Gr. 5 Crosswalk

Georgia Department of Education
th th
5 CCGPS 5 GPS
READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand
ELACC5RL1: Quote accurately from a text when ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
explaining what the text says explicitly and when literary and informational texts.
drawing inferences from the text. (E) For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence
from the texts.
ELACC5RL2: Determine a theme of a story, drama, or ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
poem from details in the text, including how literary and informational texts.
characters in a story or drama respond to challenges or For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
how the speaker in a poem reflects upon a topic; g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand
summarize the text. (G) whether implied or stated.
ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
maintains a coherent focus throughout, and signals a satisfying closure. The student
b. Writes texts of a length appropriate to address the topic or tell the story.
ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
literary and informational texts.
For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
h. Identifies themes and lessons in folktales, tall tales, and fables.
ELACC5RL3: Compare and contrast two or more ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
characters, settings, or events in a story or drama, literary and informational texts.
drawing on specific details in the text (e.g., how For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
characters interact). (G) i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence
from the text.
ELACC5RL4: Determine the meaning of words and ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
phrases as they are used in a text, including figurative literary and informational texts.
language such as metaphors and similes. (G) For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry.
ii. Figurative language (e.g., personification, metaphor, simile, hyperbole)
ELACC5RL5: Explain how a series of chapters, scenes, ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
or stanzas fits together to provide the overall structure literary and informational texts.
of a particular story, drama, or poem. (G) For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions)
in the plays read, viewed, written, and performed.
h. Responds to and analyzes the effects of sound, figurative language, and graphics
in order to uncover meaning in poetry.
iii. Graphics (i.e., capital letters, line length, stanzas).
ELACC5RL6: Describe how a narrator’s or speaker’s ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
point of view influences how events are described. (G) literary and informational texts.
For literary texts, the student identifies the characteristics of various genres
and produces evidence of reading that:
i. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence
from the text.
Dr. John D. Barge, State School Superintendent
June 2011 (revised April 2012)  Page 1 of 16
All Rights Reserved

j. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an
author’s life.
ELACC5RL7: Analyze how visual and multimedia ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
elements contribute to the meaning, tone, or beauty literary and informational texts.
of a text (e.g., graphic novel, multimedia presentation For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
of fiction, folktale, myth, poem). (G) c. Identifies and analyzes the similarities and differences between a narrative text and its film or play version.
ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others,
and express and understand ideas.
When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:
c. Judges the extent to which media provide a source of entertainment as well as a source of information.
ELACC5RL8: (Not applicable to literature)
ELACC5RL9: Compare and contrast stories in the same ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
genre (e.g., mysteries and adventure stories) on their literary and informational texts.
approaches to similar themes and topics. (G) For literary texts, the student identifies the characteristics of various genres and produces evidence or reading that:
b. Analyzes recurring and similar themes across a variety of selections,
distinguishing theme from topic.
ELACC5RL10: By the end of the year, read and ELA5R1 The student demonstrates comprehension and shows evidence of a
comprehend literature, including stories, dramas, and warranted and responsible explanation of a variety of literary and informational texts.
poetry, at the high end of the grades 4-5 text ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The
complexity band independently and proficiently. (W) materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers,
textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary
forms and from at least five different writers.
Alignment:

(W) Weak: Only minor aspects of Common Core were noted in GPS.

(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.

(E) Excellent: Both Common Core and GPS match in nearly all aspects.

All Rights Reserved

th th
5 CCGPS 5 GPS
READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand
ELACC5RI1: Quote accurately from a text when ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
explaining what the text says explicitly and when literary and informational texts.
drawing inferences from the text. (G) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of
reading that:
a. Locates facts that answer the reader’s questions.
ELACC5RI2: Determine two or more main ideas of a text ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
and explain how they are supported by key details; literary and informational texts.
summarize the text. (G) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of
reading that:
f. Identifies and analyzes main ideas, supporting ideas, and supporting details.
ELACC5RI3: Explain the relationships or interactions ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
between two or more individuals, events, ideas, or literary and informational texts.
concepts in a historical, scientific, or technical text For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of
based on specific information in the text. (G) reading that:
g. Makes perceptive and well-developed connections.
h. Relates new information to prior knowledge and experience and makes connections to related topics or information.
ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence
of reading that:
c. Relates a literary work to historical events of the period.
ELACC5RI4: Determine the meaning of general ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
academic and domain-specific words and phrases in a a. Reads a variety of texts and incorporates new words into oral and written language.
text relevant to a grade 5 topic or subject area. (G)
ELACC5RI5: Compare and contrast the overall structure ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
(e.g., chronology, comparison, cause/effect, literary and informational texts.
problem/solution) of events, ideas, concepts, or For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of
information in two or more texts. (G) reading that:
d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, logical order, cause and effect,
classification schemes).
ELACC5RI6: Analyze multiple accounts of the same ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
event or topic, noting important similarities and literary and informational texts.
differences in the point of view they represent. (W) For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of
reading that:
g. Makes perceptive and well-developed connections.
ELA5W2 The student demonstrates competence in a variety of genres.
The student produces informational writing (e.g., report, procedures,
correspondence) that:
g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.
ELACC5RI7: Draw on information from multiple print or ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
digital sources, demonstrating the ability to locate an others, and express and understand ideas.
answer to a question quickly or to solve a problem When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:
All Rights Reserved

