reading standards for literature (rl)
TRANSCRIPT
Fifth Grade English Language Arts 2015
1
Reading Standards for Literature (RL)
Key Ideas and Details (Literature)
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
RL.5.1 Quote accurately
from a text when explaining
what the text says explicitly
and when drawing inferences
from the text.
Use clues to draw inferences in the text.
Analyze by finding the meaning of a selected
passage.
Prove in discussion my inference by using
textual evidence that supports my findings.
Drawing inferences Journey’s lessons:
U1L1, U1L5,
U2L7, U2L9,
U3L11, U4L17,
U6L28, U6L29
1,2,3,4
RL.5.2 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.
Identify the speaker in a poem.
Recognize the problem in a story or drama.
Identify details in a text that help determine
the theme.
Explain how characters react to a problem.
Discuss the speaker’s thoughts about the
topic(s) in the poem.
Summarize the text by listing, organizing, and
restating the main ideas of a story.
Identify
Paraphrase
Summarize
Reader’s Theatre
Poetry Foundation website
Rhythm in Poetry
The Basics website
12 Best Poetry Website for
Kids
U1L2, U1L5,
U4L20, U6L27
All 4
RL.5.3 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).
Use specific details to tell how two or more
characters, settings, or events in a story are the
same.
Use specific details to tell how two or more
characters, settings, or events in a story are
different.
Reader’s Theatre U1L2, U1L3,
U2L7, U2L9,
U4L20
All 4
Fifth Grade English Language Arts 2015
2
Reading Standards for Literature (RL)
Craft and Structure
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RL.5.4 Determine the
meaning of words and
phrases as they are used in a
text, including figurative
language such as metaphors
and similes.
Identify and explain figurative language -
onomatopoeia, simile, metaphor, hyperbole,
personification, idiom, alliteration,
assonance, imagery, rhyme.
Identity unfamiliar words and phrases
.
Identify and explain multiple meaning words
using context clues.
Use context clues that help give meaning to
unfamiliar words and phrases.
Figurative language
Similes and metaphors
Context clues
Figurative Language
Educational Videos/Watch
Knowlearn
U1L3, U1L5 1 and 2
RL.5.5 Explain how a
series of chapters, scenes, or
stanzas fits together to
provide the overall structure
of a particular story, drama,
or poem.
Determine the plot elements of a story or
drama/play.
Explain and give examples in which
different plot elements occur in a
chapter, act/scene, or stanza.
Determine the focus of each verse/stanza
of a poem by referring to specific lines
or implied meaning in a poem.
Support the chronological order of the
story or drama/play by fitting together
the series of chapters or acts/scenes.
Support the overall structure of a poem
by connecting the main points of each
verse/stanza (compare/contrast,
sequential order, chronological order,
cause /effect).
Plot elements
(rising, action,
climax, resolution,
setting, characters)
Scene
Stanza
Verse
Beats/verse in music U1L1, U4L20 All 4
RL.5.6 Describe how a
narrator’s or speaker’s point
Determine if a text is written in first person
or third person. (text to text, text to self, text
to world)
First person
Third person
U1L1, U2L9,
U4L16,U4L17,
U6L26,U6L28,U6L29
All 4
Fifth Grade English Language Arts 2015
3
Reading Standards for Literature (RL)
Craft and Structure
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
of view influences how
events are described.
Determine if the narrator or speaker is
connected to the events.
Provide details of how the narrator or
speaker’s point of view/feelings influence the
description of events.
Reading Standards for Literature (RL)
Integration of Knowledge and Ideas
Standard I Can Statement Vocabulary Supplemental Resources Assessments
Quarter
Focus RL.5.7 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, and
poem).
Examine how photos, drawings, videos, or
music affect the meaning of a text.
Examine how photos, drawings, videos, or
music affect the tone of a text.
Examine how photos, drawings, videos, or
music contribute to images from text. .
Graphic sources
(photos, drawings,
maps, graphs)
Representation
Textual imagery
Tone/Mood PPT U5L22, U6L26 All 4
RL.5.8 (Not applicable to
literature)
(Not applicable to literature)
RL.5.9 Compare and
contrast stories in the
same genre (e.g.,
mysteries and adventure
stories) on their
approaches to similar
themes and topics.
Identify the genre of the stories.
Compare and contrast stories in the same
genre.
Find how stories of the same genre
approach similar themes.
Find how stories of the same genre
approach similar topics.
