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ELA21.5.39h

Use correlative conjunctions correctly when composing and revising writing.

Unpacked Content

Knowledge

  • Correlative conjunctions work in pairs to join words, phrases, or clauses.
  • The correlative conjunctions are either, or; neither, nor; both, and; not only, but also; whether, or.

Skills

  • Use correlative conjunctions correctly in writing.
  • Revise writing for correct usage of correlative conjunctions.

Understanding

  • Correlative conjunctions can be used in writing to show a strong relationship between the ideas being joined.

Vocabulary

  • Correlative conjunctions
  • Composing
  • Revising

ELA21.5.40

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unpacked Content

Knowledge

Students know:
  • Standard English spelling conventions.
  • Punctuation marks and their appropriate usage.
  • Capitalization rules for standard English.

Skills

Students are able to:
  • Use correct capitalization in writing.
  • Use appropriate punctuation in writing.
  • Spell fifth-grade level words correctly.

Understanding

Students understand that:
  • When writing, they must use punctuation correctly, capitalize appropriate words, and spell fifth-grade level words correctly.

Vocabulary

  • Demonstrate
  • Command
  • Conventions
  • Standard English capitalization
  • Standard English punctuation
  • Standard English spelling

ELA21.5.40a

Use commas to separate items in a series, separate introductory elements from the rest of a sentence, set off tag questions, and indicate direct address.

Unpacked Content

Knowledge

  • Commas are used to separate groups of words.
  • Commas are used to separate introductory elements, which consist of phrases and words that appear before the main clause of the sentence.
  • A tag question is a question that is added at the end of a sentence; it consists of two basic elements: a verb and a pronoun.
  • A direct address means to direct a statement to a particular person, and a comma is used to separate the person's name from the rest of the sentence.

Skills

  • Write sentences that correctly use commas to separate words in a series, such as cat, dog, turtle, etc.
  • Write sentences that correctly use a comma to separate introductory elements from the rest of a sentence, such as In the nighttime, people have a harder time driving.
  • Write sentences with tag questions with correct comma usage, such as She didn't forget to call you, did she?
  • Write sentences with direct addresses that correctly use a comma, such as Jackie, are you leaving so soon?

Understanding

  • Commas are a common punctuation mark that are used for a variety of purposes.

Vocabulary

  • Commas
  • Series
  • Tag questions
  • Introductory elements
  • Direct address

ELA21.5.40b

Use underlining, quotation marks, or italics to indicate the titles of different types of works.

Unpacked Content

Knowledge

  • Underlining, quotation marks, and italics are used to indicate titles of creative works in writing.

Skills

  • Use the correct indicator (underline, quotation marks, italics) when writing the titles of different types of works.

Understanding

  • Titles of work are identified differently, either with underlining, quotation marks, or italics.

Vocabulary

  • Underlining
  • Quotation marks
  • Italics

ELA21.5.40c

Spell grade-level words correctly, consulting references as needed.

Unpacked Content

Knowledge

  • Phonics skills necessary to spell words correctly.
  • Correct spellings can be located in reference materials, such as dictionaries.

Skills

  • Spell grade-appropriate words correctly.
  • Consult references for correct spellings, if needed.

Understanding

  • To clearly communicate in writing, they must use correct spellings.
  • If they do not know how to spell a word, they can consult reference materials for assistance.

Vocabulary

  • References

ELA21.5.41

Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.

Unpacked Content

Knowledge

Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
  • Academic, domain-specific vocabulary should be used in writing.
  • Certain phrases can indicate that contrasting ideas, additional information, or logical relationships are being presented.

Skills

Students are able to:
  • Use academic and domain-specific words and phrases in writing.

Understanding

Students understand that:
  • It is important to use academic, domain-specific vocabulary in formal writing.
  • They can use certain words and phrases to indicate they are explaining contrasting ideas, adding further information, or signaling a relationship between concepts.

Vocabulary

  • General academic words and phrases
  • Domain-specific words and phrases
  • Contrasting ideas
  • Additional information
  • Logical relationships

ELA21.5.42

Consult print and digital reference materials to find the pronunciation and to determine or clarify the precise meaning of key words and phrases.

COS Examples

Examples: dictionaries, glossaries

Unpacked Content

Knowledge

Students know:
  • Reference materials, such as dictionaries, can be used to find the proper pronunciations of key words and phrases.
  • Reference materials can also be used to learn or clarify the precise meaning of key words and phrases in writing.

Skills

Students are able to:
  • Use print and digital reference materials to identify correct pronunciations of words and phrases.
  • Use print and digital reference materials to learn or clarify the precise meaning of words and phrases in writing.

Understanding

Students understand that:
  • They have tools to help them determine the correct pronunciation and precise meaning of important words and phrases.

