PASS+Language+Arts

**Standard 1: Vocabulary** - The student will develop and expand knowledge of words and word meanings to increase their vocabulary. a. Use knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading). b. Read and comprehend both fiction and nonfiction that is appropriately designed for fifth grade. c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas. d. Use the text's structure or progression of ideas such as cause and effect or chronology to organize or recall information. a. Apply prior knowledge and experience to make inferences and respond to new information presented in text. b. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge. e. Participate in creative response to text (e.g., art, drama, and oral presentation). a. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details. b. Make generalizations with information gleaned from text. c. Support ideas and arguments by reference to relevant aspects of text and issues across texts. d. Organize text information in different ways (e.g., timeline, outline, graphic organizer) to support and explain ideas. a. Determine and use appropriate sources for accessing information including, dictionaries, thesaurus, electronic card catalogs and databases, magazines, newspapers, technology/Internet, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes. b. Identify and credit the sources used to gain information. c. Use text features to access information (e.g., format, italics, heading, subheadings, graphics, sequence, diagrams, illustrations, charts, and maps). d. Use reference features of printed text, such as citations, endnotes, and bibliographies to locate relevant information about a topic. e. Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. Standard 2: Modes and Forms of Writing** - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person. 1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, instruct, and describe, while adjusting tone and style as appropriate. Example: Write a skit to present at your class talent show. Use funny words and phrases to make the audience laugh or convincing statements that might persuade them to support a particular idea. 2. Write narratives (stories) that establish a plot, point of view, setting, 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 mode 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. Use figurative language when appropriate (alliteration, personification, simile, and metaphor) and varied word choice to make writing interesting (e.g., inquired or requested instead of asked). 4. Write personal, persuasive, formal, business letters, thank-you notes, and invitations, including the date, greeting, body, closing, and signature. 5. Write informational pieces with multiple paragraphs that: a. provide an introductory paragraph. b. establish and support a central theme or idea with a thesis statement. c. include supporting paragraphs with simple facts, details, and explanations. d. present important ideas and events in sequence or in chronological order. e. provide details and transitions to link paragraphs. f. conclude with a paragraph that summarizes the points. g. use correct indention at the beginning of paragraphs. 6. Write research reports about important ideas, issues, or events that: a. frame questions about an idea or issue to direct the investigation. b. establish a main idea or topic. c. develop the topic with simple facts, details, examples, and explanations to support the main idea. d. use a variety of information sources, including speakers, firsthand interviews, reference materials, and online information. 7. Write responses to literature that: a. demonstrate an understanding of a designated literary work. b. support judgments through references to the text and connections to prior knowledge. c. develop interpretations and evaluations that exhibit careful reading and understanding. 8. Write persuasive compositions or letters that: a. state a clear position in support of a proposal. b. support a position with relevant evidence and effective emotional appeals in order to persuade. c. organize supporting statements from the most appealing to the least powerful. d. include and address reader concerns. Example: Interview several students in varying grades about 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.
 * Language Arts**
 * Reading/Literature:** The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.
 * 1. Words in Context**
 * 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**
 * 2. Inferences and Interpretation**
 * 3. Summary and Generalization**
 * Standard 5: Research and Information:** The student will conduct research and organize information.
 * 1. Accessing Information** - Select the best source for a given purpose.
 * Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.