Reading and Literature Standards - …macmillanmh.com/correlations/PDFs/treasure_chest_to_ccss... · Web viewThere are no standards for Print Concepts (1) or Phonological Awareness

For English Language Learners

Grade 5Teacher’s Edition

Aligned with the Common Core State Standards for Grade 5

English Language Arts &Literacy in History/Social Studies,Science, and Technical Subjects

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address a number of similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Common Core State Standards 2 Treasure ChestEnglish Language Arts For English Language LearnersGrade 5 Grade 5

Reading Standards for Literature

COMMON CORE STATE STANDARDSTREASURE CHEST

TEACHER’S EDITION PAGES


1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 1: 7, 15, 19, 21, 29, 37, 41, 55, 59, 63, 65, 81, 85, 95, 99, 103, 107 Unit 2: 133, 137, 141, 151, 155, 159, 177, 181, 185, 199, 203, 207, 217, 221, 225 Unit 3: 255, 259, 277, 281, 285, 295, 299, 303, 317, 325, 329, 343, 347, 351 Unit 4: 377, 381, 385, 399, 403, 407, 409, 417, 421, 425, 429, 439, 443, 447, 451 Unit 5: 495, 499, 503, 507, 517, 520, 521, 523, 525, 529, 543, 547, 551, 561, 565, 569, 573, 587, 591 Unit 6: 617, 621, 625, 629, 639, 643, 647, 651, 661, 665, 669, 683, 687, 691, 695, 705, 709

2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Unit 3: 251, 266, 288, 306, 310, 317, 319, 329, 332, 365 Unit 6: 683, 689, 690, 705, 709, 713, 717, 719, 731

3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Unit 1: 11, 15, 18, 19 Unit 3: 251, 254, 263, 297, 303, 309, 365 Unit 5: 568, 569, 572 Unit 6: 621, 624, 625, 629, 705, 708, 709, 716

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Unit 3: 321, 325, 363 Unit 5: 565

5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Unit 1: 43, 55, 63, 84 Unit 2: 229 Unit 3: 254, 276, 287 Unit 4: 380

6. Describe how a narrator’s or speaker’s point of view influences how events are described.

Unit 3: 259, 345, 347, 351, 365, 425 Unit 6: 708


7. 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).

Unit 1: 55, 63, 95, 99, 103, 107 Unit 2: 177

8. (Not applicable to literature) (Not applicable to literature)




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

Unit 3: 287, 294, 297, 307 Unit 5: 573, 575


10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Reading selections in the Grade 5 Student Anthology and Leveled Readers in MMH Treasure Chest fall within the recommended Lexile range 770-980 required by the Common Core Standard for grades 4-5.**

Reading Standards for Informational Text




1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Unit 1: 55, 59, 63, 65, 81, 85, 95, 99, 103, 107 Unit 2: 133, 137, 141, 151, 155, 159, 177, 181, 185, 199, 203, 207, 217, 221, 225 Unit 3: 343, 347, 351 Unit 4: 377, 381, 385, 395, 399, 403, 407, 409, 421, 425, 429 Unit 5: 495, 499, 503, 507, 517, 521, 523, 525, 529, 539, 543, 547, 551, 583, 587, 591 Unit 6: 665, 669

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Unit 2: 151, 154, 155, 157, 158, 159, 162, 163 Unit 4: 395, 397, 398, 399, 406, 407, 409

3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Unit 1: 6, 7, 10, 11, 14, 15, 18, 19, 21 Unit 5: 582, 583, 586, 587, 590, 591, 594, 595

Craft and Structure

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 5 topic or subject area.

Unit 1: 9, 31, 53, 75, 97 Unit 2: 131, 153, 175, 197, 219 Unit 3: 253, 275, 297, 319, 341 Unit 4: 375, 397, 419, 441, 463 Unit 5: 497, 519, 541, 563, 585 Unit 6: 619, 641, 663, 685, 707




5. 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.

