Work in Progress
Northwest Arkansas Instructional Alignment
English Language Arts Grade 5
Enduring Understandings
Essential Questions
Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Enduring Understandings:
1. Students read a wide range of print and non-print texts, including literature from many periods and genres to build an understanding of the human experience.
2. Students apply a wide range of reading strategies to comprehend, interpret, evaluate, and appreciate texts.
3. Students employ a wide range of writing strategies and different process elements to communicate with different audiences for a variety of purposes.
4. Students apply knowledge of language structure, language convention, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
5. Students use a variety of technological and informational resources to gather, evaluate, and synthesize data and create and communicate knowledge.
6. Students develop an understanding and respect for linguistic diversity and use their first language to develop competence in the English language arts and content across
the curriculum.
Ongoing Student Learning Expectations: Writing
Essential Questions: How does an author determine the purpose for writing?
Essential Questions: How does an author determine the audience for a piece of writing?
p a plan
p
before beginning
g
g to write?
Essential Questions: How does an author develop
Essential Questions: How does drafting help an author get her/his ideas on paper?
Essential Questions: How can writing be improved through revising?
Essential Questions: How can writing be improved through editing?
Essential Questions: When is a piece of writing ready to share with an audience?
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
Ongoing Student Learning Expectations: Writing - Purpose and Audience
W.5.5.2
Select the form of writing that addresses the intended audience
Select the form of writing that addresses the intended audience
*identify and select the appropriate mode of writing based on
purpose and audience
Ongoing Student Learning Expectations: Writing - Pre-writing
W.4.5.1
Generate ideas using such strategies as reading, discussing,
focused free-writing, observing, and brainstorming
Generate ideas using such strategies as reading, discussing,
focused free-writing, observing, and brainstorming
*generate ideas by
-reading
-discussion
-free-writing with a focus
-observation
-brainstorming
W.4.5.2
Organize ideas by using such graphic organizers as webbing,
mapping, and formal outlining with main topics
Organize ideas by using graphic organizers (i.e., webbing,
mapping, and formal outlining with main topics)
*identify graphic organizers and their specific uses
*choose appropriate organizer based on task and/or text
structure
*select relevant information appropriate to organizer
*use graphic organizers for the purpose of organizing ideas (i.e.,
webbing, mapping, and formal outlining with main topics)
Ongoing Student Learning Expectations: Writing - Drafting
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Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
W.5.5.6
Write to reflect ideas/interpretations of multicultural and
universal themes and concepts
A. Write to reflect ideas/interpretations of multicultural themes
and concepts (tolerance, diversity)
B. Write to reflect universal themes and concepts (friendship,
love, loyalty)
*respond and reflect on multicultural and universal themes in the multicultural
context of literature/texts across the curriculum
universal themes
W.5.5.7
Write with and without prompts for a sustained period of time
A. Write with a prompt for a sustained period of time
B. Write without a prompt for a sustained period of time
a.
*examine the prompt to identify purpose, audience and format
*determine key words and phrases
*develop a plan for writing
*consider the time restraint to pace completion of writing
*compose writing to respond to the prompt
b.
*develop a plan for writing
*compose writing to respond to the prompt
W.5.5.9
Write on demand with or without prompt within a given time
frame
A. Write with a prompt for a given period of time
B. Write without a prompt for a given period of time
a.
*identify purpose and audience
*identify topic
*identify form of writing
*write; gauge time span
b.
*generate ideas
*organize thoughts
*identify topic
*determine purpose and audience
write
*write
*gauge time span
W.5.5.10
Write across the curriculum
Write across the curriculum
*write multiple times on varied topics in all content areas
Materials/Resources
Ongoing Student Learning Expectations: Writing - Revising
W.4.5.10
Revise writing using various tools/methods, such as peer and/or
Revise writing using various tools/methods, such as peer and/or teacher collaboration, a revision checklist, rubric, and/or
teacher collaboration, a revision checklist, rubric, and/or
reference materials (i.e., dictionary, thesaurus, etc.)
reference materials (i.e., dictionary, thesaurus, etc.)
*develop a revision checklist and/or rubric
rubric
*choose the appropriate reference materials such as a dictionary revision tool
and/or thesaurus to revise writing
*participate in peer and/or teacher conferences for the purpose
of revision
*utilize various tools/methods such as peer and/or teacher
collaboration, revision checklists, rubrics and/or reference
materials to revise writing
W.7.5.7
Use writer’s checklist or scoring guides/rubrics to improve
written work
Use writer's checklist or scoring guides/rubrics to improve
written work
*identify attributes of written pieces that correspond with each
level of a writing rubric
*utilize rubric to improve content, style, sentence formation,
usage, and conventions in a written work
checklist
rubric
scoring guide
W.7.5.8
Self-evaluate writing using checklists or scoring guides/rubrics
Self-evaluate writing using checklists or scoring guides/rubrics
*identify features of rubrics/checklists scoring guides
*revise writing using checklist/scoring guide/rubric
checklist
rubric
scoring guide
Ongoing Student Learning Expectations: Writing - Editing
W.6.5.8
Spell words by applying the correct spelling of roots, bases, and *define and identify root words prefixes, suffixes, and their
Spell words by applying the correct spelling of roots, bases, and affixes
meanings
affixes
*apply knowledge of affixes, roots and base words to spell words
correctly
subject-verb agreement
parts of speech
parts of a sentence
conjugation in simple verb
tenses
possessive pronouns
W.6.5.9
Spell homonyms correctly according to usage
homonyms
Spell homonyms correctly according to usage
*define and identify correctly spelled homonyms in writing
*demonstrate ability to use homonyms correctly in writing
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Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
W.6.5.10
Apply conventional rules of capitalization in writing
Objective
Apply conventional rules of capitalization in writing
Task Analysis
Essential Vocabulary
Materials/Resources
*identify sentences that demonstrate correct use of capitalization
*create a piece of writing that includes correct use of
capitalization
Ongoing Student Learning Expectations: Writing - Publishing
W.4.5.12
Use available technology for sharing and/or publication
Utilize available technology for sharing and/or publication
*identify an appropriate method of available technology to use in
publishing
*utilize available technology such as
-word processing program,
-PowerPoint
-overhead projector
-Elmo/projector
W.4.5.13
Maintain a writing portfolio that exhibits growth in meeting goals *create pieces of different genres
Maintain a writing portfolio that exhibits growth in meeting goals and expectations
*select pieces to include in the portfolio based upon preset goals
and expectations
and criteria that demonstrate growth
W.4.5.14
Publish/share according to purpose and audience
Publish/share according to purpose and audience
*identify purpose and audience
*publish/present writing using a method appropriate to the
purpose and audience
Ongoing Student Learning Expectations: Reading
Essential Question: What strategies do good readers use to understand text?