efficiently. (G) a. Demonstrates an awareness of the presence of the media in the daily lives of most people.
b. Evaluates the role of the media in focusing attention and in forming an opinion.
ELACC5RI8: Explain how an author uses reasons and ELA7R1 The student demonstrates comprehension and shows evidence of warranted and responsible explanation of a variety of
evidence to support particular points in a text, literary and informational texts.
identifying which reasons and evidence supports which For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of
point(s). (G) reading that:
e. Identifies evidence used to support an argument.
ELACC5RI9: Integrate information from several texts on ELA6RC2 The student participates in discussions related to curricular learning in all subject areas. The student
the same topic in order to write or speak about the a. Identifies messages and themes from books in all subject areas.
subject knowledgeably. (E) b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
ELACC5RI10: By the end of the year, read and ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
comprehend informational texts, including literary and informational texts.
history/social studies, science, and technical texts, at ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year.
the high end of the grades 4-5 text complexity band The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines,
independently and proficiently. (W) newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three
different literary forms and from at least five different writers.

Alignment:




All Rights Reserved

5th CCGPS 5th GPS
READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand
ELACC5RF3: Know and apply grade-level phonics ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
and word analysis skills in decoding words. (G) makes meaning clear to listeners. The student
a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context
clues) to determine pronunciation and meaning.
a. Use combined knowledge of all letter-sound ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
correspondences, syllabication patterns, and makes meaning clear to listeners. The student
morphology (e.g., roots and affixes) to read a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context
accurately unfamiliar multi-syllabic words in clues) to determine pronunciation and meaning.
context and out of context. (G) ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
makes meaning clear to listeners. The student
clues) to determine pronunciation
and meaning.
ELA7R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
clues) to determine pronunciation and meaning.
ELACC5RF4: Read with sufficient accuracy and ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
fluency to support comprehension. (G) makes meaning clear to listeners. The student
b. Uses self-correction when subsequent reading indicates an earlier miscue (self- monitoring and self-correcting
strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
a. Read on-level text with purpose and ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
understanding. (G) makes meaning clear to listeners. The student
c. Reads with a rhythm, flow, and meter that sounds like everyday speech
(prosody).
b. Read on-level prose and poetry orally with ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
accuracy, appropriate rate, and expression on makes meaning clear to listeners. The student
All Rights Reserved

successive readings. (G) c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
c. Use context to confirm or self-correct word ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that
recognition and understanding, rereading as makes meaning clear to listeners. The student
necessary. (G) b. Uses self-correction when subsequent reading indicates an earlier miscue (self- monitoring and self-correcting
strategies).
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting
strategies).
b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting
strategies).

Alignment:




All Rights Reserved

5th CCGPS 5th GPS
WRITING (W) Color key: different grade level/ Color key: different domain or strand
ELACC5W1: Write opinion pieces on topics or texts, ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
supporting a point of view with reasons. (E) maintains a coherent focus throughout, and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format
requirements.
The student produces a persuasive essay that:
b. States a clear position in support of a proposal.
c. Supports a position with relevant evidence.
a. Introduce a topic or text clearly, state an opinion, and ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
create an organizational structure in which ideas are maintains a coherent focus throughout, and signals a satisfying closure. The student
logically grouped to support the writer’s purpose. (E) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format
requirements.
b. Writes texts of a length appropriate to address the topic or tell the story.
c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing
and answering a question).
d. Uses appropriate structures to ensure coherence (e.g., transition elements).
a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
b. States a clear position in support of a proposal.
d. Creates an organizing structure appropriate to a specific purpose, audience, and context.
The student produces a response to literature that:
b. Provide logically ordered reasons that are supported ELA5W2 The student demonstrates competence in a variety of genres.
by facts and details. (E) The student produces a persuasive essay that:
c. Supports a position with relevant evidence.
d. Creates an organizing structure appropriate to a specific purpose, audience, and context.
e. Addresses reader concerns.
f. Excludes extraneous details and inappropriate information.
e. Excludes extraneous details and inappropriate information.
c. Link opinion and reasons using words, phrases, and ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
clauses (e.g., consequently, specifically). (E) maintains a coherent focus throughout, and signals a satisfying closure. The student
h. Raises the level of language using appropriate strategies (word choice).
d. Provide a concluding statement or section related to ELA5W2 The student demonstrates competence in a variety of genres.
the opinion presented. (E) The student produces a persuasive essay that:
g. Provides a sense of closure to the writing.
All Rights Reserved