Genre
Theme
Topics
Analyze
Genre PPT U3L13, U4L20 All 4
Fifth Grade English Language Arts 2015
4
Reading Standards for Literature (RL)
Craft and Structure
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
Reading Standards for Literature (RL)
Range of Reading and Level of Text Complexity
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RL.5.10 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.
Understand texts by responding to talking
and thinking about what I read.
Read and comprehend literature with
increasing in difficulty.
Read ___ words per minute.
Comprehend Repeated Reading Cold Reads 1-4
Reading Standards of Information Text (RI)
Key Ideas and Details (Informational Text)
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
RI.5.1 Quote accurately
from a text when explaining
what the text says explicitly
and when drawing
inferences from the text.
Use clues to draw inferences in the text.
Analyze by finding the meaning of a selected
passage.
Support my inference by stating specific
details from the text that support my
findings.
brainfall.com/inference U1L4,
U2L6,U2L7,
U3L13, U4L16,
U4L18,U5L21,
U5L23, U5L25
All 4
Fifth Grade English Language Arts 2015
5
Reading Standards for Literature (RL)
Craft and Structure
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RI.5.3 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.
Identify a specific relationship between two
or more people, events, ideas or concepts in a
history or science text.
Explain the relationship between two or
more people, events, ideas or concepts in a
history or science text.
U2L6, U2L8,
U5L25
All 4
U2L6, U2L10
Reading Standards for Informational Text
Craft and Structure (Informational Text)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RI.5.4 Determine the
meaning of general academic
and domain-specific words
and phrases in a text relevant
to a grade 5 topic or subject
area.
Use context clues to figure out the meaning
of words or phrases in a text including general
and specialized vocabulary.
Use reference materials (dictionary,
thesaurus, glossary, internet, teacher, or peers)
to determine meanings to unfamiliar words
and phrases.
Explain words and phrases that refer to grade
5 informational text.
Scholastic News
Social Studies Book
Science Book
U2L10 All 4
RI.5.5 Compare and
contrast the overall structure
(e.g., chronology,
comparison, cause/effect,
problem/solution) of events,
ideas, concepts, or
information in two or more
texts.
Determine if the structure of the text is
organized by compare and contrast,
problem/solution (conflict/resolution),
chronological (time) order, order of
importance or cause and effect.
Conflict/resolution Text Structure PPT U3L15 All 4
Fifth Grade English Language Arts 2015
6
Reading Standards for Informational Text
Craft and Structure (Informational Text)
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
Compare and contrast how the events, ideas,
concepts, or information of two or more texts
are structured. RI.5.6 Analyze multiple
accounts of the same event
or topic, noting important
similarities and differences
in the point of view they
represent.
Identify who is giving the information/point
of view in the texts/articles.
List the similarities in the points of view of
multiple accounts of the same event or topic
in texts/articles.
List the differences in the points of view of
multiple accounts of the same event or topic
in texts/articles.
Explain how the points of view in two texts
about the same event or topic are similar or
different.
Point of view Fractured Fairytales
PIE Chart
U3L12 All 4
Fifth Grade English Language Arts 2015
7
Reading Standards for Informational Text
Integration of Knowledge and Ideas
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RI.5.7 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.
RI.5.7.1 Locate important information from
several types of resources to answer questions
quickly or to solve a problem proficiently.
Read, Write, Think
Study.com
Point of View: First,
Second & Third Person
3
RI.5.8 Explain how an
author uses reasons and
evidence to support
particular points in a text,
identifying which reasons
and evidence support which
point(s).
Identify the author's purpose (entertain,
persuade, or inform). Show strong feelings?
Identify the important points the author makes
in a text.
State specific examples/details from the text
to justify how the author supports each
important point.
PIE Chart U2L8, U4L18 All 4
RI.5.9 Integrate information
from several texts on the
same topic in order to write
or speak about the subject
knowledgeably.
Use several sources to gather information
about a topic.
Determine which skill from multiple texts on
the same topic will be used to present in
writing or speaking
Florida Center for Research
FCRR.org/Point of View
1-4
Reading Standards for Foundational Skills (RF)
Phonics and Word Recognition
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RF.5.1 (Applies only to Kdg
and 1st grades.)
1. (Not applicable)
Fifth Grade English Language Arts 2015
8
Reading Standards for Foundational Skills (RF)
Phonics and Word Recognition
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RF.5.2 (Applies only to Kdg
and 1st grades.