Essential Question: How will developing a better vocabulary improve reading?
sse t a Quest
Question:
o What
at a
are
e tthe
e goa
goals
s for
o fifth
t g
grade
ade fluency?
ue cy
Essential
R.9.5.1
Use previewing, activating prior knowledge, predicting content of
Use previewing, activating prior knowledge, predicting content of text, formulating questions, and establishing purposes for
text, formulating questions, and establishing purposes for
reading
reading
*use previewing skills
*draw from past experiences
*practice making predictions
*generate questions
*identify what the purposes are for reading
R.9.5.3
Generate questions to establish purposes for reading
Develop questions to establish purposes for reading
*identify the purposes for reading (enjoyment, information,
persuading)
*create questions to establish purposes for reading
R.9.5.4
Generate questions relevant to text and topics
R.9.5.5
Monitor comprehension in relation to questions generated
Develop questions relevant to text and topics
*recall essential information from text
*develop relevant questions based on text and topic
*determine when and where comprehension breaks down
*utilize and apply fix-up strategies
*revise questions as needed
R.9.5.6
Connect own background knowledge and personal experience
to make inferences and to respond to new information presented
in text
Evaluate understanding with regard to the questions generated
A. Infer based on background knowledge and personal
experience
B. Respond to new information presented in text based on
background knowledge and personal experience
prior/background knowledge
purpose
connect
content
text
text features
locate
identify
demonstrate
formulate
relevant
essential information
evaluate
generate
adjust
monitor
inference
a.
*make connections between text and personal
prior/background knowledge
respond
experience/background information
*infer with supporting evidence based on background knowledge
and personal experience
b.
*recall new information from text
*create original responses to new information based on
background knowledge and personal experience
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Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
R.9.5.10
Distinguish among facts and inferences supported by evidence
and opinions in text
A. Determine difference between facts and opinions
B. Support inferences with evidence from the text
R.9.5.11
Use such comprehension strategies as establishing purpose,
inferring, and summarizing to determine essential information
Determine essential information using comprehension strategies *identify purposes for reading
*establish purpose for reading
*identify inferences
*make inferences
*identify parts of a summary
*recall essential information
*write summary statements
summary
purpose for reading
summary statement
inference
R.9.5.16
Scan materials to locate specific information
R.9.5.17
Skim materials to develop a general overview
R.9.5.19
Summarize information including main idea and significant
supporting details
Scan materials to locate specific information
scan
specific information
Skim materials to develop a general overview
Summarize information including main idea and significant
supporting details
a.
*identify facts and opinions
*differentiate between facts and opinions
*categorize facts and opinions from a text
*select facts and opinions from a text
b.
*supporting provided inferences with opinions and facts from
the text
*justify inferences with opinions and other specific information
from the text
Essential Vocabulary
*recognize specific text features and text structures
*locate specific information
*recognize specific text features and text structures
*use text features to determine general content
*identify main idea
*locate supporting detail
*create summaries
fact
opinion
justify
evidence
support
summary
summary statement
main idea
R.10.5.1
Read for a substantial amount of time daily, including assigned
and self-selected materials at independent and instructional
levels
Read for a substantial amount of time daily, including assigned
and self-selected materials at independent and instructional
levels
*select appropriate reading text
*use various strategies to determine if the text is appropriate
appropriate text
reading strategy
independent level
instructional level
R.10.5.3
Vary reading strategies according to text and purpose
Vary reading strategies according to text and purpose
*identify purpose of text
*identify reading strategies
*document strategies (connections, inferring, visualizing,
questioning, determining importance) used (i.e., sticky notes,
highlighting, bookmarks, two column notes, etc.)
inferring
predicting
visualizing
questioning
determine importance
reading strategy
R.10.5.11
Read a variety of poetry, with emphasis on rhymed and
patterned
Read a variety of poetry, with emphasis on rhymed and
patterned
*identify and recognize rhymes and patterns
*read a variety of poetry including rhymed and patterned poetry
poetry
rhyme
pattern
R.11.5.1
Automatically decode words to ensure focus on comprehension
Automatically decode words to ensure focus on comprehension
*recall sight words
*recognize word patterns
R.11.5.2
Continue to develop and maintain an adequate body of sight
words
Continue to develop and maintain an adequate body of sight
words
*read daily
*recognize sight words
*master sight words
R.11.5.3
Add content words to sight vocabulary
Add content words to sight vocabulary
R.11.5.4
Use knowledge of root words and affixes and word relationships
Use knowledge of root words and affixes and word relationships to determine meaning
to determine meaning
*recognize content words using text features
*determine words important to the content
*identify root words
*identify prefixes, suffixes, and their meanings
*apply knowledge of prefixes, suffixes and root words to
determine meaning of new words
R.11.5.5
Use context to determine meaning of multiple meaning words
*demonstrate ability to use context clues (restatement,
embedded definition, etc.) in multiple reading situations
*identify words with possible multiple meanings
*use context clues to determine meaning
Use context to determine meaning of multiple-meaning words
Materials/Resources
root words
affixes
multiple-meaning words
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Work in Progress
AR Department of Education
Objective
CONTENT STANDARD/
Student Learning Expectations (SLE)
Task Analysis
R.11.5.10
Use context clues to select appropriate dictionary definition
Use context clues to select appropriate dictionary definition
*utilize dictionary skills
*match definitions to the context of the sentence using parts of
speech
*select appropriate dictionary definition
R.11.5.12
Read grade-level text orally with an approximate rate of 128
words per minute
Read grade-level text orally with an approximate rate of 128
words per minute
*automatically decode words
*read daily
R.11.5.13
Read grade-level text orally with accuracy and expression
Read grade-level text orally with accuracy and expression
*automatically decode words
*practice prosody (accuracy, rate, phrasing, expression)
Essential Vocabulary
Materials/Resources
dictionary
context clues
FIRST NINE WEEKS - WRITING
Student Learning Expectations to be Addressed the First Nine Weeks
Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
First Nine Weeks: Writing - Drafting
Essential Question: How does drafting help an author get his/her ideas on paper?
