Ex. Tell (verbally, pointing, signing) who is telling the story in The Beauty and the Beast (Beast, an outside narrator, Belle, or Lumiere), and determine if the narrator is a part of the story (first person) or telling us about the story (third person). Ex. Determine when a story was told by the main character or by someone who was observing the main character. Ex. Asked “Was the person telling the story talking about his own experience?,” answers yes or no. EERL.5.6. Identify the narrator in a story with a character as the narrator. Ex. Answers the question, “Who is telling the story?” EERL.5.6. Identify the speakers in a dialogue. Ex. Touch the picture of the speaker in an illustrated story while reading. Integration of Knowledge and Ideas. RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). EERL.5.7. Identify illustrations, tactual or multimedia elements that add to understanding of a text. EERL.5.7. Provide an example of how an illustration enhances understanding of the text. Ex. Select a picture from the text and describe what additional information was learned from it. EERL.5.7. Identify illustrations and multimedia elements that add to understanding of a text. Ex. Find the element in the illustration of Julian and the Redwood from Operation Redwood that shows that redwoods in Operation Redwood are huge and not easy to replace. Ex. Given a multimedia version of a book, point to the animation of an object that plays an important role later in the story.
Ex. Determine the relationship of actions or steps in a text (e.g., what to do in a set directions). EERI.5.3. Connect text to different pictures about a single event. Ex. After reading a biographical passage (Abraham Lincoln), match pictures to events significant to a single event (White House, shooting, Civil War, etc.). EERI.5.3. Match two pictures showing the “same” event. Ex. Match a picture of Abraham Lincoln in the White House to a picture of Abraham Lincoln delivering a speech. Craft and Structure. RI.5.4. Determine the meaning of general academic and words and phrases in a text relevant to a grade 5 topic or subject area. EERI.5.4. Determine the meanings of words and phrases. EERI.5.4. Use the domain-specific word within context. Ex. Use the domain specific word in a sentence. Ex. Using the parts of the body (heart, lungs, muscles, etc.), match the words to the correct pictures. Ex. On a map, label with pictures the location of the school, church, theater, etc. EERI.5.4. After listening to or reading a text, determine the meanings of domain-specific words and phrases. Ex. After shared reading of a science text, match words with basic definitions from an array of choices. Ex. Use a basic picture dictionary to determine word meaning. Ex. Use online graphical dictionaries and technology to determine the meaning of words from a text.
support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. EERF.5.4. Read text comprised of familiar words with accuracy and understanding. Ex. Read simple sentences and answer questions about them. Ex. After reading a passage, answer questions by selecting from three possible choices. EERF.5.4. Read single words with understanding. Ex. Pair single words with pictures. Ex. Read a one-word direction and follow it, (e.g., go, sit). EERF.5.4. Attend to reading. Ex. Indicate attention to readers when others are reading. Ex. Look at page when others are reading. Fifth Grade English Language Arts Standards: Writing Alaska Grade-Level Standards Alaska-DLM Essential Elements Instructional Examples Text Types and Purposes. W.5.1. Write opinion EEW.5.1. Write opinions about topics or text. Introduce a topic or EEW.5.1.a. Independently introduce a topic or text and state an opinion about it. Ex. During free writing time in class, write an opinion about a favorite local
EEL.5.3.a. Express at least two communicative functions that may or may not be in a conventional fashion. Ex. Turn head away to indicate rejection (e.g., rejecting a food, drink, looking at a person). Ex. Push away an undesired object. Ex. Vocalize to indicate selection when offered a choice of two items. Ex. Vocalize to get attention from teacher or peer. Recognize and observe differences between the conventions of spoken and written standard English. EEL.5.3.b. N/A Vocabulary Acquisition and Use. L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., EEL.5.4. Demonstrate knowledge of word meanings. Use sentence level context to determine which word is missing from a content area text. EEL.5.4.a. Use context as a clue to determine the meaning of words. Ex. When given a topic, use words on a multi-message communication device to predict meaning of new vocabulary word. (e.g., The teacher says, “Today, we’re going to read a book about recycling. Here are some pictures from the book. Use your communication device to see if you can find any words that tell what recycling means.” The student selects words, use and more or use and again.). Ex. “This month is March. What are months? Where can we find them in our classroom?” EEL.5.4.a. Recognize the meaning of words.
between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. understanding of words that have similar meanings. L.5.6. Acquire and use accurately general academic and words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). EEL.5.6. Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words. EEL.5.6. Use domain-specific words and phrases. Ex. Respond with an if/then sentence when the teacher asks, “What’s the rule?” (e.g., “If it rains, then we stay in.”). EEL.5.6. Use domain-specific words (e.g., if, then, next). Ex. Respond appropriately when the teacher asks, “If it rains during recess, what happens?” The student says, “Then, we stay in.” Ex. The teacher says, “I’ll go first.” The student says, “Who is next?” EEL.5.6. Identify domain-specific words. Ex. Given a word from the text, find a picture or definition in a picture dictionary. Ex. Match a domain-specific word to a picture or object. EEL.5.6. Point to domain-specific words. Ex. Point to a highlighted word in an informational text.