2. (Not applicable)
RF.5.3 Know and apply
grade-level phonics and
word analysis skills in
decoding words.
RF U2L6, U2L7,
U2L8,U2L10,
U4L16, U4L17,
U4L18, U4L19,
U4L20, U6L26,
U6L27, U6L28,
U6L29
All 4
RF.5.3a Use combined
knowledge of all letter-sound
correspondences,
syllabication patterns, and
Morphology (e.g., roots and
affixes) to read accurately
unfamiliar multisyllabic
words in context and out of
context.
Recall syllabication rules.
Apply syllabication rules to grade-level
words.
Use letter/sound relationships in order to
pronounce words in text or alone.
Identify roots and affixes in multi-syllabic
words.
Use roots and affixes in order to pronounce
words in text or alone.
Determine meanings of words by using
knowledge of affixes.
Syllables
Roots
Affixes
Multi-syllabic
Suffixes
Leveled Novels in
Resource Room
U2L6, U2L7,
U2L8, U2L9,
U2L10, U4L16,
U4L17, U4L18,
U4L19, U4L20,
U6L26, U6L27,
U6L28, U6L29,
U6L30
All 4
Fifth Grade English Language Arts 2015
9
Reading Standards for Foundational Skills (RF)
Fluency
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
RF.5.4 Read with sufficient
accuracy and fluency to
support comprehension.
Leveled Novels in
Resource Room
RF.5.4a Read Grade-level
text with purpose and
understanding
Leveled Novels in
Resource Room
RF.5.4b Read grade-level
prose and poetry orally with
accuracy, appropriate rate,
and expression on successive
readings.
Read 5th grade level prose orally with
accuracy, rate, and expression.
Read 5th grade level poetry orally with
accuracy, rate, and expression.
Accuracy
Rate
Expression
Shel Silverstein Poetry Cold Reads All 4
RF.5.4c Use context to
confirm or self-correct word
recognition and
understanding, rereading as
necessary.
Examine the text context clues to understand
unfamiliar words and their meanings.
Recognize when I need to re-read a text to get
deeper understanding of what the text is
about.
FCRR.org/Close Reading Cold Reads All 4
Fifth Grade English Language Arts 2015
10
Writing (W)
Text Types and Purposes
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
W.5.1 Write opinion pieces
on topics or texts, supporting
a point of view with reasons
and information.
W. U3L15
Benchmark Rubric
p. 24 TE
2-3
W.5.1a Introduce a topic or
text clearly, state an opinion,
and create an organizational
structure in which ideas are
logically grouped to support
the writer’s purpose.
Write a topic sentence or sentences to express
my opinion about particular topics or texts.
Order and group my ideas in a way that can
be easily understood and that supports my
purpose for writing.
Topic sentence brainpop.com
Common Core Writing
Handbook
Same as 5.1 2-3
W.5.1b Provide logically
ordered reasons that are
supported by facts and
details.
Give logical reasons to support for my
opinion.
Use clear reasoning, details, and/or
description to effectively develop the topic or
respond to the prompt.
Develop my opinions in a manner that is
consistently appropriate, on the topic and
geared to a specific purpose or audience.
ReadWriteThink Same as 5.1 All 4
W.5.1c Link opinion and
reasons using words,
phrases, and clauses (e.g.,
consequently, specifically).
Use transitional words to link my writing and
make it flow smoothly.
Include concrete words and phrases and/or
domain-specific vocabulary to effectively
clarify ideas.
Transitional words PPT – Becky – Transition
Words
FCRr.org
Same as 5.1 All 4
W.5.1d Provide a
concluding statement or
section related to the opinion
presented.
Write a conclusion (sum up) supporting my
opinion in a sentence or paragraph.
Demonstrate effective coherence, clarity, and
cohesion and include a strong introduction
and conclusion.
Coherence
Clarity
Cohesion
ReadWriteThink Same as 5.1 All 4
W.5.2 Write
informative/explanatory texts
to examine a topic and
convey ideas and
information clearly.
W. U2L10
TE rubric p. 26
All 4
Fifth Grade English Language Arts 2015
11
Writing (W)
Text Types and Purposes
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
W.5.2a Introduce a topic
clearly, provide a general
observation and focus, and
group related information
logically; include formatting
(e.g., headings), illustrations,
and multimedia when useful
to aiding comprehension.
Develop paragraphs with a topic sentence and
supporting details related to the topic.