W.4.5.7
Create an effective lead sentence for each paragraph by using
such features as questions or exclamations
Draft an effective lead using questions or exclamations
*identify types of effective leads in a variety of text
*construct an effective lead for a given paragraph by using
questions and/or exclamations
leads
W.5.5.1
Write to describe, to inform, to entertain, to explain, and to
persuade
Write to describe, to inform, to entertain, to explain, and to
persuade
*create a piece of writing to describe
W.5.5.3
Create expository, narrative, descriptive, and persuasive
writings
Create descriptive writings
*identify characteristics of descriptive writing
*compose descriptive writing pieces
W.5.5.8
Write in response to literature
Write in response to literature
*recall information read
*reflect upon what was read
*respond to reading and reflections (i.e., reading journal,
learning log, story summaries, etc.)
W.7.5.5
Create a strong lead and conclusion
A. Create a strong lead
B. Create a strong conclusion
*identify effective leads and conclusions in literature
lead
*create a piece of writing using an effective lead and conclusion conclusion
First Nine Weeks: Writing - Revising
Essential Question: How writing be improved through revising?
W.4.5.8
Revise content for
-central idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
Revise content for
-central idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
*differentiate between revise and edit
*re-read the draft for clarity
*change or revise to assure that the writing
-contains a central idea
-is organized according to purpose and mode
-maintains a central focus
-contains an appropriate amount of elaboration
-has a clear message
W.4.5.9
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
tone
*revise to assure that the writing
-contains a variety of sentence types and lengths
voice
-maintains a consistent tone (mood)
-contains voice (writer’s personality)
-contains selected information and vocabulary appropriate to the
piece
W.6.5.1
Use a variety of simple and compound sentences of varied
lengths
Use a variety of simple and compound sentences of varied
lengths
*identify simple sentences of different lengths
*identify compound sentences of different lengths
*create simple sentences of different lengths
*create compound sentences of different lengths
revise
clarity
unity
elaboration
central idea
simple sentence
compound sentence
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Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
W.6.5.4
Define, identify, and use natural and inverted sentence order for *define natural and inverted sentences
natural sentence
Define, identify, and use natural and inverted sentence order for emphasis and variety
*identify natural and inverted sentences within a piece of writing inverted sentence
emphasis and variety
*create natural and inverted sentences
*use natural and inverted sentences in writing
W.6.5.5
Identify and correct fragments and run-ons
Identify and correct fragments and run-ons
*identify sentence fragments
*identify run-on sentences
*implement strategies to correct fragments and run-on
sentences
W.6.5.6
Define and identify the parts of speech to construct effective
sentences
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
Define and identify the parts of speech to construct effective
sentences
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
*define parts of speech
*identify parts of speech in student created sentences
*create effective sentences using parts of speech
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
W.6.5.7
Apply conventions of grammar with emphasis on the following
-subject-verb agreement
-parts of speech
-parts of a sentence
-conjugation in simple verb tenses
-possessive pronouns
Apply conventions of grammar with emphasis on the following
-subject-verb agreement
-parts of speech
-parts of a sentence
-conjugation in simple verb tenses
-possessive pronouns
*define conventions of grammar
*identify conventions of grammar in student created examples
*construct sentences that demonstrate knowledge of grade-level
conventions of grammar
*demonstrate effective use of grammatical conventions in writing
W.7.5.1
Use figurative language purposefully, such as simile and
metaphor, to shape and control language
Use figurative language purposefully, such as simile and
metaphor, to shape and control language
*identify similes, metaphors, and idioms within a piece of writing simile
*differentiate between literal and figurative meanings
metaphor
*create a piece of writing using figurative language
idiom
literal
figurative
W.7.5.2
Use a variety of sentence types and lengths (see Conventions
Standard 6)
Use a variety of sentences types and lengths
*identify and create a piece of writing utilizing a variety of
sentences
W.7.5.4
Use purposeful vocabulary for emphasis or elaboration
Use purposeful vocabulary for emphasis or elaboration
*identify purpose and audience for writing
emphasis
*identify purposeful vocabulary
elaboration
*revise writing with purposeful vocabulary appropriate to content
*demonstrate the ability to use purposeful vocabulary for
emphasis or elaboration in writing
common and proper nouns
pronouns to avoid repetition
active and linking verbs
adjectives to modify nouns and
pronouns
adverbs to modify verbs,
adjectives, and other adverbs
conjunctions to join
interjections for excitement
prepositions to indicate
relationships
First Nine Weeks: Writing - Editing
Essential Question: How can writing be improved thorough editing?
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Work in Progress
AR Department of Education
Objective
CONTENT STANDARD/
Student Learning Expectations (SLE)
Task Analysis
Essential Vocabulary
W.4.5.11
Edit individually or in groups for appropriate grade-level
conventions, within the following features:
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
Edit individually or in groups for appropriate grade-level
conventions, within the following features:
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
*re-read the draft
fused sentences
*change or edit to assure that the writing
modifier
-contains complete sentences
-contains no run-on sentences
-contains sentences that have been expanded using standard
coordination (independent clauses, i.e., conjunctions) and
modifiers (adjectives and adverbs)
-contains sentences that employ elaboration through standard
subordination (i.e., because, although, even though) and
modifiers (adjectives, adverbs)
-contains sentences that make sense
-contains standard inflections, subject-verb agreement, word
meaning and conventions
-contains correct capitalization, punctuation, format, and spelling
W.6.5.11
Apply conventional rules of punctuation in writing with emphasis
on
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
Apply conventional rules of punctuation in writing with emphasis
on
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
*identify sentences in authentic writing that demonstrate
punctuation rules
*create a piece of writing that includes correct use of
punctuation
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
Materials/Resources
end marks
quotation marks
comma in a series
comma in compound sentences
comma in complex sentence
comma in direct address
FIRST NINE WEEKS - READING
Student Learning Expectations to be Addressed the First Nine Weeks
First Nine Weeks: Reading
Essential Question: What strategies do good readers use to understand text?
