Houghton Mifflin Harcourt
Escalate English ©2017
Grade 5
correlated to the
Oklahoma Academic Standards
English Language Arts
Grade 5
Standard
Descriptor
Citations
Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of
texts.
Standard 1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.
1.
Words in Context
a.
Use knowledge of word parts and SE: Use context clues, 5; Specialized vocabulary, 19; Making nouns into adjectives (includes work with
word relationships, as well as
suffixes), 25; Vocabulary Strategy: Suffix –ly, 39; Etymology (prefixes and suffixes), 99; Compound
context clues (the meaning of the
Words, 143; Greek Affixes, 207; Word Groupings, 245
text around a word), to determine TE: Context Clues, 2e, 9, 17, 70, 116, 149g, 150k, 263, 270, 362, 388, 66, 678, 712; Easily Confused
the meaning of specialized
Words, 135, 143, 147, 277, 281, 285, 289, 427, 431, 435, 439, 579, 587, 723, 731, 735, 881, 885,
vocabulary and to understand the
889; Critical Vocabulary, 22, 33, 66, 76, 94, 111, 162, 180, 203, 214, 226, 238, 258, 304, 348, 366,
precise meaning of grade-level384, 407, 454, 464, 477, 500, 504, 512, 528, 603, 651, 660, 676, 751, 758, 808, 835, 853;
appropriate words.
Vocabulary Review, 284, 434
b.
Use prior experience and context SE: Similes, 83; Using Context Clues, 91; Figurative Language, 112, 151
to understand and explain the
TE: Figurative Language, 265, 340, 341, 449, 518, 534, 554, 558, 589a, 7380, 787; Simile, 253, 291,
figurative use of words such as
345, 346, 664; Metaphor, 114, 150m, 664, 821
similes (comparisons that use like
or as: His feet were as big as
boats), and metaphors (implied
comparisons: The giants steps
were thunderous).
2.
Affixes, Roots, and Stems
1
Standard
Descriptor
Citations
a.
Interpret new words by analyzing SE: Making nouns into adjectives (includes work with suffixes), 25; Vocabulary Strategy: Suffix –ly, 39;
the meaning of prefixes and
Etymology (prefixes and suffixes), 99; Greek Affixes, 207; Word Groupings, 245; Prefix, 12, 41,
suffixes.
389, 203, 278; Suffix, 97, 233
TE: Prefixes, 119, 298, 409, 481, 589d, 839; Suffixes, 62, 86, 105, 156, 230, 266, 459, 560, 590g, 744,
862; Affixes, 150g, 292k, 402, 442m, 629, 733d, 738m; Critical Vocabulary, 203, 214, 238, 258,
322, 348, 384, 464, 500, 528, 551; Vocabulary Review, 142, 284, 434, 582, 730, 884; Word
Families, 831; Academic Vocabulary, 222, 520, 848, 876
b.
Apply knowledge of root words to SE: Word Groupings (root words), 245
determine the meaning of
TE: Word Roots, 9, 117, 203, 214, 238, 258, 266, 348, 384, 426, 441a, 481, 485, 520, 568, 831, 884
unknown words within a passage.
c.
Use word origins, including
SE: Word Origins, 109, 161; Word Groupings, 245
knowledge of less common roots TE: Word Origins, 92, 332, 441d
(graph = writing, terras = earth)
and word parts (hemi = half, bio =
life) from Greek and Latin to
analyze the meaning of complex
words (terrain, hemisphere,
biography).
3.
Synonyms, Antonyms, and
SE: Synonyms, 81; Multiple-Meaning Words, 291; Synonyms and Antonyms, R31; Homonyms,
Homonyms/Homophones - Apply
Homographs, and Homophones R32
knowledge of fifth grade level
TE: Synonyms, 14, 149b, 150i, 210, 242, 292k, 292o, 442m, 738k, 774, 820, 891d; Antonyms, 172,
synonyms, antonyms,
291c, 564, 589k, 590k, 655, 737f; Homophones, 90, 100, 149i, 167, 284, 291b, 508, 589f, 755;
homonym/homophones, and
Homonym, 668, 701, 782, 891b; Multiple-Meaning Words, 2k, 124, 142, 149k, 188, 192, 237, 284,
multiple meaning words to
291d, 292g, 292m, 380, 442i, 524, 540, 589h, 625, 730, 870
determine the meaning of words
and phrases.
*4.
Using Resource Materials and Aids
a.
Use a thesaurus to determine
related words and concepts.
SE: Thesaurus, R33
TE: Using a Thesaurus, 14, 90, 210, 434, 737f, 755, 774, 801, 866, 870, 891k
b.
Determine the meanings,
pronunciation, and derivations of
unknown words by using a
SE: Look up the word in a glossary or dictionary, 5; Specialized vocabulary (dictionary meaning), 19;
Practice and Apply (look words up in dictionary), 25, 109, 143; Reading Hard Words, 104;
Paraphrasing, 142; Word Origins, 161; Multiple-Meaning Words, 291
2
Standard
Descriptor
glossary and/or dictionary.
Citations
TE: Reference Aids: Glossary, 312, 441c; Dictionary, 355, 441f; Using a Print or Digital Dictionary, 118,
640, 642; Using a Dictionary and Glossary, 9, 14, 42, 45, 62, 66, 70, 76, 80, 90, 94, 111, 120, 128,
162, 172, 185, 203, 210, 214, 226, 238, 258, 266, 304, 308, 320, 322, 332, 348, 352, 380, 384, 407,
454, 464, 500, 512, 524, 536, 551, 603, 607, 629, 652, 660, 676, 699, 751, 758, 770, 793, 797, 808,
835, 853, 866
*Standard 2: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.
1.
Read regularly in independentSE: Reading Aloud with Expression, 115; Recite poem, 171; Give oral opinion about a character, 236;
level texts (texts in which no more
Read/perform drama, 274
than approximately 1 in 20 words TE: Fluency: Punctuation, 54, 113; Fluency Development, 75, 365, 786; Fluency Practice, 97, 440, 567;
is difficult for the reader) fluently
Reading Expressively, 218, 516, 609, 827; Using Appropriate Intonation and Expression, 228, 347;
and accurately, and with
Phrasing, 252; Develop Fluency, 400; Reader’s Theater, 262; Deconstructing Sentences, 714
appropriate timing, change in
voice, and expression.
2.
Read regularly in instructionalTE: First Read, 13, 30, 49, 93, 161, 179, 191, 213, 302, 321, 341, 383, 453, 511, 527, 550, 600, 633, 659,
level texts (texts in which no more
675, 748, 780. 805. 807, 834, 851; Supported Read, 232, 233, 234, 235, 237, 473, 619, 620, 621, 766
than approximately 1 in 10 words
is difficult for the reader).
3.
Read silently for increased periods TE: Just-Right Scaffolding: Reading on Their Own, 49, 93, 109, 110, 179, 191, 213, 257, 321, 358, 383,
of time.
405, 487, 511, 527, 550, 638, 675, 697, 749, 781, 805, 806, 807
4.
Increase reading through daily
independent reading practice as
monitored by the instructor
through peer discussions, teacher
conferences, response journals,
etc.
TE: First Read, 13, 30, 49, 93, 161, 179, 191, 213, 302, 321, 341, 383, 453, 511, 527, 550, 600, 633, 659,
675, 748, 780. 805. 807, 834, 851
Standard 3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.
1.
Literal Understanding
a.
Use prereading strategies
independently (to preview,
activate prior knowledge, predict
content of text, formulate
SE: Setting a Purpose, 6, 10, 28, 34, 40, 62, 66, 70, 72, 76, 84, 100, 104, 112, 116, 118, 126, 134, 152,
156, 162, 166, 168, 172, 180, 202, 208, 214, 216, 228, 250, 256, 260, 276, 282
TE: Setting a Purpose text opener pages, 16, 30, 48, 72, 92, 108, 164, 182, 196, 205, 206, 212, 232, 256,
302, 320, 340, 358, 386, 404, 456, 472, 492, 510, 526, 530, 548, 600, 618, 632, 658, 674, 696, 748,
3
Standard
Descriptor
questions that might be answered
by the text, and establish purpose
for reading).
Citations
766, 780, 786, 795, 804, 8333; Setting a Purpose, 13, 32, 64, 161, 179, 190, 351, 382, 453, 486, 503,
650, 653, 796,
b.
Read and comprehend both fiction SE: Setting a Purpose, 6, 10, 28, 34, 40, 62, 66, 70, 72, 76, 84, 100, 104, 112, 116, 118, 126, 134, 152,
and nonfiction that is
156, 162, 166, 168, 172, 180, 202, 208, 214, 216, 228, 250, 256, 260, 276, 282
appropriately designed for fifth
TE: Explore the Topic (text opener pages), 16, 30, 48, 72, 92, 108, 164, 182, 196, 205, 206, 212, 232,
grade.
