drawing on specific details in the text (e.g., how characters interact). characters settings events in a story or drama Identify similarities of two or more: characters settings events in a story or drama Identify differences between two or more characters in a story or drama Compare and contrast two or more: characters settings events in a text using specific details from a text characters settings events in a story or drama Identify similarities of two or more: characters settings events in a story or drama Identify differences between two or more characters in a story or drama Compare and contrast two or more: characters settings events in a text using specific details from a text Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: compare and contrast two or more characters, settings, or events in a compare and contrast character setting Students know or are able to: techniques for comparing and Entering/Beginning (Reading/Listening) Students are able to identify 2to or more details by pointing to a picture of same and EERL.5.3. Compare and contrast two characters in a familiar story. Level IV Students will: ERL.5.3. Compare and contrast two characters in a story. Ex. Create a Venn diagram that shows how two characters are the same and different. Ex. Select from a list of adjectives those words that describe only one or both of the characters. Ex. Create character playing cards with details and descriptions.
Students: determine the meaning of words and phrases based on how they are used in a text understand an author's use of similes and metaphors determine the meaning words and phrases text figurative language metaphor simile Students know or are able to: context must be considered when determining the meaning of a word or phrase techniques for identifying and understanding metaphors techniques for identifying and understanding similes determine meaning of unfamiliar words and phrases based on how they are used in a text identify and explain how an author uses metaphor identify and explain how an author uses simile Entering/Beginning (Reading/Listening) Students are able to identify cognates to help with comprehension (Writing/Speaking) Students are able to draw a picture to show meaning of new words Developing/Expanding (Reading/Listening) Students are able to match literal meaning or oral description of figurative language (Writing/Speaking) Students are able to draw a picture to show literal or figurative meaning Bridging/Reaching (Reading/Listening) Students are able to show examples of figures of speech. (Writing/Speaking) Students are able to explain and give examples of figurative language. EERL.5.4. After listening to or reading a familiar text, determine the meanings of words and phrases. Level IV Students will: EERL.5.4. N/A Level III Students will: EERL.5.4. After listening to or reading a familiar text, determine the meanings of words and phrases. Ex. Given a familiar text projected on an interactive whiteboard, define words and phrases highlighted by the teacher. Level II Students will: EERL.5.4. After listening to or reading a familiar text, identify the meanings of words and phrases. Ex. After listening to or reading a familiar text, identify the meaning of a word and phrase from an array of choices. Ex. After listening to or reading a familiar text, match words in the text with pictures or other visual/tactual representations of the word. Level I Students will: EERL.5.4. With prompts and support, identify the meaning of words in a familiar text.
Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Strand: Reading Literature Cluster: Craft and Structure Grade: 5 Standard 5 (RL.5.5) Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Quarter 1: Quarter 2: Quarter 3: Explain how a series of: chapters scenes stanzas fits together to provide the overall structure of a: story drama poem Quarter 4:
poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9, independently and proficiently craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9, independently and proficiently craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9, independently and proficiently craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9, independently and proficiently Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex stories and poetry read and comprehend literature stories dramas Students know or are able to: techniques for making meaning from difficult stories and poetry techniques for Entering/Beginning (Reading/Listening) Students are able to identify elements of a story. (Writing/Speaking) Students are able to answer oral questions EERL.5.10. **This Literature Essential Element references all elements above.
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: state explicit ideas and inferences from the text including accurate quotes quote accurately what the text says explicitly drawing inferences text Students know or are able to: difference between explicit information and an inference techniques for identifying important details during and after reading quotes from a text strengthen thinking comprehend a text explicitly and implicitly use original language to explain explicit ideas from a text draw inferences about a text provide details and examples from text to Entering/Beginning (Reading/Listening) Students are able to point to specific words or phrase to support inference (Writing/Speaking) Students are able to answer a yes/no question in response to an inference question Developing/Expanding (Reading/Listening) Students are able to infer from oral information from teacher. (Writing/Speaking) Students are able to take notes using a graphic organizer Bridging/Reaching (Reading/Listening) Students are able to form an opinion from oral scenario from EERI.5.1. Select words or phrases from the text to support inferences. Level IV Students will: EERI.5.1. Explain what the text says to support inferences. Level III Students will: EERI.5.1. Select words or phrases from the text to support inferences. Ex. Given a conclusion/outcome from a science experiment (e.g., plant that wilted and died), select from an array words or phrases that could explain the outcome (e.g., lack of water, loud music, smells in the classroom). Level II Students will: EERI.5.1. Identify details from the text to support inferences. Ex. Answer a question about information from the text by pointing out a detail related to the information requested. Ex. After reading about George Washington, identify George as the person who says “I never told a lie” from a choice of two people. Ex. Show where in the text the information is found (e.g., Show in the book Horses where it tells how horses have helped humans.). Level I Students will: EERI.5.1. Identify what will happen next. Ex. During a shared reading of a text, identify what they think will happen next in the story given two choices. Ex. Agree or disagree when the teacher or a peer suggests what might happen next in a text during shared reading.