R.9.5.18
Re-tell stories with detail
Re-tell stories with detail
*identify story elements/details
*distinguish between relevant and irrelevant facts/details
*sequence information
relevant/irrelevant
story elements
sequence
re-tell
distinguish
R.10.5.2
Read texts that reflect contributions of different cultural groups
Read texts that reflect contributions of different cultural groups
*define and identify multicultural text
*select appropriate texts that reflect different cultures
multicultural
reading strategies
R.10.5.10
Read a variety of literature, including historical fiction,
biography, and realistic fiction
Read a variety of literature, including historical fiction,
biography, and realistic fiction
*identify a variety of genres
*differentiate among the genres
*read a variety of genres
genre (historical fiction,
biography, realistic fiction)
R.10.5.12
Describe the characteristics of rhymed and patterned poetry
Describe the characteristics of rhymed and patterned poetry
*identify characteristics of rhymes and patterns
*recognize rhymes and patterns within poetry
*describe the characteristics of rhymed and patterned poetry
characteristics
rhymed poetry
patterned poetry
First Nine Weeks: Reading
Essential Question: How will developing a better vocabulary improve reading?
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Work in Progress
AR Department of Education
Objective
CONTENT STANDARD/
Student Learning Expectations (SLE)
R.11.5.8
Identify figurative language such as idioms, similes and
metaphors
Identify figurative language such as idioms, similes and
metaphors
Task Analysis
*identify similes, metaphors, and idioms
*differentiate between literal and figurative meanings
R.11.5.11
Anticipate noun following noun markers including a, an, and the *identify nouns and noun markers
Anticipate noun following noun markers including a, an, and the
*identify rules that govern nouns that follow specific noun
markers
*predict nouns following noun markers
Essential Vocabulary
Materials/Resources
simile
metaphor
idiom
literal
figurative
noun
noun marker
SECOND NINE WEEKS - WRITING
Student Learning Expectations to be Addressed the Second Nine Weeks
Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Second Nine Weeks: Writing - Drafting
Essential Question: How does drafting help an author get his ideas on paper?
W.5.5.1
Write to describe, to inform, to entertain, to explain, and to
persuade
Write to describe, to inform, to entertain, to explain, and to
persuade
*create a piece of writing to describe
*create a piece of writing to entertain
W.5.5.3
Create expository, narrative, descriptive, and persuasive
writings
Create narrative writings
*identify characteristics of narrative writing
*compose narrative writing pieces
W.5.5.8
Write in response to literature
Write in response to literature
*recall information read
*reflect upon what was read
*respond to reading and reflections (i.e., reading journal,
learning log, story summaries, etc.)
W.7.5.5
Create a strong lead and conclusion
A. Create a strong lead
B. Create a strong conclusion
*identify effective leads and conclusions in literature
lead
*create a piece of writing using an effective lead and conclusion conclusion
Second Nine Weeks: Writing - Revising
Essential Question: How can writing be improved through revising?
W.4.5.8
Revise content for
-central idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
Revise content for
-central idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
*differentiate between revise and edit
*re-read the draft for clarity
*change or revise to assure that the writing
-contains a central idea
-is organized according to purpose and mode
-maintains a central focus
-contains an appropriate amount of elaboration
-has a clear message
W.4.5.9
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
*revise to assure that the writing
tone
-contains a variety of sentence types and lengths
voice
-maintains a consistent tone (mood)
-contains voice (writer’s personality)
-contains selected information and vocabulary appropriate to the
piece
W.6.5.1
Use a variety of simple and compound sentences of varied
lengths
Use a variety of simple and compound sentences of varied
lengths
*identify simple sentences of different lengths
*identify compound sentences of different lengths
*create simple sentences of different lengths
*create compound sentences of different lengths
revise
clarity
unity
elaboration
central idea
simple sentence
compound sentence
8 of 18
Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
W.6.5.6
Define and identify the parts of speech to construct effective
sentences
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
Define and identify the parts of speech to construct effective
sentences
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
*define parts of speech
*identify parts of speech in student created sentences
*create effective sentences using parts of speech
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
W.6.5.7
Apply conventions of grammar with emphasis on the following:
-subject-verb agreement
-parts of speech
-parts of a sentence
-conjugation in simple verb tenses
-possessive pronouns
Apply conventions of grammar with emphasis on the following:
-subject-verb agreement
-parts of speech
-parts of a sentence
-conjugation in simple verb tenses
-possessive pronouns
*define conventions of grammar
*identify conventions of grammar in student created examples
*construct sentences that demonstrate knowledge of grade-level
conventions of grammar
*demonstrate effective use of grammatical conventions in writing
W.7.5.1
Use figurative language purposefully, such as simile and
metaphor, to shape and control language
Use figurative language purposefully, such as simile and
metaphor, to shape and control language
*identify similes, metaphors, and idioms within a piece of writing simile
*differentiate between literal and figurative meanings
metaphor
*create a piece of writing using figurative language
idiom
literal
figurative
W.7.5.2
Use a variety of sentence types and lengths (see Conventions
Standard 6)
Use a variety of sentence types and lengths
*identify and create a piece of writing utilizing a variety of
sentences
W.7.5.4
Use purposeful vocabulary for emphasis or elaboration
Use purposeful vocabulary for emphasis or elaboration
*identify purpose and audience for writing
emphasis
*identify purposeful vocabulary
elaboration
*revise writing with purposeful vocabulary appropriate to content
*demonstrate the ability to use purposeful vocabulary for
emphasis or elaboration in writing
Materials/Resources
common and proper nouns
pronouns to avoid repetition
active and linking verbs
adjectives to modify nouns and
pronouns
adverbs to modify verbs,
adjectives, and other adverbs
conjunctions to join
interjections for excitement
prepositions to indicate
relationships
Second Nine Weeks: Writing - Editing
Essential Question: How can writing be improved thorough editing?