256, 302, 320, 340, 358, 386, 404, 456, 472, 492, 510, 526, 530, 548, 600, 618, 632, 658, 674, 696,
748, 766, 780, 786, 795, 804, 833; Setting a Purpose, 13, 32, 64, 161, 179, 190, 351, 382, 453, 486,
503, 650, 653, 796, 850
c.
Recognize main ideas presented in SE: Main Idea and Details, 20, 24, 25, 33, 50, 51, 52, 53, 104, 109, 125, 132, 133, 146, 152, 154, 208,
a particular segment of text;
213, 215, 219, 256, 259, 261, 294
identify evidence that supports
TE: Main/Central Idea and Details, 48, 55, 56, 57, 60, 74, 93, 96, 132, 149e, 184, 197, 220, 241, 303,
those ideas.
320, 324, 325, 331, 375, 387, 397, 453, 456, 457, 624, 632, 638, 641, 645, 666, 704, 780, 787, 788,
791, 838
d.
Use the text's structure or
SE: Cause-and-Effect, 32, 156; Problem and Solution, 38; Sequence of Events in the Podcast, 71;
progression of ideas such as cause
Analyze Poetic Form, 168
and effect or chronology to
TE: Cause-and-Effect, 84, 97, 116, 165, 183, 197, 198, 219, 360, 388, 479, 517, 556, 557, 558;
organize or recall information.
Collaborative Discussion (Cause-and-effect questions), 26, 176, 201, 374; Sequence, 206, 260, 291f,
361, 773, 861
2.
Inferences and Interpretation
a.
Apply prior knowledge and
SE: Unit Opener, 2–3, 4–5, 54–55, 56–57, 96–97, 98–99, 148–149, 150–151, 194–195, 196–197, 242–
experience to make inferences and
243, 244–245; Setting a Purpose, 6, 10, 28, 34, 40, 62, 66, 70, 72, 76, 84, 100, 104, 112, 116, 118,
respond to new information
126, 134, 152, 156, 162, 166, 168, 172, 180, 202, 208, 214, 216, 228, 250, 256, 260, 276, 282
presented in text.
TE: Unit Opener: Explore the Topic, 4–5, 8–9, 152–153, 156–157, 294–295, 296–297, 444–445, 446–
447, 592–593, 594–595, 740–741, 742–743; Explore the Topic (text opener pages), 16, 30, 48, 72,
92, 108, 164, 182, 196, 205, 206, 212, 232, 256, 302, 320, 340, 358, 386, 404, 456, 472, 492, 510,
526, 530, 548, 600, 618, 632, 658, 674, 696, 748, 766, 780, 786, 795, 804, 833; Setting a Purpose,
13, 32, 64, 161, 179, 190, 351, 382, 453, 486, 503, 650, 653, 796, 850
b.
Draw inferences and conclusions
about text and support them with
textual evidence and prior
knowledge.
SE: Making Inferences, 125; Infer Theme, 220
TE: Make/Draw Inferences, 56, 117, 262, 263, 265, 360, 361, 362, 375, 405, 409, 411, 412, 414, 415,
556, 679, 680, 697, 703, 704, 813, 814, 818, 819, 821, 859, 860; Draw Conclusions, 99, 114, 119,
327, 359, 363, 413, 414, 684, 702, 707
4
Standard
Descriptor
Citations
c.
Describe elements of character
SE: Compare and contrast characters, 18; Making Inferences (about characters), 125; Identifying Story
development in written works
Elements (theme, plot, characters, setting, mood), 178; Determining the Theme (title, characters,
(e.g., differences between main
setting, descriptive words, phrases, details), 220; Character Traits, 254
and minor characters; changes that TE: Character, 2o, 16, 35, 68, 69, 108, 109, 117, 118, 164, 261, 262, 263, 292o, 359, 364, 389, 405, 406,
characters undergo; the
410, 411, 414, 533, 535, 553, 555, 558, 559, 590i, 590o, 641, 680, 684, 697, 702, 813, 815, 816, 820,
importance of a character’s
823, 861
actions, motives, stereotypes, and
appearance to plot and theme).
d.
Make inferences or draw
SE: Making Inferences (about characters), 125; Identifying Story Elements (theme, plot, characters,
conclusions about characters’
setting, mood), 178; Determining the Theme (title, characters, setting, descriptive words, phrases,
qualities and actions (e.g., based
details), 220
on knowledge of plot, setting,
TE: Make/Draw Inferences, 56, 117, 262, 263, 265, 360, 361, 362, 375, 405, 409, 411, 412, 414, 415,
characters’ motives, characters’
556, 679, 680, 697, 703, 704, 813, 814, 818, 819, 821, 859, 860; Draw Conclusions, 99, 114, 119,
appearances, stereotypes and other
327, 359, 363, 413, 414, 684, 702, 707
characters’ responses to a
character).
*e.
Participate in creative response to SE: Memorize and perform a poem, 115; Recite poem, 171; Give oral opinion about a character, 236;
text (e.g., art, drama, and oral
Read/perform drama, 274
presentation).
TE: Memorize and perform a poem, 347; Recite poem, 523; Read/perform drama, 827
3.
Summary and Generalization
a.
Summarize and paraphrase
SE: Analyzing the Text: Summarize, 25; Nonfiction summary, 60; Summary of a story, 125;
information from entire reading
Paraphrasing, 132; Write a summary, 169
selection including the main idea TE: Summarize the Main Idea, 48, 57, 60, 61, 74, 149e, 169, 401; Summarize, 415, 509g, 788; Teacher
and significant supporting details.
Feature, 354; Write a Summary, 378, 441h; Paraphrasing, 397
b.
Make generalizations with
information gleaned from text.
SE: Generalization, R43
TE: For related material see: Synthesize, 98, 363, 391, 480, 684, 840
c.
Support ideas and arguments by
reference to relevant aspects of
text and issues across texts.
SE: Analyze the text (cite text evidence), 69, 75, 125, 162, 227; Response to story, 142; Response to
poem, 171; Discuss theme of the story, 188; Short essay in response to nonfiction, 213; Give oral
opinion about a character, 236; Response to literature, 292–295
TE: Cite Text Evidence, 44, 61, 80, 126, 127, 149e, 202, 221, 346, 362, 375, 483, 687, 891b, 891d, 891e;
Response to literature, 874, 875, 878, 879, 882, 883, 886, 887
d.
Organize text information in
SE: Reading Toolbox (graphic organizer), 18, 24, 32, 38, 72; Response to Literature: Decide the Basics
5
Standard
Descriptor
different ways (e.g., timeline,
outline, graphic organizer) to
support and explain ideas.
Citations
(characters, plot, style, point of view, dialogue), 293; Writing Toolbox, 294
TE: Reading Toolbox (graphic organizer), 44, 60, 84, 104, 212
4.
Analysis and Evaluation
a.
Identify and analyze the
SE: Adventure book, 40; Analyze Structure: Text Features (title, subheadings, sidebar, boldface type, ),
characteristics of poetry, drama,
65; Understanding Poetic Style, 112; Oral and Written Traditions, 167; Parables, 172; Identifying
fiction, and nonfiction and explain
Story Elements (theme, plot, characters, setting, mood), 178; Analyze Poetic Form, 168;
the appropriateness of the literary
Determining the Theme (title, characters, setting, descriptive words, phrases, details), 220; Native
form chosen by an author for a
American myths, 228; Elements of a Drama, 262
specific purpose.
TE: Genre: Informational Text, 2m; An Adventure Novel, 2o; Biography, 150o; Biographical Sketch,
738g; Drama, 738k; Genre, 2g, 72, 108, 696, 803; Why This Text? 191; Examine Text Structure for
Genre, 229, 251, 379, 507, 617; Compare an Contrast Genres, 530
b.
Identify the main problem or
conflict of the plot and explain
how it is resolved.
c.
Contrast the actions, motives, and SE: Compare and contrast characters, 18; Making Inferences (about characters), 125; Identifying Story
appearances of characters in a
Elements (theme, plot, characters, setting, mood), 178; Determining the Theme (title, characters,
work of fiction and discuss the
setting, descriptive words, phrases, details), 220
importance of the contrasts to the TE: Character, 2o, 16, 35, 108, 109, 117, 118, 164, 261, 262, 263, 292o, 359, 364, 389, 405, 406, 410,
plot or theme.
411, 414, 533, 535, 553, 555, 558, 559, 590i, 590o, 641, 680, 684, 697, 702, 813, 815, 816, 820, 823,
861; Elements of a Story, 68, 69; Plot, 113, 116, 118, 119, 361, 371, 705, 706, 814, 815, 817, 820,
821, 822, 823
d.
Make observations and
connections, react, speculate,
interpret, and raise questions in
analysis of texts.
SE: Analyzing the Text (restate, analyze), 18; Analyze the text (cite text evidence), 69, 75, 125, 162, 227;
Response to story, 142; Response to poem, 171; Discuss theme of the story, 188; Short essay in
response to nonfiction, 213; Give oral opinion about a character, 236; Response to literature, 292–
295
TE: Cite Text Evidence, 44, 61, 80, 126, 127, 149e, 202, 221, 346, 362, 375, 483, 687, 891b, 891d, 891e;
Response to literature, 874, 875, 878, 879, 882, 883, 886, 887
e.
