Unit: - commoncore2012.homestead.comcommoncore2012.homestead.com/.../fifth/reading/q2/q2_checklist.docx · Web viewthe three perfect verb tenses: past perfect, present perfect,

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Criteria / Performance Indicators 1 2 3 4

Reading LiteraryELAGSE.5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Asking and Answering Questions, Inferring, Making Connections)Prerequisites:

refer to explicit details from the text to explain their inferences or conclusionsKnow: a quote is a word, phrase, sentence, or paragraph taken

directly from the text explicit information is stated directly in the text an inference is implied in the text through clues, but is

not explicitly stated in the textDo: summarize what the text says, citing evidence from the

text and incorporating a relevant quote draw inferences from a text, citing evidence from the

text and incorporating a relevant quote justify their choice of quote and how it supports their

explanation of the textELAGSE.5.RL.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).Prerequisites: describe a character, drawing on specific details in the text regarding

character's thoughts, words, actions, decisions, physical attributes, or interactions with others

describe a setting, drawing on specific details in the text regarding the time and place

describe an event, drawing on specific details in the text regarding the action and sequence of the story

Know: compare means to identify similarities between two or

more ideas contrast means to identify differences between two or

more ideas characters can be compared and contrasted based on

their thoughts, words, actions, decisions, physical

Troup County Schools 2016-17Teacher Checklist – Second Quarter

Georgia Standards of Excellence

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attributes, and interactions with others settings can be compared and contrasted based on the

time and place events can be compared and contrasted based on the

characters, action, and impact on other events in the sequence of a story or drama

Do: compare and contrast two or more characters in a story

or drama, drawing on specific details in the text regarding the character's thoughts, words, actions, decisions, physical attributes, or interactions with others

compare and contrast two or more settings in a story or drama, drawing on specific details in the text regarding the time or place

compare and contrast two or more events in a story or drama, drawing on specific details in the text regarding the characters, action, or impact on other events in the sequence of a story or drama

ELAGSE.5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Prerequisites: determine the meaning of words and phrases as they are used in a text use context clues to determine the meaning of words and phrases as they are used

in a text use prior knowledge, including knowledge of significant characters found in

mythology, to determine the meaning of words and phrases as they are used in a text

Know: figurative language is words or phrases in which the

meaning is not the literal meaning of the words, but a different meaning implied by them metaphors and similes are examples of figurative language

metaphors are comparisons of two things that are different in most ways but alike in one important way without using "like" or "as" (e.g., time is a thief)

similes are comparisons of two things that are different in most ways but alike in one important way using the words "like," or "as" (e.g., as brave as a lion)

Do:Troup County Schools 2016-17

Teacher Checklist – Second Quarter Georgia Standards of Excellence

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determine the meaning of words and phrases as they are used in text by using reading strategies such as context clues

identify examples of figurative language in text and determine what they mean

distinguish between literal meaning and figurative meaning in text

Reading InformationalELAGSE.5.RI.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Pre-requisite:

know the difference between explicit and implicit identify details and examples from informational text to support their

inferences and conclusionsKnow:

a quote is a word, phrase, sentence, or paragraph taken directly from informational text

explicit information is stated directly in informational text

an inference is a logical assumption based on details and examples from informational text

Do: summarize what informational text says, citing

evidence from the text and incorporating a relevant quote

draw inferences from informational text, citing evidence from the text and incorporating a relevant quote

justify their choice of quote and how it supports their explanation of informational text

paraphrase information from text



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ELAGSE.5.RI.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Pre-requisite:

identify details from the informational text that support the main idea explain how details from the text support the main idea select and use key details to summarize the text

Know: main idea of a text is the central thought or the

point the author is making about a topic main idea of a text is often explicitly stated in

informational text key details in a text help determine the main idea informational text may contain more than one

main idea a summary contains only the most important

details from the textDo:

determine if the text has two or more main ideas determine if the text has two or more main ideas identify all the main ideas or points the author is

making identify key details from the text that were used to

support each of the identified main ideas identify details and the main idea from the text

and use them to provide a written or oral summary of the text

ELAGSE.5.RI.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.Pre-requisite:

use specific information to explain procedures, events, ideas, or conceptsKnow:

relationships and interactions between individuals, events, ideas, and concepts in different kinds of texts

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explain relationships and interactions between individuals, events, ideas, and concepts in different kinds of texts

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

determine the meaning of words using strategies and tools such as context clues, affixes and roots, dictionaries, thesaurus, and glossaries