W.4.5.11
Edit individually or in groups for appropriate grade-level
conventions, within the following features:
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
Edit individually or in groups for appropriate grade-level
conventions, within the following features:
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
*re-read the draft
fused sentences
*change or edit to assure that the writing
modifier
-contains complete sentences
-contains no run-on sentences
-contains sentences that have been expanded using standard
coordination (independent clauses, i.e., conjunctions) and
modifiers (adjectives and adverbs)
-contains sentences that employ elaboration through standard
subordination (i.e., because, although, even though) and
modifiers (adjectives, adverbs)
-contains sentences that make sense
-contains standard inflections, subject-verb agreement, word
meaning and conventions
-contains correct capitalization, punctuation, format, and spelling
9 of 18
Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
W.6.5.11
Apply conventional rules of punctuation in writing with emphasis
on
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
Apply conventional rules of punctuation in writing with emphasis
on
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
Task Analysis
*identify sentences in authentic writing that demonstrate
punctuation rules
*create a piece of writing that includes correct use of
punctuation
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
Essential Vocabulary
Materials/Resources
end marks
quotation marks
comma in a series
comma in compound sentences
comma in complex sentence
comma in direct address
SECOND NINE WEEKS - READING
Student Learning Expectations to be Addressed the Second Nine Weeks
Second Nine Weeks: Reading
Essential Question: What strategies do good readers use to understand text?
R.9.5.7
Make inferences supported by a character’s thoughts, words
and actions, or the narrator’s description
Justify inferences by using a character's thoughts, words,
actions, and/or narrator's description
*identify story elements (character, plot, setting)
*make inferences about a character
*justify inferences with specific information from text with
reference to narrator's descriptions of the character, and/or the
character's thoughts, words, actions
R.9.5.8
Analyze literary elements of character
character, plot
plot, and setting
Distinguish between the literary elements of character, plot, and *identify literary elements (plot, character, setting)
setting
*examine the use of literary elements in a specific story
*compare/contrast literary elements between texts
story elements
justify
inference
narrator
literary elements/story
elements
compare/contrast
plot
R.9.5.9
A. Compare/contrast the actions, motives and appearance of
Compare/contrast the actions, motives and appearance of
characters in a work of fiction
characters in a work of fiction and discuss the importance of the B. Discuss the importance of the contrasts to the plot
contrasts to the plot
a.
*identify actions, motives and appearances (traits) of characters
in a text
*describe characters based on their actions, motives, and
appearances (traits) in a text
*compare and contrast actions, motives and appearances of two
characters within one text
b.
*identify the plot of a text
*discuss how a character's traits are important to a text's plot
*discuss how two character's contrasting traits are important to
the text's plots
character traits
plot
contrast
motive
R.9.5.12
Identify main ideas and supporting evidence in short reading
passages
Identify main ideas and supporting evidence in short reading
passages
*distinguish between essential and non-essential information
*identify main idea using essential information as support
*state the main idea
*locate details to support the main idea
essential information
non-essential information
support
evidence
main idea
detail
R.9.5.18
Re-tell stories with detail
Re-tell stories with detail
*identify story elements/details
*distinguish between relevant and irrelevant facts/details
*sequence information
relevant/irrelevant
story elements
sequence
re-tell
distinguish
R.9.5.20
Evaluate a character’s decision/action
Evaluate a character’s decision/action
*identify conflict/problem within text
*brainstorm various decisions/solutions to conflict/problem
*identify decision/action of character in text
*evaluate a character's decision/action based on preset criteria
conflict
problem/solution
evaluate
criteria
10 of 18
Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
R.10.5.2
Read texts that reflect contributions of different cultural groups
Read texts that reflect contributions of different cultural groups
*define and identify multicultural text
*select appropriate texts that reflect different cultures
multicultural
reading strategies
R.10.5.8
Locate information to support opinions, predictions, and
conclusions
Locate information to support opinions, predictions, and
conclusions
*identify opinions, predictions, and conclusions within text
*classify information based on essential/non-essential
*provide support of opinions, predictions, conclusions, using
essential information
opinions
predictions
conclusions
classify
essential/non-essential
information
R.9.5.10
Distinguish among facts and inferences supported by evidence
and opinions in text
A. Determine difference between facts and opinions
B. Support inferences with evidence from the text
a.
*identify facts and opinions
*differentiate between facts and opinions
*categorize facts and opinions from a text
*select facts and opinions from a text
b.
*support provided inferences with opinions and facts from the
text
*justify inferences with opinions and other specific information
from the text
fact
opinion
justify
evidence
support
*identify similes, metaphors, and idioms
*differentiate
differentiate between literal and figurative meanings
simile
metaphor
idiom
literal
figurative
Materials/Resources
Second Nine Weeks: Reading
Essential Question: How will developing a better vocabulary improve reading?
R.11.5.8
Identify figurative language such as idioms, similes and
metaphors
Identify figurative language such as idioms, similes and
metaphors
R.11.5.11
Anticipate noun following noun markers including a, an, and the *identify nouns and noun markers
Anticipate noun following noun markers including a, an, and the
*identify rules that govern nouns that follow specific noun
markers
*predict nouns following noun markers
noun
noun marker
THIRD NINE WEEKS - WRITING
Student Learning Expectations to be Addressed the Third Nine Weeks
Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Third Nine Weeks: Writing - Purpose and Audience
Essential Question: How does an author determine the purpose for writing?
Essential Question: How does an author determine the audience for a piece of writing?
W.4.5.3
Demonstrate an awareness of purpose and audience with
emphasis on expository and letter writing
A. Identify the purpose and audience for expository writing
B. Identify the purpose and audience for letter writing
*explain the purpose of expository writing: inform or persuade
*identify the audience for expository and/or letter writing
*choose the mode of writing appropriate to audience and
purpose
audience
purpose
Third Nine Weeks: Writing - Pre-writing
Essential Question: How does an author develop a plan before writing?
