Georgia Department of Education

Transcription

1 Alignment of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Common Core Georgia Performance Standards/CCGPS) and the ELA Georgia Performance Standards (GPS) FIFTH GRADE Common Core Georgia Performance Standards (CCGPS) Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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. Reading Standards for Literature October 2010 Page 1 of 25 Georgia Performance Standards (GPS) 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. 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 For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:

2 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). 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. 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 6. Describe how a narrator s or speaker s point of view influences how events are described. h. Identifies themes and lessons in folktales, tall tales, and fables. 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. 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) 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. For literary texts, the student identifies the characteristics of various genres October 2010 Page 2 of 25

3 Integration of Knowledge and Ideas 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). 8. (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. October 2010 Page 3 of 25 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. 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. 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. ELA7R1 The student demonstrates comprehension and shows evidence of a 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. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including

4 stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. 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. Common Core Georgia Performance Standards (CCGPS) Key Ideas and Details 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 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. Reading Standards for Informational Text October 2010 Page 4 of 25 Georgia Performance Standards (GPS) 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. 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.

5 Craft and Structure 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. 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. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 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 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. 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. 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). 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. The student produces informational writing (e.g., report, procedures, October 2010 Page 5 of 25

6 Integration of Knowledge and Ideas 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. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end correspondence) that: g. Draws from more than one source of information such as speakers, books, newspapers, and online materials. 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. ELA7R1 The student demonstrates comprehension and shows evidence of 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. 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. October 2010 Page 6 of 25

7 of the grades 4-5 text complexity band independently and proficiently. 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. Common Core Georgia Performance Standards (CCGPS) Print Concepts *K & 1 st only Phonological Awareness *K & 1 st only Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. 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. Reading Standards: Foundational Skills October 2010 Page 7 of 25 Georgia Performance Standards (GPS) ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar 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. ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar 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 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

8 Fluency October 2010 Page 8 of 25 and meaning. ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar 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. 4. Read with sufficient accuracy and fluency to support comprehension. ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar 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 c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). a. Read on-level text with purpose and understanding. ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar 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 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 c. Reads with a rhythm, flow, and meter that sounds like everyday speech

9 b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (prosody). ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar 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 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 c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar 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 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 b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). Writing Standards October 2010 Page 9 of 25

10 Common Core Georgia Performance Standards (CCGPS) Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. 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. October 2010 Page 10 of 25 Georgia Performance Standards (GPS) 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. The student produces a persuasive essay that: b. States a clear position in support of a proposal. c. Supports a position with relevant evidence. 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). 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. The student produces a persuasive essay that:

11 c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. 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. 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). The student produces a persuasive essay that: h. Raises the level of language using appropriate strategies (word choice). The student produces a persuasive essay that: g. Provides a sense of closure to the writing. The student produces a response to literature that: f. Provides a sense of closure to the writing. 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. 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. 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 October 2010 Page 11 of 25

12 b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 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). 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). 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, October 2010 Page 12 of 25

13 c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: October 2010 Page 13 of 25 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. 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). 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 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. The student produces informational writing (e.g., report, procedures, correspondence) that: h. Provides a sense of closure to the writing. 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.

14 a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. 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. 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. 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. 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). 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 October 2010 Page 14 of 25

15 choice. e. Provide a conclusion that follows from the narrated experiences or events. The student produces a narrative that: h. Provides a sense of closure to the writing. 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.) 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 on pages 28 and 29.) 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. October 2010 Page 15 of 25 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). 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. 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.

16 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. 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. October 2010 Page 16 of 25 e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). 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. 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, 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. 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: b. Advances a judgment that is interpretive, evaluative, or reflective.

17 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+ ). 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] ). 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. 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. 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. 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). 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. Common Core Georgia Performance Standards (CCGPS) 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. Speaking and Listening Standards October 2010 Page 17 of 25 Georgia Performance Standards (GPS) ELA5LSV1 The student participates in student-to-teacher, student-tostudent, and group verbal interactions. a. Come to discussions prepared, having read or studied required material; ELA5LSV1 The student participates in student-to-teacher, student-to-

18 explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. October 2010 Page 18 of 25 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. ELA5LSV1 The student participates in student-to-teacher, student-tostudent, 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. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ELA5LSV1 The student participates in student-to-teacher, student-tostudent, 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-tostudent, 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-tostudent, and group verbal interactions. The student h. Responds appropriately to comments and questions. ELA8LSV1 The student participates in student-to-teacher, student-tostudent, and group verbal interactions. The student h. Responds appropriately to comments and questions. ELA5LSV1 The student participates in student-to-teacher, student-tostudent, 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... ). 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-

19 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 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. October 2010 Page 19 of 25 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-tostudent, 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-tostudent, and group verbal interactions. The student i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA8LSV1 The student participates in student-to-teacher, student-tostudent, and group verbal interactions. The student i. Volunteers contributions and responds when directly solicited by teacher or discussion leader. ELA5LSV1 The student participates in student-to-teacher, student-tostudent, 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. ELA5LSV1 The student participates in student-to-teacher, student-tostudent, and group verbal interactions. ELA5LSV2 The student listens to and views various forms of text and media

20 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. 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.) 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. 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. 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. Common Core Georgia Performance Standards (CCGPS) Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language Standards October 2010 Page 20 of 25 Georgia Performance Standards (GPS) ELA5C1 The student demonstrates understanding and control of the rules of

21 a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects. c. Use verb tense and aspect to convey various times, sequences, states, and conditions. formats. ELA5C1 The student demonstrates understanding and control of the rules of formats. The student a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). ELA5C1 The student demonstrates understanding and control of the rules of formats. The student c. Uses and identifies verb phrases and verb tenses. ELA7C1 The student demonstrates understanding and control of the rules of formats. The student d. Identifies and uses verb tenses consistently (simple and perfect). ELA7C1 The student demonstrates understanding and control of the rules of formats. The student d. Identifies and uses verb tenses consistently (simple and perfect). d. Recognize and correct inappropriate shifts in verb tense and aspect.* ELA7C1 The student demonstrates understanding and control of the rules of formats. The student d. Identifies and uses verb tenses consistently (simple and perfect). e. Use correlative conjunctions (e.g., either/or, neither/nor). ELA6C1 The student demonstrates understanding and control of the rules of 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. October 2010 Page 21 of 25

22 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ELA5C1 The student demonstrates understanding and control of the rules of formats. a. Use punctuation to separate items in a series.* 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. 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?). ELA6C1 The student demonstrates understanding and control of the rules of formats. The student d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address). ELA6C1 The student demonstrates understanding and control of the rules of 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. 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. ELA5C1 The student demonstrates understanding and control of the rules of formats. The student 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 October 2010 Page 22 of 25

23 Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.* b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 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. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). October 2010 Page 23 of 25 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. ELA5C1 The student demonstrates understanding and control of the rules of formats. ELA5C1 The student demonstrates understanding and control of the rules of formats. The student b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences). Not present in GPS ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student 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). 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), ELA5R3 The student understands and acquires new vocabulary and uses it

24 both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. language. October 2010 Page 24 of 25 correctly in reading and writing. The student d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses. 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. 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. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 6. 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). 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. 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. 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

25 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). ELA6RC3 The student acquires new vocabulary in each content area and uses it correctly. The student a. Demonstrates an understanding of contextual vocabulary in various subjects. b. Uses content vocabulary in writing and speaking. c. Explores understanding of new words found in subject area texts. October 2010 Page 25 of 25