gr. 5 crosswalk

Georgia Department of Education


Dr. John D. Barge, State School Superintendent

June 2011 (revised April 2012) of 16

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5th

CCGPS 5th

GPS

READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand

ELACC5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (E)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the texts.

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. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated. ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student b. Writes texts of a length appropriate to address the topic or tell the story. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Identifies themes and lessons in folktales, tall tales, and fables.

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). (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.

ELACC5RL4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. ii. Figurative language (e.g., personification, metaphor, simile, hyperbole)

ELACC5RL5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in the plays read, viewed, written, and performed. h. Responds to and analyzes the effects of sound, figurative language, and graphics

in order to uncover meaning in poetry.

iii. Graphics (i.e., capital letters, line length, stanzas).

ELACC5RL6: Describe how a narrator’s or speaker’s point of view influences how events are described. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.





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j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life.

ELACC5RL7: 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, poem). (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version. ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: c. Judges the extent to which media provide a source of entertainment as well as a source of information.

ELACC5RL8: (Not applicable to literature)

ELACC5RL9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (G)

ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence or reading that: b. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.

ELACC5RL10: 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. (W)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

Alignment:

(W) Weak: Only minor aspects of Common Core were noted in GPS.

(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.

(E) Excellent: Both Common Core and GPS match in nearly all aspects.





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5th

CCGPS 5th

GPS

READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand

ELACC5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the reader’s questions.

ELACC5RI2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: f. Identifies and analyzes main ideas, supporting ideas, and supporting details.

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. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information. ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: c. Relates a literary work to historical events of the period.

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. (G)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Reads a variety of texts and incorporates new words into oral and written language.

ELACC5RI5: 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. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect, classification schemes).

ELACC5RI6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (W)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: g. Makes perceptive and well-developed connections. ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.

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

ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:





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efficiently. (G) a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which media provide a source of entertainment as well as a source of information.

ELACC5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). (G)

ELA7R1 The student demonstrates comprehension and shows evidence of warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: e. Identifies evidence used to support an argument.

ELACC5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (E)

ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The student a. Identifies messages and themes from books in all subject areas. b. Responds to a variety of texts in multiple modes of discourse. c. Relates messages and themes from one subject area to those in another area.

ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. (W)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

Alignment:








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5th CCGPS 5th GPS

READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand

ELACC5RF3: Know and apply grade-level phonics and word analysis skills in decoding words. (G)

ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

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 context. (G)

ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.

ELACC5RF4: Read with sufficient accuracy and fluency to support comprehension. (G)

ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student b. Uses self-correction when subsequent reading indicates an earlier miscue (self- monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

a. Read on-level text with purpose and understanding. (G)

ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on

ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student





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successive readings. (G) c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (G)

ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student b. Uses self-correction when subsequent reading indicates an earlier miscue (self- monitoring and self-correcting strategies). ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).

Alignment:








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5th CCGPS 5th GPS

WRITING (W) Color key: different grade level/ Color key: different domain or strand

ELACC5W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (E)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: b. States a clear position in support of a proposal. c. Supports a position with relevant evidence.

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. (E)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. States a clear position in support of a proposal. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. The student produces a response to literature that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

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

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: c. Supports a position with relevant evidence. d. Creates an organizing structure appropriate to a specific purpose, audience, and context. e. Addresses reader concerns. f. Excludes extraneous details and inappropriate information. The student produces a response to literature that: e. Excludes extraneous details and inappropriate information.

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

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: h. Raises the level of language using appropriate strategies (word choice).

d. Provide a concluding statement or section related to the opinion presented. (E)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: g. Provides a sense of closure to the writing. The student produces a response to literature that:





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f. Provides a sense of closure to the writing.

ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (E)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.

a. 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. (G)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: b. Develops a controlling idea that conveys a perspective on a subject. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. The student produces a response to literature that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. ELA5W3 The student uses research and technology to support writing. The student d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts. f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check).

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (G)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: d. Includes appropriate facts and details. e. Excludes extraneous details and inappropriate information. f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote. g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. The student produces a response to literature that: c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. The student produces a response to literature that: e. Excludes extraneous details and inappropriate information.

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (G)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student d. Uses appropriate structures to ensure coherence (e.g., transition elements). ELA5W2 The student demonstrates competence in a variety of genres.





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The student produces informational writing (e.g., report, procedures, correspondence) that: i. Lifts the level of language using appropriate strategies including word choice.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. (W)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: i. Lifts the level of language using appropriate strategies including word choice. The student produces a response to literature that: g. Lifts the level of language using appropriate strategies including word choice.

e. Provide a concluding statement or section related to the information or explanation presented. (E)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: h. Provides a sense of closure to the writing.