W.4.5.4
Use available technology to access information by using a card
catalog
Use available technology to access information
*locate books/information using a card catalog
11 of 18
Work in Progress
AR Department of Education
Objective
CONTENT STANDARD/
Student Learning Expectations (SLE)
Task Analysis
Essential Vocabulary
W.4.5.5
Use pre-writing to draft expository paragraphs within an essay
with emphasis on the following:
-central idea
-explanation
-elaboration
-unity
-purpose and audience
Use pre-writing to draft expository paragraphs within an essay
with emphasis on the following:
-central idea
-explanation
-elaboration
-unity
-purpose and audience
*draft by
-developing a central idea
-selecting appropriate information to elaborate/explain central
idea
-using transitions in writing to show unity for a particular purpose
and audience
unity
transitions
elaborate
explain
W.4.5.6
Organize expository paragraphs that include a topic sentence,
supporting details, and a concluding sentence
Draft expository paragraphs that include a topic sentence,
supporting details, and a concluding sentence
*create expository paragraphs that include a topic sentence,
supporting details, and a concluding sentence
expository paragraph
transition words
Materials/Resources
Third Nine Weeks: Writing - Drafting
Essential Question: How does drafting help an author get his ideas on paper?
W.5.5.1
Write to describe, to inform, to entertain, to explain, and to
persuade
Write to describe, to inform, to entertain, to explain, and to
persuade
*create a piece of writing to inform
*create a piece of writing in order to explain
*create a piece of writing in order to persuade
W.5.5.3
Create expository, narrative, descriptive, and persuasive
writings
Create expository writings
Create persuasive writings
*identify characteristics of expository writings
*compose expository writing pieces
*identify characteristics of persuasive writing
*compose persuasive writing pieces
W.5.5.5
Write research reports using summarizing and paraphrasing
Write research reports using summarizing and paraphrasing
*choose a topic and identify a focus
*take notes and summarize
paraphrasing
p
g and copying
py g verbatim
*differentiate between p
*distinguish between essential and non-essential information
*create research reports
paraphrase
W.7.5.3
Use transition words
Use transition words
*identify transition words in a piece of writing
*create sentences/paragraphs using transitions
transition
revise
clarity
unity
elaboration
central idea
Third Nine Weeks: Writing - Revising
Essential Question: How can writing be improved through revising?
W.4.5.8
Revise content for
-central idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
Revise content for
-central idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
*differentiate between revise and edit
*re-read the draft for clarity
*change or revise to assure that the writing
-contains a central idea
-is organized according to purpose and mode
-maintains a central focus
-contains an appropriate amount of elaboration
-has a clear message
W.4.5.9
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
*revise to assure that the writing
tone
-contains a variety of sentence types and lengths
voice
-maintains a consistent tone (mood)
-contains voice (writer’s personality)
-contains selected information and vocabulary appropriate to the
piece
12 of 18
Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
W.6.5.6
Define and identify the parts of speech to construct effective
sentences
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
Define and identify the parts of speech to construct effective
sentences
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
*define parts of speech
*identify parts of speech in student created sentences
*create effective sentences using parts of speech
-common and proper nouns
-pronouns to avoid repetition
-active and linking verbs
-adjectives to modify nouns and pronouns
-adverbs to modify verbs, adjectives, and other adverbs
-conjunctions to join
-interjections for excitement
-prepositions to indicate relationships
W.6.5.7
Apply conventions of grammar with emphasis on the following:
-subject-verb agreement
-parts of speech
-parts of a sentence
-conjugation in simple verb tenses
-possessive pronouns
Apply conventions of grammar with emphasis on the following:
-subject-verb agreement
-parts of speech
-parts of a sentence
-conjugation in simple verb tenses
-possessive pronouns
*define conventions of grammar
*identify conventions of grammar in student created examples
*construct sentences that demonstrate knowledge of grade-level
conventions of grammar
*demonstrate effective use of grammatical conventions in writing
Essential Vocabulary
Materials/Resources
Third Nine Weeks: Writing - Editing
Essential Question: How writing be improved through editing?
W.4.5.11
d t individually
d dua y o
or in g
groups
oups for
o app
appropriate
op ate g
grade-level
ade e e
Edit
conventions, within the following features:
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
Edit individually or in groups for appropriate grade-level
conventions,
co
e t o s, within
t
tthe
e following
o o
g features:
eatu es
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
*re-read the draft
fused sentences
*change
c a ge o
or ed
editt to assu
assure
e that
t at tthe
e writing
t g
od e
modifier
-contains complete sentences
-contains no run-on sentences
-contains sentences that have been expanded using standard
coordination (independent clauses, i.e., conjunctions) and
modifiers (adjectives and adverbs)
-contains sentences that employ elaboration through standard
subordination (i.e., because, although, even though) and
modifiers (adjectives, adverbs)
-contains sentences that make sense
-contains standard inflections, subject-verb agreement, word
meaning and conventions
-contains correct capitalization, punctuation, format, and spelling
W.6.5.11
Apply conventional rules of punctuation in writing with emphasis
on
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
Apply conventional rules of punctuation in writing with emphasis
on
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
*identify sentences in authentic writing that demonstrate
punctuation rules
*create a piece of writing that includes correct use of
punctuation
-end marks
-quotation marks
-comma in a series
-comma in compound sentences
-comma in complex sentence
-comma in direct address
end marks
quotation marks
comma in a series
comma in compound sentences
comma in complex sentence
comma in direct address
THIRD NINE WEEKS - READING
Student Learning Expectations to be Addressed the Third Nine Weeks
13 of 18
Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
Materials/Resources
Third Nine Weeks: Reading
Essential Question: What strategies do good readers use to understand text?
R.9.5.2
Describe the interrelationships between text and other content
areas
Explain how texts and other content areas are related
*identify text to text connections
*practice text to text connections
text to text connection
R.9.5.13
Use the text features to locate and recall information, with
emphasis on fonts/effects and illustrations/photographs
Use text features to locate and recall information
*examine text for specific features
*determine purpose and use of text features
*use features to locate information related to specific questions
italics
bold print
underlined/highlighted words
captions
photographs
footnotes
dedication page
headings/subheadings
tables
bibliography
glossary
table of contents
index
title page
copyright
illustrations
appendix
forward
p g
epilogue
R.9.5.14
Use knowledge of text structure(s) to enhance understanding
with emphasis on sequence and description
Demonstrate knowledge of text structure(s) to enhance
understanding
*identify text structures (sequence, description,
problem/solution, cause and effect, compare/contrast)
*recognize different text structures
*categorize text samples based on structure
sequence
description
problem/solution
cause/effect
compare/contrast
R.9.5.15
Classify text information by level of importance to support and
Classify and organize text information by level of importance in a explain ideas.
