8 weeks of writing is provided for this quarter. Teachers may make
decisions about extending one of the units for the 9 weeks depending
on the needs of their students.
Establishing a Writers’ Workshop (2 weeks)
Big Ideas of Unit:
· Pre write for narrative writing
· Spend time with exemplar texts dissecting their writing and comparing the exemplars while creating a rubric
· Small moments and developing characters through dialogue
Personal Narrative to Memoir Unit of Study (6 weeks) (Expanding Narrative Writing: Poetry and Memoirs - Moved from 4th Quarter)
W5.3a - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W5.3 b - Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W5.3c - Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W5.3d - Use concrete words and phrases and sensory details to convey experiences and events precisely.
W5.3e - Provide a conclusion that follows from the narrated experiences or events.
W5.5 - 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 1nd 29.)
L5.1 – 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.
c. Use verb tense to convey various times, sequences, states, and conditions.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
L5.2a - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.
L5.4b - 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. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L5.5c - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1– 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.
b. Follow agreed upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.6 – Acquire and use accurately grade-appropriate conversational, 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).
Quarter 2
Writing: What Makes you Say That?
Persuasive Writing (9 weeks) (Moved from Quarter 1)
W5.1a – Write opinion pieces on topics or texts, supporting a point of view with
reasons and information. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which ideas are logically grouped to
support the author’s purpose.
W5.1b – Provide logically ordered reasons that are supported by facts and
details.
W5.1c – Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
W5.1d – Provide a concluding statement or section related to the opinion
presented.
W5.4 - 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)
W5.9a – Draw evidence from literary or informational texts to support analysis,
reflections, and research. 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]”).
W5.9b – Apply grad 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]”).
W5.10 - Write routinely over extended time frames (time for research,
reflections, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
L5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
L5.4– 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.
c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Quarter 3
WRITING: I AM A BELIEVER!
Writing a Fantasy (3 – 4 weeks)
W5.3a - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W5.3 b - Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W5.3c - Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W5.3d - Use concrete words and phrases and sensory details to convey experiences and events precisely.
W5.3e - Provide a conclusion that follows from the narrated experiences or events.
W5.4 - 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)
L5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
d Recognize and correct inappropriate shifts in verb tense.
L5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you) to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
L5.5b – Recognize and explain the meaning of common idioms, adages, and proverbs.
Interpretive Writing (4 weeks)
W5.1a – Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the author’s purpose.
W5.1b – Provide logically ordered reasons that are supported by facts and details.
W5.1c – Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W5.1d – Provide a concluding statement or section related to the opinion presented.
W5.4 - 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)
L5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
d. Recognize and correct inappropriate shifts in verb tense.
L5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you) to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
The standards below may be observed and assessed within any content area throughout the day.
SL5.1c - 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. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.1d - 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. Preview the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L5.3b - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L5.4 – 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.
b. Use common, grad-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Quarter 4
Writing: Be the Change
8 weeks of writing is provided for this quarter to accommodate the EOG
Testing schedule. Students could have writing choice during Writers’
Workshop.
Research Projects (8-9 weeks) (includes Informational and Analytical Writing)
W5.2a - Write informative/ explanatory texts to examine a topic and convey
ideas and information clearly. Introduce a topic clearly, provide a general
observation and focus, and group related information logically; include
formatting (e.g., headings), illustrations, multimedia when useful to aiding
comprehension.
W5.2b - Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
W5.2c - Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
W5.2d - Use precise language and domain-specific vocabulary to inform about
or explain the topic.
W5.2e - Provide a concluding statement or section related to the information or
explanation presented.
W5.6 - With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of
two pages in a single sitting.
W5.7 – Conduct research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
W5.8 – 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.
W5.9b - Draw evidence from literary or informational texts to support analysis,
reflections, and research. 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]”).
W5.10 - Write routinely over extended time frames (time for research,
reflections, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
L5.2 - Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
The standards below may be observed and assessed within any content area throughout the day.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL5.3 – Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
L5.3a - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L5.5c – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L5.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., although, nevertheless, similarly, moreover, in addition).
decisions about extending one of the units for the 9 weeks depending
on the needs of their students.
