ELAR: Understanding & Connecting Ideas Across Texts

Suggested Time Frame: 18 Instructional Days

        
Genre Focus

5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(C) produce analogies with known antonyms and synonyms;
(D) identify and explain the meaning of common idioms, adages, and other sayings;

5.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures; -S
(C) explain the effect of a historical event or movement on the theme of a work of literature. -S

5.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; -R
(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and -R
(C) explain different forms of third-person points of view in stories. -S

5.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
(A) evaluate the impact of sensory details, imagery, and figurative language in literary text. -R

5.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved. -S

5.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; -R
(B) determine the facts in text and verify them through established methods; -S
(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; -R
(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; -R
(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. -R

5.13 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and -S
(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. -S

Writing –
5.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A) create multi-paragraph essays to convey information about the topic that:
(i) present effective introductions and concluding paragraphs;
(ii) guide and inform the reader’s understanding of key ideas and evidence;
(iii) include specific facts, details, and examples in an appropriately organized structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs;
(B) write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and

Oral & Written Conventions

5.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;
(viii) transitional words (e.g., also, therefore)

5.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) use capitalization for:
(ii) initials and acronyms;
(B) recognize and use punctuation marks including:
(i) commas in compound sentences;