Unit 4: 373, 375, 377, 381, 385, 387 Unit 5: 495, 497, 499, 539, 543, 545, 546, 547, 549, 550, 551 Unit 6: 639, 647, 651

6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Unit 1: 6, 7, 10, 11, 14, 15, 18, 19, 21 Unit 5: 582, 583, 586, 587, 590, 591, 594, 595


7. 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

Unit 3: 358, 359 Unit 4: 480, 481 Unit 5: 603

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

Unit 2: 195, 197, 201, 202, 203, 205, 206, 207, 209 Unit 4: 417, 419, 420, 421, 424, 425, 427, 429, 431 Unit 5: 583, 585, 587, 589, 591, 595

9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Unit 1: 6, 7, 10, 11, 14, 15, 16, 18, 19, 20, 21, 115 Unit 5: 582, 583, 586, 587, 590, 591, 592, 594, 595, 596


10. By the end of 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.

Reading selections in the Grade 5 Student Anthology and Leveled Readers in MMH Treasure Chest fall within the recommended Lexile range 770-980 required by the Common Core Standard for grades 4-5.**

Reading: Foundational SkillsThere are no standards for Print Concepts (1) or Phonological Awareness (2) in Foundational Skills for Grade 5.



Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.

Unit 1: 8, 30, 52, 74, 96, 118 Unit 2: 130, 152, 174, 196, 218, 240 Unit 3: 252, 274, 296, 318, 340, 362 Unit 4: 374, 396, 418, 440, 462, 484 Unit 5: 496, 540, 562, 584, 606 Unit 6: 618, 640, 662, 684, 706, 728




a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Unit 1: 8, 30, 76, 81 Unit 2: 132, 137, 152, 176, 181, 198, 203 Unit 4: 376, 381, 418, 420, 421, 425, 462, 485 Unit 5: 496, 564, 565, 606, 607 Unit 6: 708, 713

Fluency

4. Read with sufficient accuracy and fluency to support comprehension. Unit 1: 9, 13, 17, 21, 31, 35, 39, 53, 57, 61, 75, 79, 83, 97, 101, 105 Unit 2: 131, 135, 139, 153, 157, 161, 175, 179, 183, 197, 201, 205, 209, 219, 223, 227 Unit 3: 253, 257, 261, 265, 275, 279, 283, 297, 301, 305, 319, 323, 327, 341, 345, 349 Unit 4: 375, 379, 383, 387, 397, 401, 405, 409, 419, 423, 427, 441, 445, 449, 463, 467, 471 Unit 5: 497, 501, 515, 519, 523, 527, 541, 545, 549, 563, 567, 571, 585, 589, 593, 597 Unit 6: 619, 623, 627, 641, 645, 649, 663, 667, 671, 675, 685, 689, 693, 707, 711, 715

a. Read on-level text with purpose and understanding. Unit 1: 9, 13, 17, 21, 31, 35, 39, 43, 53, 57, 61, 75, 79, 83, 87, 97, 101, 105 Unit 2: 131, 135, 139, 143, 153, 157, 161, 175, 179, 183, 197, 201, 205, 209, 219, 223, 227, 231 Unit 3: 253, 257, 261, 265, 275, 279, 283, 287, 297, 301, 305, 319, 323, 327, 341, 345, 349 Unit 4: 341, 345, 349, 353, 375, 379, 383, 387, 397, 401, 405, 409, 419, 423, 427, 441, 445, 449, 453, 463, 467, 471, 475, Unit 5: 497, 501, 505, 509, 515, 519, 523, 527, 541, 545, 549, 563, 567, 571, 575, 585, 589, 593, 597 Unit 6: 619, 623, 627, 631, 641, 645, 649, 653, 663, 667, 671, 675, 685, 689, 693, 697, 707, 711, 715

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

Unit 1: 9, 13, 17, 21, 31, 35, 39, 53, 57, 61, 75, 79, 83, 97, 101, 105 Unit 2: 131, 135, 139, 153, 157, 161, 175, 179, 183, 197, 201, 205, 209, 219, 223, 227 Unit 3: 253, 257, 261, 265, 275, 279, 283, 297, 301, 327 Unit 4: 375, 379, 383, 387, 397, 401, 405, 409, 419, 423, 427, 441, 445, 449, 463, 467, 471 Unit 5: 497, 501, 515, 519, 523, 527, 541, 545, 549, 563, 567, 571, 585, 589, 593, 597 Unit 6: 619, 623, 627, 641, 645, 649, 663, 667, 671, 675, 685, 689, 693, 707, 711, 715

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

Unit 1 10, 11 Unit 2: 154, 155, 159 Unit 3: 342, 343 Unit 4: 398, 399, 403, 485 Unit 6: 642, 647, 669


College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

Range of Writing

10. 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 tasks, purposes, and audiences.


