ReadyGEN Biliteracy Pathway

A Correlation of ReadyGEN Biliteracy Pathway, 2016 To the

To the Introduction This document demonstrates how meets the. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade and by unit. Please note that standards listed are for English and Spanish, and language differences may create a variance in the alignment. ReadyGEN Biliteracy Pathway Learning Resources All language knowledge is an asset, not a deficit. Bilingual students acquire language differently than monolinguals, strategically using linguistic resources from both languages. The ReadyGEN Biliteracy Pathway provides a complete set of learning resources to help students develop literacy and linguistic skills in both languages: Authentic Spanish Texts One trade book per unit (6 trade books per grade at Grades K 2 and 4 trade books per grade at Grades 3 6) Spanish trade books offer a collection of full-length authentic literary and informational texts to engage students in multiple close readings of appropriately complex text. Spanish Leveled Text Library Up to 50 Leveled Texts per grade help students develop selfextending reading and thinking strategies. Detective A collection of short, high-interest fiction and nonfiction selections used to sharpen students critical thinking skills. Instructional Model The Biliteracy Pathway respects the unique features of Spanish by providing engaging, authentic text and literacy instruction that reflects the internal structures of Spanish phonology, grammar, syntax, and discourse patterns. When students analyze similarities and differences in two languages, their language and literacy skills can exceed those of monolingual children. A Biliteracy Pathway Unit consists of a Pathway Module (Module P) paired with an English-language ReadyGEN module. The Module Overview identifies the instructional focus, or what readers, writers, and learners are expected to know and do. These expectations fall in line with the goals for the Performance-Based Assessment. Assessment A Performance-Based Assessment (PBA) appears at the end of each Biliteracy module in the same genre as in English (narrative, informative, or opinion). The Biliteracy PBA was designed to provide a meaningful comparison if students complete PBAs in both English and Spanish. An online End-of- Unit assessment will be forthcoming for Fall 2016. Copyright 2017 Pearson Education, Inc. or its affiliate(s). All rights reserved. 2

To the Table of Contents Reading Standards for Literature... 4 Reading Standards for Informational Text... 5 Reading Standards: Foundational Skills... 7 Writing Standards K-5... 8 Speaking and Listening Standards K-5... 11 Language Standards K-5... 13 3

To the Reading Standards for Literature Key Ideas and Details 1. Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine a theme or author s message or purpose of a story, drama, or poem using details and evidence from the text as support, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize main ideas or events, in correct sequence. 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, how conflicts are resolved). Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, analogies, hyperbole). 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 (e.g., first person, third person) influences how events are described or how characters are developed and portrayed. Unit 1, Module P: 10, 18, 26, 34, 58, 66, 74 Unit 2, Module P: 148 Unit 3, Module P: 56, 66 Unit 4, Module P: 156 Unit 1, Module P: 12, 20, 28, 35, 36, 57, 60, 61, 66, 68, 76, 77 Unit 2, Module P: 150 Unit 3, Module P: 60, 65, 66, 67, 68, 69 Unit 4, Module P: 155, 158, 185, 186 Unit 1, Module P: 27, 28, 29, 58, 65, 67, 69, 72, 73, 74, 77 Unit 3, Module P: 58, 86 Unit 4, Module P 158 Unit 1, Module P: 8, 11, 16, 19, 24, 26, 27, 32, 34, 35, 56, 59, 64, 66, 67 Unit 3, Module P: 56, 59 Unit 4, Module P 154, 157 Unit 1, Module P: 17, 18, 19, 20, 25, 57, 65, 73, 80-84 Unit 2, Module P: 184-189 Unit 3, Module P: 86-89 Unit 4, Module P 184-187 Unit 1, Module P: 9, 10, 11, 12 Unit 2, Module P: 147, 148, 149 Unit 3, Module P: 65, 66 4