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: determine two or more main ideas of a text explain how the main ideas are supported by key details of a text create summaries of a variety of informational texts main ideas text explain supported by key details summarize Students know or are able to: qualities of a summary a text can have more than one main idea the relationship between main ideas and supporting details summarize a text identify two more Entering/Beginning (Reading/Listening) Students are able to identify facts and explicit messages from pictures. (Writing/Speaking) Students are able to restate content based facts Developing/Expanding (Reading/Listening) Students are able to identify illustrated main idea from oral discourse EERI.5.2. When given text, identify the main ideas that are supported by the key details. Level IV Students will: EERI.5.2. When given a text, generate the main ideas based on details of the text. Ex. After reviewing the details of a text, state the main ideas and restate the related details. Level III Students will: EERI.5.2. When given text, identify the main ideas that are supported by the key details. Ex. Read a poster (life cycle of plants) and identify the details that support the main idea (seeds, roots, flower, etc.). Ex. Read Weekly Reader-type magazine and answer questions about the main ideas and key details. Level II Students will: EERI.5.2. When given simple text and two details, identify one main idea. Ex. After reading a simple passage and discussing two details from it, answer questions
text. in multiple types of informational text Use specific information from text to support the relationship identified between: individuals ideas concepts in multiple types of informational text in multiple types of informational text Use specific information from text to support the relationship identified between: individuals ideas concepts in multiple types of informational text Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: explain specific information from a text that illustrates relationships or interactions between individuals, events, ideas, or concepts relationships or interactions individuals events ideas concepts Students know or are able to: techniques for explaining relationships or interactions between individuals, events, ideas, or concepts importance of supporting thinking Entering/Beginning (Reading/Listening) Students are able to identify people from oral situations. (Writing/Speaking) Students are able to describe information using phrases or short sentences EERI.5.3. Make connections between two individuals or events/actions in a text. Level IV Students will: EERI.5.3. Make connections between two individuals, events, ideas, or concepts. Ex. Use a T-chart to identify the connections between historical figures (Lincoln and Washington) for events, ideas, or concepts. Level III Students will: EERI.5.3. Make connections between two individuals or events/actions in a text. Ex. Determine the relationship of events in a text (e.g., What needs to happen so that hurricanes can form?). Ex. Determine the relationship of actions or steps in a text (e.g., what to do in a set directions).
historical text scientific text technical text specific information with information from the text explain relationships or interactions between individuals, events, ideas, or concepts support thinking with specific information from the text apply this skill to historical, scientific, and technical texts Students understand that historical, scientific, or technical texts use specific information to explain relationships or interactions between individuals, events, ideas, or concepts. Developing/Expanding (Reading/Listening) Students are able to role play to show relationships. (Writing/Speaking) Students are able to describe the relationship between individuals from a text. Bridging/Reaching (Reading/Listening) Students are able to form opinions of relationships found in text between people or events. (Writing/Speaking) Students are able to explain in detail the relationships between people, places, events or ideas from text. Level II Students will: 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.). Level I Students will: 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. Common Core ELA Pacing Guide 5th Grade
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of: events ideas concepts or information in a text or part of a text Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of: events ideas concepts or information in a text or part of a text in two or more texts Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of: events ideas concepts or information in a text or part of a text Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of: events ideas concepts or information in a text or part of a text in two or more texts Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to compare and contrast how events, ideas, concepts, or information are structured in different texts including: chronology compare and contrast overall structure chronology comparison cause/effect Students know or are able to: common signal words for text structures note-taking devices (graphic organizers) for text structures identify the structure Entering/Beginning (Reading/Listening) Students are able to point to the first event (Writing/Speaking) Students are able to name the structure of a written piece. Developing/Expanding (Reading/Listening) EERI.5.5. Identify the beginning, middle, and end of a text with a clear sequential structure. Level IV Students will: EERI.5.5. N/A Level III Students will: EERI.5.5. Identify the beginning, middle, and end of a text with a clear sequential structure. Ex. Using sentence strips, select a sentence from the beginning, a sentence from the middle, and a sentence from the end of a historical text (e.g., Pilgrims came to America, met Native Americans, and learned to grow corn). Ex. Using a story map, fill in the beginning, middle, and end of a text about plants (e.g., seed, plant, flower).