variety of ways, including timelines and graphic organizers, to
support and explain ideas
*identify important information within a text to support ideas
*arrange information by importance
*identify various graphic organizers and their uses
*select appropriate graphic organizer based on text structure
*classify information by importance using selected graphic
organizer
timeline
graphic organizer
R.9.5.21
Evaluate personal, social, and political issues as presented in
text
Evaluate personal, social, and political issues as presented in
text
*identify personal, social and political issues in a text
*develop opinions in relation to social, political and personal
issues presented in a text
*evaluate issues as presented in the text based on opinions
developed
personal issues
political issues
social issues
evaluate
R.10.5.4
Read a variety of informational text, including textbooks,
newspapers, magazines, and other instructional materials
Read a variety of informational text, including textbooks,
newspapers, magazines, and other instructional materials
*recognize text features/structures
*identify informational text
*select informational text
*read informational text
*document and respond to types of informational text read
*identify reading strategies
*apply reading strategies during reading
informational text
text features and structures
instructional materials
reading strategies
textbook
R.10.5.5
Identify cause/effect and problem/solution relationships
A. Identify cause/effect relationships
B. Identify problem/solution relationships
a.
*identify words that signal cause/effect relationships
*recognize cause/effect relationships within text
b.
*recognize problem/solution relationships within text
signal words (because, since,
after, as a result, when, etc.)
cause/effect
problem/solution
correlate
14 of 18
Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
R.10.5.6
Skim materials to locate specific information
R.10.5.7
Scan materials to develop a general overview
R.10.5.8
Locate information to support opinions, predictions, and
conclusions
R.10.5.9
Use knowledge of text structure to locate information and aid
comprehension
Objective
Skim materials to locate specific information
Scan materials to develop a general overview
Locate information to support opinions, predictions, and
conclusions
Use knowledge of text structure to locate information and aid
comprehension
Task Analysis
*recognize specific text features
*use text features to locate specific information
*recognize specific text features
*use text features to locate specific information
*identify opinions, predictions, and conclusions within text
*classify information based on essential/non-essential
*provide support of opinions, predictions, conclusions, using
essential information
Essential Vocabulary
Materials/Resources
skim
scan
opinions
predictions
conclusions
classify
essential/non-essential
information
*identify text structures
*recognize specific text structure within texts
*utilize text structure to locate information
text structure
demonstrate
Third Nine Weeks: Reading
Essential Question: How will developing a better vocabulary improve reading?
R.11.5.6
Use resources to determine meaning of technical and
specialized vocabulary
Use resources to determine meaning of technical and
specialized vocabulary
*identify available resources (content area texts, dictionary,
thesaurus, etc.)
*use resources to determine meaning
dictionary
thesaurus
atlas
almanac
specialized and technical
vocabulary
R.11.5.7
ete
e use
useful
u a
and
d relevant
e e a t words
o ds
Determine
Determine useful and relevant words
*identify text features (bold print, italics, highlighted)
dete
e use
useful
u a
and
d relevant
e e a t words
o ds us
using
g te
textt features
eatu es
*determine
*apply learned word meaning to multiple reading & writing
situations
text features
useful/relevant
use
u/ ee a t
R.11.5.9
Use word origins including common roots and word parts from
Greek and Latin to analyze the meaning and determine
pronunciation and derivations of complex words
Use word origins including common roots and word parts from
Greek and Latin to analyze the meaning and determine
pronunciation and derivations of complex words
*identify root words, affixes, and their meanings
*analyze meaning of word using knowledge of affixes, root
words, and their meanings
root words
affixes
derivation
word origins
FOURTH NINE WEEKS - WRITING
Student Learning Expectations to be Addressed the Fourth Nine Weeks
Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
Fourth Nine Weeks: Writing - Pre-writing
Essential Question: How does an author develop a plan before writing?
W.4.5.5
Use pre-writing to draft expository paragraphs within an essay
with emphasis on the following:·
-central idea
-explanation
-elaboration
-unity
-purpose and audience
Use pre-writing to draft expository paragraphs within an essay
with emphasis on the following:·
-central idea
-explanation
-elaboration
-unity
-purpose and audience
*draft by
-developing a central idea
-selecting appropriate information to elaborate/explain central
idea
-using transitions in writing to show unity for a particular purpose
and audience
unity
transitions
elaborate
explain
Fourth Nine Weeks: Writing - Drafting
Essential Question: How does drafting help the author get his/her thoughts on paper?
W.5.5.1
Write to describe, to inform, to entertain, to explain, and to
persuade
Write to describe, to inform, to entertain, to explain, and to
persuade
*create a piece of writing to describe
*create a piece of writing to inform
*create a piece of writing to entertain
*create a piece of writing in order to explain
*create a piece of writing in order to persuade
15 of 18
Work in Progress
AR Department of Education
Objective
CONTENT STANDARD/
Student Learning Expectations (SLE)
Task Analysis
W.5.5.3
Create expository, narrative, descriptive, and persuasive
writings
A. Create expository writings
B. Create narrative writings
C. Create descriptive writings
D. Create persuasive writings
a.
*identify characteristics of expository writings
*compose expository writing pieces
b.
*identify characteristics of narrative writing
*compose narrative writing pieces
c.
*identify characteristics of descriptive writing
*compose descriptive writing pieces
d.
*identify characteristics of persuasive writing
*compose persuasive writing pieces
W.5.5.4
Write poems using a variety of techniques/devices, with
emphasis on writing patterned and rhymed poetry
Write poems using a variety of techniques/devices, with
emphasis on writing patterned and rhymed poetry
*identify poems with rhymes and patterns
*recognize techniques such as rhymes and patterns
*create poems using a variety of poetic devices, with an
emphasis on rhymes and patterns
Essential Vocabulary
Materials/Resources
Fourth Nine Weeks: Writing - Revising
Essential Question: How can writing be improved through revising?
W.4.5.8
Revise content for
-central Idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
Revise content for
-central Idea
-organization (i.e., beginning, middle, and end; sequencing
ideas; major points of information, etc.)