To the Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or personal appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Unit 1, Module P: 28, 33, 34, 35, 36, 37 Unit 2, Module P: 184-187 Unit 4, Module P 184-187 8. (Not applicable to literature) Not applicable according to the 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and plot development. Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range. Reading Standards for Informational Text Key Ideas and Details 1. Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text. 2. Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate. 3. Explain the relationships (e.g., cause-effect) or interactions among two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Unit 1, Module P: 65, 66, 73, 74, 75, 77 Unit 3, Module P: 86 Unit 1, Module P: 9, 17, 20, 25, 33, 57, 65, 73 Unit 2, Module P: 147, 184-186 Unit 3, Module P: 57, 65 Unit 4, Module P: 155, 184-186 Unit 1, Module P: 42, 50 Unit 2, Module P: 108, 116, 124, 132, 140, 156, 164, 172 Unit 3, Module P: 10, 18, 26, 34, 42, 50, 74 Unit 4, Module P: 108, 116, 124, 132, 140, 148, 164, 172 Unit 1, Module P: 41, 42 Unit 2, Module P: 108, 116, 124, 126, 132, 140, 163, 164, 166 Unit 3, Module P: 17, 18, 26, 33, 34, 41 Unit 4, Module P: 115, 116, 118, 124, 126, 131, 135, 164, 166 Unit 1, Module P: 40, 42 Unit 2, Module P: 116, 124, 130, 132 Unit 3, Module P: 17, 33, 41 Unit 4, Module P: 122, 131, 132, 147, 148, 163 5

To the 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., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6. Determine author s purpose; analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. (e.g., social studies topics, media messages about current events). 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 or related topics in order to write or speak about the subject knowledgeably. Unit 1, Module P: 40, 43, 48, 51 Unit 2, Module P: 106, 108, 109, 114, 117, 122, 125, 130, 133, 138, 141, 146, 149, 154, 156, 157, 162, 165, 170, 173, 185 Unit 3, Module P: 8, 11, 16, 18, 19, 24, 27, 32, 35, 40, 43, 48, 51, 64, 67, 72, 75 Unit 4, Module P: 106, 109, 114, 117, 122, 125, 130, 133, 138, 140, 141, 146, 149, 162, 165, 170, 173 Unit 2, Module P: 170, 171, 172, 173, 174, 175 Unit 3, Module P: 49, 53, 73, 74, 75, 76, 77 Unit 4, Module P: 171, 172, 173, 174, 175 Unit 3, Module P: 50, 52, 72, 74, 75, 76, 77 Unit 4, Module P: 107, 172, 174 Unit 1, Module P: 86-89 Unit 2, Module P: 184-187 Unit 3, Module P: 22, 30, 49, 50, 51 Unit 1, Module P: 86-88 Unit 2, Module P: 154, 155, 156, 157, 158 Unit 3, Module P: 35 Unit 4, Module P: 108, 116 Unit 3, Module P: 50, 52, 72, 74, 75, 76, 77 Unit 4, Module P: 107, 172, 174 6

To the Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range. Unit 1, Module P: 41 Unit 2, Module P: 107, 115, 123, 131, 139, 155, 163, 184-186 Unit 3, Module P: 9, 17, 25, 33, 41, 49, 73 Unit 4, Module P: 107, 115, 123, 131, 139, 147, 155, 163 Reading Standards: Foundational Skills 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 multisyllabic words in context and out of context. Unit 1, Module P: 8, 16, 24, 55 Unit 2, Module P: 161 Unit 3, Module P: 8, 16, 24, 32 Unit 4, Module P: 106 Fluency 4. Read with sufficient accuracy and fluency to support comprehension; a. Read on-level text with purpose and understanding; Unit 1, Module P: 9, 12, 17, 20, 25, 33, 36, 41, 44, 49, 52, 57, 60, 65, 68, 73, 76 Unit 2, Module P: 107, 110, 115, 118, 123, 126, 131, 134, 139, 142, 147, 150, 155, 158, 163, 166, 171, 174 Unit 3, Module P: 9, 12, 17, 20, 25, 28, 33, 36, 41, 44, 49, 52, 57, 60, 65, 68, 73, 76 Unit 4, Module P: 107, 110, 115, 118, 123, 126, 131, 134, 139, 142, 147, 150, 155, 158, 163, 166, 171, 174 b. Read on-level text 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. Unit 1, Module P: 13, 21, 29, 37, 45, 53, 61, 69, 77 Unit 2, Module P: 111, 119, 127, 135, 143, 151, 159, 167, 175, 184-186 Unit 3, Module P: 13, 21, 29, 37, 45, 53, 61, 69, 77, 86-88 Unit 4, Module P: 111, 119, 127, 135, 143, 151, 159, 167, 175, 184-186 Unit 1, Module P: 10, 48, 51, 72, 90, 93 Unit 2, Module P: 108, 125, 156, 185 Unit 3, Module P: 18, 28, 52, 63, 69, 90, 92 Unit 4, Module P: 117, 140, 156, 170, 189 7

