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Fifth Grade ELAFirst Quarter

Criteria / Performance Indicators 1 2 3 4

Reading LiteraryELAGSE.5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Asking and Answering Questions, Inferring, Making Connections)Prerequisites:refer to explicit details from the text to explain their inferences or conclusionsKnow:

a quote is a word, phrase, sentence, or paragraph taken directly from the text

explicit information is stated directly in the text an inference is implied in the text through clues,

but is not explicitly stated in the textDo:

summarize what the text says, citing evidence from the text and incorporating a relevant quote

draw inferences from a text, citing evidence from the text and incorporating a relevant quote

justify their choice of quote and how it supports their explanation of the text

ELAGSE.5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (Summarizing, Synthesis)Prerequisites:

determine the theme/themes of the text using details from the text to support their thinking

write a summary using details from the textKnow:

theme is the central idea or underlying message of the text theme of a story is woven all the way through a story, drama, or poem

Troup County Schools 2016-17Teacher Checklist - First QuarterGeorgia Standards of Excellence

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characters actions, interactions, and motivations all reflect the theme

theme is usually not stated directly in the text, but must be inferred from details in the text

a character's response to challenges (actions/reactions) supports the overall theme of a story, drama, or poem how a speaker addresses a particular subject contributes to the theme

stories, dramas, and poems may or may not have more than one theme or central idea

a summary contains only the most important details from the text

Do: determine the theme/themes of the text using

details from the text to support their thinking analyze how a character's response to challenges in

a text impacts the theme of a story, drama, or poem analyze how a speaker's reflection upon a topic

impacts the theme write a summary using details from the textELAGSE.5.RL.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).Prerequisites: describe a character, drawing on specific details in the text regarding

character's thoughts, words, actions, decisions, physical attributes, or interactions with others

describe a setting, drawing on specific details in the text regarding the time and place

describe an event, drawing on specific details in the text regarding the action and sequence of the story

Know: compare means to identify similarities between two

or more ideas contrast means to identify differences between two

or more ideas


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characters can be compared and contrasted based on their thoughts, words, actions, decisions, physical attributes, and interactions with others

settings can be compared and contrasted based on the time and place

events can be compared and contrasted based on the characters, action, and impact on other events in the sequence of a story or drama

Do: compare and contrast two or more characters in a

story or drama, drawing on specific details in the text regarding the character's thoughts, words, actions, decisions, physical attributes, or interactions with others

compare and contrast two or more settings in a story or drama, drawing on specific details in the text regarding the time or place

compare and contrast two or more events in a story or drama, drawing on specific details in the text regarding the characters, action, or impact on other events in the sequence of a story or drama

ELAGSE.5RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Prerequisites: determine the meaning of words and phrases as they are used in a text use context clues to determine the meaning of words and phrases as they

are used in a text use prior knowledge, including knowledge of significant characters found in

mythology, to determine the meaning of words and phrases as they are used in a text.

Know: figurative language is words or phrases in which the

meaning is not the literal meaning of the words, but a different meaning implied by them metaphors and similes are examples of figurative language

metaphors are comparisons of two things that are


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different in most ways but alike in one important way without using "like" or "as" (e.g., time is a thief)

similes are comparisons of two things that are different in most ways but alike in one important way using the words "like," or "as" (e.g., as brave as a lion)

Do: determine the meaning of words and phrases as

they are used in text by using reading strategies such as context clues

identify examples of figurative language in text and determine what they mean

distinguish between literal meaning and figurative meaning in text

ELAGSE.5.RL.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.Prerequisites:

describe how poems, drama and prose are arranged differently to illustrate events and ideas to create dramatic effect

describe how structural elements of poems, drama, and prose enhance the reader's experience of events and ideas portrayed in a text

analyze the components of a text to determine its structure

Know: text is divided into structural components (e.g.

stories into chapters, dramas into scenes, poems into stanzas) which express ideas and events

Do: explain how the components of poems, drama and

prose play a role in the overall structure of a text describe the effect created by an author's use of a

particular structure

ELAGSE.5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are describedPrerequisites:


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identify the point of view from which a story is being told compare and contrast stories that use the same point of view compare and contrast stories that use different points of view find similarities and differences in narration between a story written in

first person and a story written in third personKnow: the narrator/speaker in a story tells events from his

or her point of view events may be described differently depending on

the point of view from which a story is being told a narrator or speaker can influence how events are

described based on their feelings about the eventsDo: describe the narrator's or speaker's point of view identify details from the text which illustrate how the

narrator's/speaker's point of view influences how events are described

explain how events may be described differently using another point of view

ELAGSE.5.RL.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. Read between the Lexile ranges of 740-1010

Demonstrate understanding of the text they read by answering higher order questions

Independently choose to read various genres.