Students: analyze similarities and differences in the point of views expressed in multiple accounts of the same event or topic analyze multiple accounts same event or topic important similarities important differences point of view they represent Students know or are able to: techniques for identifying similarities and differences (i.e. graphic organizers) point of view influences how events or topics are explained analyze the point of view represented in varying accounts of the same event or topic Students understand that information a reader gets in a text is impacted by the point of view of the source. Entering/Beginning (Reading/Listening) Students are able to identify a single event found in two texts. (Writing/Speaking) Students are able to take notes using an organizer using multiple sources of the same account. Developing/Expanding (Reading/Listening) Students are able to identify similarities and differences between two accounts of single event. (Writing/Speaking) Students are able to make a list of comparisons between multiple accounts. Bridging/Reaching (Reading/Listening) Students are able to draw conclusions from multiple accounts (Writing/Speaking) Students are able to discuss the similarities and differences of multiple accounts of a EERI.5.6. Given two pieces of information on the same event or topic, note what is the same. Level IV Students will: EERI.5.6. Given two pieces of information with similar topics, compare and contrast them. Ex. Given two accounts of what happened during a winter storm, categorize what is the same and different about the two accounts. Ex. Compare and contrast the accounts of two students in the class who went on the same field trip. Level III Students will: EERI.5.6. Given two pieces of information on the same topic, note what is the same. Ex. Given two brief videos about the same event or topic, ask students what was the “same.” Ex. Given two short statements about an event experienced by different students, ask students what was the “same.” Level II Students will: ERI.5.6. Recognize similar aspects in two pieces of information. Ex. Identify facts that are the “same” across two sources. Ex. After shared reading of two texts about plants, identify a fact that is the “same” in both. Level I Students will: EERI.5.6. Identify “same” when shown words or pictures about a topic or event. Ex. Given two photos that show the same event and asked “Are these the same?,” indicates a positive response.
support particular points in a text, identifying which reasons and evidence support which point(s). Identify: an author’s particular points in a text which evidence and reasons support each point Explain how an author uses evidence and reasons to support particular points in a text Identify: an author’s particular points in a text which evidence and reasons support each point Explain how an author uses evidence and reasons to support particular points in a text Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: explain how an author uses reasons and evidence to support particular points in a text explain how an author uses reasons Students know or are able to: an author's points should be supported by reasons and Entering/Beginning (Reading/Listening) Students are able to point to evidence to support a claim (Writing/Speaking) EERI.5.8. Identify the evidence or reasons the author uses to support points in text. Level IV Students will: EERI.5.8. Identify more than one piece of evidence that supports the author’s points in the text. Ex. Find several reasons the author gives for a point in the text (e.g., Swimming pool rules: “No glass in pool.” The teacher asks, “What are several reasons?” The student answers, “cuts”, etc.).
selected to support an author's assumptions. Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Strand: Reading Informational Cluster: Integration of Knowledge and Ideas Grade: 5 Standard 9 (RI.5.9) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Quarter 1: Quarter 2: Identify the information from each text on the same topic Integrate information from several texts on the same topic Quarter 3: Quarter 4: Identify the information from each text on the same topic Integrate information from several texts on the same topic
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: share knowledge about a topic based on information integrated from several texts about the topic integrate information several texts on the same topic write or speak about the subject knowledgeably Students know or are able to: techniques for identifying important points techniques for identifying key details techniques for integrating information from two or more texts qualities of knowledgeable writing qualities of knowledgeable speaking write or speak knowledgeably about a topic by: identifying important points from two texts identifying key details Entering/Beginning (Reading/Listening) Students are able to point to specific differences or similarities between texts/illustrations (Writing/Speaking) Students are able to make a list with peers of similarities and differences Developing/Expanding (Reading/Listening) Students are able to classify features or various genres of text (Writing/Speaking) Students are able to author multiple pieces of the same genre on their own. Bridging/Reaching (Reading/Listening) Students are able to distinguish between similar elements of two or more texts. EERI.5.9. Collect information from two or more texts on the same topic to share information about a subject. Level IV Students will: ERI.5.9. Collect information from two or more texts on the same topic to share information about a subject. Ex. Select three books on a topic (e.g., fossils, bears) and share a fact from the passages. Level III Students will: EERI.5.9. Collect information from two or more texts on the same topic to share information about a subject. Ex. From three options, select two passages on a topic (e.g., From two books about bears, state one fact about bears.). Level II Students will: EERI.5.9. Collect information from one text to share information about a subject. Ex. After shared reading of an informational text, restate a fact from the text. Level I Students will: EERI.5.9. With guidance and support, indicate where information is found in a text. Ex. Given an informational book on bears and asked, “Where is something about bears?,” point to text or illustration in the book. Ex. Choose between two picture symbols showing a fact from an informational text.
technical texts text complexity band independently and proficiently appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers make meaning from appropriately complex informational texts engage with and appreciate appropriately complex texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts. about a text. Developing/Expanding (Reading/Listening) Students are able to identify main ideas and details from a story. (Writing/Speaking) Students are able to summarize texts. Bridging/Reaching (Reading/Listening) Students are able to answer analytical questions about grade level text. (Writing/Speaking) Students are able to connect personal experiences to text.
Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard: 3: Know and apply grade level phonics and word analysis skills in decoding words. Strand: Reading Foundational Skills Cluster: Phonics and Word Recognition Grade: 5 Standard (RF.5.3) Recurring Know and apply phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Quarter 1: Identify syllabication patterns Identify root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Apply grade level-level phonics and word analysis skills in decoding words Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context Quarter 2: Identify syllabication patterns Identify root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Apply grade level-level phonics and word analysis skills in decoding words Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context Quarter 3: Identify syllabication patterns Identify root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Apply grade level-level phonics and word analysis skills in decoding words Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context Quarter 4: Identify syllabication patterns Identify root words Explain meanings of prefixes and suffixes Accurately read words with Latin roots Apply grade level-level phonics and word analysis skills in decoding words Synthesize phonics and word analysis skills to decode words Read accurately unfamiliar multisyllabic words in context and out of context
systematic relationships between letters and sounds and that written words are composed of letter patterns that represent the sound of spoken words. level. (Writing/Speaking) Students are able to apply content based information to new contexts. EERF.5.3.b. Identify words associated with familiar pictures and symbols used to support routines, schedules, and communication. Ex. Identify words routinely encountered on their daily schedule represented by pictures Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard: 4: Read with sufficient accuracy and fluency to support comprehension Strand: Reading Foundational Skills Cluster: Fluency Grade: 5 Standard (RF.5.4) Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Quarter 1: To support comprehension: Apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings Confirm or self-correct word recognition and understanding by using context Reread with fluency as necessary Read on-level text with: accuracy appropriate rate expression on successive readings Quarter 2: To support comprehension: Apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings Confirm or self-correct word recognition and understanding by using context Reread with fluency as necessary Read on-level text with: accuracy appropriate rate expression on successive readings Quarter 3: To support comprehension: Apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings Confirm or self-correct word recognition and understanding by using context Reread with fluency as necessary Read on-level text with: accuracy appropriate rate expression on successive readings Quarter 4: To support comprehension: Apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings Confirm or self-correct word recognition and understanding by using context Reread with fluency as necessary Read on-level text with: accuracy appropriate rate expression on successive readings
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students orally read fifth grade-level texts (prose and poetry): with purpose and understanding orally with accuracy, appropriate rate, and expression using context to confirm or self-correct word recognition, rereading as necessary fluency grade-level prose and poetry appropriate rate Students know or are able to: the meaning of punctuation marks techniques to break text up into meaningful groups of words (phrasing) recovery strategies if they make a reading mistake (self-correct) techniques to make appropriate changes in voice, pitch, and expression while reading orally rereading is a strategy that aids in word recognition and Entering/Beginning (Reading/Listening) Students are able to identify elements of a story. (Writing/Speaking) Students are able to answer oral questions with one or two words about a text. Developing/Expanding (Reading/Listening) Students are able to identify main ideas and details from a story. (Writing/Speaking) Students are able to summarize texts. Bridging/Reaching (Reading/Listening) Students are able to answer analytical questions about grade level text. EERF.5.4. Read text comprised of familiar words with accuracy and understanding. Level IV Students will: EERF.5.4. Read paragraphs and lengthier text with accuracy and understanding. Ex. Read a short story and answer questions about it. Level III Students will: 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. Level II Students will: 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). Level I Students will: EERF.5.4. Attend to reading. Ex. Indicate attention to readers when others are reading. Ex. Look at page when others are reading.
Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Strand: Writing Cluster: Text Types and Purposes Grade: 5 Standard 2 (W.5.2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and Quarter 1: Quarter 2: Write an informative/explanatory text that includes: a clearly defined topic topic supported with -facts -definitions -concrete details -quotations -other information -examples related information grouped together linked ideas within and across categories of information using words, phrases, and clauses precise language and domain-specific vocabulary to inform about or explain the topic a concluding statement or Quarter 3: Quarter 4: Write an informative/explanatory text that includes: a clearly defined topic topic supported with -facts -definitions -concrete details -quotations -other information -examples related information grouped together linked ideas within and across categories of information using words, phrases, and clauses precise language and vocabulary to inform about or explain the topic a concluding statement or section related to the information or explanation presented