Know: cause and effect relationships and comparisons in text are types of context

clues the meaning of unfamiliar words may be signaled by cause and effect

relationships between ideas key words in a text may provide clues as to the meaning of an unknown

wordDo:

use cause and effect relationships to determine the meaning of an unknown word

use comparisons in a text to determine the meaning of an unknown word use common Greek and Latin affixes and roots to determine the meaning

of an unknown word use a glossary, dictionary, or thesaurus to determine the meaning of

unknown wordsELAGSE.5.RI.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution or events, ideas, concepts, or information in two or more texts.Pre-requisite:

use text features to locate specific facts and information in a text explain how various text features help readers gain information from a text

(eg, bold print is used to give emphasis to text) select the most appropriate text feature to locate a specific piece of

information evaluate how text features connect to the greater text

Know: text features, including but not limited to maps,

diagrams, timelines, tables, text boxes, photos, Troup County Schools 2016-17


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and illustrations key words are specific words or phrases describing

images, text, and documents related to a topic, which are used to locate relevant information within a text or when searching the Internet

sidebars are short companion stories next to a larger article which complement, contrast, or give further information related to the article

hyperlinks are words, phrases, or images on a web page that allow the user to click to another web page or web document

different text features and search tools have different purposes

Do: use synonyms and relevant descriptive words to

generate key words use key words while conducting text and Internet

searches to locate information relevant to a topic quickly and efficiently

use sidebars and hyperlinks to locate relevant information quickly and efficiently

explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic

determine whether information is relevant to a given topic

choose the appropriate text feature or search tool to complete a task efficiently

evaluate how text features connect to the greater text



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ELAGSE.5.RI.10: 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. (740-1010L)

Reading FoundationalELAGSE.5.RF3: Know and apply grade-level phonics and word analysis skills in decoding words.Prior Learning (CCGPS) Taught in fourth grade.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

Use syllabication patterns to read multi-syllabic words:o Look for word parts at the beginning of the

word. (prefix)o Look for word parts at the end of the word.

(suffix)o Look at what’s left. (base word) Look for familiar

patterns in the base word.o Sound out word parts.o Say the word parts fast.o Ask: Is it a real word? Does it make sense in

the sentence? Understand the 6 syllabication patterns:

o Closed syllableso Vowel-C-e (Magic e)o Open syllableso Vowel Teamo Vowel-ro Consonant-le

ELAGSE.5.RF.4 Read with sufficient accuracy and fluency to support comprehension.Prior Learning (CCGPS) Students are expected to read a grade level- appropriate book at a rate of 120 words per minute when they leave fourth grade. Students should maintain that rate on more complex text in fifth grade as well.

Read familiar text with expression Read prose with:

o accuracyo appropriate rate (120 words per minute)o expression

Read poetry with:Troup County Schools 2016-17


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o accuracyo appropriate rate (120 words per minute)o expression

Speaking and ListeningELAGSE.5.SL.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.Prior Learning (CCGPS) Taught in fourth grade.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others

Ask relevant questions to check understanding Uses language cues to indicate different levels of

certainty or hypothesizing (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”

Stay engaged in the conversation; pay close attention

Respond appropriately to comments and questions Make appropriate comments that contribute to the

discussion and link to the input of othersd. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Summarize key ideas in discussion to clarify understanding

Volunteer contributions to ongoing discussion, building on what has been said by others

LanguageELAGSE.5.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.Prerequisites:

use common, proper, possessive, collective, and plural nouns use subject verb agreement use pronoun antecedent agreement use relative pronouns use verb tense correctly use adjectives (comparative and superlative) order adjectives use conjunctions (coordinating and subordinating) use determiners use prepositions and prepositional phrases produce, expand, rearrange, and correct mistakes in all types of

sentencesTroup County Schools 2016-17


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leave spaces between words use relative adverbs use subordinating and coordinating conjunctions write legibly in print and cursive use modal auxiliaries correctly use frequently confused words

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

the three perfect verb tenses: past perfect, present perfect, future perfect

that using a present perfect verb tense shows an action that was recently finished (eg, have played)

that using a past perfect verb tense shows an action that happened in the past (eg, had played)

that using a future perfect verb tense shows an action that will happen in the future (eg, will have played)

that perfect tenses are formed by using the helping verbs had, has, have, shall or will

Do: use correct verb tense in their writing correct mistakes in verb tense use verb tense to convey various times,

sequences, states, and conditionsELAGSE.5.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a Interpret figurative language, including similes and metaphors, in contextPre-requisites:

explain the meanings of similes and metaphors in context explain the meaning of idioms adages and proverbs use antonyms and synonyms to explain word meanings