Recognize structural patterns
found in information text (e.g.,
cause and effect,
problem/solution, sequential
SE: Cause-and-Effect, 32, 156; Problem and Solution, 38; Sequence of Events in the Podcast, 71
TE: Cause-and-Effect, 84, 97, 116, 165, 183, 197, 198, 219, 360, 388, 479, 517, 556, 557, 558;
Collaborative Discussion (Cause-and-effect questions), 26, 176, 201, 374; Sequence, 206, 260, 291f,
361, 773, 861; Problem and Solution, 104, 149c, 161, 165, 183; Collaborative Discussion (Problem
SE: Problem and Solution, 38; Identifying Story Elements (theme, plot, characters, setting, mood), 178;
Make an Outline (of events in the poem), 219; Response to literature: Plot, 293
TE: Plot, 68, 371; Elements of a Story (conflict), 69
6
Standard
Descriptor
Citations
order).
and Solution), 18, 166
f.
Distinguish among
facts/inferences supported by
evidence and opinions in text.
SE: Fact and Opinion, 72, 75
TE: Fact and Opinion, 212, 219
*5.
Monitoring and Correction Strategies
a.
Monitor own reading and modify SE: Collaborative Discussion and Text Analysis (fiction and poetry), 8, 18, 24, 27, 48, 115, 125, 171,
strategies as needed when
178, 188, 219, 236; Collaborative Discussion and Text Analysis (nonfiction), 32, 38, 60, 69, 102,
understanding breaks down (e.g.,
109, 117, 154, 161, 165, 167, 213, 248, 261
rereading a portion aloud, using
TE: Close Read (reread prompt), 182, 196, 219, 260, 325, 387, 517, 531
reference aids, searching for clues,
and asking questions).
b.
Predict, monitor, and check for
SE: Setting a Purpose, 6, 10, 28, 34, 40, 62, 66, 70, 72, 76, 84, 100, 104, 112, 116, 118, 126, 134, 152,
understanding using semantic,
156, 162, 166, 168, 172, 180, 202, 208, 214, 216, 228, 250, 256, 260, 276, 282; also see: Use context
syntactic, and graphophonic cues.
clues, 5; Specialized vocabulary, 19; Making nouns into adjectives (includes work with suffixes), 25;
Vocabulary Strategy: Suffix –ly, 39; Etymology (prefixes and suffixes), 99; Greek Affixes, 207;
Word Groupings, 245; Prefix, 12, 41, 389, 203, 278; Suffix, 97, 233; Analyzing Word Structure,
R29; Spelling Rules, R34–R35
TE: First Read, 13, 30, 49, 93, 161, 179, 191, 213, 302, 321, 341, 383, 453, 511, 527, 550, 600, 633, 659,
675, 748, 780. 805. 807, 834, 851; also see: Prefixes, 119, 298, 409, 481, 589d, 839; Suffixes, 62, 86,
105, 156, 230, 266, 459, 560, 590g, 744, 862; Affixes, 150g, 292k, 402, 442m, 629, 733d, 738m;
Critical Vocabulary, 203, 214, 238, 258, 322, 348, 384, 464, 500, 528, 551; Vocabulary Review,
142, 284, 434, 582, 730, 884; Word Families, 831; Academic Vocabulary, 222, 520, 848, 876
c.
Monitor and adjust reading rate
according to the purpose for
reading and the difficulty of the
text.
TE: Just-Right Scaffolding: Reading on Their Own, 49, 93, 109, 110, 179, 191, 213, 257, 321, 358, 383,
405, 487, 511, 527, 550, 638, 675, 697, 749, 781, 805, 806, 807; Fluency: Punctuation, 54, 113;
Fluency Development, 75, 365, 786; Fluency Practice, 97, 440, 567
Standard 4: Literature - The student will read to contrast meaning and respond to a wide variety of literary forms.
1.
Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature.
a.
Recognize characteristics of
literary genres and forms (e.g.,
SE: Genre, 40, 228
TE: Genre: Informational Text, 2m; An Adventure Novel, 2o; Biography, 150o; Biographical Sketch,
7
Standard
Descriptor
contemporary realistic
fiction, historical fiction,
nonfiction, modern fantasy,
poetry, drama, and traditional
stories such as fairy tales, fables,
myths, and legends).
Citations
738g; Drama, 738k; Genre, 2g, 72, 108, 696, 803; Why This Text? 191; Examine Text Structure for
Genre, 229, 251, 379, 507, 617; Compare an Contrast Genres, 530
b.
Read and construct meaning from SE: Adventure book, 40; Understanding Poetic Style, 112; Oral and Written Traditions, 167; Parables,
a variety of genres.
172; Identifying Story Elements (theme, plot, characters, setting, mood), 178; Analyze Poetic Form,
168; Determining the Theme (title, characters, setting, descriptive words, phrases, details), 220;
Native American myths, 228; Elements of a Drama, 262
TE: Genre: Informational Text, 2m; An Adventure Novel, 2o; Biography, 150o; Biographical Sketch,
738g; Drama, 738k; Genre, 2g, 72, 108, 696, 803; Why This Text? 191; Examine Text Structure for
Genre, 229, 251, 379, 507, 617; Compare an Contrast Genres, 530
c.
Demonstrate an understanding of SE: Compare and contrast characters, 18; Adventure book, 40; Understanding Poetic Style, 112; Oral and
similarities and differences within
Written Traditions, 167; Parables, 172; Compare and contrast, 227; Native American myths, 228;
and among literary works of
Elements of a Drama, 262
various genre and cultures (e.g., in TE: Genre: Informational Text, 2m; An Adventure Novel, 2o; Biography, 150o; Biographical Sketch,
terms of settings, character types,
738g; Drama, 738k; Genre, 2g, 72, 108, 696, 803; Why This Text? 191; Examine Text Structure for
events, and role of natural
Genre, 229, 251, 379, 507, 617; Compare an Contrast Genres, 530
phenomena).
2.
Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
a.
Develop a knowledge of the
SE: Cause-and-Effect, 32, 156; Problem and Solution, 38; Identifying Story Elements (theme, plot,
literary elements of fiction (plot,
characters, setting, mood), 178; Make an Outline (of events in the poem), 219; Response to
problems, attempts to resolve
literature: Plot, 293
conflicts, resolution, etc.) and the TE: Elements of a Story, 68, 69; Plot, 113, 116, 118, 119, 361, 371, 705, 706, 814, 815, 817, 820, 821,
text structure of nonfiction
822, 823; Genre: Informational Text, 2m; Examine Text Structure and Genre, 229, 379, 617; Cause(compare/contrast, cause/effect,
and-Effect, 84, 97; Main Idea and Details, 60, 645
sequence, main idea, and details).
b.
Compare/contrast genres, themes, SE: Setting a Purpose, 30; Compare and contrast characters, 18; Adventure book, 40; Understanding
ideas, and story elements across
Poetic Style, 112; Oral and Written Traditions, 167; Parables, 172; Compare and contrast, 227;
texts read, listened to, or viewed.
Native American myths, 228; Elements of a Drama, 262
TE: Compare and Contrast, 35, 36, 37, 40, 44, 80, 176, 265, 316, 370, 468, 517, 559, 614, 687, 762, ;
Genre: Informational Text, 2m; An Adventure Novel, 2o; Performance Task, 127; Biography, 150o;
8
Standard
Descriptor
Citations
Biographical Sketch, 738g; Drama, 738k; Genre, 2g, 72, 108, 696, 803; Why This Text? 191;
Examine Text Structure for Genre, 229, 251, 379, 507, 617; Compare an Contrast Genres, 530;
Collaborative Discussion, 562, 827
c.
Identify the author’s purpose
(persuade, inform, or entertain).
d.
Recognize and identify the writer's SE: Point of View, 189; Performance Task: Point of View, 191, 293
perspective or point of view in a TE: Point of View, 37, 292i, 292k, 624
literary selection (e.g., first
person, second person) and how it
affects the text.
3.
Figurative Language and Sound Devices - Identify figurative language and sound devices in writing and how they affect the development of a
literary work.
a.
Identify and discuss certain words SE: Reading Toolbox: Sound devices, 112; Find rhyming words, 115; Analyze poetic form (rhythm), 168
and rhythmic patterns that can be TE: Rhyme Structure, 292i; Rhyme Scheme, 590k, 659; Listening Toolbox, 340; Identify Features of
used in a selection to imitate
Poetry, 345, 665
sounds (e.g., rhythm, rhyme,
alliteration).
b.
Evaluate and identify figurative
language, such as simile,
metaphors, hyperbole,
personification, and idioms.