are defined in standards 1-3 above.) Determine suitable: idea development strategies organization appropriate to task, purpose and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose and audience Determine suitable: idea development strategies organization appropriate to task, purpose and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose and audience Determine suitable: idea development strategies organization appropriate to task, purpose and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose and audience Determine suitable: idea development strategies organization appropriate to task, purpose and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose and audience Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: are flexible in their use of development and organization to create clear and coherent writing appropriate to task, purpose, and audience apply this skill to all clear and coherent writing development and organization appropriate to task, purpose, and audience grade-specific expectations Students know or are able to: qualities of clear and coherent writing purposes for a variety of types of writing potential audiences for a variety of types Entering/Beginning (Reading/Listening) Students are able to choose an audience appropriate to the task (Writing/Speaking) Students are able to create a few sentences focused on a specific audience EEW.5.4. Produce writing that is appropriate to task, purpose, and audience. Level IV Students will: EW.5.4. Produce writing that is appropriate to a wide variety of tasks, purposes, and audiences. Ex. Write a thank you letter to a guest speaker that is appropriately formatted and understood by its audience. Ex. Write a story for a kindergarten class that is understood when read aloud to that class. Ex. Write a note to remind the teacher to bring a book back from the library that results in the desired outcome. Level III Students will:
types of writing (opinion, informative/explanatory, and narrative) of writing techniques for developing ideas techniques for organizing writing produce clear and coherent writing analyze a writing task to determine what is required adapt writing to fulfill a specific purpose adapt writing to meet the needs of an audience develop ideas in a way appropriate to task and purpose organize thoughts in a way appropriate to task and purpose apply these skills to a variety of types of writing Developing/Expanding (Reading/Listening) Students are able to organize a piece of writing with assistance of a graphic organizer (Writing/Speaking) Students are able to produce simple written piece from a model Bridging/Reaching (Reading/Listening) Students are able to show their organization of their written piece (Writing/Speaking) Students are able to produce extended writing at grade level EEW.5.4. Produce writing that is appropriate to task, purpose, and audience. Ex. Write about a personal experience. Ex. Write about a topic and include facts and illustrations relevant to the topic. Ex. Write an e-mail that is understood by recipient. Level II Students will: EW.5.4. With guidance and support, produce writing that is appropriate to task, purpose, and audience. Ex. With guidance and support, write about a personal experience. Ex. With guidance and support, write about a topic and include facts and illustrations relevant to the topic. Ex. Use a set of guidelines or template to write an e-mail that is understood by the recipient. Level I Students will: EEW.5.4. With guidance and support, produce group writing that is appropriate to task, purpose, and audience. Ex. Use picture communication symbols to make requests (e.g., use picture exchange to request a food item during lunch) that are written by the teacher and read aloud as the student listens and observes. Ex. Use single message voice output devices to make comments during shared writing (e.g., “I know something about that.”) that are written by the teacher and read aloud as the student observes and listens. Ex. Use a multiple message voice output device to state an opinion (e.g., “I like that!”) that is added to a two-column written opinion chart and read aloud with the other opinion statements as the student observes and listens.
Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Strand: Writing Cluster: Production and Distribution of Writing Grade: 5 Standard 5 (W.5.5) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.) Quarter 1: With guidance and support from peers and adults, students learn how to: plan revise edit rewrite try a new approach to strengthen writing. Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 Quarter 2: With guidance and support from peers and adults, students learn how to: plan revise edit rewrite try a new approach to strengthen writing. Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 Quarter 3: With guidance and support from peers and adults, students learn how to: plan revise edit rewrite try a new approach to strengthen writing. Know how to edit for conventions of Writing demonstrating (see Language standards 1-3 Quarter 4: With guidance and support from peers and adults, students learn how to: plan revise edit rewrite try a new approach to strengthen writing. Know how to edit for conventions of Writing demonstrating (see Language standards 1-3
plan writing revise writing edit writing rewrite try a new approach to their writing piece produce writing that is well-developed and strong Students understand that planning, revising, editing, rewriting, and trying new approaches are critical to the development of strong writing pieces. to own writing using the writing process. and write desired letters (e.g., “Write that one for me.”). Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Strand: Writing Cluster: Production and Distribution of Writing Grade: 5 Standard 6 (W.5.6) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with Quarter 1: Quarter 2: With some guidance and support: use keyboarding skills use technology software to produce and publish Quarter 3: With some guidance and support: use keyboarding skills use technology software to produce and publish writing Quarter 4:
others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. writing use the Internet to communicate with others evaluate the appropriate technology tools for producing and publishing writing and for collaborating with others use keyboarding skills to type two or more pages in a single sitting use the Internet to communicate with others evaluate the appropriate technology tools for producing and publishing writing and for collaborating with others use keyboarding skills to type two or more pages in a single sitting Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, with some guidance and support from adults: use technology to produce and publish writing use technology to some guidance and support from adults use technology, including the Internet produce Students know or are able to: when to use guidance and support from adults technology can be used to produce and Entering/Beginning (Reading/Listening) Students area able to use the internet to find a picture of a specific topic. (Writing/Speaking) Students are able to EW.5.6. With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with Level IV Students will: EEW.5.6. With minimal guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others. Ex. Use a teacher-created or teacher-identified website to learn about a topic with a peer, take notes with the peer in graphic organizer software, convert the graphic organizer to an outline, and co-author a summary. Ex. In a science lesson, after visiting websites designated by the teacher, use a talking word processor to draft notes and then share what was learned with peers.