Vocabulary

  • Print reference material
  • Digital reference material
  • Pronunciation
  • Clarify
  • Key words and phrases

ELA21.6.R1

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Unpacked Content

Knowledge

Students know:
  • Active listening skills.
  • How to engage in discussions and conversations in a variety of settings.
  • Agreed-upon rules for participation.

Skills

Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.

Understanding

Students understand that:
  • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.

Vocabulary

  • Active listening
  • Discussion
  • Conversation
  • Rules
  • Participation

ELA21.6.R2

Use context clues to determine meanings of unfamiliar spoken or written words.

Unpacked Content

Knowledge

Students know:
  • Context clues in speech or text can provide the meaning of unfamiliar words.
  • There are different types of context clues, including inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
  • Context clues in text are often indicated by punctuation marks.

Skills

Students are able to:
  • Use context clues to determine the meanings of unfamiliar words in speech.
  • Use context clues to determine the meanings of unfamiliar words in text.

Understanding

Students understand that:
  • An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.

Vocabulary

  • Context clues
  • Determine
  • Unfamiliar spoken words
  • Unfamiliar written words

ELA21.6.R3

Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Unpacked Content

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

ELA21.6.R4

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Unpacked Content

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

ELA21.6.R5

Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

Knowledge

Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills

Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.

Understanding

Students understand that:
  • Different situations require different types of languages and tones.

Vocabulary

  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone

ELA21.6.R6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Unpacked Content

Knowledge

Students know:
  • Some contexts and tasks require formal English speech, while others permit more casual speech.

Skills

Students are able to:
  • Adapt speech to a variety of contexts and tasks.
  • Demonstrate command of formal spoken English when appropriate.

Understanding

Students understand that:
  • Certain contexts and tasks will require them to speak in formal English.
  • They can change their speech, such as the vocabulary and sentence structure used, depending on the occasion.

Vocabulary

  • Adapt
  • Speech
  • Contexts
  • Tasks
  • Command
  • Formal English

ELA21.6.1

Identify and explain an author’s rhetorical choices, including point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.

Unpacked Content

Knowledge

Students know:
  • Authors make specific rhetorical choices in their writing to convey meaning.
  • Rhetorical devices include point of view, purpose, personal anecdotes, and word choice.
  • Authors develop the main idea of the text by including supporting details to further elaborate on the text's central meaning.

Skills

Students are able to:
  • Identify an author's rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Explain why an author made particular rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Explain how an author's rhetorical choices developed the central and supporting ideas of the text.

Understanding

Students understand that:
  • When writing a text, authors make specific decisions about the structure, format, and vocabulary to accurately convey their central idea.

Vocabulary

  • Rhetorical choices
  • Point of view
  • Purpose
  • Anecdotes
  • Figurative word meaning
  • Connotative word meaning
  • Technical word meaning
  • Central idea
  • Supporting idea

ELA21.6.2

Make inferences and draw logical conclusions from the content and structures of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.

Unpacked Content

Knowledge

Students know:
  • Explicit information in a text, like its content and structure, can be used to draw conclusions and support inferences.
  • Text can be structured in different ways, depending on the type of information that is being communicated.
  • A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • A description text structure describes a topic by listing characteristics, features, attributes, and examples.
  • Sequencing text structure presents ideas or events in the order in which they happen.

Skills

Students are able to:
  • Identify the structure of informational texts, including comparison and contrast, problem and solution, claims and evidence, cause and effect, description, and sequencing.
  • Make inferences and draw conclusions from the content and structure of informational texts.

Understanding

Students understand that:
  • Informational text provides explicit information in its content and structure that can be used to draw conclusions and support inferences.
  • Informational text generally follows a particular structure, and identifying this structure can help them better comprehend and analyze the text.

Vocabulary

  • Inferences
  • Logical conclusions
  • Content
  • Structures
  • Informational text
  • Comparison and contrast
  • Problem and solution
  • Claims and evidence
  • Cause and effect
  • Description
  • Sequencing

ELA21.6.3

Explain how authors use setting, plot, characters, theme, conflict, dialogue, and point of view to contribute to the meaning and purpose of prose and poetry, using textual evidence from the writing.

Unpacked Content

Knowledge

Students know:
  • Authors of prose and poetry use literary elements, such as setting, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and drive the plot.
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
  • Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:
  • Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry.
  • Explain how literary elements contribute to the meaning and purpose of prose and poetry.
  • Support their explanations of literary elements with textual evidence.

Understanding

Students understand that:
  • Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
  • Literary elements contribute to the meaning of poetry and prose.
  • When they analyze a text, they should include text evidence to support their claims.