Example: Simile - a comparison
that uses like or as
SE: Collaborative Discussion, 102
TE: Author’s Purpose, 57, 264, 265, 558, 837; Cite Text Evidence: Author’s Purpose, 346; Collaborative
Discussion, 498; Close Read, 601, 638
SE: Idiomatic Expressions, 57; Idioms, 11; Similes, 83; Figurative language, 112, 151; Idioms, 175, 178;
Formal and Informal Language, 48; Idioms, slang, and figurative language, R28
TE: Figurative Language, 265, 340, 341, 449, 518, 534, 554, 558, 589a, 738, 787; Simile, 253, 291, 345,
346, 664; Metaphor, 114, 150m, 664, 821; Personification, 345, 664, 666, 672, 737h; Idioms, 70,
122, 123, 149g, 157, 182, 183, 197, 198, 291a, 292o, 406, 413, 532, 534, 535, 536, 539, 556, 557,
559, 685, 737h, 738o
Example: Metaphor - an implied
comparison
Example: Hyperbole – an
exaggeration for effect
Example: Personification – a
9
Standard
Descriptor
Citations
description that represents a thing
as a person
Example: Idioms – an expression
that does not mean what it literally
says
c.
Identify the function and effect of SE: Figurative language (metaphor, symbolism), 151; Symbols of American Revolution, 112
common literary devices, such as TE: Figurative Language, 265, 340, 341, 449, 518, 534, 554, 558, 589a, 738, 787; Metaphor, 114, 150m,
imagery, metaphor, and
664, 821; Culture Symbols, 2i; Symbolism, 265, 340; Imagery, 292i, 664
symbolism.
Symbolism: the use of an object to
represent something else; for
example, a dove might symbolize
peace.
Imagery: the use of language to
create vivid pictures in the reader's
mind.
Metaphor: an implied comparison
in which a word or phrase is used
in place of another, such as He
was drowning in money.
d.
Interpret poetry and recognize
poetic styles (e.g., rhymed, free
verse, and patterned [cinquain,
diamante]).
SE: Understanding Poetic Style, 112; Analyze Poetic Form, 168; Make an Outline (of events in the
poem), 219
TE: Explore the Topic, 340–341, 510–511; Elements of Poetry, 344, 442k, 659; Identify Features of
Poetry, 345, 665, 666; Examine Text Structure for Genre, 229, 507; Close Read, 664
*4.
Literary Works - Read and
respond to historically and
culturally significant works of
literature.
SE: The Sun Dance, 20–25; East of the Sun and West of the Moon, 26–27; A Tale from the Arabian
Nights, 180–189; The Quillworker Girl, 228–237;
TE: Cultural Content and Symbols, 2i; Background on Rituals, 47; Why This Test? 191; Other Origin
Myths, 590o
10
Standard
Descriptor
Citations
Example: Compare and analyze
literary works from various
cultures.
Standard 5: Research and Information: The student will conduct research and organize information.
1.
Accessing Information - Select the best source for a given purpose.
a.
Determine and use appropriate
SE: Research Toolbox: Gathering Information, 110, Paraphrasing, 132; Research report, 144–147; Small
sources for accessing information
Group Research, 165; Write a Short Report About a Discovery, 245; Partner Research (search terms,
including, dictionaries, thesaurus,
reliable sources, take notes), 290
library catalogs and databases,
TE: Gathering Information, 334; Paraphrasing, 397; Research report, 424, 425, 428, 429, 432, 433, 436,
magazines, newspapers,
437; Report About a Discovery, 745; Partner Research (search terms, reliable sources, take notes),
technology/Internet,
865, 868
encyclopedias, atlases, almanacs,
tables of contents, glossaries, and
indexes.
b.
Identify and credit the sources
used to gain information.
SE: Research Toolbox: Check your sources, 110; Research report: take notes, 145; elements of a research
report, 146; Partner Research (search terms, reliable sources, take notes), 290
TE: Research report: take notes, 425; elements of a research report, 426; Partner Research (search terms,
reliable sources, take notes), 865, 868
c.
Use text features to access
information (e.g., format, italics,
heading, subheadings, graphics,
sequence, diagrams, illustrations,
charts, and maps).
SE: Analyze Structure: Text Features (title, subheadings, sidebar, boldface type), 65, 69; also see: Find
pronunciation guides in the dictionary, 5; Research Toolbox: Gathering Information, 110; Research
report, 144–147; Small Group Research, 165; Write a Short Report About a Discovery, 245; Partner
Research (search terms, reliable sources, take notes), 290
TE: Gathering Information, 334; Research report, 424, 425, 428, 429, 432, 433, 436, 437; Small Group
Research, 499
d.
Use reference features of printed SE: Research Toolbox: Check your sources, 110; Research report: take notes, 145; elements of a research
text, such as citations, endnotes,
report, 146; Partner Research (search terms, reliable sources, take notes), 290
and bibliographies to locate
TE: Research report: take notes, 425; elements of a research report, 426; Partner Research (search terms,
relevant information about a topic.
reliable sources, take notes), 865, 868
e.
Use the features of informational
texts, such as formats, graphics,
SE: Analyze Structure: Text Features (title, subheadings, sidebar, boldface type), 65, 69; also see: Find
pronunciation guides in the dictionary, 5; Research Toolbox: Gathering Information, 110; Research
11
Standard
Descriptor
diagrams, illustrations, charts,
maps, and organization, to find
information and support
understanding.
Citations
report, 144–147; Small Group Research, 165; Write a Short Report About a Discovery, 245; Partner
Research (search terms, reliable sources, take notes), 290
TE: Gathering Information, 334; Research report, 424, 425, 428, 429, 432, 433, 436, 437; Small Group
Research, 499
Example: Locate specific
information in a social studies
textbook by using its organization,
sections on different world
regions, and textual features, such
as headers, maps, and charts.
f.
Recognize and apply test-taking
TE: Assessment, 23, 50, 51, 77, 100, 101, 129, 146, 149, 173, 192, 193, 215, 242, 243, 271, 288, 313,
strategies by answering different
336, 337, 367, 392, 393, 421, 438, 465, 488, 489, 513, 540, 541, 569, 611, 623, 625, 661, 688, 689,
levels of questions, such as literal,
717, 759, 782, 783, 809, 842, 843, 871
as well as multiple choice,
true/false, short answer,
inferential, evaluative, or openended.
2.
Interpreting Information - Analyze and evaluate information from a variety of sources.
a.
Follow multistep directions to
accomplish a task (e.g., video
games, computer programs,
recipes).
SE: Unit Performance Tasks: Informative Essay, 50–53; Opinion Piece, 92–95; Research Report, 144–
147; Narrative, 190–193; Oral Opinion, 238–241; Response to Literature, 292–295
TE: Informative Essay, 132, 133, 136, 137, 140, 144, 145; Opinion piece, 274, 275, 278, 279, 282, 286,
287; Research report, 424, 425, 428, 429, 432, 436, 437; Narrative, 572, 573, 576, 577, 580, 584,
585; Response to literature, 874, 875, 878, 879, 882, 886, 887
b.
Select a topic, formulate
questions, and synthesize
information from a variety of
print, nonprint and technological
resources (e.g., dictionaries,
reference books, atlases,
magazines, informational texts,
thesaurus, and
technology/Internet).
SE: Research Toolbox: Gathering Information, 110, Paraphrasing, 132; Research report, 144–147; Small
Group Research, 165; Write a Short Report About a Discovery, 245; Partner Research (search terms,
reliable sources, take notes), 290
TE: Gathering Information, 334; Paraphrasing, 397; Research report, 424, 425, 428, 429, 432, 433, 436,
437; Report About a Discovery, 745; Partner Research (search terms, reliable sources, take notes),
865, 868
12
Standard
Descriptor
Citations
c.
Develop notes that include
important information on a
selected topic.
SE: Take Notes (record main ideas in nonfiction text), 133; Research report: Take notes, 145; Oral
opinion: Planning and taking notes, 238; Partner Research (search terms, reliable sources, take
notes), 290
TE: Research report: take notes, 425; Oral opinion, 720; Partner Research (search terms, reliable sources,
take notes), 865, 868
d.
Summarize information from
multiple sources into a written
report or summary.
SE: Write On!: Nonfiction summary, 60; Summary of a story: Planning and taking notes, 125
TE: Write a summary, 169; Summary of a story, 378
e.
Create simple documents using a SE: Writing Activity: Start a Blog, 8–9; Brainstorming Topics for Your Blog, 60–61; Designing Your
computer and employing
Blog, 102–103; Scheduling Your Calendar, 154–155; Helpful Tips When Writing Blog Posts, 200–
organizational features,
201; Share and Interact with Other Blogs, 248–249
such as passwords, entry and pull- TE: Blog, 21, 149c, 170, 310, 754, 757
down menus, word searches, the
thesaurus, and spell checks.
Writing/Grammar/Usage and Mechanics. The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 1: Writing Process. The student will use the writing process to write coherently.
1.