Know: that figurative language is descriptive language

that is nonliteral that figurative language can be used in speech or

writing to achieve a special effect or meaning identify type(s) of figurative language used in

speech and writing and utilize context clues to understand their meaning in the text

that figurative language includes similes and metaphors



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b Recognize and explain the meaning of common idioms, adages, and proverbsKnow:

recognize that informal language contains everyday language and common expressions (eg, "I saw a great flick" versus "I viewed an outstanding film")

understand that idioms, adages, and proverbs are types of expressions commonly used in informal language

define an idiom as an expression whose meaning is not predictable from the usual meanings of each element (eg, a piece of cake means easy, rise and shine means to get up and get moving)

define an adage as a simple and concrete saying that is popularly known and repeated and accepted by many to be true (eg, Practice makes perfect A picture is worth a thousand words)

define a proverb as a simple and concrete saying that is popularly known and repeated, based on common sense, and often metaphorical (eg, Necessity is the mother of invention Experience is the best teacher One good turn deserves another)

that the terms adage and proverb are often used synonymously

identify and define common idioms, adages, and proverbs

recognize that proverbs can also serve as the author's message or the moral of the story in literature

Do: explain the meaning of common idioms, adages, and

proverbs in contextc Use the relationship between particular words (eg, synonyms, antonyms,

homographs) to better understand each of the wordsKnow: how to define synonyms and antonyms how to define homographs as two or more words

that are spelled the same but have different meanings and origins (e.g., fair/fair, left/left, bear/bear)

how particular words are related in meaning (eg synonyms, antonyms, homographs)

how to define words from non-examplesDo:



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explain the meaning of similes and metaphors in context

define synonyms and antonyms define homographs as two or more words that are

spelled the same but have different meanings and origins (e.g., fair/fair, left/left, bear/bear)

understand how particular words are related in meaning (e.g., synonyms, antonyms, homographs

ELAGSE5L6: 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).Pre-requisites:

use words and phrases common to fourth grade

Know: how to acquire and use accurately grade-

appropriate general academic words and phrases (common to written texts/Tier II words and phrases)

how to acquire and use accurately grade-appropriate domain specific words and phrases (specific to a particular field of study/Tier III words and phrases)

how to acquire and use accurately grade-appropriate general academic and domain-specific words and phrases that signal contrast (eg, however, although, nevertheless)

how to use accurately grade-appropriate general academic and domain-specific words and phrases that signal addition (eg, moreover, in addition, additionally)

how to use accurately grade-appropriate general academic and domain-specific words and phrases that signal other logical relationships (sequential, spatial, cause and effect, comparison and contrast, order of degree)

Do: acquire and use accurately grade-appropriate

general academic words and phrases (common to written texts/Tier II words and phrases)

acquire and use accurately grade-appropriate domain specific words and phrases (specific to a



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particular field of study/Tier III words and phrases) acquire and use accurately grade-appropriate

general academic and domain-specific words and phrases that signal contrast (eg, however, although, nevertheless)

use accurately grade-appropriate general academic and domain-specific words and phrases that signal addition (eg, moreover, in addition, additionally)

use accurately grade-appropriate general academic and domain-specific words and phrases that signal other logical relationships (sequential, spatial, cause and effect, comparison and contrast, order of degree)

WritingELAGSE.5.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Pre-requisite: determine structure for topic and purpose of text. group related information. determine formatting for text (e.g., subheadings, columns). determine relevant information for each section of text. determine if multimedia aid is necessary for the text. determine the multimedia form that aids comprehension of the text. determine if illustrations are necessary to aid comprehension of a text.

Know: how to acquire and use accurately grade-


how to acquire and use accurately grade-appropriate domain specific words and phrases (specific to a particular field of study/Tier III words and phrases)

how to acquire and use accurately grade-appropriate general academic and domain-specific words and phrases that signal



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contrast (eg, however, although, nevertheless)

how to use aGSEurately grade-appropriate general academic and domain-specific words and phrases that signal addition (eg, moreover, in addition, additionally)

how to use accurately grade-appropriate general academic and domain-specific words and phrases that signal other logical relationships (sequential, spatial, cause and effect, comparison and contrast, order of degree)

Do: acquire and use accurately grade-


acquire and use accurately grade-appropriate domain specific words and phrases (specific to a particular field of study/Tier III words and phrases)

acquire and use accurately grade-appropriate general academic and domain-specific words and phrases that signal contrast (eg, however, although, nevertheless)

use accurately grade-appropriate general academic and domain-specific words and phrases that signal addition (eg, moreover, in addition, additionally)

use accurately grade-appropriate general academic and domain-specific words and phrases that signal other logical relationships (sequential, spatial, cause and effect, comparison and contrast, order of degree)

ELAGSE5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:

Pre-requisite: determine an effective form for their narrative based on their audience and purpose. develop one or more characters in a narrative through the sequence of events.



