Grade 5 ela cst standards alignment draft june 2010

RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department

Grade 5 English Language Arts

* Not assessable in multiple-choice format 1 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/23/10

DRAFT

CALIFORNIA CONTENT STANDARDS: READING CST Themes CST Suppl.

Assess. # of Items 1 2 3 4 5 6 Rel.

Quest. Form A Quest.

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words.

14

1.1 Word Recognition: read aloud narrative and expository text fluently and accurately, and with appropriate pacing, intonation, and expression

NA* RT 1 I 3 (skim)

I 3 (rate) S All

NA* N/A*

1.2 Vocabulary and Concept Development: use word origins to determine the meaning of unknown words

2 S 1,2 S2 RT2 RT3 S4

S-3 (idiom)

7, 62 1 – 3

1.3 Vocabulary and Concept Development: understand and explain frequently used synonyms, antonyms and homographs 5 S 1,3

(syn)

S1 (syn) S3

(ant)

S2 **(mm)

S4 (conn)

FO

RT 3

16, 27, 52. 59 4 – 13

1.4 Vocabulary and Concept Development: know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words (e.g., controversial)

3 *S2,3

(morph) S2 S1,2

analogy

S1,3 11, 26, 57, 58, 60, 61

14 – 16

1.5 Vocabulary and Concept Development: understand and explain the figurative and metaphorical use of words in context

4 FO S2

simile

FO FO S1

S3

idioms 1, 24, 33, 39 17 – 19

S = Selection RT = Revisiting the Text + = QAR Strategies (using side margin questions) L = Link I = Informational Study Skills RWW = Reading Writing Workshop FO = Focus On

* Not all of these lessons use Greek or Latin roots or affixes, but they can be used to help find the meaning of complex words. Use the CST format for R1.4 when instructing these lessons to help students get familiar with format.

**R1.6: There are not very many lessons directly instructing multiple meaning words. Find multiple meaning words in the selection vocabulary and use CST format for R1.6 when instructing this standard.




DRAFT




2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

16

2.1 Structural Features of Informational Materials: understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable

2 S1,2,3 I 1,2 L 1

RT2 L2

S1 L1,2,3

S2,3 L1,2 S1,2,3 9, 17,

41, 42 1 – 3

2.2 Structural Features of Informational Materials: analyze text that is organized in sequential or chronological order

4 S2,3 I 3 L1

RT2 L2

S2,3

I 3

S2 RT2

I 4 FO

18, 19, 29, 37, 38, 45, 47, 54

4 – 6

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas [QAR=TS]

3 S1,2,3

L1

+

RT2 L2

S1,3

+

S2 RT2 L2 +

I 3,4

FO S1

20, 21, 28, 32,

34 7 – 9

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge [QAR=AM]

5 S All +

S3,4 +

S1 L2,3

+

S1,3,4 L1

FO

S1,2 I 3

FO

S1,2

RT in

S3

31, 36, 43, 46,

55 10 – 12




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2.5 Expository Critique: distinguish facts, supported inferences, and opinions in text 2

S2

RT2

S1,3 I 2

S3,4 L1

RT in S2 8, 10,

30, 44 13 – 16

3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works.

12 FO FO

3.1 Structural Features of Literature: identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose

1

S1 RT1 FO

FO S1,2 RT1 L1 FO

S4 I 3 FO

S1 1 – 4

3.2 Narrative Analysis of Grade-Level-Appropriate Text: identify the main problem or conflict of the plot and how it is resolved

2 S1 FO S2

RT2

S1,2 RT1,2

FO S3,4 RT in

S3 2, 4, 13, 14, 49 5 – 7

3.3 Narrative Analysis of Grade-Level-Appropriate Text: contrast the actions, motives (loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme

2 S1 FO FO S1

FO 5, 12, 50, 53 8 – 10

3.4 Narrative Analysis of Grade-Level-Appropriate Text: understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works

2 FO FO S2 FO 25, 40, 56 11 – 13

3.5 Narrative Analysis of Grade-Level-Appropriate Text: describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism)

2 FO FO RT in S3

S4 FO

S3 FO S1 6, 15,

51 14 - 17




DRAFT




3.6 Literary Criticism: evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures

1 S3 FO FO 23, 25 18 – 20

3.7 Literary Criticism: evaluate the author’s use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers’ perspectives

2

S1,3 RT1 FO

S2 RT2 FO

S1 RT in

S3

S4 FO

S2,3 FO S1 3, 22,

48 21 – 23

FO= Focus On Theme 1=Tall Tales Theme 4= Plays Theme 2=Poetry Theme 5= Autobiography





DRAFT

CALIFORNIA CONTENT STANDARDS: WRITING CST Themes CST Suppl.