research consider different aspects of the topic locate multiple sources to learn about the topic use a graphic organizer to record thoughts build knowledge about a topic through research Students understand that research based on several sources is a way to build a understanding of a topic. Bridging/Reaching (Reading/Listening) Students are able to identify multiple sources of different types to support a topic. (Writing/Speaking) Students are able to use sources to create a research report on a topic. Ex. Given screen reading software that reads the text on a webpage, work with peers to identify information to include in a group research project. Level I Students will: EEW.5.7. Participate with a group in using multiple sources to conduct a short research project. Ex. Work with a group of peers who are working on a research project and select information to include from options offered by peers. Ex. Use a multiple message voice output device to ask questions programmed by the teacher (e.g., “What does it say? Is that good? Should we look at something else?”) that guide the group in completing the research project. Ex. Explore two webpages using a screen reader, choose one piece of information from each, type letters about them, and have Level III or II peer also type short notes and read them aloud.
Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Strand: Writing Cluster: Build and Present Knowledge Grade: 5 Standard 8 (W.5.8) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Quarter 1: Recall relevant information from experiences Quarter 2: Recall relevant information from experiences Gather relevant information from print and digital sources Identify source list Summarize information in notes and finished work Quarter 3: Quarter 4: Recall relevant information from experiences Gather relevant information from print and digital sources Identify source list Summarize information in notes and finished work
sources list of sources recall relevant information from experience locate relevant information from print and digital sources take notes summarize or paraphrase in notes and finished work provide list of sources Students understand that research involves summarizing or paraphrasing recalled experiences or gathered information from listed print and digital sources. (Writing/Speaking) Students are able to recall information about a researched topic. Bridging/Reaching (Reading/Listening) Students are able to gather relevant information about a research topic. (Writing/Speaking) Students are able to present information on a researched topic. EEW.5.8. Recall information from personal experiences to include in writing. Ex. Recall an event that occurred on a trip to the zoo and write about it (e.g., we sg [sing] bas [bus].). Ex. Recall information from an interaction with peers and write about it (e.g., fun lunch. Laf [laugh] milk nos [nose].). Level I Students will: EEW.5.8. Recall personal experiences. Ex. Respond “yes” or “no” when the teacher asks whether or not he or she has done something (e.g., “Did you ever go to the store?” or “Have you seen a gorilla?”) and listen/observe as the teacher writes and reads aloud, “[Name] went to the store.” Ex. Access pre-stored messages on a dynamic display communication device to report on personal experiences (e.g., “I went to the zoo with my grandma and papa.”), and listen/observe as the teacher writes that text in a group repeated line text and reads it aloud. Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Strand: Writing Cluster: Text Types and Purposes Grade: 5 Standard 9 (W.5.9) Draw evidence from literary or informational texts to Quarter 1: Quarter 2: Quarter 3: Quarter 4:
time organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings Students understand that writing pieces are organized and developed based on task, audience, and purpose. (Writing/Speaking) Students are able to routinely write short essays Bridging/Reaching (Reading/Listening) Students are able to routinely plan for writing and follow editing process (Writing/Speaking) Students are able to routinely write for longer periods of time at grade level. Level I Students will: EEW.5.10. With guidance and support, communicate routinely during shared writing for a variety of purposes and audiences. Ex. Using a multiple message voice output device and given modeling from an adult communication partner, use the device to contribute comments during shared writing. Ex. Using a multiple message voice output device and given modeling from an adult communication partner, tell about their feelings, which are then written in a class feelings chart and read aloud as the students observe and listen. Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Strand: Speaking and Listening Cluster: Comprehension and Collaboration Grade: 5 Standard 1 (SL.5.1) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse Quarter 1: Follow agreed-upon rules during Quarter 2: Follow agreed-upon rules during Quarter 3: Follow agreed-upon rules during Quarter 4: Follow agreed-upon rules during
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. discussion Carry out assigned roles during discussions Formulate questions and responses based on comments made by others to clarify understanding of discussion or presentation Connect comments to the remarks of others Think critically about ideas posed to draw conclusions Express ideas clearly discussion Carry out assigned roles during discussions Formulate questions and responses based on comments made by others to clarify understanding of discussion or presentation Connect comments to the remarks of others Think critically about ideas posed to draw conclusions Express ideas clearly discussion Carry out assigned roles during discussions Formulate questions and responses based on comments made by others to clarify understanding of discussion or presentation Connect comments to the remarks of others Think critically about ideas posed to draw conclusions Express ideas clearly discussion Carry out assigned roles during discussions Formulate questions and responses based on comments made by others to clarify understanding of discussion or presentation Connect comments to the remarks of others Think critically about ideas posed to draw conclusions Express ideas clearly