-unity
-elaboration
-clarity
*differentiate between revise and edit
*re-read the draft for clarity
*change or revise to assure that the writing
-contains a central idea
-is organized according to purpose and mode
-maintains a central focus
-contains an appropriate amount of elaboration
-has a clear message
W.4.5.9
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
Revise style for
-sentence variety
-tone
-voice
-selected vocabulary
-selected information
*revise to assure that the writing
tone
-contains a variety of sentence types and lengths
voice
-maintains a consistent tone (mood)
-contains voice (writer’s personality)
-contains selected information and vocabulary appropriate to the
piece
W.6.5.3
Use compound subjects and predicates to combine simple
sentences for more effective writing style
Use compound subjects and predicates to combine simple
sentences
*recognize compound subjects and/or compound predicates
within a written piece
*create sentences using compound subjects and/or compound
predicates within a written piece
W.7.5.6
Use logical sequence
Use logical sequence
*recognize sequence
*construct writing with logical sequence
*create a piece of writing using logical sequence
revise
clarity
unity
elaboration
central idea
sequence
Fourth Nine Weeks: Writing - Editing
Essential Question: How can writing be improved thought editing?
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Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
W.4.5.11
Edit individually or in groups for appropriate grade-level
conventions, within the following features
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
Objective
Edit individually or in groups for appropriate grade-level
conventions, within the following features
-Sentence formation
•completeness
•absence of fused sentences
•expansion through standard coordination and modifiers
•embedding through standard subordination and modifiers
•standard word order
-Usage
•standard inflections
•agreement
•word meaning
•conventions
-Mechanics
•capitalization
•punctuation
•formatting
•spelling
Task Analysis
Essential Vocabulary
Materials/Resources
*re-read the draft
fused sentences
*change or edit to assure that the writing
modifier
-contains complete sentences
-contains no run-on sentences
-contains sentences that have been expanded using standard
coordination (independent clauses, i.e., conjunctions) and
modifiers (adjectives and
adverbs)
-contains sentences that employ elaboration through standard
subordination (i.e., because, although, even though) and
modifiers (adjectives, adverbs)
-contains sentences that make sense
-contains standard inflections, subject-verb agreement, word
meaning and conventions
-contains correct capitalization, punctuation, format, and spelling
FOURTH NINE WEEKS - READING
Student Learning Expectations to be Addressed the Fourth Nine Weeks
Fourth Nine Weeks: Reading
Essential Question: What strategies do good readers use to understand text?
R.9.5.14
Use knowledge of text structure(s) to enhance understanding
with emphasis on sequence and description
Demonstrate knowledge of text structure(s) to enhance
understanding
*identify text structures (sequence, description,
problem/solution, cause and effect, compare/contrast)
*recognize different text structures
*categorize text samples based on structure
sequence
description
problem/solution
cause/effect
compare/contrast
R.10.5.4
Read a variety of informational text, including textbooks,
newspapers, magazines, and other instructional materials
Read a variety of informational text, including textbooks,
newspapers, magazines, and other instructional materials
*differentiate between different types of informational text
*read a variety of informational text
informational text
text features and structures
instructional materials
reading strategies
textbook
R.10.5.5
Identify cause/effect and problem/solution relationships
A. identify cause/effect relationships
B. identify problem/solution relationships
a.
*identify words that signal cause/effect relationships
*recognize cause/effect relationships within text
b.
*recognize problem/solution relationships within text
signal words (because, since,
after, as a result, when, etc.)
cause/effect
problem/solution
correlate
R.10.5.6
Skim materials to locate specific information
R.10.5.7
Scan materials to develop a general overview
R.10.5.8
Locate information to support opinions, predictions, and
conclusions
Skim materials to locate specific information
*recognize specific text features
*use text features to locate specific information
*recognize specific text features
*use text features to locate specific information
*identify opinions, predictions, and conclusions within text
*classify information based on essential/non-essential
*provide support of opinions, predictions, conclusions, using
essential information
skim
R.10.5.9
Use knowledge of text structure to locate information and aid
comprehension
Scan materials to develop a general overview
Locate information to support opinions, predictions, and
conclusions
Use knowledge of text structure to locate information and aid
comprehension
*identify text structures
*recognize specific text structure within texts
*utilize text structure to locate information
scan
opinions
predictions
conclusions
classify
essential/non-essential
information
text structure
demonstrate
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Work in Progress
AR Department of Education
CONTENT STANDARD/
Student Learning Expectations (SLE)
Objective
Task Analysis
Essential Vocabulary
R.10.5.11
Read a variety of poetry, with emphasis on rhymed and
patterned
Read a variety of poetry, with emphasis on rhymed and
patterned
*identify and recognize rhymes and patterns
*read a variety of poetry including rhymed and patterned poetry
poetry
rhyme
pattern
R.10.5.13
Read and utilize functional/practical texts, including catalogs,
schedules, and diagrams
Read and utilize functional/practical texts, including catalogs,
schedules, and diagrams
*identify examples of practical text
*locate specific information within a given piece of
functional/practical text
*use text features to locate information in a selected
functional/practical text
functional text
practical text
text features, catalog
R.10.5.14
Use graphic organizers to analyze information
Use graphic organizers to analyze information
*identify various types of graphic organizers
*identify purpose for graphic organizer (webbing, mapping,
formal outlining)
*select appropriate graphic organizer for the text
*categorize information using selected graphic organizer
graphic organizer
Materials/Resources
Fourth Nine Weeks: Reading
Essential Question: How will developing a better vocabulary improve reading?
R.11.5.6
Use resources to determine meaning of technical and
specialized vocabulary
Use resources to determine meaning of technical and
specialized vocabulary
*identify available resources (content area texts, dictionary,
thesaurus, etc.)
*use resources to determine meaning
dictionary
thesaurus
atlas
almanac
specialized and technical
vocabulary
R.11.5.7
ete
e use
useful
u a
and
d relevant
e e a t words
o ds
Determine
Determine useful and relevant words
*identify text features (bold print, italics, highlighted)
dete
e use
useful
u a
and
d relevant
e e a t words
o ds us
using
g te
textt features
eatu es
*determine
*apply learned word meaning to multiple reading and writing
situations
text features
useful/relevant
use
u/ ee a t
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