Assess. # of

Items 1 2 3 4 5 6 Rel. Quest.

Form A Quest.

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level.

17

1.1 Sentence Structure: identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas

4 S1 in W&L

S3 in W&L RT in

S1

S2,4 in

W&L RWW

66, 86, 101 1 – 5

1.2 Grammar: identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns

3 S2,3 RWW

S1 in W&L

68, 87, 88, 112,

114 6 – 10

1.3 Punctuation: use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of speaker and titles of poems, songs, short stories, and so forth

3 RWW RWW S1

S3,4 in W&L

RWW 64, 107,

109, 113

11, 12, 13, 14, 16, 17

1.4 Capitalization: use correct capitalization 3 RWW S3 RWW RWW RWW

63, 65, 75, 77,

105

13, 15, 17

1.5 Spelling: spell roots, suffixes, prefixes, contractions, and syllable constructions correctly 4

S1 S All RWW

S All RWW S1,2,4

S All RWW

S1 in W&L RWW

67, 76, 83, 90, 96, 97,

106

18 - 29


S = Selection RT = Revisiting the Text + = QAR Strategies (using side margin questions) L = Link I = Informational Study Skills RWW = Reading Writing Workshop FO = Focus On W&L=Writing and Language Green Section




DRAFT


Assess. # of

Items 1 2 3 4 5 6 Rel.


1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

16

1.1 Organization and Focus: create multiple-paragraph narrative compositions FO RWW

1) establish and develop a situation or plot 1 FO RWW FO FO 72, 84, 93

2) describe the setting 1 FO RWW FO FO 74, 92

3) present an ending 1 FO RWW FO FO 73, 85, 94

1.2 Organization and Focus: create multiple- paragraph expository compositions

1) establish a topic, important ideas, or events in sequence or chronological order 2

S2 S1, 2 in

W&L RWW S2 in

W&L RWW FO

81, 89, 100, 102

2) provide details and transitional expressions that link one paragraph to another in a clear line of thought

2 S1 RWW S2 RWW FO

S3 in W&L

79, 91, 98

3) offer a concluding paragraph that summarizes important ideas and details 2 RWW RWW

FO 70, 80, 99, 108





DRAFT

1.3 Research and Technology: use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information

1

I 1 RT in S2 82, 95,

110 1 – 3


Assess. # of


Form A Quest.

1.4 Research and Technology: create simple documents by using electronic media and employing organization features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks)

NA* I 1,3 N/A* 4 – 6

1.5 Research and Technology: use a thesaurus to identify alternative word choices and meanings 1

S1 I 1

RWW 71 7 – 9

1.6 Evaluation and Revision: edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences

5 RWW S3

RWW RWW S2 in W&L

69, 78, 103, 104, 111

TOTALS 75






DRAFT


Assess. # of


Form A Quest.

2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

NA NA NA

2.1 Using the writing strategies of grade five outlined in Writing Standard 1.0, students: Write narratives:

NA NA NA

a. Establish a plot, point of view, setting, and conflict. NA FO

S1 RWW

S4 in W&L FO

FO NA NA

b. Show, rather than tell, the events of the story. NA FO RWW S4

FO FO NA NA

2.2 Write responses to literature: NA NA NA a. Demonstrate an understanding of a literary work. NA FO FO NA NA b. Support judgments through references to the

text and to prior knowledge. NA FO FO NA NA

c. Develop interpretations that exhibit careful reading and understanding. NA FO NA NA