Use illustrations, headings, or multimedia to
help my audience understand my writing.
Multimedia PPT Topic Sentence
Common Core Writing
Handbook
Social Studies and Science
research projects
Same as 5.2 All 4
W.5.2b Develop the topic
with facts, definitions,
concrete details, quotations,
or other information and
examples related to the topic.
Develop my informative/explanatory writing
by using clear reasoning and including and
grouping related facts, definitions, concrete
details, quotations, or examples.
Develop my informative/explanatory writing
or address a prompt in a manner that is
consistently appropriate on topic and geared
to a specific purpose or audience.
Informative
Explanatory
PPT Topic Sentence
Common Core Writing
Handbook
Same as 5.2 All 4
W.5.2c Link ideas within
and across categories of
information using words,
phrases, and clauses (e.g., in
contrast, especially).
Use transitional words to link my writing and
make it flow smoothly.
Transitional words PPT Topic Sentence
Common Core Writing
Handbook
Same as 5.2 All 4
W.5.2d Use precise
language and domain-
specific vocabulary to inform
about or explain the topic.
Use concrete words and phrases and content
specific terms (science, math, etc.) to
effectively clarify ideas.
Concrete words PPT Topic Sentence
Common Core Writing
Handbook
Same as 5.2 All 4
W.5.2e Provide a
concluding statement or
section related to the
information or explanation
presented.
Write a conclusion (sum up) supporting my
topic in a sentence or paragraph.
Demonstrate effective coherence, clarity, and
cohesion and include a strong introduction
and conclusion
PPT Topic Sentence
Common Core Writing
Handbook
Same as 5.2 All 4
Fifth Grade English Language Arts 2015
12
Writing
Text Types and Purposes
Standard I Can Statement Vocabulary Supplemental
Resources Assessments
Quarter
Focus
W.5.3 Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
Common Core Writing
Handbook U1L1
U4L20
TE rubric p. 28
All 4
W.5.3a Orient the reader by
establishing a situation and
introducing a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
Brainstorm ideas to determine
characters/narrator and events in a real or
imaginary story.
Order my events in a clear sequence.
Common Core Writing
Handbook Same as 5.3 All 4
W.5.3b Use narrative
techniques, such as dialogue,
description, and pacing, to
develop experiences and
events or show the responses
of characters to situations.
Include dialogue and sensory details in my
narrative to effectively clarify ideas.
Describe how characters react to an event.
Address a prompt and provide effective and
comprehensive development of the narrative
elements in a manner that is consistently
appropriate on topic and geared to a specific
purpose and/or audience.
Dialogue
Sensory details
Comprehensive
Role Play Dialogue
Common Core Writing
Handbook: Dialogue
Same as 5.3 All 4
W.5.3c Use a variety of
transitional words, phrases,
and clauses to manage the
sequence of events.
Use transitional words and clear reasoning to
show the order of my events.
Common Core Writing
Handbook: Short Story Same as 5.3 All 4
W.5.3d Use concrete words
and phrases and sensory
details to convey experiences
and events precisely.
Use concrete words and sensory details in
my narrative to effectively clarify ideas.
Projectable 2.7 & 2.8
Common Core Handbook:
Description
Same as 5.3 All 4
W.5.3e Provide a
conclusion that follows from
the narrated experiences or
events.
Write a strong conclusion for my story.
Demonstrate effective coherence clarity and
cohesion and include a strong introduction
and conclusion.
YouTube videos on writing a
conclusion
ReadWriteThink
Same as 5.3 All 4
Fifth Grade English Language Arts 2015
13
Writing (W)
Production and Distribution of Writing
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
W.5.4 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.)
Establish my purpose for writing and
determine my audience.
Address the prompt and develop mode-
specific writing (opinion piece,
informative/explanatory, or narrative) that
provides effective and comprehensive
development of the topic and/or narrative
elements.
Develop mode-specific writing (opinion
piece, informative/explanatory, or narrative)
that is consistently appropriate on topic and
geared to a specific purpose and/or audience
Develop mode-specific writing (opinion
piece, informative/explanatory, or narrative)
that demonstrates effective coherence, clarity,
and cohesion and includes a strong
introduction and conclusion.
Mode specific Graphic organizers
Common Core Writing
Handbook – Mode Specific
Journey’s Units 1-6
Writing
Assessments
All 4
W.5.5 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 for
conventions should
demonstrate command of
Language standards 1–3 up
to and including grade 5.)
