ELA 5th Grade Benchmark Practice 2012-2013

By: Kim ButlerEbenezer Elementary School

CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

• http://macmillanmh.com/ccssreading/imagineit/grade5/ccslh_g5_rl_1_1a_l1.html

• http://macmillanmh.com/ccssreading/imagineit/grade5/ccslh_g5_ri_2_1a.html

ELACC5RL2: 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.

• http://macmillanmh.com/ccssreading/imagineit/grade5/ccslh_g5_rl_1_1b.html

ELACC5RI2: Determine two or more main ideas of a text and explain how they are supported by key details;

summarize the text

• http://macmillanmh.com/ccssreading/imagineit/grade5/ccslh_g5_ri_2_1b.html

ELACC5RL3: 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).

• http://macmillanmh.com/ccssreading/imagineit/grade5/ccslh_g5_rl_1_1d.html

ELACC5RI3: 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

• http://mhschool.com/lead_21/grade5/ccslh_g5_ri_2_1d.html

ELACC5RL4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as

metaphors and similes.

• http://www.ereadingworksheets.com/figurative-language-worksheets/figurative-language-practice-1.htm

ELACC5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5

topic or subject area.

• http://macmillanmh.com/ccssreading/imagineit/grade5/ccslh_g5_ri_2_2a.html

ELACC5RI2: Determine two or more main ideas of a text and explain how they are supported by

key details; summarize the text• http://macmillanmh.com/ccssreading/imagine

it/grade5/ccslh_g5_ri_2_1b.html

ELACC5RI4: Determine the meaning of general academic and domain-specific words and phrases in a

text relevant to a grade 5 topic or subject area.

• http://flashmedia.glynn.k12.ga.us/Greer.cfm?subpage=10777

ELACC5RI7: 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. • http://msconcepcion.weebly.com/summer-of-

fire.html

ELACCGL2

• http://www.testdesigner.com/questions/Capitalization_and_Punctuation/Grade_5

ELACC5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing

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

A conjunction is a word that links words, phrases, or clauses. There are three types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions.

Coordinating Conjunctions may join single words, or they may join groups of words, but they must always join similar elements such as subject+subject, verb phrase+verb phrase, or sentence+sentence. When a coordinating conjunction is used to join elements, the element becomes a compound element.Examples: and, but, or, yet, for, nor, so

Example: I like to play baseball, but I like to play soccer too.I would like a new bike for Christmas or a baseball.

Correlative Conjunctions also connect sentence elements of the same kind, however, unlike coordinating conjunctions, correlative conjunctions are always used in pairs.Examples:both - andnot only - but alsonot - buteither - orneither - norwhether - oras - as

Example: I want both a steak and a salad.

• Subordinating Conjunctions: These are the largest class of conjunctions. They connect subordinate clauses to a main clause. They are adverbs used as conjunctions.Examples:Time: after, before, since, when, while, untilReason: because, since, so that, whyPlace: where, whereverCondition: if, unless, until, in caseManner: as if, as though, how

Example: After eating lunch, we will eat dessert.We will eat dessert after eating lunch.

Prepositions

• http://grammar.ccc.commnet.edu/grammar/prepositions.htm

Interjections

• http://www.schooltube.com/video/5eb2d59975159f0343b7/School-House-Rock-Interjections

• b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects.

The three perfect tenses in English are the three verb tenses which show action already completed. (The word perfect literally means "made complete" or "completely done.") They are formed by the appropriate tense of the verb to have plus the past participle of the verb. • Present Perfect: I have seen it.

(Present tense of to have plus participle. Action is completed with respect to the present.)

• Past Perfect: I had seen it. (Past tense of to have plus participle. Action is completed with respect to the past.)

• Future Perfect: I will have seen it. (Future tense of to have plus participle. Action is completed with respect to the future.)

d. Recognize and correct inappropriate shifts in verb tense and aspect.*

• http://srjcwritingcenter.com/clearsentcs/shifts/shifts.html

ELACC5L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling.

Use underlining, quotation marks, or italics to indicate titles of works.

1. Underlining and ItalicsNovel, Plays, Film, Album, Television Series, Title of Magazine2. “Quotation Marks”Short Story, Chapter, Poem, Article in a Magazine, Song

Quotation Marks

• http://www.internet4classrooms.com/grade_level_help/language_quotation_marks_language_arts_fifth_5th_grade.htm

• http://www.studyzone.org/testprep/ela4/j/quotationmarksp.cfm

• http://www.manatee.k12.fl.us/sites/elementary/samoset/Resources/ps4mm1.htm