Use the writing process to
SE: Writing Activity: Planning and Prewriting, 50, 92, 144, 190, 292; also see: Short essay in response to
develop, extend, and refine
nonfiction (introduction, body, and conclusion), 213
composition skills by using a
TE: Planning and Prewriting, 132, 274, 424, 572, 874
variety of prewriting strategies,
such as brainstorming, clustering,
illustrating, webbing, using
graphic organizers, notes, and
logs.
2.
Understand and demonstrate
SE: Writing Activity: Decide the basics (ideas, features, details), 51, 93, 145, 191, 293; Finalize your
familiartiy with the writing
plan and elements of the writing genre (structure), 52, 94, 146, 192, 294
process and format (beginning,
TE: Decide the basics (ideas, features, details), 133, 275, 425, 573, 875; Writing Toolbox, 136, 278, 428,
middle, and ending) and structure
576, 878
of main idea, exposition, body,
and conclusion).
3.
Use common organizational
structures for providing
SE: Writing Activity: Finalize your plan and elements of the writing genre, 52, 94, 146, 192, 294;
Drafting (structure, flow), 53, 95, 147, 193, 295
13
Standard
Descriptor
Citations
information in writing, such as
TE: Writing Toolbox, 136, 278, 428, 576, 878; Drafting, 137, 279, 429, 577, 879
chronological/sequential order,
cause and effect, or similarity and
difference, and posing and
answering questions.
4.
Select a focus and an organizational structure based upon purpose/mode, audience, and required format.
a.
Write one or more drafts by
SE: Writing Activity: Decide the basics (ideas, features, details), 51, 93, 145, 191, 293; Finalize your
categorizing ideas and organizing
plan and elements of the writing genre, 52, 94, 146, 192, 294; Drafting (structure, flow), 53, 95, 147,
them into paragraphs.
193, 295
TE: Decide the basics (ideas, features, details), 133, 275, 425, 573, 875; Writing Toolbox, 136, 278, 428,
576, 878; Drafting, 137, 279, 429, 577, 879
b.
Blend paragraphs with effective
transitions into longer
compositions.
5.
Edit/proofread drafts, using
SE: Writing Activity: Edit, 53, 95, 147, 193, 295; Grammar Quick Reference, R2–R9; Grammar
standard editing marks, to ensure
Handbook, R10–R27
standard usage, mechanics,
TE: Edit, 144, 286, 436, 584, 886
spelling, and varied sentence
structure to improve meaning and
clarity.
6.
Review, evaluate, and revise
selected drafts by adding,
elaborating, deleting, combining,
and rearranging text for meaning
and clarity.
SE: Writing Activity: Revise, 53, 95, 147, 193, 295
TE: Revise, 141, 283, 433, 581, 883
7.
Publish and present writing to
peers and adults.
SE: Writing Activity: Publish, 53, 95, 147, 193, 295; also see: Writing Activity: Start a Blog, 8–9;
Brainstorming Topics for Your Blog, 60–61; Designing Your Blog, 102–103; Scheduling Your
Calendar, 154–155; Helpful Tips When Writing Blog Posts, 200–201; Share and Interact with Other
Blogs, 248–249
TE: Publish, 145, 287, 437, 858, 887; Blog, 21, 149c, 170, 310, 754, 757
SE: Writing Activity: Vocabulary (include transitional words and phrases), 51; Draft Your Narrative
(transitions), 193; also see: Finalize your plan and elements of the writing genre, 52, 94, 146, 192,
294, Drafting (structure, flow), 53, 95, 147, 295
TE: Writing Activity: Vocabulary (include transitional words and phrases), 133; Draft Your Narrative
(transitions), 577; Drafting, 137, 279, 879
14
Standard
Descriptor
Citations
Standard 2: Modes and Forms of Writing. Communicate through a variety of written forms, for various purposes, and to a specific audience or person.
1.
Communicate through a variety of SE: Unit Performance Tasks: Informative Essay, 50–53; Opinion piece, 92–95; Research report, 144–
written forms and for various
147; Narrative, 190–193; Oral opinion, 238–241; Response to literature, 292–295; also see:
audiences to inform, persuade,
Informative Essay, 33; Short Response (to fiction), 49; Opinion Essay, 82; Write a Letter, 91; Write
entertain, describe and reflect,
a short informative speech, 99; Short Narrative, 189; Short essay in response to nonfiction, 213;
while adjusting tone and style as
Review of a drama, 275
appropriate.
TE: Informative Essay, 132, 133, 136, 137, 140, 144, 145; Opinion piece, 274, 275, 278, 279, 282, 286,
287; Research report, 424, 425, 428, 429, 432, 436, 437; Narrative, 572, 573, 576, 577, 580, 584,
585; Response to literature, 874, 875, 878, 879, 882, 886, 887
2.
Write narratives that establish a
SE: Writing Activity: Narrative, 190–193; also see: Short Narrative, 189
plot, point of view, setting,
TE: Narrative, 572, 573, 576, 577, 580, 584, 585
conflict, and are written to allow a
reader to picture the events of a
story. Example: Select a type of
narrative to write that is modeled
after a genre of literature that has
been shared in the classroom such
as folktale, myth, science fiction,
or mystery. Be sure to include an
interesting beginning, develop the
central conflict of the story, and
establish an ending that resolves
the conflict.
3.
With creative narratives and
poems, use varied word choice,
dialogue, and figurative language
when appropriate (alliteration,
personification, simile, and
metaphor) to make writing
engaging to the audience (e.g.,
inquired or requested instead of
SE: Narrative: Descriptive language, 193; also see: Similes, 83; Figurative Language, 112, 151; Short
Narrative, 189
TE: Narrative: Descriptive language, 580
15
Standard
Descriptor
Citations
asked).
4.
Write personal, persuasive, formal SE: Write a Letter (in response to nonfiction), 91; Grammar Handbook (punctuation and conventions for
letters, thank-you notes, and
letters): colon, R6; capitalization, R9
invitations, including the date,
TE: Write a Letter (in response to nonfiction), 269
greeting, body, closing, and
signature.
5.
Write expository (informational) pieces with multiple paragraphs that:
a.
provide an introductory paragraph. SE: Informative essay: Opening paragraph, 52; Research report: Opening paragraph, 146
TE: Informative essay: Opening paragraph, 136; Research report: Opening paragraph, 428
b.
establish and support a central
theme or idea with a thesis
statement.
SE: Informative essay: Write down your main idea, 50, 51; Opening paragraph, 52; Point of view, 53;
Research report: Choose a topic, 144; Make an outline, 145; Main idea and supporting details, 146
TE: Informative essay: Write down your main idea, 132, 133; Opening paragraph, 136; Point of view,
140; Research report: Choose a topic, 424; Make an outline, 425; Main idea and supporting details,
428
c.
include supporting paragraphs
with simple facts, details, and
explanations.
SE: Informative essay: Supporting details, 51, 52; Research report: Main idea and supporting details, 146
TE: Informative essay: Supporting details, 133, 136; Research report: Main idea and supporting details,
428
d.
present important ideas and events SE: Informative essay: Opening paragraph, Supporting details, Conclusion, 52; Structure, 53; Research
in sequence or in chronological
report: Opening paragraph, Main idea and supporting details, Conclusion, 146; Structure, 147
order.
TE: Informative essay: Opening paragraph, Supporting details, Conclusion, 136; Structure, 137; Research
report: Opening paragraph, Main idea and supporting details, Conclusion, 428; Structure, 429
e.
provide details and transitions to
link paragraphs.
SE: Informative essay: Vocabulary (include transitional words and phrases), 51; Supporting details, 52;
Structure, 53; Research report: Opening paragraph, Main idea and supporting details, Conclusion,
146; Structure, 147
TE: Writing Activity: Vocabulary (include transitional words and phrases), 133; Supporting details, 136;
Structure, 140; Research report: Opening paragraph, Main idea and supporting details, Conclusion,
428; Structure, 429
f.
conclude with a paragraph that
summarizes the points.
SE: Informative essay: Conclusion, 52, 53; Research report: Conclusion, 146, 147
TE: Informative essay: Conclusion, 137, 140; Research report: Conclusion, 428, 429
g.
use correct indention at the
beginning of paragraphs.
SE: For related material see: Informative essay: Opening paragraph, Supporting details, Conclusion, 52;
Structure, 53; Research report: Elements of a research report, 146; Title, Structure, 147
16
Standard
Descriptor
Citations
TE: Informative essay: Opening paragraph, Supporting details, Conclusion, 137; Structure, 140; Research
report: Elements of a research report, 428; Title, Structure, 432
h.
use at least three sources of valid SE: Research report: Gather your sources, Check your facts, 145; also see: Research Toolbox: Gathering
and reliable information including
Information, 110, Paraphrasing, 132; Small Group Research, 165; Write a Short Report About a
books, newspapers, periodicals,
Discovery, 245; Partner Research (search terms, reliable sources, take notes), 290
online, and media sources.
TE: Research report: Gather your sources, Check your facts, 425; also see: Gathering Information, 334;
Paraphrasing, 397; Report About a Discovery, 745; Partner Research (search terms, reliable sources,
take notes), 865, 868
6.