With guidance and support from peers and
adults, make my writing stronger and better
by using and developing each phase of the
writing process.
With guidance and support from peers and
adults, make my writing stronger and better
by writing or revising it in a new way.
I can demonstrate sufficient keyboarding
skills to produce a minimum of two pages in a
single sitting with guidance and support from
adults.
Phases of the writing
process
Peer editing
Standard rubric/symbols
Editing across grade levels
Peer editing
Scaffolding across grade levels
U1L3, U2L6, U2L7,
U2L10, U3L12,
U3L15, U4L17,
U5L22, U5L23,
U6L26, U6L29,
U6L30
Journey’s Grab &
Go
-Additional
resources booklet
-Type2 Learn
-Teacher mad rubric
& Journey’s rubric
for writing
All 4
Fifth Grade English Language Arts 2015
14
W.5.6 With some guidance
and support from adults use
technology, including
internet to produce and
publish writing as well
___________
________________________
Same as 5.5 All 4
Fifth Grade English Language Arts 2015
15
Writing (W)
Research to Build and Present Knowledge
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
W.5.7 Conduct short
research projects that use
several sources to build
knowledge through
investigation of different
aspects of a topic.
Use several sources (internet, articles, books,
videos, etc.) to learn new information about
different parts of a topic.
Create a short research project using several
sources.
Common Core Writing
Handbook
Research report
writing can use
rubric from
Journey’s
All 4
W.5.8 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
Gather information from what I already know
and new sources (texts, media).
Summarize or paraphrase the information I
gathered in notes and writing
Cite a list of sources I used when I gathered
my information
Summarize
Paraphrase
Cite
MLA format
Common Core Writing
Handbook
U3L13, U4L17 All 4
W.5.9 Draw evidence from
literary or informational texts
to support analysis,
reflection, and research.
Draw details or examples from the literature
text to support my conclusions about the
characters, setting, or events from a story or
drama.
Draw details or examples from informational
text to support my conclusions about the
characters, setting, or events from a story or
drama.
Common Core Writing
Handbook
PPT Informational Text
2-4
W.5.9a Apply grade 5
Reading standards to
literature (e.g., “Compare
and contrast two or more
characters, settings, or events
in a story or a drama,
drawing on specific details in
the text [e.g., how characters
interact]”).
Compare/Contrast two or more characters,
settings, or events in a story/drama drawing
on specific details in the text.
Common Core Writing
Handbook
PPT Compare & Contrast
ReadWriteThink
Scholastic Website
U1L13 All 4
Fifth Grade English Language Arts 2015
16
W.5.9b Apply grade 5
Reading standards to
informational texts (e.g.,
“Explain how an author uses
reasons and evidence to
support particular points in a
text, identifying which
reasons and evidence support
which point[s]”).
Use informational text to tell where I gathered
information in my research.
U3L13, U4L17 2-4
Writing (W)
Range of Writing
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
W.5.10 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.
Routinely write for a specific reason and
audience.
Use several writing sessions to research,
reflect, and revise a piece of writing for
various audiences.
Compose short pieces of writing for various
audiences
Various -Think & Write
Literacy Centers to
assess responses to
shorter writing
assignments with
oral/written
responses.
- Grab & Go to
respond to longer
writing assignments.
All 4
Fifth Grade English Language Arts 2015
17
Speaking and Listening (SL)
Comprehension and Collaboration
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
SL.5.1 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.
Journey’s Grab &
Go use listening log
for self-assessment
All 4
SL.5.1a Come to
discussions prepared, having
read or studied required
material/ explicitly draw on
that preparation and other
information known about the
topic to explore ideas under
discussion.
Come to class prepared to add to the daily
discussion on a given topic.
Use behavior log to
assess if students
have come prepared
for class
All 4
SL.5.1b Follow agreed-
upon rules for discussions
and carry out assigned roles.
Perform my role and follow group rules within
my group to add to group discussion.
SL.5.1c Pose and respond
to specific questions by
making comments that
contribute to the discussion
and elaborate on the remarks
of others.
Ask/answer a specific question to add to
group/class discussions.
Discuss questions asked or comments made
during class/group discussions.
-Listening Log
-Weekly Reading
assessments to
determine if students
have listened to the
story that was
assigned
All 4
SL.5.1d Review the key
ideas expressed and draw
conclusions in light of
information and knowledge
gained from the discussions.
Recognize and correct
inappropriate shifts in verb
tense.