2.3 Write research reports about important ideas, issues, or events by using the following guidelines: NA NA NA

a. Frame questions that direct the investigation. NA RT in S2 RT in

S3 NA NA

b. Establish a controlling idea or topic. NA RT in S2 RT in

S3 NA NA




DRAFT


Assess. # of


Form A Quest.

c. Develop the topic with simple facts, details, examples, and explanations. NA RT in

S2 RT in S3 NA NA

2.4 Write persuasive letters or compositions: NA NA NA a. State a clear position in support of a proposal. NA RT in

S2 S3 in W&L L3 S1 in

W&L NA NA

b. Support a position with relevant evidence. NA RT in S2

S3 in W&L L3 S1 in

W&L NA NA

c. Follow a simple organizational pattern. NA RT in S2

S3 in W&L L3 S1 in

W&L NA NA

d. Address reader concerns. NA RT in S2

S3 in W&L L3 S1 in

W&L NA NA






DRAFT

CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING

CST Themes CST Suppl.

Assess. # of Items

1 2 3 4 5 6 Rel. Quest.

Form A Quest.

1.0 LISTENING AND SPEAKING STRATEGIES Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

NA NA NA

1.1 Comprehension Ask questions that seek information not already discussed. NA NA NA

1.2 Comprehension Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives. NA S3 NA NA

1.3 Comprehension Make inferences or draw conclusions based on an oral report. NA NA NA

1.4 Organization and Delivery of Oral Communication Select a focus, organizational structure, and point of view for an oral presentation.

NA S1 FO S1 S1,2 in L/S/V

S3 in L/S/V NA NA

1.5 Organization and Delivery of Oral Communication Clarify and support spoken ideas with evidence and examples.

NA S1 S1,3 S1,2 in L/S/V

S3 in L/S/V NA NA

1.6 Organization and Delivery of Oral Communication Engage the audience with appropriate verbal cues, facial expressions, and gestures.

NA S All NA NA

1.7 Analysis and Evaluation of Oral and Media Communications Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, and glittering generalities); identify logical fallacies used in oral presentations and media messages.

NA

S1,3 in L/S/V S4 NA NA

*Standards listed with an “S” (in this section only) are from the Listening /Speaking/Viewing [L/S/V] lessons within the Green Strand only.




DRAFT


CST Themes CST Suppl.

Assess. # of Items

1 2 3 4 5 6 Rel. Quest.

Form A Quest.

1.8 Analysis and Evaluation of Oral and Media Communications Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

NA

S3 in L/S/W

I 1 NA NA







DRAFT


CST Themes CST Suppl. Assess.

# of Items

1 2 3 4 5 6 Rel. Quest.

Form A Quest.

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

NA NA NA

2.1 Using the speaking strategies of grade five outlined in Listening and Speaking Standard1.0, students: Deliver narrative presentations:

NA NA NA

a. Establish a situation, plot, point of view, and setting with descriptive words and phrases. NA S2 in

L/S/V S3 in L/S/V

S1 in L/S/V NA NA

b. Using the speaking strategies of grade five outlined in Listening and Speaking Standard1.0, students: Show, rather than tell, the listener what happens.

NA S2 in L/S/V S2 in

L/S/V S1 in L/S/V NA NA

2.2 Using the speaking strategies of grade five outlined in Listening and Speaking Standard1.0, students: Deliver informative presentations about an important idea, issue, or event by the following means:

NA NA NA

a. Frame questions to direct the investigation. NA S1 in L/S/V NA NA

b. Establish a controlling idea or topic. NA S1 in L/S/V NA NA

c. Develop the topic with simple facts, details, examples, and explanations. NA S1 in

L/S/V NA NA





DRAFT


CST Themes CST Suppl. Assess.

# of Items

1 2 3 4 5 6 Rel. Quest.

Form A Quest.

2.3 Using the speaking strategies of grade five outlined in Listening and Speaking Standard1.0, students: Deliver oral responses to literature:

NA NA NA

a. Summarize significant events and details. NA FO S2 FO FO NA NA b. Articulate an understanding of several ideas or

images communicated by the literary work. NA FO S2 FO FO NA NA

c. Use examples or textual evidence from the work to support conclusions. NA FO S2 FO FO NA NA




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Grade 5 ela cst standards alignment draft june 2010