Write research reports about important ideas, issues, or events that:
a.
frame questions about an idea or
issue to direct the investigation.
SE: Research report, 144–147; also see: Research Toolbox: Gathering Information, 110, Paraphrasing,
132; Small Group Research, 165; Write a Short Report About a Discovery, 245; Partner Research
(search terms, reliable sources, take notes), 290
TE: Research report, 424, 425, 428, 429, 432, 436, 437; Gathering Information, 334; Report About a
Discovery, 745; Partner Research (search terms, reliable sources, take notes), 865, 868
b.
a main idea or topic.
SE: Research report: Choose a topic, 144; Make an outline, 145; Main idea and supporting details, 146
TE: Research report: Choose a topic, 424; Make an outline, 425; Main idea and supporting details, 429
c.
develop the topic with simple
facts, details, examples, and
explanations to support the main
idea.
SE: Research report: Choose a topic, 144; Make an outline, 145; Main idea and supporting details, 146
TE: Research report: Choose a topic, 424; Make an outline, 425; Main idea and supporting details, 429
d.
use at least three different types
information sources, including
speakers, firsthand interviews,
reference materials, and online
information.
SE: Research report: Decide the Basics (sources), 145; also see: Research Toolbox: Gathering
Information, 110, Paraphrasing, 132; Small Group Research, 165; Partner Research (search terms,
reliable sources, take notes), 290
TE: Research report: Decide the Basics (sources), 425; also see: Gathering Information, 334; Report
About a Discovery, 745; Partner Research (search terms, reliable sources, take notes), 865, 868
7.
Write responses to literature that:
a.
demonstrate an understanding of a SE: Response to literature, 292–295; also see: Short Response (to fiction), 49; Response (nonfiction), 65;
designated literary work.
Write a Letter (in response to nonfiction), 91; Take Notes (record main ideas in nonfiction text), 133;
Short essay in response to nonfiction (introduction, body, and conclusion), 213; Review of a drama,
275
TE: Response to literature, 874, 875, 878, 879, 882, 883, 886, 887; also see: Short Response (to fiction),
17
Standard
Descriptor
Citations
49; Write a Letter (in response to nonfiction), 91; Take Notes (record main ideas in nonfiction text),
401; Short essay in response to nonfiction), 646; Review of a drama, 830
b.
support judgments by referring
and connecting to prior
knowledge.
SE: Response to literature: Connect to the theme, 292; also see: Write a Letter (in response to
nonfiction), 49; Response (nonfiction), 65; Review of a drama, 275
TE: Response to literature: Connect to the theme, 292; also see: Write a Letter (in response to
nonfiction), 126, 127; Review of a drama, 830; Opinion response (fiction), 49; Response
(nonfiction), 65
c.
develop interpretations and
evaluations that exhibit careful
reading and understanding.
SE: Response to literature, 292–295; also see: Short Response (to fiction), 49; Write a Letter (in response
to nonfiction), 91; Take Notes (record main ideas in nonfiction text), 133; Short essay in response to
nonfiction (introduction, body, and conclusion), 213; Review of a drama, 275; Opinion response
(fiction), 49; Response (nonfiction), 65
TE: Response to literature, 874, 875, 878, 879, 882, 883, 886, 887; also see: Short Response (to fiction),
49; Write a Letter (in response to nonfiction), 91; Take Notes (record main ideas in nonfiction text),
401; Short essay in response to nonfiction), 646; Review of a drama, 830
8.
Write persuasive compositions or letters that:
a.
state a clear position in support of SE: Opinion piece: State your opinion, 93; Introduction, 94; What’s my point?, 95; also see: Write a
a proposal.
short paragraph that states the opposing opinion, 75; Opinion Essay, 82
TE: Opinion piece: State your opinion, 275; Introduction, 278; What’s my point?, 282; also see: Write a
short paragraph that states the opposing opinion, 225; Opinion Essay, 247
b.
support a position with relevant
evidence and effective emotional
appeals in order to persuade.
SE: Opinion piece: Reasons, 93, 94; also see: Write a short paragraph that states the opposing opinion,
75; Opinion Essay, 82
TE: Opinion piece: Reasons, 275, 278; also see: Write a short paragraph that states the opposing opinion,
225; Opinion Essay, 247
c.
organize supporting statements
from the most appealing to the
least powerful
SE: Opinion piece: Reasons (present in logical order), 93; Good examples, 95; also see: Write a short
paragraph that states the opposing opinion, 75; Opinion Essay, 82
TE: Opinion piece: Reasons, 274; Good examples, 282; also see: Write a short paragraph that states the
opposing opinion, 225; Opinion Essay, 247
d.
include and address
reader/audience concerns.
Example: Interview several
students in varying grades about
SE: Opinion piece: Reasons/opposing viewpoints, 93; Is my opinion my own?, 94; also see: Reading
Toolbox (interview), 156
TE: Opinion piece: Reasons/opposing viewpoints, 274; Is my opinion my own?, 279
18
Standard
Descriptor
Citations
the changes they would like to see
in the monthly cafeteria menu
choices. Compile the opinions and
ideas to compose a persuasive
article for the school newspaper.
Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying Standard English conventions
to the revising and editing stages of writing.
1.
Grammar/Usage: Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions in their writing.
a.
Singular and plural forms of
nouns and pronouns
SE: Singular and plural nouns, R2, R10, R34, R35
TE: Singular and Plural Nouns, 186, 189
b.
Nominative (subjective),
objective, reflexive, and
possessive pronouns
SE: Point of view and pronouns, 189; Reflexive, Pronouns, R2, R; Pronoun Forms, R11–R12
TE: Singular Subject Pronouns, 200, 208; Plural Possessive Pronouns, 211
c.
Relative, intensive, and intensive
pronouns
SE: Point of view and pronouns, 189; Relative, intensive pronouns, R2, R12, R13, R27
d.
Subject, indirect, direct object, and SE: The Sentence and Its Parts, R4, R18; Subject and object pronouns, R11; Relative pronouns, R13;
object of prepositions
Complements, Direct and Indirect Objects, R19
TE: Subject, Verb, Object, 7, 11, 15, 20, 29, 34, 43, 46; Prepositional Phrases as Adjectives: Modifying
Subject and Direct Object, 623, 630
e.
Transitive and intransitive verbs
SE: Transitive and intransitive verbs, R3
f.
Present, past, future, and present
perfect verbs tense
SE: Verb tense, R14–R15
TE: Verbs in the Present Tense, 343; Verbs in the Past Tense, 349; Verbs in the Future Tense, 353;
Choose the Correct Verb Tense, 356; State of Being Verbs in the Present Tense, 373; State of Being
Verbs in the Past Tense, 377; State of Being Verbs in the Future Tense, 381; Using Present Tense in
Academic Essays, 399, 403; Using Past Tense in Academic Essays, 408, 417; Verbs in the Past
Progressive Tense, 451; Verbs in the Future Progressive Tense, 455; Choose the Correct Progressive
Tense, 460; Verbs in the Present Perfect Tense, 497, 501, 547, 552, 565; Repetition of Action in the
Present Perfect Tense, 505, 509; Verbs in the Past Perfect Tense, 521, 525; Verbs in the Future
Perfect Tense, 529, 537
19
Standard
Descriptor
Citations
g.
Positive, comparative, and
superlative adjectives
SE: Vocabulary Strategy: Making Nouns into Adjectives, 25; Adjectives, R16–R18
TE: Descriptive Adjectives, 599; Quantitative Adjectives, 604; Multiple Adjectives, 608
h.
Time, place, manner, and degree
adverbs
SE: Adverb literally, 35; Suffixes that change adjectives to adverbs, 99; Adverbs, R16, R17, R18
TE: Adverbs that Modify Verbs, 644, 648, 652, 656
i.
Comparative forms of adverbs
SE: Comparison of Modifiers, R16–R17
j.
Subject-verb agreement
SE: Subject-verb agreement, R24-R27
TE: Subject-Verb Agreement, 59, 63, 67, 71
k.
Restrictive (essential) and
nonrestrictive (nonessential)
clauses and phrases
SE: Appositives and appositive phrases, R20
TE: Identifying and Combining Independent Clauses, 743, 747, 752, 756, 764, 771, 775
l.
Subordinate adverb, adjective, and SE: Clauses, R21–R22
noun clauses
TE: Adjective Clauses: Who and Whom, 790; Who and Whose, 794; Which, 798; Adverb Clauses:
Because, 825; Since, 829; If, 832; Unless, 836; Although, 854; Whereas, 867
m.
Pronoun antecedents and reference SE: Agreement with Antecedent, R11
n.
Coordinating, correlating, and
subordinating conjunctions
2.
Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
a.