Writing Standards



Text Types and Purposes

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Unit 2: 133, 138, 142, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230

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

Unit 2: 138, 204, 221

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

Unit 2: 138, 160

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

Unit 2: 177, 204, 226

d. Provide a concluding statement or section related to the presented. Unit 2: 208

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

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.

Unit 4: 377, 399, 421, 443, 465 Unit 6: 621, 643, 648, 665, 687, 709

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

Unit 4: 377, 382, 386, 408, 426, 448, 452, 470 Unit 6: 630, 643

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

Unit 4: 399, 408, 430 Unit 6: 652

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

Unit 6: 630, 648, 670, 692

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

Unit 4: 474




3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108 Unit 3: 255, 260, 264, 277, 282, 286, 299, 304, 308, 321, 326, 330, 343, 348, 352

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

Unit 1: 11, 55, 60 Unit 3: 255, 260, 277, 286, 299, 343

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

Unit 3: 260, 264, 277, 282, 304, 321, 348

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

Unit 1: 11, 86

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

Unit 1: 16, 20, 33, 38, 60, 64, 77, 104, 108 Unit 3: 304, 321, 343, 348, 352

e. Provide a conclusion that follows from the narrated experiences or events

Unit 3: 255, 308, 352

Production and Distribution of Writing

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.)

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108, 114, 115 Unit 2: 133, 138, 142, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230, 236, 237 Unit 3: 255, 260, 264, 277, 282, 286, 299, 304, 308, 321, 326, 330, 343, 348, 352, 358, 359 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474, 480, 481 Unit 5: 602 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing, rewriting or trying a new approach.

Unit 1: 20, 42, 64, 86, 108 Unit 2: 142, 164, 186, 208, 230 Unit 3: 264, 286, 308, 330, 352 Unit 4: 386, 408, 430, 452, 474 Unit 5: 508, 530, 552, 574, 596 Unit 6: 630, 652, 674, 696, 718

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.

The following page references can be used to facilitate this standard:Unit 1: 115 Unit 3: 358 Unit 4: 480




Research to Build and Present Knowledge

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Unit 1: 115 Unit 2: 236, 237 Unit 3: 358 Unit 4: 480

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.

The following can be used to facilitate the goal:Unit 1: 115 Unit 2: 236, 237 Unit 3: 358 Unit 4: 480

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

Unit 1: 115 Unit 2: 236, 237 Unit 3: 358 Unit 4: 480

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]”).

Unit 1: 11, 15, 18, 19 Unit 3: 251, 254, 263, 303, 309, 365 Unit 5: 568, 569, 572 Unit 6: 621, 624, 625, 629, 705, 708, 709, 716

b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Unit 2: 195, 197, 201, 202, 203, 205, 206, 207, 209 Unit 4: 417, 419, 420, 421, 424, 425, 427, 429, 431 Unit 5: 583, 585, 587, 589, 591, 595

Range of Writing

10. 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.

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108, 114, 115 Unit 2: 133, 138, 142, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230, 236, 237 Unit 3: 255, 260, 264, 277, 282, 286, 299, 304, 308, 321, 326, 330, 343, 348, 352, 358, 359 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474, 480, 481 Unit 5: 602 Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718


College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards



Comprehension and Collaboration

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.

Unit 1: 19, 23, 28, 37, 50, 59, 67, 81, 85, 89, 94, 103, 106, 111 Unit 2: 137, 141, 150, 159, 162, 163, 176, 181, 185, 194, 198, 203, 207, 211, 225 Unit 3: 259, 267, 276, 285, 302, 303, 307, 316, 324, 325, 333, 351, 358, 359 Unit 4: 381, 385, 389, 398, 402, 403, 407, 424, 428, 429, 447, 451, 468, 469, 473 Unit 5: 503, 506, 507, 525, 529, 533, 542, 546, 547, 555, 568, 569, 572, 573, 591, 595, 599, 602 Unit 6: 625, 629, 633, 642, 646, 647, 655, 669, 673, 691, 713, 717, 724

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.