Identify and explain important ideas stated.
Use information and knowledge gained from
the discussions to tell what may (will) happen.
Tell how each claim is supported by reasons
and evidence from a speaker.
Fifth Grade English Language Arts 2015
18
SL.5.2 Summarize a written
text read aloud or information
presented in diverse media
and formats, including
visually, quantitatively, and
orally.
Summarize orally or in writing the information
that has been read aloud.
Summarize orally or in writing the information
that has been shown through different types of
media (auditory, visual).
Auditory
Visual
SL.5.3 Summarize the
points a speaker makes and
explain how each claim is
supported by reasons and
evidence.
Listen to a speaker.
Summarize what the speaker said.
Support the speakers’ points by giving reasons
and cited evidence.
Oral Presentation
rubric
1 &3
Speaking and Listening (SL)
Presentation of Knowledge and Ideas
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
SL.5.4 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.
Present a report or an opinion on a topic.
Sequence ideas logically in a report.
Include appropriate facts and descriptive
details that support the main idea or theme in
a report.
Speak clearly at an understandable pace.
Logically
Descriptive
Research based oral
presentation rubric
Oral presentation
rubric
All 4
SL.5.5 Include multimedia
components (e.g., graphics,
sound) and visual displays in
presentations when
appropriate to enhance the
development of main ideas or
themes.
Use visual displays and multimedia to
reinforce the main idea and themes of my
presentations.
Multimedia IPads & recording devices Rubric on visual
presentations
All 4
Fifth Grade English Language Arts 2015
19
SL.5.6 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
on page 28 for specific
expectations.)
Use proper grammar when appropriate when
I speak and/or write.
U1L3, U4L19 1 & 3
Language (LS)
Conventions of Standard English
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
LS.5.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
Use proper grammar when appropriate when
I speak and/or write.
LS.5.1a Explain the
function of conjunctions,
prepositions, and interjections
in general and their function
in particular sentences.
Identify and explain the purpose of chosen
interjections in a specific sentence.
Identify and explain the purpose of a chosen
conjunction in a specific sentence.
Identify and explain the purpose of chosen
prepositions in a specific sentence.
Interjection
Conjunction
Preposition
U1L3, U2L8, U2L9,
U2L10, U4L18
2 &3
LS.5.1b Form and use the
perfect (e.g., I had walked; I
have walked; I will have
walked) verb tenses.
Identify and create the perfect tense of a
verb.
Perfect tense
LS.5.1c Use verb tense to
convey various times,
sequences, states, and
conditions.
Use simple, progressive, and perfect tense
verbs in a sentence.
Simple
Progressive
Perfect
U2L6 1-2
LS.5.1d Recognize and
correct inappropriate shifts in
verb tense.*
Identify and correct mistakes in verb tense.
LS.5.1e Use correlative
conjunctions (e.g., either/or,
neither/nor).
Identify and use the correlative conjunctions
correctly in a sentence and in speech.
Correlative conjunctions U2L9, U2L10,
U4L16
2-3
Fifth Grade English Language Arts 2015
20
Language (LS)
Conventions of Standard English
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
LS.5.2 Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
LS.5.2a Use punctuation to
separate items in a series.
Use commas to separate items in a series. U4L20, U6L28,
U6L29, U6L30
Q,3, 4
LS.5.2b Use a comma to
separate an introductory
element from the rest of the
sentence.
Identify prepositional phrases.
Use a comma after a prepositional phrase at
the beginning of a sentence.
Identify subordinate/dependent clauses.
Use a comma after a subordinate/dependent
clause at the beginning of a complex
sentence.
Prepositional phrases
Subordinate clause
Dependent clause
Complex sentences
U4L20, U6L28 Q3-4
LS.5.2c Use a comma to set
off the words yes and no
(e.g., Yes, thank you), to set
off a tag question from the
rest of the sentence (e.g., It’s
true, isn’t it?), and to indicate
direct address (e.g., Is that
you, Steve?).
Use a comma to set off the words “yes” and
“no” in a sentence.
Identify a tag question.
Use a comma to set off a tag question from
the rest of the sentence.
Identify the direct object in a sentence.
Use a comma to set off words in a direct
object.
Tag question U3L14 2-3
LS.5.2d Use underlining,
quotation marks, or italics to
indicate titles of works.
Identify and use underlining (handwriting)
italics (typed) to punctuate titles (books,
movies, magazines, newspapers and plays).