f. Provides a sense of closure to the writing.
ELACC5W2: Write informative/explanatory texts to ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
examine a topic and convey ideas and information maintains a coherent focus throughout, and signals a satisfying closure. The student
clearly. (E) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format
requirements.
The student produces informational writing (e.g., report, procedures, correspondence) that:
a. Introduce a topic clearly, provide a general ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
observation and focus, and group related information maintains a coherent focus throughout, and signals a satisfying closure. The student
logically; include formatting (e.g., headings), a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format
illustrations, and multimedia when useful to aiding requirements.
comprehension. (G) b. Writes texts of a length appropriate to address the topic or tell the story.
b. Develops a controlling idea that conveys a perspective on a subject.
c. Creates an organizing structure appropriate to a specific purpose, audience, and context.
c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.
ELA5W3 The student uses research and technology to support writing. The student
d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/ numerical order) to obtain and organize
information and thoughts.
f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down
menus, word searches, thesaurus, spell check).
b. Develop the topic with facts, definitions, concrete ELA5W2 The student demonstrates competence in a variety of genres.
details, quotations, or other information and examples The student produces informational writing (e.g., report, procedures, correspondence) that:
related to the topic. (G) d. Includes appropriate facts and details.
f. Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant
anecdote.
g. Draws from more than one source of information such as speakers, books, newspapers, and online materials.
c. Link ideas within and across categories of information ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
using words, phrases, and clauses (e.g., in contrast, maintains a coherent focus throughout, and signals a satisfying closure. The student
especially). (G) d. Uses appropriate structures to ensure coherence (e.g., transition elements).
All Rights Reserved

i. Lifts the level of language using appropriate strategies including word choice.
d. Use precise language and domain-specific vocabulary ELA5W2 The student demonstrates competence in a variety of genres.
to inform about or explain the topic. (W) The student produces informational writing (e.g., report, procedures, correspondence) that:
g. Lifts the level of language using appropriate strategies including word choice.
e. Provide a concluding statement or section related to ELA5W2 The student demonstrates competence in a variety of genres.
the information or explanation presented. (E) The student produces informational writing (e.g., report, procedures, correspondence) that:
h. Provides a sense of closure to the writing.
ELACC5W3: Write narratives to develop real or ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
imagined experiences or events using effective maintains a coherent focus throughout, and signals a satisfying closure. The student
technique, descriptive details, and clear event a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format
sequences: (E) requirements.
The student produces a narrative that:
a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.
b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events.
f. Provides a sense of closure to the writing.
a. Orient the reader by establishing a situation and ELA5W2 The student demonstrates competence in a variety of genres.
introducing a narrator and/or characters; organize an The student produces a narrative that:
event sequence that unfolds naturally. (E) a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.
b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events.
c. Creates an organizing structure.
b. Use narrative techniques, such as dialogue, ELA5W2 The student demonstrates competence in a variety of genres.
description, and pacing, to develop experiences and The student produces a narrative that:
events or show the responses of characters to d. Includes sensory details and concrete language to develop plot and character.
situations. (E) e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of characters and character conversation.
g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense.
c. Use a variety of transitional words, phrases, and ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
clauses to manage the sequence of events. (E) maintains a coherent focus throughout, and signals a satisfying closure. The student
d. Use concrete words and phrases and sensory details ELA5W2 The student demonstrates competence in a variety of genres.
to convey experiences and events precisely. (E) The student produces a narrative that:
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Provide a conclusion that follows from the narrated ELA5W2 The student demonstrates competence in a variety of genres.
experiences or events. (E) The student produces a narrative that:
h. Provides a sense of closure to the writing.
ELACC5W4: Produce clear and coherent writing in ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
All Rights Reserved