Vocabulary

  • Setting
  • Plot
  • Characters
  • Theme
  • Conflict
  • Dialogue
  • Point of view
  • Prose
  • Poetry
  • Textual evidence

ELA21.6.4

Describe the use of literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood, and indicate how they support interpretations of the text.

Unpacked Content

Knowledge

Students know:
  • Authors of prose and poetry often include literary devices and figurative language in a text to create a particular tone and mood.
  • Analyzing literary devices that are used in a text can support a personal interpretation of a text.

Skills

Students are able to:
  • Identify literary devices in prose and poetry, including simile, metaphor, personification, onomatopoeia, hyperbole, tone, imagery, irony, symbolism, and mood.
  • Describe how an author's use of literary devices in prose and poetry supports their interpretation of the text.

Understanding

Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Analyzing an author's use of literary devices in a text can help them interpret and comprehend the text.

Vocabulary

  • Literary devices
  • Prose
  • Poetry
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Tone
  • Imagery
  • Irony
  • Symbolism
  • Mood

ELA21.6.5

Evaluate the development of central and supporting ideas in recorded or live presentations by examining the speaker’s rhetorical choices regarding point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.

Unpacked Content

Knowledge

Students know:
  • Speakers make specific rhetorical choices in their presentations to convey meaning.
  • Rhetorical devices include point of view, purpose, personal anecdotes, and word choice.
  • Speakers develop the main idea of their presentation by including supporting details to further elaborate on the presentation's central meaning.

Skills

Students are able to:
  • Identify a speaker's rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Explain why a speaker made particular rhetorical choices related to point of view, purpose, anecdotes, and figurative, connotative, and technical word meanings.
  • Evaluate how a speaker's rhetorical choices developed the central and supporting ideas of the presentation.

Understanding

Students understand that:
  • When creating and presenting a presentation, speakers make specific decisions about structure, format, and vocabulary to accurately convey their central idea.

Vocabulary

  • Central idea
  • Supporting idea
  • Recorded presentations
  • Live presentations
  • Rhetorical choices
  • Point of view
  • Purpose
  • Anecdotes
  • Figurative word meaning
  • Connotative word meaning
  • Technical word meaning

ELA21.6.6

Support interpretations of recorded or live presentations by examining the speaker’s use of hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia.

Unpacked Content

Knowledge

Students know:
  • Speakers often include literary techniques and figurative language to create a particular tone and mood.
  • Analyzing literary devices that are used in a presentation can support understanding of the presentation.

Skills

Students are able to:
  • Identify hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in presentations.
  • Describe how an author's use of literary techniques supports their interpretation of the presentation.

Understanding

Students understand that:
  • Speakers often use figurative language and literary techniques to develop tone and mood in their presentations.
  • Analyzing a speaker's use of literary techniques in a presentation can help them interpret and comprehend the meaning of the presentation.

Vocabulary

  • Recorded presentations
  • Live presentations
  • Hyperbole
  • Tone
  • Symbolism
  • Imagery
  • Mood
  • Irony
  • Onomatopoeia

ELA21.6.7

Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

Unpacked Content

Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    ELA21.6.7a

    Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details.

    Unpacked Content

    Knowledge

    • A narrative is a piece of writing that tells a story.
    • Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution.
    • The plot is a series of events in a narrative text.
    • Dialogue is a conversation between two or more characters in a text.
    • Sensory details use descriptions of the five senses.

    Skills

    • Write a narrative with a logical sequence of plot events.
    • Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution.
    • Include dialogue and sensory details in narrative writing.

    Understanding

    • Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution.
    • Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging.

    Vocabulary

    • Narratives
    • Literary elements
    • Characters
    • Plot
    • Setting
    • Point of view
    • Conflict resolution
    • Dialogue
    • Sensory details

    ELA21.6.7b

    Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings.

    Unpacked Content

    Knowledge

    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources.
    • Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
    • Informative or explanatory writing should include academic, content-specific technical word meanings.

    Skills

    • Gather credible information from multiple sources.
    • Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words.

    Understanding

    • Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion.
    • They must gather their facts about the topic from multiple credible research sources.
    • Writers elaborate details included in the text by using formal academic, content-specific technical words.

    Vocabulary

    • Informative text
    • Explanatory text
    • Organized structure
    • Formal style
    • Point of view
    • Clear purpose
    • Credible evidence
    • Technical word meaning

    ELA21.6.7c

    Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources.

    Unpacked Content

    Knowledge

    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement.
    • Evidence to support the argument must be collected from various credible sources.

    Skills

    • Write an argument to convince a reader to take action or adopt a position.
    • Include a claim, relevant evidence, and a conclusion in argumentative writing.
    • Gather evidence from credible sources to support the claim.

    Understanding

    • To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.

    Vocabulary

    • Argument
    • Claim
    • Evidence
    • Credible source
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