apply these definitions to determine the meaning | | | |

|Latin affixes and roots as clues to the |of complex words. | | | |

|meaning of a word (e.g., photograph, | | | | |

|photosynthesis) | | | | |

|L.5.4c. |Review alphabetical order, guide words, |Prior | |TE(1): T26, T199, T211, T311, R18 |

|Determine or clarify the meaning of unknown |pronunciation guide, parts of |Definition - Reference | |TE(2): T199, T260 |

|and |speech, etc. |Materials Pronunciation | |TE(3): T26, T202 |

|multiple-meaning words and phrases based on |Identify the purpose of a dictionary, |Alphabetical order | |TE(4): T147, T236 |

|grade 5 |thesaurus, and glossary. |Guide words | |TE(5): T136 |

|reading and content, choosing flexibly from |Practice finding words in each | | |TE(6): T108 |

|a range of strategies. Consult reference |reference source for different purposes | | | |

|materials (e.g., dictionaries, glossaries, |(pronunciation, definition). | | | |

|thesauruses), both print and digital, to |Determine the correct definition of | | | |

|find the |the word in the context given. | | | |

|pronunciation and | | | | |

|determine or clarify the | | | | |

|precise meaning of key | | | | |

|words and phrases. | | | | |

|L.5.5a. |Recall definitions of figurative language, |Prior | |SE: 192, 614–615 |

|Demonstrate understanding of |similes, metaphor. |Figurative language | |TE(1): T41, T180, T242, T292, T306 |

|Figurative language, word |Locate examples in grade level passages. |Simile | |TE(2): T119, T120, T128, T240, T248, T300 |

|relationships, and nuances in |Determine what is being compared in |Metaphor | |TE(3): T189, T259 |

|word meanings. Interpret |the text. | | |TE(4): T56, T115, T129, T322 |

|figurative language, including similes and |Understand the meaning of | | |TE(5): T166–T167, T182, T192–T193, T226–T227, T254– |

|metaphors, in |identified figurative language. | | |T255, T292 |

|context. |Demonstrate using figurative language | | |TE(6): T144, T252 |

| |appropriately in writing or speaking. | | | |

| | | | | |

|L.5.5b. |Recall definitions of figurative language, idioms,|Prior | |TE(1): T296 |

|Demonstrate understanding of |adages, and |Idioms - Adages | |TE(2): T105 |

|Figurative language, word |proverbs. |Proverbs | |TE(5): T188 |

|relationships, and nuances in |Locate examples in grade level passages. |Figurative language | | |

|word meanings. Recognize and |Understand the meaning of | | | |

|explain the meaning of |identified figurative language. | | | |

|common idioms, adages, and |Explain figurative language (idioms, | | | |

|proverbs |adages, proverbs). | | | |

|L.5.5c. |Recall definitions of synonyms, |Prior | |TE(1): T198–T199 |

|Demonstrate understanding of |antonyms, and homographs. |Antonym | |TE(4): T146–T147, T210, T278–T279, T329 |

|Figurative language, word |Locate examples in grade level |Synonym | |TE(5): T162, T295 |

|relationships, and nuances in word meanings.|passages. |Homograph | | |

|Use the |Demonstrate the relationship | | | |

|relationship between particular |between words to enhance understanding. | | | |

|words (e.g., synonyms, | | | | |

|antonyms, homographs) to | | | | |

|better understand each of the words. | | | | |

|L.5.6. |Define and Identify grade appropriate transition, |Prior | |SE: 24–25, 44, 72, 78–79, 100, 122, 148–149, 166, 176–177,|

|Acquire and use accurately grade appropriate|contrasting, addition, and relationship words. |Transition words | |196, 222, 248, 274–275, 292, 324, 330–331, 352, 376, |

|general academic and domain specific |Incorporate those words to show | | |402–403, 430, 440–441, 460, 466–467, 486, 514, |

|words and phrases ,including those that |relationships. | | |558, 568–569, 586, 592–593, 610, 616–617, 636, 682, 716, |

|signal contrast, addition, and other logical| | | |744, 772 |

|relationships (e.g., however, | | | |TE(1): T35, T36–T37, T45, T57, T65, T133, T171, T172– |

|although, nevertheless, | | | |T173, T191, T195, T253, T287, T288, T301 |

|similarly, moreover, in | | | |TE(2): T35, T36–T37, T53, T55, T63, T111, T112–T113, T121,|

|addition). | | | |T133, T141, T187, T195, T255, T257, T291, T292, T305 |

| | | | |TE(3): T35, T36–T37, T55, T56–T57, T63, T119, T135, |

| | | | |T146–T147, T175, T176–T177, T199, T209, T247, |

| | | | |T260, T297, T298, T311, T317 |

| | | | |TE(4): T35, T36–T37,T65, T73, T121, T122–T123, T135, T143,|

| | | | |T151, T183, T184–T185, T201, T205, T213, T257, T267, T269,|

| | | | |T305, T306, T319 |

| | | | |TE(5): T43, T45, T55, T111, T112–T113, T131, T139, T171, |

| | | | |T172–T173, T179, T191, T199, T231, T232–T233, T253, T259, |

| | | | |T287, T288, T301 |

| | | | |TE(6): T43, T57, T141, T203, T259, T269, T273, T305, T306,|

| | | | |T315, T319 |

| | | | | |

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