To the Writing Standards K-5 Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information; a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer s purpose; Unit 1, Module P: 86-88 Unit 2, Module P: 128, 144, 152, 160, 168, 176, 178-182 Unit 3, Module P: 70, 78 Unit 4, Module P: 112, 120, 128, 136, 144, 152, 160, 168, 176, 178-182 b. Provide logically ordered reasons that are supported by facts and details; c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically, most of all); d. Provide a concluding statement or section that reinforces or restates the opinion presented. Unit 1, Module P: 86-89 Unit 2, Module P: 128, 144, 152, 160, 168, 176, 178-182 Unit 3, Module P: 70, 78 Unit 4, Module P: 112, 120, 128, 136, 144, 152, 160, 168, 176, 178-182 Unit 1, Module P: 88 Unit 2, Module P: 178 Unit 3, Module P: 112 Unit 4, Module P: 128, 144, 152, 160, 168, 176, 178 Unit 2, Module P: 144, 152, 176, 179 Unit 4, Module P: 112, 128, 160, 168, 178-182 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), labeled or captioned visuals/graphics, and multimedia when useful to aiding comprehension; b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples that support the topic; Unit 2, Module P: 112, 120, 128, 136, 144, 152, 168, 176, 178-182 Unit 3, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84 Unit 2, Module P: 112, 120, 128, 136, 144, 152, 160, 168, 176, 178-182 Unit 3, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84 8

To the 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 that paraphrases the focus of the text or explanation presented. Unit 2, Module P: 136, 168, 178 Unit 3, Module P: 30, 38, 46, 54, 70, 80-84 Unit 2, Module P: 144, 152, 168 Unit 3, Module P: 30, 46, 54, 70, 80-84 Unit 2, Module P: 144, 152, 176, 177, 178-182 Unit 3, Module P: 30, 70, 78, 80-84 3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology); a. Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally; b. Use narrative techniques, such as dialogue, description and elaboration, concrete and sensory details, literary devices, and pacing to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts; c. Use a variety of transitional words, phrases, and devices (e.g., foreshadowing) to develop the pacing and sequence of events; d. Use concrete words and phrases, sensory details, and elaboration to convey experiences and events precisely; e. Provide a conclusion that follows from the narrated experiences or events. Unit 1, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84 Unit 3, Module P: 86-89 Unit 1, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84 Unit 3, Module P: 86-89 Unit 1, Module P: 14, 22, 30, 46, 54, 62, 80-84 Unit 2, Module P: 186 Unit 3, Module P: 86-89 Unit 1, Module P: 14, 22, 30, 38, 46, 54, 62, 80-84 Unit 3, Module P: 88 Unit 1, Module P: 38, 46, 80-84 9

To the 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, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 5.) 6. With some guidance and support from adults, use technology, including the Internet, to produce, edit, 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. 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. Unit 1, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84, 86-88 Unit 2, Module P: 112, 120, 128, 136, 144, 152, 155, 160, 168, 176, 178-182 Unit 3, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84, 86-88 Unit 4, Module P: 112, 120, 128, 136, 144, 152, 155, 160, 168, 176, 178-182 Unit 1, Module P: 62, 70, 82, 88 Unit 2, Module P: 168, 179, 180, 186 Unit 3, Module P: 54, 82, 88 Unit 4, Module P: 144, 168, 180 Unit 1, Module P: 81, 84 Unit 2, Module P: 179, 182 Unit 3, Module P: 62, 81, 84 Unit 4, Module P: 179, 182 Unit 1, Module P: 86-89 Unit 2, Module P: 112, 120, 128, 176, 178-182, 184-187 Unit 3, Module P: 22, 30, 70, 80-84 Unit 4, Module P: 178-182 Unit 1, Module P: 86-89 Unit 2, Module P: 112, 120, 128, 136, 144, 152, 160, 168, 178-182 184-186 Unit 3, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84, 86-89 Unit 4, Module P: 112, 120, 128, 136, 144, 152, 160, 168, 176, 178-182 10