Capitalize correctly proper nouns SE: Capitalization, R8–R9
such as titles of books, magazines, TE: Common and Proper Nouns, 178, 181
newspapers, stories, titles of
respect, works of art, regions of
the country, political parties,
organizations, state colleges
SE: Compound subjects and predicates, R19; Independent and subordinate clauses, R21; Compound
sentences, R22; Correcting run-on sentences, R24; Compound subjects, R25
TE: Correlative Conjunctions Connecting Nouns: Either … Or, 249, 254; Neither … Nor, 259, 267;
Either … Nor, 318; Either … Or, 323; Neither … Nor, 330, 333; Verbs Joined with And, 297, 301;
Subjects and Verbs Joined with And, 305; Subjects and Verbs Joined by And, 309
20
Standard
Descriptor
Citations
universities, languages, races,
nationalities, and religions.
b.
Capitalize correctly proper
adjectives.
SE: Proper adjectives, R8
c.
Capitalize correctly conventions
of letter writing.
SE: Grammar Handbook (punctuation and conventions for letters): colon, R6; capitalization, R9
d.
Indent beginning lines of
paragraphs.
SE: For related material see: Organization of paragraphs for writing, 52, 94, 146, 192, 294
3.
Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
a.
Parentheses
SE: Parentheses, R6
b.
Quotation marks
SE: For related material see: Opening paragraph (use quotations in writing), 52, 146
c.
Terminal punctuation (period,
exclamation point, or question
mark)
SE: Quick Reference: Punctuation, R5–R6
d.
Punctuation after initials
SE: Period use in initials, R5
e.
Apostrophes in contractions and
possessives
SE: Forming possessives, R35
f.
Conventions of letter writing
SE: Write a Letter (in response to nonfiction), 91; Grammar Handbook (punctuation and conventions for
letters): colon, R6; capitalization, R9
g.
Colons, semi-colons, and commas SE: Quick Reference: Punctuation, R6
h.
Hyphens and dashes
4.
Sentence Structure: The student will demonstrate appropriate sentence structure in writing declarative, imperative, exclamatory, and
interrogative sentences.
SE: Quick Reference: Punctuation, R6, R7
21
Standard
Descriptor
Citations
a.
Create interesting simple,
complete, compound, and
complex sentences that describe,
explain, or provide additional
details and connections, such as
adjectives, adverbs, appositives,
participial phrases, prepositional
phrases, simple, complete, and
compound predicates, modifiers,
pronouns, and conjunctions.
SE: The Sentence and Its Parts, R4, R18
TE: Subject, Verb, Object, 7, 11, 15, 20, 29, 34, 43, 46; Complete Incomplete Sentence, 83, 87, 91, 95
b.
Create sentences with an
understood subject.
SE: The Sentence and Its Parts, R4, R18; Subject and object pronouns, R11; Relative pronouns, R13;
Complements, Direct and Indirect Objects, R19
TE: Subject, Verb, Object, 7, 11, 15, 20, 29, 34, 43, 46; Complete Incomplete Sentence, 83, 87, 91, 95
c.
Correct sentence fragments and
run-ons.
SE: Writing Complete Sentences, R23; Correcting Fragments, R24; Correcting Run-On Sentences, R24
TE: Sentence Run-Ons, 107, 112, 121, 125
5.
Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
a.
Spell previously misspelled words SE: Vocabulary and Spelling, R28–R37
correctly in final writing products. TE: Edit: Spelling, 140, 144, 169, 286, 287, 436, 437, 566, 584, 585, 753, 886
b.
Spell correctly roots, inflections
SE: Use context clues, 5; Specialized vocabulary, 19; Making nouns into adjectives (includes work with
(e.g., -s/es, -ing, -ly, -en -er),
suffixes), 25; Vocabulary Strategy: Suffix –ly, 39; Etymology (prefixes and suffixes), 99; Greek
suffixes (e.g., -ment, -ture, -ate, Affixes, 207; Word Groupings, 245; Prefix, 12, 41, 389, 203, 278; Suffix, 97, 233; Analyzing Word
able, -sion, -tion), and prefixes
Structure, R29; Spelling Rules, R34–R35
(e.g., dis-, in-, un-, re-, mis-, pre-), TE: Prefixes, 119, 298, 409, 481, 589d, 839; Suffixes, 62, 86, 105, 156, 230, 266, 459, 560, 590g, 744,
and syllable constructions (e.g.,
862; Affixes, 150g, 292k, 402, 442m, 629, 733d, 738m; Critical Vocabulary, 203, 214, 238, 258,
grad.u.a.tion).
322, 348, 384, 464, 500, 528, 551; Vocabulary Review, 142, 284, 434, 582, 730, 884; Word
Families, 831; Academic Vocabulary, 222, 520, 848, 876
c.
Spell homophones correctly
SE: Homonyms, Homographs, and Homophones R32
according to usage (e.g., to, too,
TE: Homophones, 90, 100, 149i, 167, 284, 291b, 508, 589f, 755; Easily Confused Words, 135, 139, 143,
two; there, their, they're) and other
148, 277, 281, 285, 289, 427, 431, 435, 575, 579, 583, 587, 727, 731, 735, 877, 881, 885, 889
words that are commonly
misspelled in the English language
(e.g., until, our)
22
Standard
Descriptor
Citations
d.
Use word reference materials
including glossary, dictionary,
thesaurus, encyclopedia, and
technology to check and correct
spelling.
SE: Look up the word in a glossary or dictionary, 5; Specialized vocabulary (dictionary meaning), 19;
Practice and Apply (look words up in dictionary), 25, 109, 143; Reading Hard Words, 104;
Paraphrasing, 142; Word Origins, 161; Multiple-Meaning Words, 291
TE: Reference Aids: Glossary, 312, 441c; Dictionary, 355, 441f; Using a Print or Digital Dictionary, 118,
640, 642; Using a Dictionary and Glossary, 9, 14, 42, 45, 62, 66, 70, 76, 80, 90, 94, 111, 120, 128,
162, 172, 185, 203, 210, 214, 226, 238, 258, 266, 304, 308, 320, 322, 332, 348, 352, 380, 384, 407,
454, 464, 500, 512, 524, 536, 551, 603, 607, 629, 652, 660, 676, 699, 751, 758, 770, 793, 797, 808,
835, 853, 866
6.
Handwriting: Students are
SE: Publish, 53, 95, 147, 193, 295
expected to demonstrate
TE: Publish, 140, 287, 437, 585, 887
appropriate, legible handwriting in
the writing process.
Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.
*Standard 1: Listening: The student will listen for information and for pleasure.
1.
Interpret a speaker’s verbal and
nonverbal message, purpose, and
perspective.
SE: Listening to an Oral Opinion (listen for evidence, persuasive tricks, respond to the speaker), 236;
also see: Active Listening, 39, 90, 171, 274; Class Discussions (rules, wait turn, ask, restate, build on
others’ ideas) 142
TE: Class discussion, 49, 109, 418, 741, 851; Active Listening, 81, 105, 171, 523; Teacher Feature
(discussion), 152, 627, 659, 740
2.
Listen critically and respond
SE: Active Listening, 39, 90, 171, 274; Class Discussions (rules, wait turn, ask, restate, build on others’
appropriately to oral
ideas) 142; Partner Discussions (paraphrase, ask questions, build on partner’s ideas), 281; also see:
communication to seek
Collaborative Discussion, 8, 18, 24, 27, 32, 38, 48, 60, 69, 102, 109, 115, 117, 125, 154, 161, 165,
information not already discussed.
167, 171, 178, 188, 213, 219, 236, 248, 261
TE: Class discussion, 49, 109, 418, 741, 851; Active Listening, 81, 105, 171, 523; Teacher Feature
(discussion), 152, 627, 659, 740; Collaborative Discussion, 18, 26, 28, 44, 60, 68, 84, 104, 122, 166,
176, 199, 201, 206, 209, 221, 246, 268, 276, 306, 316, 317, 331, 347, 354, 374, 396, 418, 426, 468,
483, 496, 506, 519, 538, 562, 645, 653, 667, 710, 750, 760, 776, 791, 799, 826
*Standard 2: Speaking - The student will express ideas and opinions in group or individual situations.
1.
Speak articulately and audibly
SE: Oral opinion: Speaking in Front of an Audience, 241; also see: Persuasive Speaking, 75; Using
before a group using appropriate
Academic Language, 179; Presentation (speak clearly, tone, phyical clues), 206; Partner Discussions
delivery (enunciation, volume,
(paraphrase, ask questions, build on partner’s ideas), 281
timing, and gestures) and language TE: Oral opinion: Speaking in Front of an Audience, 728; also see: Persuasive Speaking, 224;
23
Standard
Descriptor
skills (pronunciation, word choice,
and usage).
Citations
Presentation (speak clearly, tone, phyical clues), 628
2.
Present effective introductions and SE: Oral opinion: State your opinion, 239; Introduction, 240; Purpose, 241
conclusions that guide and inform TE: Oral opinion: State your opinion, 721; Introduction, 724; Purpose, 725
the listener’s understanding of
important ideas and details by
clarifying and supporting spoken
ideas with evidence and examples.
3.
Use traditional structures for
conveying information, including
cause and effect, similarity and
difference, and posing and
answering a question.
4.