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Reading InformationalELAGSE5RI.1 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Pre-requisite:

identify details from the informational text that support the main idea explain how details from the text support the main idea select and use key details to summarize the text

Know: main idea of a text is the central thought or the

point the author is making about a topic main idea of a text is often explicitly stated in

informational text key details in a text help determine the main idea informational text may contain more than one

main idea a summary contains only the most important

details from the textDo:

determine if the text has two or more main ideas determine if the text has two or more main ideas identify all the main ideas or points the author is

making identify key details from the text that were used

to support each of the identified main ideas identify details and the main idea from the text

and use them to provide a written or oral summary of the text

ELAGSE5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Pre-requisite:

identify details from the informational text that support the main idea explain how details from the text support the main idea select and use key details to summarize the text

Know:


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main idea of a text is the central thought or the point the author is making about a topic

main idea of a text is often explicitly stated in informational text

key details in a text help determine the main idea informational text may contain more than one

main idea a summary contains only the most important

details from the textDo:

determine if the text has two or more main ideas determine if the text has two or more main ideas identify all the main ideas or points the author is

making identify key details from the text that were used

to support each of the identified main ideas identify details and the main idea from the text

and use them to provide a written or oral summary of the text

ELAGSE5.RI.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.Pre-requisite:

use specific information to explain procedures, events, ideas, or conceptsKnow:

relationships and interactions between individuals, events, ideas, and concepts in different kinds of texts

Do: explain relationships and interactions between

individuals, events, ideas, and concepts in different kinds of texts


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ELAGSE5.RI.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.Pre-requisite:

determine the meaning of words using strategies and tools such as context clues, affixes and roots, dictionaries, thesaurus, and glossaries

Know: cause and effect relationships and comparisons in

text are types of context clues the meaning of unfamiliar words may be signaled

by cause and effect relationships between ideas key words in a text may provide clues as to the

meaning of an unknown wordDo:

use cause and effect relationships to determine the meaning of an unknown word

use comparisons in a text to determine the meaning of an unknown word

use common Greek and Latin affixes and roots to determine the meaning of an unknown word

use a glossary, dictionary, or thesaurus to determine the meaning of unknown words

ELAGSE.5.RI.5 Compare and contrast the overall structure (eg, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.Pre-requisite:

determine the overall text structure by using signal or sequence words and determining how events or ideas relate to one another

evaluate how the text structure connects the events, ideas, concepts and information presented in the text

determine why an author chose a text structure describe the order of events in a chronologically organized text describe the cause and explain why it led to a specific effect describe the problem and possible solution(s) to the problem from a text


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Know: that chronology, comparison, cause/effect,

problem/solution and description are examples of text structure formats

common signal words and transition words which indicate text structures (e.g., chronology, comparison, cause/effect, problem/solution, description)

text structure contributes to the development of events, ideas, concepts, and information within a text

how to identify signal words in an informational text

Do: identify the overall structure of two or more texts describe the similarities and differences in the

development of events, ideas, concepts, and information in two or more texts

Reading FoundationalELAGSE.5.RF3 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 multi-syllabic words in context and out of contextPrior Learning (CCGPS): Taught in fourth grade.

Use letter-sound correspondence to read multi-syllabic words

ELAGSE.5.RF.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. (Self- Monitoring)Prior Learning (CCGPS) Students are expected to read a grade level- appropriate book at a rate of 120 words per minute when they leave fourth grade. Students should maintain that rate on more complex text in fifth grade as well.

Self-monitor for understanding Self-correct when subsequent reading indicates

an earlier misreadingTroup County Schools 2016-17

Teacher Checklist - First QuarterGeorgia Standards of Excellence

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Ask questions of self while reading to monitor for understanding


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Speaking and ListeningELAGSE.5.SL.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.Prior Learning (CCGPS) Taught in fourth grade.