To the 9. 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 drama, drawing on specific details in the text [e.g., how characters interact, how conflicts are resolved]. ); 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. Unit 1, Module P: 11, 14, 19, 22, 27, 30, 35, 38, 46, 54, 59, 62, 67 Unit 2, Module P: 184-187 Unit 1, Module P: 43, 51, 86-89 Unit 2, Module P: 109, 112, 117, 120, 125, 128, 133, 136, 141, 144, 152, 157, 160, 168, 173, 178-182 Unit 3, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84 Unit 4, Module P: 112, 120, 128, 136, 144, 152, 160, 168, 176, 178-182 Unit 1, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84, 86-88 Unit 2, Module P: 112, 120, 128, 136, 144, 152, 155, 160, 168, 176, 178-182 Unit 3, Module P: 14, 22, 30, 38, 46, 54, 62, 70, 78, 80-84, 86-88 Unit 4, Module P: 112, 120, 128, 136, 144, 152, 155, 160, 168, 176, 178-182 Speaking and Listening Standards K-5 Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly; a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion; Unit 1, Module P: 9, 17, 25, 33, 40, 49, 56, 57, 65, 72, 73 Unit 2, Module P: 107, 115, 123, 131, 139, 147, 154, 155, 162, 163, 171 Unit 3, Module P: 9, 17, 25, 32, 33, 40, 49, 56, 57, 65, 72, 73 Unit 4, Module P: 107, 115, 122, 123, 130, 131, 139, 147, 154, 155, 163, 171 11

To the b. Follow agreed-upon rules for discussions and carry out assigned roles; 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. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence (e.g., use a graphic organizer or note cards completed while listening to summarize or paraphrase key ideas presented by a speaker). Unit 1, Module P: 10, 18, 26, 34, 40, 42, 50, 56, 58, 66, 72, 74 Unit 2, Module P: 108, 116, 124, 132, 140, 148, 154, 156, 162, 164, 180 Unit 3, Module P: 10, 18, 26, 32, 34, 40, 42, 50, 56, 58, 66, 72, 74 Unit 4, Module P: 108, 116, 122, 124, 130, 132, 140, 148, 154, 156, 164, 180 Unit 1, Module P: 9, 17, 25, 33, 40, 49, 56, 57, 65, 72, 73 Unit 2, Module P: 107, 115, 123, 131, 139, 147, 154, 155, 162, 163, 171 Unit 3, Module P: 9, 17, 25, 32, 33, 40, 49, 56, 57, 65, 72, 73 Unit 4, Module P: 107, 115, 122, 123, 130, 131, 139, 147, 154, 155, 163, 171 Unit 1, Module P: 10, 18, 26, 34, 42, 50, 56, 58, 66, 72, 74 Unit 2, Module P: 108, 116, 124, 132, 140, 148, 154, 156, 162, 164, 180 Unit 3, Module P: 10, 18, 26, 34, 42, 50, 58, 66, 72, 74 Unit 4, Module P: 108, 114, 116, 124, 132, 140, 148, 156, 164, 180 Unit 1, Module P: 35, 36, 37 Unit 3, Module P: 11 Unit 4, Module P: 109, 111 Unit 1, Module P: 38, 84, 88 Unit 4, Module P: 112 12

