Fifth grade English Language Arts. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. See related worksheets , workbooks , lesson plans. 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. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text e. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
See related worksheets , workbooks , exercises , lesson plans. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. See related worksheets , lesson plans. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text e.
Compare and contrast stories in the same genre e. 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. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Compare and contrast the overall structure e. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 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.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point s. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology e. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Provide logically ordered reasons that are supported by facts and details. Link opinion and reasons using words, phrases, and clauses e. Provide a concluding statement or section related to the opinion presented. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting e.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses e. Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Standards in this strand:
Use a variety of transitional words, phrases, and clauses to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 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.
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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.
English Language Arts Standards » Reading: Literature » Grade 8
Apply grade 5 Reading standards to literature e. Apply grade 5 Reading standards to informational texts e. 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.
- Analyzing the Purpose and Meaning of Political Cartoons;
- Common Core Writing Standards.
- Reading: Informational Text.
- Anchor Standards.
- Rastafarianismus in Senegambia (German Edition).
- Note on range and content of student reading.
See related worksheets. New York : Palgrave Macmillan.
- Analyzing Texts With Storyboard 10th Grade ELA Lesson?
- Lessons in Life: Travelling through the Colours of the Rainbow;
- An Experience of Spirit: Spirituality and Storytelling?
Google Scholar Crossref. Beach, R. Manuscript submitted for publication.
Google Scholar. Beck, M. Applied Measurement in Education, 20 1 , — Bloome, D. Discourse analysis and the study of classroom language and literacy events: A microethnographic perspective. Mahwah, NJ : Lawrence Erlbaum. Common Core State Standards Initiative. Common Core State Standards for English language arts. Darling-Hammond, L. New York : Teachers College Press. Davidson, C. The future of thinking: Learning institutions in a digital age. Fanetti, S.
Closing the gap between high school writing instruction and college writing expectations. English Journal, 99 4 , 77 — Gee, J.http://alexacmobil.com/components/cipujav/gixek-localizzare-un.php
UDL and Common Core Reading - Novak Educational Consulting
A situated-sociocultural approach to literacy and technology. In Baker, E. New York : Guilford.
- Smoothie Recipes for All Occasions!.
- DRUNKS AND THEIR SHRINKS PISS ME OFF!
- Analyzing the Purpose and Meaning of Political Cartoons - ReadWriteThink.
- Reading: Literature?
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Re-mediating literacy: Culture, difference, and learning for students from nondominant communities. Review of Research in Education, 33, — Harvard Graduate School of Education. Pathways to Prosperity Project. Cambridge, MA : Author. Hillocks, G. The testing trap: How state writing assessments control learning. Kennedy, M. Attribution error and the quest for teacher quality.
Educational Researcher, 39, — Kiuhara, S.