Research topic to be discussed Give reasons in support of opinions expressed Volunteer contributions and respond when

directly solicited Clarify, illustrate, or expand on a response when

asked to do so; ask classmates for similar expansions

b. Follow agreed-upon rules for discussions and carry out assigned rolesPrior Learning (CCGPS) Taught in fourth grade.

Identify and define rules for participants in discussions:

o Gaining the flooro Listening to others respectfullyo Speaking one at a time

Initiate new topics in addition to responding to adult-initiated topics

Respond appropriately to comments and questions

Review key ideas expressed during a discussion

LanguageELAGSE.5.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences

Prerequisites: use common, proper, possessive, collective, and plural nouns use subject verb agreement use pronoun antecedent agreement use relative pronouns


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use verb tense correctly use adjectives (comparative and superlative) order adjectives use conjunctions (coordinating and subordinating) use determiners use prepositions and prepositional phrases produce, expand, rearrange, and correct mistakes in all types of

sentences leave spaces between words use relative adverbs use subordinating and coordinating conjunctions write legibly in print and cursive use modal auxiliaries correctly use frequently confused words

Know: a conjunction is a word that joins words, phrases, clauses, and sentences

(e.g., and, but, or) a preposition is a word that combines with a noun or pronoun to form a

phrase that acts as an adverb, adjective, or noun (e.g., by, under, down) an interjection is a word that expresses sudden or strong feeling and is

typically followed by an exclamation point (eg, Oh!, Wow!, OuchDo: correctly use conjunctions, prepositions, and interjections in their writing

b Form and use the perfect (eg, I had walked; I have walked; I will have walked) verb tenses

Know: the three perfect verb tenses: past perfect, present perfect, future

perfect that using a present perfect verb tense shows an action that was

recently finished (eg, have played) that using a past perfect verb tense shows an action that happened in

the past (eg, had played) that using a future perfect verb tense shows an action that will happen in

the future (eg, will have played) that perfect tenses are formed by using the helping verbs had, has,

have, shall or will

Do: use correct verb tense in their writing

correct mistakes in verb tense


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c. Use verb tense to convey various times, sequences, states, and conditionsKnow:

that verbs need to agree in form, tense, and number the difference between action and linking verbs (eg, forms of to be) the difference between linking and auxiliary (helping) verbs

Do: identify the verb tense used in a sentence shows the time of an action or

a condition (eg, I travel I traveled I will travel) use correct verb tense to convey periods of time (past, present, or future) use verbs that agree in form, tense, and number when two or more verbs

relate to the same noun (eg, On our vacation, we camped, fished, and hiked)

use linking verbs to convey states and conditions of nouns (eg, I am sick) use correct verb tense in their writing correct mistakes in verb tense

d Recognize and correct inappropriate shifts in verb tense* Know:

the verb tense should remain consistent unless there is a shift in time frame

Do: determine the verb tense used in writing and speaking (eg, past, present,

future) analyze a piece of writing or a speech to determine inappropriate shifts in

verb tense (eg, shifting arbitrarily between past and present tense) adjust verb tense to remain consistent throughout oral and written pieces

e Use correlative conjunctions (eg, either/or, neither/nor) Know:

the purpose of conjunctions is to link words, phrases, or clauses that correlative conjunctions are paired: both/and, not only/but also,

not/but, either/or, neither/nor, whether/or, as/as that the grammatical form that follows each of the correlative

conjunctions should be the sameDo:

identify correlative conjunctions demonstrating the same grammatical construction (length or form) within a sentence (eg, The new teachers are not only intelligent but also friendly--two phrases are linked Both my brother and my sister were late for the performance--subjects are linked)

identify and use correlative conjunctions to connect words and phrases Troup County Schools 2016-17