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sequence narrative events in a logical order. demonstrate a writer's interaction with the audience in his/her writing. determine which effective techniques to use to enhance the narrative (e.g., manipulating time to create suspense, interior monologues).

Know the audience and purpose determine the form in a narrative. that interactions between characters helps the progression of the sequence of events. several techniques can be used to develop characters in a narrative. that figurative language and effective techniques help writers engage their audience in their narratives.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Know: a narrative begins with a situation that introduces a narrator or characters. a situation is a moment in time that is filled with a clear event sequence. "orient the reader" means identify who is telling the story. the form of the narrative determines who will be the characters or the narrator. a character may be a person, animal, or object that will think or act in some way to effect the sequence of events. point of view is the narrator's perspective, which can be a character. stories may be told from different types of point of views (e.g.,first person, third person limited, third person omniscient). there are specific pronouns that are associated with different point of views to convey the perspective that the story is being told from (e.g., I, me, my, we, our, us, they). the plot is the events in the story and the characters' or narrator's reactions to the events. that the narrator and characters can be introduced explicitly or implicitly.



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

Know: narrative techniques include dialogue,

description, and pacing. dialogue is conversation between characters

or monologue. monologue is conversation with one's self. description is used to add details and

interest. pacing is the rate at which the story

develops. a character's response is guided by their

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

sequence of events. clauses help the sequence of events in

writing. transitions can be used to start new

paragraphs.d. Use concrete words and phrases and sensory details to convey

experiences and events precisely.Know:

abstract words are concepts or ideas (e.g., love, success, freedom, good).

imagery evokes an idea, thought, or feeling through the use of concrete words and sensory details.

e. Provide a conclusion that follows from the narrated experiences or events.Know: a conclusion may not signal the complete end of a storyELAGSE.5.W.5: 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.)Pre-requisite:

With guidance and support from peers and adults:decide how to edit their paper to correct sentence structure.

determine how to improve sentence complexity within a piece of writing. decide how to revise their writing to make it clear, informative, descriptive, or



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convincing. analyze the suggestions given and decide how to revise or edit based on those

suggestions.

Know: With guidance and support from peers and

adults: trying a new approach involves changing their interpretation of the task with a unique, original style or different point of view.

that a new approach can change the structure, task, purpose or organization of a piece of writing.

Do: With guidance and support from peers and

adults:decide how to adapt a piece of writing to reflect a new approach or interpretation of a task or topic.

evaluate how the new approach changes the structure, task, purpose or organization of a piece of writing.

ELAGSE.5.W.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.Pre-requisite:

determine which sources to use for research (e.g., past experiences, print sources, digital sources).

determine if information is relevant to a topic. sort and categorize information. summarize or paraphrase information.

Know: how to locate and gather relevant information

from print and digital sources. that print is a source written in text format

(e.g., book, journal, article) and digital sources are a form of technology (e.g., webpage, podcast, video and photo).

that locating and gathering relevant information is research.



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that research can be formatted into notes in order to summarize and paraphrase.

paraphrasing is restating the source's meaning in your own words.

that their own experiences can be relevant information for research.

how to properly cite a list of sources. how to properly incorporate paraphrasing and

quotes into a research project.Do:

determine what information is relevant when researching a topic.

determine what information from their experiences is relevant to the topic.

summarize or paraphrase information to support their own ideas or opinions on a research topic.

ELAGSE5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research

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]").

Pre-requisite: determine the task, purpose, and audience. determine the text structure. determine which information from the text can be used as evidence. determine what evidence is relevant. determine how to compile evidence from the text. determine if a single text provides sufficient evidence or if additional

information is needed.Know: narrative elements and story themes. literary techniques (e.g., figurative language,

imagery). how to search for relevant information and

evidence in text.Do: determine task, purpose, and audience. determine format or structure for task (e.g.,

compare/contrast, summarize, describe). differentiate narrative elements (e.g., theme

vs plot). determine the evidence to support the



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purpose. determine the text or sources for the

assigned purpose (e.g., personal experiences, additional text).



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ELAGSE.5.W.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.Pre-requisite:

determine the purpose and audience their writing will addressKnow:

writing can be done in any academic area writing should be done routinely, each time

with a specific purpose writing can be completed in extended and

short time frames the task, purpose, and audience of their

writingDo:

determine the purpose and audience their writing will address



Documents

Unit: - commoncore2012.homestead.comcommoncore2012.homestead.com/.../fifth/reading/q2/q2_checklist.docx · Web viewthe three perfect verb tenses: past perfect, present perfect,