Engage the audience with
SE: Speaking Toolbox: Persuasive Speaking, 75; Reading Aloud with Expression, 115; Using Academic
appropriate words, phrasing, facial
Language, 179; Presentation (speak clearly, tone, phyical clues), 206
expressions, and gestures.
TE: Persuasive Speaking, 224; Presentation (speak clearly, tone, phyical clues), 628
5.
Deliver narrative (story)
SE: Narrative: Publish/Share, 193; also see: Short Narrative, 189; Read/perform drama, 274
presentations that establish a
TE: Narrative: Publish/Share, 585; also see: Short Narrative, 566, 589k; Read/perform drama, 827
situation, develop a plot, point of
view, and setting with descriptive
words and phrases.
6.
Deliver informative presentations SE: Write a short speech, 5; Discuss how humans handle cold and hot temperatures, 33; What are some
about an important topic, issue, or
ways that we protect ourselves from illness today?, 69; Discuss why explorers explore, 197; also see:
event that frames a question to
Collaborative Discussion (nonfiction), 32, 38, 60, 69, 102, 109, 117, 154, 161, 165, 167, 213, 248,
guide the investigation, establishes
261
a central idea or topic, and
TE: Write a short speech, 157; Discuss how humans handle cold and hot temperatures, 89; What are
develops that topic appropriately.
some ways that we protect ourselves from illness today?, 202; Discuss why explorers explore, 597
7.
Deliver oral responses to literature SE: Opinion response (fiction), 49; Response (nonfiction), 65; Response to story, 142; Write a short
that summarizes important events
speech to communicate your ideas about storytelling, 151; Response to poem, 171; Character Traits,
and details, demonstrates an
188; Discuss why explorers explore, 197; Practice for an Oral Opinion, 227; Oral opinion (about unit
understanding of several ideas
theme), 238–241; also see: Collaborative Discussion, 8, 18, 24, 27, 32, 38, 48, 60, 69, 102, 109, 115,
communicated in the work, and
117, 125, 154, 161, 165, 167, 171, 178, 188, 213, 219, 236, 248, 261
SE: Oral opinion, 238–241; also see: Write a short speech, 5; Speaking Activity: Practice for an Oral
Opinion, 227
TE: Oral opinion, 720, 721, 724, 725, 728 , 729, 732, 733
24
Standard
Descriptor
uses examples from the literature
to support conclusions.
Citations
TE: Opinion response (fiction), 126; Response (nonfiction), 187; Response to story, 418; Write a short
speech to communicate your ideas about storytelling, 449; Response to poem, 519; Oral opinion
(about unit theme), 720, 721, 724, 725, 728, 729, 732, 733
*Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context.
1.
Show respect and consideration
for others in verbal and physical
communication.
SE: Share your opinion, 39, 90; Follow rules for classroom discussion, 82; Partner Discussions
(paraphrase, ask questions, build on partner’s ideas), 281; Collaborative Discussion, 8, 18, 24, 27,
32, 38, 48, 60, 69, 102, 109, 115, 117, 125, 154, 161, 165, 167, 171, 178, 188, 213, 219, 236, 248,
261
TE: Class discussion, 49, 109, 418, 741, 851; Active Listening, 81, 105, 171, 523; Teacher Feature
(discussion), 152, 627, 659, 740; Collaborative Discussion, 18, 26, 28, 44, 60, 68, 84, 104, 122, 166,
176, 199, 201, 206, 209, 221, 246, 268, 276, 306, 316, 317, 331, 347, 354, 374, 396, 418, 426, 468,
483, 496, 506, 519, 538, 562, 645, 653, 667, 710, 750, 760, 776, 791, 799, 826
2.
Demonstrate thinking skills in
SE: Setting a Purpose for reading, 6, 10, 28, 34, 40, 62, 66, 70, 72, 76, 84, 100, 104, 112, 116, 118, 126,
listening, speaking, reading, and
134, 152, 156, 162, 166, 168, 172, 180, 202, 208, 214, 216, 228, 250, 256, 260, 276, 282;
writing. For example, students are
Performance Tasks: Informative Essay, 50–53; Opinion piece, 92–95; Research report, 144–147;
expected to gather information,
Narrative, 190–193; Oral opinion, 238–241; Response to literature, 292–295; also see: Collaborative
organize and analyze it, and
Discussion (fiction and poetry), 8, 18, 24, 27, 48, 115, 125, 171, 178, 188, 219, 236; Collaborative
generate a written or oral report
Discussion (nonfiction), 32, 38, 60, 69, 102, 109, 117, 154, 161, 165, 167, 213, 248, 261
that conveys ideas clearly and
TE: First Read, 13, 30, 49, 93, 161, 179, 191, 213, 302, 321, 341, 383, 453, 511, 527, 550, 600, 633, 659,
relates to the background and
675, 748, 780. 805. 807, 834, 851; Class discussion, 49, 109, 418, 741, 851; Active Listening, 81,
interest of the audience.
105, 171, 523; Teacher Feature (discussion), 152, 627, 659, 740; Collaborative Discussion, 18, 26,
28, 44, 60, 68, 84, 104, 122, 166, 176, 199, 201, 206, 209, 221, 246, 268, 276, 306, 316, 317, 331,
347, 354, 374, 396, 418, 426, 468, 483, 496, 506, 519, 538, 562, 645, 653, 667, 710, 750, 760, 776,
791, 799, 826
Visual Literacy: The student will interpret, evaluate, and compose visual messages.
*Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators,
and news photographers, represent meaning.
1.
Distinguish fact, opinion, and
fiction in print and nonprint
SE: Fact and Opinion, 72, 75; Language Cam Video, 9, 61, 103, 155, 201
TE: Fact and Opinion, 212, 219; View and Analyze, 26, 176, 316, 468–469, 614
25
Standard
Descriptor
Citations
media.
2.
Interpret and describe important
events and ideas gathered from
maps, charts, graphics, video
segments, or technology
presentation.
SE: Language Cam video, 9, 61, 103, 155, 201; Graphic Novels and Biographies, 40–49, 84–91, 180–
189, 228–237, 282–291; Maps, 253
TE: View and Analyze, 26, 176, 316, 468–469, 614; The Art, 2o; Use Picture Clues, 120; Text Features
of a Graphic Biography, 252; Analyze a Visual Biography, 261, 553; Visual Clues, 416, 560;
Support Reading an Illustrated Story, 697; Support Interpretation of Graphic Text, 706; Unit Opener:
Explore the Topic, 4–5, 152–153, 294–295, 444–445, 592–593, 740–741; Places in the Selection,
442i; Know Before You Go, 548; Download, 657; Map, 769
*Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.
1.
Interpret and evaluate the various SE: Graphic Novels and Biographies, 40–49, 84–91, 180–189, 228–237, 282–291
ways visual image-makers, such TE: The Art, 2o; Use Picture Clues, 120; Text Features of a Graphic Biography, 252; Analyze a Visual
as graphic artists, illustrators, and
Biography, 261, 553; Visual Clues, 416, 560; Support Reading an Illustrated Story, 697; Support
news photographers represent
Interpretation of Graphic Text, 706; Unit Opener: Explore the Topic, 4–5, 152–153, 294–295, 444–
meaning.
445, 592–593, 740–741
2.
Compare and contrast print,
SE: Language Cam video, 9, 61, 103, 155, 201
visual, and electronic media, such TE: Compare and Contrast, 26, 176, 316, 468–469, 614
as film, with a written story.
3.
Listen to, view, or read literature
which tells of characters in
American and other cultures.
SE: Compare and contrast characters, 18; Making Inferences (about characters), 125; Identifying Story
Elements (theme, plot, characters, setting, mood), 178; Determining the Theme (title, characters,
setting, descriptive words, phrases, details), 220; Character Traits, 254
TE: Character, 2o, 16, 35, 68, 69, 108, 109, 117, 118, 164, 261, 262, 263, 292o, 359, 364, 389, 405, 406,
410, 411, 414, 533, 535, 553, 555, 558, 559, 590i, 590o, 641, 680, 684, 697, 702, 813, 815, 816, 820,
823, 861
4.
Analyze media as sources for
information, entertainment,
persuasion, interpretation of
events, and transmission of
culture.
SE: Language Cam Video, 9, 61, 103, 155, 201; Podcasts, 26–27, 70–71, 116–117, 166–167, 214–215,
260–261
TE: View and Analyze, 26, 176, 316, 468–469, 614; Podcasts, 64–65, 205–206, 350–351, 502–503, 649,
650–651, 795–796
*Standard 3: Compose Visual Messages - The
student will create a visual message that
effectively communicates an idea and produce
communications using appropriate technology or
SE: Performance Task: Start a Blog, 8–9; Brainstorming Topics for Your Blog, 60; Designing Your
Blog, 102; Share and Interact with Other Blogs, 248
TE: Blog, 21, 149c, 170, 310, 754, 757
26
Standard
Descriptor
Citations
media (e.g., developing a class newspaper, videos,
or multimedia projects).
27