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that carry equal weight in a sentence demonstrate an understanding of parallel construction by using

correlative conjunctions effectively to link correlating elements of a sentence

ELAGSE.5.L.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 Prerequisite:

use correct capitalization uses ending punctuation use commas before coordinating conjunctions is compound

sentences use commas and quotation marks in dialogue form and use possessives use conventional spelling patterns for common words and for

adding affixes to base words consult reference materials for uncommon words

Know: to use knowledge of high frequency words to correctly spell grade-

appropriate words to use knowledge of word structure to correctly spell grade-appropriate

words to use knowledge of the spelling/sound system of the English language to

correctly spell grade-appropriate words to consult references (eg, dictionaries, spell-check) as needed to check

and correct any misspelled words

Do: use knowledge of high frequency words to correctly spell grade-

appropriate words use knowledge of word structure to correctly spell grade-appropriate

words use knowledge of the spelling/sound system of the English language to

correctly spell grade-appropriate words consult references (eg, dictionaries, spell-check) as needed to check and

correct any misspelled wordsELAGSE.5.L.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.Pre-requisites:


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explain the meanings of similes and metaphors in context explain the meaning of idioms adages and proverbs use antonyms and synonyms to explain word meanings

Know: that figurative language is descriptive language

that is nonliteral that figurative language can be used in speech or

writing to achieve a special effect or meaning identify type(s) of figurative language used in

speech and writing and utilize context clues to understand their meaning in the text

that figurative language includes similes and metaphors

Do: explain the meaning of similes and metaphors in

contextELAGSE5L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).Pre-requisites:use words and phrases common to fourth gradeKnow:

how to acquire and use accurately grade-appropriate general academic words and phrases (common to written texts/Tier II words and phrases)

how to acquire and use accurately grade-appropriate domain specific words and phrases (specific to a particular field of study/Tier III words and phrases)

how to acquire and use accurately grade-appropriate general academic and domain-specific words and phrases that signal contrast (eg, however, although, nevertheless)

how to use accurately grade-appropriate general academic and domain-specific words and phrases that signal addition (eg, moreover, in addition, additionally)

how to use accurately grade-appropriate general academic and domain-specific words and phrases that signal other logical relationships (sequential, spatial, cause and effect, comparison and contrast, order of degree)

Do: acquire and use accurately grade-appropriate general academic words

and phrases (common to written texts/Tier II words and phrases) acquire and use accurately grade-appropriate domain specific words and


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phrases (specific to a particular field of study/Tier III words and phrases) acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases that signal contrast (eg, however, although, nevertheless)

use accurately grade-appropriate general academic and domain-specific words and phrases that signal addition (eg, moreover, in addition, additionally)

use accurately grade-appropriate general academic and domain-specific words and phrases that signal other logical relationships (sequential, spatial, cause and effect, comparison and contrast, order of degree)

WritingELAGSE.5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Pre-requisite:

gather information to support a logical argument on a topic or a text. determine relevant reasons and information to support a point of view

Know: a written opinion piece expresses a point of view supported by reasons

and information. reasons are logical arguments drawn from facts that support the author's

opinion. authors write opinion pieces to present a specific point of view and show

why that point of view is valid. there are opposing views to any argument.

Do: determine relevant reasons and information to support their point of

view. group reasons and information together in a logical way. identify possible opposing point of views to their arguments.

a. 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.Know:

the introduction clearly states an opinion and the writer's position on a topic or text

the purpose of an opinion piece is to change the reader's point of view, to bring about some action on the reader's part, or express the writer's interpretation of a topic

that the structure of an opinion piece affects the strength of the opinion


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and purpose.

Do: form an opinion on a topic or text develop an introduction that clearly states the topic and an opinion about

the topic apply techniques for introducing a topic (e g, declarative sentence,

question, example) determine how to logically group ideas, information, and reasons

that support their opinion

b. Provide logically ordered reasons that are supported by facts and details.

Know: opinions are supported by reasons a reason is a statement that explains a belief, action, or point of view that reasons should be grouped and ordered in a logical way how to support their reasons with relevant facts and details

Do: sequence their reasons to create an organizational structure that

progresses their ideas determine if the reasons for their opinions are logical support their reasons with relevant facts and details determine which information is important and supportive

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Know: linking words show relationships between opinions and supporting

reasons (e.g., consequently, specifically). linking phrases show relationships between opinions and supporting

reasons (e.g., another point, in addition, such as) linking clauses show relationships between opinions and supporting

reasons (e.g., Although most people believe in uniforms, since the law was changed).