Unit 1: 19, 28, 50, 59, 81, 106 Unit 2: 137, 141, 150, 162, 181 Unit 3: 259, 276, 302, 303, 307, 325 Unit 4: 403, 407, 447 Unit 5: 542, 546, 555, 568, 572 Unit 6: 642, 646, 650, 668




b. Follow agreed-upon rules for discussions and carry out assigned roles. Unit 1: 23, 37, 59, 103 Unit 2: 141 Unit 3: 267 Unit 4: 381, 385, 407, 473 Unit 5: 507 Unit 6: 629, 655, 717

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

Unit 1: 59, 81 Unit 2: 159, 181, 198, 229 Unit 3: 259 Unit 4: 381, 403, 429 Unit 5: 547, 595 Unit 6: 629, 669, 673, 691, 713, 717

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

Unit 1: 59, 81 Unit 2: 137, 141 Unit 4: 403 Unit 5: 542, 546

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Unit 1 19, 81, 85, 103 Unit 2: 137, 162, 181 Unit 3: 259, 281, 303, 325 Unit 4: 407, 447, 469 Unit 5: 503, 525, 547, 591 Unit 6: 691, 713

3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Unit 2: 141 Unit 3: 259 Unit 4: 469 Unit 5: 503, 525

Presentation of Knowledge and Ideas

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 themes; speak clearly at an understandable pace.

Unit 1: 81 Unit 2: 137, 163, 203 Unit 3: 285, 307, 358 Unit 4: 381, 403, 424, 469, 473 Unit 5: 503 Unit 6: 724

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

Unit 1: 59, 81, 103 Unit 2: 163 Unit 3: 325, 359 Unit 4: 385, 447, 451, 529

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Unit 2: 159 Unit 5: 569, 577 Unit 6: 625, 652, 691


College and Career Readiness Anchor Standards for Language

Conventions of Standard English

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

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading and listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language StandardsBeginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades

as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).These Language Progressive Skills for grades 3-4 are shown in a chart following the Language Standards.




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

Unit 1: 12, 34, 56, 78, 100, 134, 156, 178, 200, 222, 256, 278, 300, 322, 344, 376, 400, 422, 444, 466, 500, 522, 544, 566, 588, 622, 644, 666, 688, 710

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

Unit 1: 56, 78, 688




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

Verb tenses are covered on the following page: Unit 3: 278

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

Unit 3: 278

d. Recognize and correct inappropriate shifts in verb tense.* Unit 3: 278

e. Use correlative conjunctions (e.g., either/or, neither/nor). Conjunctions are covered on the following pages:Unit 1: 56, 78 Unit 5: 508

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unit 1: 12, 16, 20, 22, 34, 38, 42, 56, 60, 64, 78, 82, 86, 100, 104, 108 Unit 2: 138, 142, 156, 160, 164, 182, 184, 204, 208, 222, 226, 230 Unit 3: 260, 264, 282, 286, 300, 304, 308, 322, 326, 330, 348, 352 Unit 4: 382, 386, 404, 408, 426, 430, 448, 452, 466, 470, 474 Unit 5: 500, 504, 508, 522, 526, 530, 548, 552, 570, 574, 592, 596 Unit 6: 626, 630, 648, 652, 670, 674, 692, 696, 710, 714, 718

a. Use punctuation to separate items in a series.* Unit 1: 107

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

Unit 2: 182, 204

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?).

Unit 5: 500, 522

d. Use underlining, quotation marks, or italics to indicate titles of works. The teacher can cover this goal when students title their written works, as found on the following pages: Unit 1: 20, 108 Unit 2: 186 Unit 3: 264 Unit 4: 386 Unit 5: 574

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

Unit 1: 16, 20, 38, 42, 60, 64, 82, 86, 104, 108 Unit 2: 138, 142, 160, 164, 182, 184, 204, 208, 226, 230 Unit 3: 260, 264, 282, 286, 304, 308, 326, 330, 348, 352 Unit 4: 382, 386, 404, 408, 426, 430, 448, 452, 470, 474 Unit 5: 504, 508, 526, 530, 548, 552, 570, 574, 592, 596 Unit 6: 626, 630, 648, 670, 674, 692, 696, 714, 718




Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Unit 1: 19, 23, 28, 37, 42, 50, 59, 64, 67, 81, 85, 89, 94, 103, 106, 108, 111 Unit 2: 137, 141, 150, 159, 162, 163, 164, 176, 181, 182, 185, 194, 198, 203, 204, 207, 211, 225 Unit 3: 259, 262, 267, 276, 282, 285, 302, 303, 304, 307, 308, 309, 316, 324, 325, 330, 333, 342, 348, 351, 358, 359 Unit 4: 381, 382, 385, 389, 398, 402, 403, 404, 407, 424, 428, 429, 430, 447, 451, 468, 469, 470, 473 Unit 5: 503, 506, 507, 508, 525, 529, 533, 542, 546, 547, 555, 568, 569, 570, 572, 573, 574, 591, 595, 596, 599, 602 Unit 6: 625, 629, 630, 633, 642, 646, 647, 648, 652, 655, 669, 670, 673, 691, 692, 713, 717, 724

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Unit 1 12, 17, 56, 78, 100, 120 Unit 2: 199, 205 Unit 3: 308 Unit 5: 592 Unit 6: 709, 710, 714, 718

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

This goal can be covered in a classroom discussion, using the following page: Unit 3: 294

Vocabulary Acquisition and Use

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.

Unit 2: 220, 225 Unit 4: 464, 465, 469

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

Unit 1 10, 11, 119 Unit 2: 154, 155, 159 Unit 3: 325, 342, 343, 363 Unit 4: 398, 399, 403, 485 Unit 6: 642, 647, 664, 669

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

Unit 2: 133, 137, 176, 177, 181, 241 Unit 6: 640, 641, 644, 708, 713, 729

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.

Unit 3: 276 Unit 5: 498, 564 Unit 6: 686

5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Unit 3: 320, 321, 325, 363




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

Unit 3: 255, 321, 325, 363 Unit 5: 565

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

Unit 1: 32, 37, 119

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

Unit 3: 254, 255, 259, 298, 299, 303, 363 Unit 4: 418, 442, 447 Unit 5: 498, 499, 520, 525 Unit 6: 620, 625

6. Acquire and use accurately grade-appropriate 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).

Unit 1: 19, 23, 28, 37, 50, 59, 67, 81, 85, 89, 94, 103, 106, 111 Unit 2: 137, 141, 150, 159, 162, 163, 176, 181, 185, 194, 198, 203, 207, 211, 225 Unit 3: 259, 267, 276, 285, 295, 302, 303, 307, 316, 324, 325, 333, 351, 358, 359 Unit 4: 381, 385, 389, 398, 402, 403, 407, 424, 428, 429, 447, 451, 468, 469, 473 Unit 5: 503, 506, 507, 525, 529, 533, 542, 546, 547, 555, 566, 568, 569, 570, 572, 573, 591, 595, 599, 602 Unit 6: 625, 629, 633, 642, 646, 647, 655, 669, 673, 691, 713, 717, 724

Language Progressive SkillsBelow are the grades 3 and 4 asterisked (*) Language standards indicated by CCSS to be particularly likely to require continued attention in

grade 5 as they are applied to increasingly sophisticated writing and speaking.




L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. Unit 3: 256 Unit 4: 378

L.3.3a. Choose words and phrases for effect. Unit 3: 343, 348, 352 Unit 4: 386 Unit 6: 696, 670, 692

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

Unit 1 12, 17, 56, 100, 108, 120




L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).

Unit 1: 10, 15 Unit 3: 276, 277, 281 Unit 5: 569

L.4.3a. Choose words and phrases to convey ideas precisely.* Unit 3: 343, 348, 352 Unit 4: 382, 386 Unit 6: 696, 670, 692

L.4.3b. Choose punctuation for effect. Unit 1 12, 108 Unit 5: 500, 522


Documents

Reading and Literature Standards - …macmillanmh.com/correlations/PDFs/treasure_chest_to_ccss... · Web viewThere are no standards for Print Concepts (1) or Phonological Awareness