ELACC5W3: Write narratives to develop real or

imagined experiences or events using effective technique, descriptive details, and clear event sequences: (E)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA5W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events. The student produces a response to literature that: f. Provides a sense of closure to the writing.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (E)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events. c. Creates an organizing structure.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (E)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (E)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student d. Uses appropriate structures to ensure coherence (e.g., transition elements).

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. (E)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. i. Lifts the level of language using appropriate strategies including word choice.

e. Provide a conclusion that follows from the narrated

experiences or events. (E)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: h. Provides a sense of closure to the writing.

ELACC5W4: Produce clear and coherent writing in ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,





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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.) (E)

maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). d. Uses appropriate structures to ensure coherence (e.g., transition elements).

ELACC5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) (G)

ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences. c. Edits to correct errors in spelling, punctuation, etc.

ELACC5W6: 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. (G)

ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information. c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts. e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).

ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (G)

ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information. c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize information and thoughts.

ELACC5W8: 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. (G)

ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information. ELA6W3 The student uses research and technology to support writing. The student a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information. b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). c. Cites references. ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:





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c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.

ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (G)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: b. Advances a judgment that is interpretive, evaluative, or reflective.

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]”). (G)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: b. Advances a judgment that is interpretive, evaluative, or reflective. d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work.

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 supports which point[s]). (G)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: b. Advances a judgment that is interpretive, evaluative, or reflective. c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: b. Identifies and uses knowledge of common graphic features (e.g., paragraphs, topic sentences, concluding sentences, glossary).

ELACC5W10: 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. (G)

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story.

Alignment:








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5th CCGPS 5th

GPS

SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand

ELACC5SL1: 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. (E)

ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

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. (G)

ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

b. Follow agreed-upon rules for discussions and carry out assigned roles. (G)

ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student f. Displays appropriate turn-taking behaviors.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (E)

ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions. c. Responds to questions with appropriate information. i. Responds appropriately to comments and questions. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions. h. Responds appropriately to comments and questions. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student h. Responds appropriately to comments and questions. ELA8LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student h. Responds appropriately to comments and questions.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (G)

ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”).

ELACC5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (G)

ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that: d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work. ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which media provide a source of entertainment as well as a source of information. ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA7LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student





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i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA8LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

ELACC5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (G)

ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELACC5SL4: 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. (G)

ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student: a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. c. Engages the audience with appropriate verbal cues and eye contact. d. Projects a sense of individuality and personality in selecting and organizing content and in delivery. e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials.

ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (E)

ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student: b. Uses notes, multimedia, or other memory aids to structure the presentation. f. Uses technology or other memory aids to structure the presentation.

ELACC5SL6: 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 pages 28 and 29 for specific expectations.) (G)

ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student: d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.

Alignment:








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5th CCGPS 5th GPS

LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand

ELACC5L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (E)

ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

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

ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

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

ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies verb phrases and verb tenses. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student d. Identifies and uses verb tenses consistently (simple and perfect).

c. Use verb tense and aspect to convey various times, sequences, states, and conditions. (W)

ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student d. Identifies and uses verb tenses consistently (simple and perfect).

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

ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student d. Identifies and uses verb tenses consistently (simple and perfect).

e. Use correlative conjunctions (e.g., either/or, neither/nor). (G)

ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. viii. Identifies and uses conjunctions – coordinating, correlative, and common subordinating.

ELACC5L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (E)


a. Use punctuation to separate items in a series.* (G) ELA1W1 The student begins to understand the principles of writing. The student m. Uses commas in a series of items.

b. Use a comma to separate an introductory element from the rest of the sentence. (G)

ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).

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?). (G)

ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).

d. Use underlining, quotation marks, or italics to indicate titles of works. (W)

ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information.

e. Spell grade-appropriate words correctly, consulting references as needed. (G)

ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student





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g. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g., commonly used homophones) when writing, revising, and editing. ELA5W3 The student uses research and technology to support writing. The student c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. g. Uses a thesaurus to identify alternative word choices and meanings.

ELACC5L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (E)


a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.*(E)

ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences).

b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Not present in GPS

ELACC5L4: 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. (G)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (G)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example).

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (E)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.

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. (E)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.

ELACC5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. ii. Figurative language (e.g., personification, metaphor, simile, hyperbole). k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.

a. Interpret figurative language, including similes and metaphors, in context. (G)

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. ii. Figurative language (e.g., personification, metaphor, simile, hyperbole).

b. Recognize and explain the meaning of common idioms, adages, and proverbs. (E)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student f. Identifies the meaning of common idioms and figurative phrases.





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c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (E)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.

ELACC5L6: 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). (G)

ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Reads a variety of texts and incorporates new words into oral and written language.

Alignment:




gr. 5 crosswalk

Education

informational texts

evidence of reading

howfor literary texts

gfor literary texts

responsible explanation

literary work

beauty literary

text whenela5r1