Do: determine which word, phrase, or clause will best link their opinions and

reasons.

d. Provide a concluding statement or section related to the opinion Troup County Schools 2016-17


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presented. Know:

a concluding statement or section can serve different purposes (e.g., propose a solution, a call for action, challenge thinking).

Do: determine what purpose the concluding statement will serve

(e.g., propose a solution, call for action, challenge thinking). edit the concluding statement to determine the most effective purpose it

will serve.

ELAGSE.5.W.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Pre-requisite: determine an effective form for their narrative based on their audience

and purpose. develop one or more characters in a narrative through the sequence of

events. sequence narrative events in a logical order. demonstrate a writer's interaction with the audience in his/her writing. determine which effective techniques to use to enhance the narrative

(e.g., manipulating time to create suspense, interior monologues).Know:

narrative techniques include dialogue, description, and pacing. dialogue is conversation between characters or monologue. monologue is conversation with one's self. description is used to add details and interest. pacing is the rate at which the story develops. a character's response is guided by their personality and story events.

Do: determine if a narrative technique should be used in their writing (e.g.,

dialogue, description, pacing). determine how a narrative technique will impact their story. determine how a character should respond to a situation.

d. Use concrete words and phrases and sensory details to convey Troup County Schools 2016-17


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experiences and events precisely. Know:

abstract words are concepts or ideas (e.g., love, suGSEess, freedom, good).

imagery evokes an idea, thought, or feeling through the use of concrete words and sensory details.

Do: determine which type of sensory language is appropriate for the given

context.

ELAGSE5.W.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 on pages 28 and 29.) Pre-requisite:With guidance and support from peers and adults:

decide how to edit their paper to correct sentence structure. determine how to improve sentence complexity within a piece of writing. decide how to revise their writing to make it clear, informative,

descriptive, or convincing. analyze the suggestions given and decide how to revise or edit based on

those suggestions.

Know:With guidance and support from peers and adults:

trying a new approach involves changing their interpretation of the task with a unique, original style or different point of view.

that a new approach can change the structure, task, purpose or organization of a piece of writing.

Do:With guidance and support from peers and adults:

decide how to adapt a piece of writing to reflect a new approach or interpretation of a task or topic.

evaluate how the new approach changes the structure, task, purpose or organization of a piece of writing.

ELAGSE.5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase


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information in notes and finished work, and provide a list of sources. Pre-requisite:

determine which sources to use for research (e.g., past experiences, print sources, digital sources).

determine if information is relevant to a topic. sort and categorize information. summarize or paraphrase information.


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Know: how to locate and gather relevant information from print and digital

sources. that print is a source written in text format (e.g., book, journal,

article) and digital sources are a form of technology (e.g., webpage, podcast, video and photo).

that locating and gathering relevant information is research. that research can be formatted into notes in order to summarize and

paraphrase. paraphrasing is restating the source's meaning in your own words. that their own experiences can be relevant information for research. how to properly cite a list of sources. how to properly incorporate paraphrasing and quotes into a research

project.

Do: determine what information is relevant when researching a topic. determine what information from their experiences is relevant to the

topic. summarize or paraphrase information to support their own ideas or

opinions on a research topic.

ELAGSE.5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. 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]").

b. 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]").

Pre-requisite: determine the task, purpose, and audience. determine the text structure.


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determine which information from the text can be used as evidence. determine what evidence is relevant. determine how to compile evidence from the text. determine if a single text provides sufficient evidence or if additional

information is needed.

Know: story elements include characters, setting, and plot. genre is writing that has a particular form, content, or technique. that authors reveal the theme of a story by emphasizing a recurrent

message through the characters and events in a story.

Do: identify the theme of a story. identify the character's actions and events that are emphasized by an

author to reveal the theme or topic of a story. evaluate the similarities and differences (of themes and topics) to

determine what approach the author or characters took. compare the approaches taken by the authors in relation to themes and

topics within the comparable texts. contrast the approaches taken by the authors in relation to themes and

topics within the comparable texts. compare and contrast an author's approach to themes and topics to find

similarities and differences with the same genre.


unit: - homesteadcommoncore2012.homestead.com/grade_level_files/fift… · web viewa quote is a...

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