To the 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. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. 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 for specific expectations.) Unit 1, Module P: 14, 22, 38, 46, 54, 62, 70, 78, 84, 88 Unit 2, Module P: 120, 128, 144, 152, 160, 168, 176, 182, 186 Unit 3, Module P: 14, 30, 38, 62, 70, 78, 84, 88 Unit 4, Module P: 112, 128, 152, 160, 168, 176, 182, 186 Unit 1, Module P: 86-89 Unit 2, Module P: 160, 178-182, 184-187 Unit 3, Module P: 80-84 Unit 4, Module P: 178-182, 184-187 Unit 1, Module P: 86-89 Unit 3, Module P: 70, 93 Unit 4, Module P: 160, 178-182, 186 Language Standards K-5 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns, relative adverbs, conjunctions, prepositions, and interjections appropriate to function and purpose in order to apply the conventions of English; b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses; c. Use verb tense to convey various times, sequences, states, and conditions; d. Recognize and correct inappropriate shifts in verb tense*; Unit 2, Module P: 136-137, 144-145, 180 Unit 3, Module P: 14-15, 46-47, 55 Unit 4, Module P: 152-153, 169, 180, 190 Unit 2, Module P: 112-113 Unit 4, Module P: 112-113, 120-121, 128-129 Unit 1, Module P: 54-55, 62-63 Unit 2, Module P: 120-121 Unit 4, Module P: 112-113, 120-121 Unit 1, Module P: 54-55, 62-63, 80-84 Unit 2, Module P: 112-113, 120-121, 128-129, 178-182 Unit 3, Module P: 30-31, 80-84, 91 Unit 4, Module P: 112-113, 120-121, 128-129, 178-182 13

To the e. Use correlative conjunctions (e.g., either/or, neither/nor). Unit 2, Module P: 144-145 Unit 4, Module P: 152-153, 190 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; a. Use punctuation to separate items in a series*; 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?); Unit 2, Module P: 112-113, 120-121, 128-129, 136-137, 144-145, 151 Unit 4, Module P: 136-137 Unit 4, Module P: 112-113, 120-121, 128-129, 136-137, 144-145 Unit 4, Module P: 112-113, 120-121, 128-129, 136-137, 144-145 d. Use underlining, quotation marks, or italics to indicate titles of works; e. Spell grade-appropriate words correctly, consulting references as needed. Unit 2, Module P: 152-153 Unit 4, Module P: 160-161 Unit 1, Module P: 14-15, 22-23, 30-31, 38-39, 46-47, 78-79 Unit 2, Module P: 112-113, 120-121, 128-129, 136-137, 144-145, 176-177, 180 Unit 3, Module P: 14-15, 22-23, 30-31, 38-39, 46-47, 78-79, 82 Unit 4, Module P: 112-113, 120-121, 128-129, 136-137, 144-145, 168-169, 177, 180, 189 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. Unit 1, Module P: 62-63 Unit 2, Module P: 136-137 Unit 3, Module P: 46-47, 54, 80-84 Unit 4, Module P: 144-145, 152-153, 168-169 Unit 1, Module P: 18, 34 Unit 2, Module P: 156 Unit 4, Module P: 116, 130, 135 14

To the 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. Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar, syntax), 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); c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both printing and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Unit 1, Module P: 10, 48, 51, 72 Unit 2, Module P: 108, 125, 156, 185 Unit 4, Module P: 117, 140, 156, 170, 188, 189 Unit 1, Module P: 8, 16, 24 Unit 3, Module P: 8, 16, 24, 32 Unit 4, Module P: 106 Unit 1, Module P: 91 Unit 2, Module P: 106 Unit 3, Module P: 24, 26, 76 Unit 4, Module P: 118, 169 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; a. Interpret figurative language, including similes and metaphors, in context; Unit 1, Module P: 26, 62, 66 Unit 2, Module P: 168 Unit 4, Module P: 130 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 accurately use gradeappropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Unit 1, Module P: 34, 42 Unit 2, Module P: 156 Unit 4, Module P: 116, 130, 135, 191 Unit 1, Module P: 72, 77 Unit 3, Module P: 24, 72, 77, 90, 92 93 Unit 4, Module P: 140, 156, 164, 188 Unit 1, Module P: 40, 48, 58, 64 Unit 2, Module P: 114, 146, 148, 162, 165, 167, 170 Unit 3, Module P: 40, 48, 56, 64 Unit 4, Module P: 138, 146, 162 15