Establishing a Writers’ Workshop (2 weeks)
Big Ideas of Unit:
· Pre write for narrative writing
· Spend time with exemplar texts dissecting their writing and comparing the exemplars while creating a rubric
· Small moments and developing characters through dialogue
Personal Narrative to Memoir Unit of Study (6 weeks) (Expanding Narrative Writing: Poetry and Memoirs - Moved from 4th Quarter)
W5.3a - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W5.3 b - Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W5.3c - Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W5.3d - Use concrete words and phrases and sensory details to convey experiences and events precisely.
W5.3e - Provide a conclusion that follows from the narrated experiences or events.
W5.5 - 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 1nd 29.)
L5.1 – 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.
c. Use verb tense to convey various times, sequences, states, and conditions.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
L5.2a - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.
L5.4b - 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. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L5.5c - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1– 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.
b. Follow agreed upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.6 – Acquire and use accurately grade-appropriate conversational, 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).
Quarter 2
Writing: What Makes you Say That?
Persuasive Writing (9 weeks) (Moved from Quarter 1)
W5.1a – Write opinion pieces on topics or texts, supporting a point of view with
reasons and information. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which ideas are logically grouped to
support the author’s purpose.
W5.1b – Provide logically ordered reasons that are supported by facts and
details.
W5.1c – Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
W5.1d – Provide a concluding statement or section related to the opinion
presented.
W5.4 - 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)
W5.9a – Draw evidence from literary or informational texts to support analysis,
reflections, and research. 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]”).
W5.9b – Apply grad 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]”).
W5.10 - Write routinely over extended time frames (time for research,
reflections, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
L5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
The standards below may be observed and assessed within any content area throughout the day.
SL5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
L5.4– 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.
c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Quarter 3
WRITING: I AM A BELIEVER!
Writing a Fantasy (3 – 4 weeks)
W5.3a - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W5.3 b - Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W5.3c - Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W5.3d - Use concrete words and phrases and sensory details to convey experiences and events precisely.
W5.3e - Provide a conclusion that follows from the narrated experiences or events.
W5.4 - 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)
L5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
d Recognize and correct inappropriate shifts in verb tense.
L5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you) to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
L5.5b – Recognize and explain the meaning of common idioms, adages, and proverbs.
Interpretive Writing (4 weeks)
W5.1a – Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the author’s purpose.
W5.1b – Provide logically ordered reasons that are supported by facts and details.
W5.1c – Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W5.1d – Provide a concluding statement or section related to the opinion presented.
W5.4 - 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)
L5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
d. Recognize and correct inappropriate shifts in verb tense.
L5.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you) to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
The standards below may be observed and assessed within any content area throughout the day.
SL5.1c - 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. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL5.1d - 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. Preview the key ideas expressed and draw conclusions in light of information and knowledge gained and discussed.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
L5.3b - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L5.4 – 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.
b. Use common, grad-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Quarter 4
Writing: Be the Change
8 weeks of writing is provided for this quarter to accommodate the EOG
Testing schedule. Students could have writing choice during Writers’
Workshop.
Research Projects (8-9 weeks) (includes Informational and Analytical Writing)
W5.2a - Write informative/ explanatory texts to examine a topic and convey
ideas and information clearly. Introduce a topic clearly, provide a general
observation and focus, and group related information logically; include
formatting (e.g., headings), illustrations, multimedia when useful to aiding
comprehension.
W5.2b - Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
W5.2c - Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
W5.2d - Use precise language and domain-specific vocabulary to inform about
or explain the topic.
W5.2e - Provide a concluding statement or section related to the information or
explanation presented.
W5.6 - With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of
two pages in a single sitting.
W5.7 – Conduct research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
W5.8 – 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.
W5.9b - Draw evidence from literary or informational texts to support analysis,
reflections, and research. 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]”).
W5.10 - Write routinely over extended time frames (time for research,
reflections, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
L5.2 - Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
The standards below may be observed and assessed within any content area throughout the day.
SL5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL5.3 – Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL5.4 – 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 theme, speak clearly at an understandable pace.
SL5.5 – Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
L5.3a - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L5.5c – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L5.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., although, nevertheless, similarly, moreover, in addition).