Identify and use quotation marks to
punctuate titles (chapters, articles, poems,
short stories and songs).
Italics Q2
Fifth Grade English Language Arts 2015
21
LS.5.2e Spell grade-
appropriate words correctly,
consulting references as
needed.
Spell words at my grade level and use a
dictionary when needed to look up unknown
words.
U1L1, U1L3, U2L6,
U2L8, U2L10,
U4L16, U4L19,
U5L25, U6L27,
U6L29, U6L30
All 4
Language (LS)
Knowledge of Language
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
LS.5.3 Use knowledge of
language and its conventions
when writing, speaking,
reading, or listening.
LS.5.3a Expand, combine,
and reduce sentences for
meaning, reader/listener
interest, and style.
Use my vocabulary to engage my audience.
Use my sentence types to engage my
audience (simple, compound and complex).
Decide if the text or speaker used the correct
sentence type and vocabulary for the
audience.
U1L3, U2L7,U2L10 1-2
LS.5.3b Compare and
contrast the varieties of
English (e.g., dialects,
registers) used in stories,
dramas, or poems.
Identify types of dialects.
Compare and contrast types of dialects.
Identify different dialects in text.
Compare and contrast dialects in text.
Registers
Dialects
U1L3, U4L19 1-3
Fifth Grade English Language Arts 2015
22
Language (LS)
Vocabulary Acquisition and Use
Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter
Focus
LS.5.4 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.
LS.5.4a Use context (e.g.,
cause/effect relationships and
comparisons in text) as a clue
to the meaning of a word or
phrase.
Identify the structure of the text to determine
the meaning of unknown and multiple
meaning words or phrases.
U1L1, U1L3,
U2L10, U5L21,
U5L24, U6L26,
U6L27
1,2 &4
LS.5.4b Use common,
grade-appropriate Greek and
Latin affixes and roots as
clues to the meaning of a
word (e.g., photograph,
photosynthesis).
Determine and explain the meaning of words
by using Greek and Latin prefixes and
suffixes.
Learn the meaning of grade appropriate
Greek and Latin affixes
‘
Learn the meaning of grade appropriate
Greek and Latin roots. ‘
Determine and explain the meaning of words
by using Greek and Latin roots.
Prefixes
Suffixes
Affixes
Roots
Greek and Latin
U1L2, U1L4, U1L5,
U2L8, U2L9,
U3L14,U3L15,
U4L16, U4L19,
U6L27, U6L29,
U6L30
All 4
LS.5.4c 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.
Locate and determine the pronunciation and
exact meanings of important words using
online and printed dictionaries, glossaries,
and thesauruses.
Ipads U3L11,U3L13,
U4L17
2,3, & 4
LS.5.5 Demonstrate
understanding of figurative
language, word relationships,
and nuances in word
meanings.
Commented [A1]:
Commented [A2]:
Fifth Grade English Language Arts 2015
23
LS.5.5a. Interpret figurative
language, including similes
and metaphors, in context.
Explain the meaning of figurative language.
Identify figurative language e.g. similes,
metaphors, personification, and hyperbole.
Figurative language U4L17 Q1, Q2,
Q3
LS.5.5b. Recognize and
explain the meaning of
common idioms, adages, and
proverbs.
Identify idioms, adages, and proverbs.
Explain the meaning of idioms, adages, and
proverbs
Idioms
Adages
Proverbs
U1L3,
U2L7,U3L12,U4L20
,U5L23, U6L28
All 4
LS.5.5c. Use the relationship
between particular words
(e.g., synonyms, antonyms,
homographs) to better
understand each of the words.
Explain the relationship between a given
word and its synonyms, antonyms, and
homograph.
Replace a word with its synonym, antonym,
and homograph.
Synonyms
Antonyms
Homograph
U2L6, U4L18,
U5L25
All 4
Language (LS)
Vocabulary Acquisition and Use
LS.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, although,
nevertheless, similarly,
moreover, in addition).
Use 5th
grade academic vocabulary words
that will make sense in my writing.
Use 5th
grade domain specific (related to
Science/Social Studies etc.) words that will
make sense in my writing.
Use words in my writing that show
relationships and help my writing flow (e.g.
however, although, nevertheless, similarly,
moreover, in addition).
Academic U2L6, U2L8, U2L9,
U2L10, U4L16,
U4L17, U4L18,
U4L19, U6L26,
U6L28, U6L29