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students engage effectively in a range of discussions with a variety of participants, demonstrating the ability to: be prepared by reading or studying required engage effectively range of collaborative discussions diverse partners grade 5 topics and texts Students know or are able to: techniques to prepare for discussions how to incorporate known information about the topic into the Entering/Beginning (Reading/Listening) Students are able to answer with yes or no (Writing/Speaking) Students are able to answer with short phrases Developing/Expanding EESL.5.1. Participate in collaborative discussions. Prepare for discussions. Engage in discussions to share information Level IV Students will: EESL.5.1.a. Prepare for discussions by completing assignments related to the discussion. Ex. Get ready for a discussion with peers by completing a specific assignment on a shared topic (e.g., Find a fact about rocks.). EESL.5.1.b. Engage in discussions sharing information on the topic across repeated turns. Ex. Share information about plants (e.g., seed makes plant) multiple times during a discussion. Ex. Given a multiple message communication device, combine words to share
the development of main ideas or themes. Use: graphics to enhance the main idea or theme when appropriate during presentations sound to enhance the main idea or theme when appropriate during presentations visual displays to enhance the main idea or theme when appropriate during presentations Use: graphics to enhance the main idea or theme when appropriate during presentations sound to enhance the main idea or theme when appropriate during presentations visual displays to enhance the main idea or theme when appropriate during presentations Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: include multimedia components and visual displays to enhance the development of main ideas or themes in presentations multimedia components graphics sound visual displays presentations when appropriate to Student know or are able to: varied multimedia components including: graphics and sound when multimedia components and visual displays could be used to enhance the development of Entering/Beginning (Reading/Listening) Students are able to select appropriate images to go with writing (Writing/Speaking) Students are able to print a picture to show the theme of a story Developing/Expanding (Reading/Listening) EESL.5.5. Select or create an audio recording, images, photographs, or other visuals/tactual displays to enhance a report or presentation. Level IV Students will: EESL.5.5. N/A Level III Students will: EESL.5.5. Select or create an audio recording, images, photographs, or other visuals/tactual displays to enhance a report or presentation. Ex. Working with a group to create a report, draw or select pictures to enhance the report. Ex. Given the text of a report, combine tactual materials to add to each page and enhance the overall report. Level II Students will: EESL.5.5. Select an audio recording, images, photographs, or other visuals/tactual
contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Identify audience, task, and situation Identify characteristics of formal and informal speaking Analyze situation to determine appropriate speech use (formal English or informal discourse) Speak appropriately for a variety of contexts and tasks, using formal English when appropriate to task and situation Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: adapt speech to a variety of contexts and tasks use formal English in adapt speech variety of contexts and tasks Students know or are able to: what types of contexts call for formal English Entering/Beginning (Reading/Listening) Students are able to identify cognates (Writing/Speaking) Students are able to EESL.5.6. Use formal and informal language. Level IV Students will: EESL.5.6. Use formal and informal language as appropriate. Ex. Upon entering the classroom, greets peers informally (e.g., “Hey!”) and teachers formally (e.g., “Good morning.”). Ex. During a group discussion, informally comment on a peer’s remarks (e.g., “No way!”) and formally offer own remarks (e.g., “I think it was the man.”).
Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Strand: Language Cluster: Conventions of Standard English Grade: 5 Standard 2 (L.5.2) Demonstrate command of the conventions of standard English capitalization, punctuation, and Quarter 1: Use commas to separate items in a series Quarter 2: Use commas to separate items in a series Quarter 3: Use commas to separate items in a series Quarter 4: Use commas to separate items in a series
listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. language conventions when speaking Recognize various sentence structures Expand, combine, and reduce sentences for: meaning reader/listener interest style Compare and contrast the varieties of English (e.g., dialects, registers) used in: stories dramas poems language conventions when speaking Recognize various sentence structures Expand, combine, and reduce sentences for: meaning reader/listener interest style Compare and contrast the varieties of English (e.g., dialects, registers) used in: stories dramas poems conventions when speaking Recognize various sentence structures Expand, combine, and reduce sentences for: meaning reader/listener interest style Compare and contrast the varieties of English (e.g., dialects, registers) used in: stories dramas poems conventions when speaking Recognize various sentence structures Expand, combine, and reduce sentences for: meaning reader/listener interest style Compare and contrast the varieties of English (e.g., dialects, registers) used in: stories dramas poems Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students, in writing and/or speaking: expand, combine, and reduce sentences for meaning, reader/listener conventions varieties of English Students know or are able to techniques to manipulate sentences (expanding, Entering/Beginning (Reading/Listening) Students are able to draw a picture to represent their story. (Writing/Speaking) EEL.5.3. Use language to achieve desired meaning when communicating. b. N/A Level IV Students will: EEL.5.3.a. Listen and communicate to obtain information to perform a task. Ex. Ask for directions to perform an assigned task. Ex. Follow multi-step verbal directions to complete assigned task. EEL.5.3.b. N/A
interest, and style compare and contrast varieties of English used in stories, dramas, or poems combining, reducing) for meaning, listener/reader interest, and style different varieties of English (e.g. dialects, registers) are used in stories, dramas, or poems expand, combine and reduce sentences for meaning, reader/listener interest, and style compare and contrast varieties of English (e.g. dialects, registers) used in stories, dramas, or poems Students understand that creating effective sentences and using varieties of English (e.g. dialects, registers) impact reader/listener engagement. Students are able to describe events of a self-created story. Developing/Expanding (Reading/Listening) Students are able to classify varieties of English used in texts. (Writing/Speaking) Students are able to use sentence stems and similar scaffolds for independent writing Bridging/Reaching (Reading/Listening) Students are able to distinguish between different types of English used in texts. (Writing/Speaking) Students are able to produce grade-level stories Level III Students will: EEL.5.3.a. Use language to achieve desired meaning in communicating. Ex. Ask for help to complete an assigned task. Ex. Repeat or rephrase directions to perform a task. EEL.5.3.b. N/A Level II Students will: EEL.5.3.a. Communicate to achieve three or more communicative functions (e.g., request, comment, share information). Ex. Use picture exchange to request a preferred item. Ex. Make a comment during lunch time (e.g., “too loud”) or another part of the day (e.g., “don’t wanna”). Ex. Ask a simple question (e.g., “Why?”). EEL.5.3.b. N/A Level I Students will: 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. EEL.5.3.b. N/A Common Core ELA Pacing Guide
meanings by: interpreting similes in context interpreting metaphors in context recognizing and explaining the meaning of common idioms recognizing and explaining the meaning of common adages recognizing and explaining the meaning of common proverbs using the relationship between particular synonyms to better understand each of the words using the relationship between particular antonyms to better understand each of the words using the relationship between particular homographs to better nuances in word meanings interpret similes in context metaphors in context recognize and explain common idioms common adages common proverbs synonym antonym homograph techniques for identifying similes in context techniques for identifying metaphors in context techniques for identifying idioms in context techniques for identifying adages in context techniques for identifying proverbs in context the relationship between words can be used to understand words definition: figurative language, simile, metaphor, context, idiom, adage, proverb, synonym, antonym, homograph use the relationship between synonyms to better understand each Students are able to draw a picture to show meaning of new words Developing/Expanding (Reading/Listening) Students are able to match literal meaning or oral description of figurative language (Writing/Speaking) Students are able to draw a picture to show literal or figurative meaning Bridging/Reaching (Reading/Listening) Students are able to show examples of figures of speech. (Writing/Speaking) Students are able to explain and give examples of figurative language b. N/A c. N/A Level II Students will: EEL.5.5. Uses an idiom correctly in response to a shared interaction. Ex. Respond with an idiom when a classmate or teacher uses an idiom (e.g., When teacher says, “You’re cool,” the student responds “You’re cool, too.”). EEL.5.5.b-c. N/A Level I Students will: EEL.5.5. React to a shared interaction in which an idiom is used. Ex. Responds with a smile or sound when a classmate or teacher says “Hey, you’re cool.” EEL.5.5.b-c. N/A
Common Core ELA Pacing Guide 5th Grade College and Career Readiness (CCR) Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 5 Standard 6 (L.5.6) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Quarter 1: Acquire grade appropriate: general academic domain-specific words and phrases including those that signal: contrast addition other logical relationships Quarter 2: Acquire grade appropriate: general academic domain-specific words and phrases including those that signal: contrast addition other logical relationships Quarter 3: Acquire grade appropriate: general academic domain-specific words and phrases including those that signal: contrast addition other logical relationships Quarter 4: Acquire grade appropriate: general academic domain-specific words and phrases including those that signal: contrast addition other logical relationships
Evidence of Student Attainment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students acquire and use accurately vocabulary including: conversational words and phrases general academic words and phrases domain-specific words and phrases words and phrases to signal contrast words and phrases to signal addition words and phrases to signal logical relationships acquire use accurately grade-appropriate conversational general academic domain-specific words phrases contrast addition other logical relationships Students know or are able to: techniques for collecting a variety of new words grade-appropriate conversational words and phrases grade-appropriate general academic words and phrases grade-appropriate domain-specific words and phrases common words and phrases to signal contrast common words and phrases to signal addition common words and Entering/Beginning (Reading/Listening) Students are able to point to stated word(s) (Writing/Speaking) Students are able to make lists of significant words Developing/Expanding (Reading/Listening) Students are able to use context clues and illustrations to determine meaning. (Writing/Speaking) Students are able to join in on content based discussions using specific vocabulary Bridging/Reaching (Reading/Listening) Students are able to carry out oral instructions containing grade level specific content-based EEL.5.6. Use words (e.g., if, then, next). Level IV Students will: 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.”). Level III Students will: 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?” Level II Students will: 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. Level I Students will: EEL.5.6. Point to domain-specific words. Ex. Point to a highlighted word in an informational text