which the development and organization are maintains a coherent focus throughout, and signals a satisfying closure. The student
appropriate to task, purpose, and audience. (Grade- a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format
specific expectations for writing types are defined in requirements.
Standards 1–3 above.) (E) b. Writes texts of a length appropriate to address the topic or tell the story.
ELACC5W5: With guidance and support from peers ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student
and adults, develop and strengthen writing as needed a. Plans and drafts independently and resourcefully.
by planning, revising, and editing. (Editing for b. Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words
conventions should demonstrate command of and sentences.
Language standards 1–3 up to and including grade 5 on c. Edits to correct errors in spelling, punctuation, etc.
pages 28 and 29.) (G)
ELACC5W6: With some guidance and support from ELA5W3 The student uses research and technology to support writing. The
adults, use technology, including the Internet, to student
produce and publish writing as well as to interact and a. Acknowledges information from sources.
collaborate with others; demonstrate sufficient b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant
command of keyboarding skills to type a minimum of information.
two pages in a single sitting. (G) c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines,
newspapers) as aids to writing.
e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).
ELACC5W7: Conduct short research projects that use ELA5W3 The student uses research and technology to support writing. The student
several sources to build knowledge through a. Acknowledges information from sources.
investigation of different aspects of a topic. (G) b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant
information.
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines,
ELACC5W8: Recall relevant information from ELA5W3 The student uses research and technology to support writing. The
experiences or gather relevant information from print student
and digital sources; summarize or paraphrase a. Acknowledges information from sources.
information in notes and finished work, and provide a b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant
list of sources. (G) information.
a. Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant
information.
b. Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers,
projects, etc.).
c. Cites references.
ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:
All Rights Reserved

ELACC5W9: Draw evidence from literary or ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:
informational texts to support analysis, reflection, and b. Advances a judgment that is interpretive, evaluative, or reflective.
research. (G)
a. Apply grade 5 Reading standards to literature (e.g., ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:
“Compare and contrast two or more characters, b. Advances a judgment that is interpretive, evaluative, or reflective.
settings, or events in a story or a drama, drawing on d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work.
specific details in the text [e.g., how characters
interact]”). (G)
b. Apply grade 5 Reading standards to informational ELA5W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:
texts (e.g., ―Explain how an author uses reasons and b. Advances a judgment that is interpretive, evaluative, or reflective.
evidence to support particular points in a text, c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge.
identifying which reasons and evidence supports which ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
point[s]). (G) literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and
expertise and produces evidence of reading that:
b. Identifies and uses knowledge of common graphic features (e.g., paragraphs, topic sentences, concluding sentences, glossary).
ELACC5W10: Write routinely over extended time ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader,
frames (time for research, reflection, and revision) and maintains a coherent focus throughout, and signals a satisfying closure. The student
shorter time frames (a single sitting or a day or two) a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format
for a range of discipline-specific tasks, purposes, and requirements.
audiences. (G) b. Writes texts of a length appropriate to address the topic or tell the story.

Alignment:




All Rights Reserved

th
5th CCGPS 5 GPS
SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand
ELACC5SL1: Engage effectively in a range of ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their
own clearly. (E)
a. Come to discussions prepared, having read or studied ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
required material; explicitly draw on that preparation k. Gives reasons in support of opinions expressed.
and other information known about the topic to explore l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
ideas under discussion. (G)
b. Follow agreed-upon rules for discussions and carry out ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
assigned roles. (G) f. Displays appropriate turn-taking behaviors.
c. Pose and respond to specific questions by making ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
comments that contribute to the discussion and b. Asks relevant questions.
elaborate on the remarks of others. (E) c. Responds to questions with appropriate information.
i. Responds appropriately to comments and questions.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
b. Asks relevant questions.
h. Responds appropriately to comments and questions.
d. Review the key ideas expressed and draw conclusions ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
in light of information and knowledge gained from the d. Uses language cues to indicate different levels of certainty or hypothesizing
discussions. (G) (e.g., “What if. . .”; “Very likely. . .”; “I’m unsure whether. . .”).
ELACC5SL2: Summarize a written text read aloud or ELA5W2 The student demonstrates competence in a variety of genres.
information presented in diverse media and formats, The student produces a response to literature that:
including visually, quantitatively, and orally. (G) d. Develops interpretations that exhibit careful reading and demonstrate an understanding of the literary work.
j. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
others, and express and understand ideas. When responding to visual and oral texts and media (e.g., television, radio, film productions,
and electronic media), the student:
a. Demonstrates an awareness of the presence of the media in the daily lives of most people.
b. Evaluates the role of the media in focusing attention and in forming an opinion.
i. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
All Rights Reserved

ELACC5SL3: Summarize the points a speaker makes and ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
explain how each claim is supported by reasons and k. Gives reasons in support of opinions expressed.
evidence. (G) l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
ELACC5SL4: Report on a topic or text or present an ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
opinion, sequencing ideas logically and using ELA5LSV2 The student listens to and views various forms of text and media
appropriate facts and relevant, descriptive details to in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to
support main ideas or themes; speak clearly at an presentations, the student:
understandable pace. (G) a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.
e. Shapes content and organization according to criteria for importance and impact rather than according to availability of information
in resource materials.
ELACC5SL5: Include multimedia components (e.g., ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
graphics, sound) and visual displays in presentations others, and express and understand ideas.
when appropriate to enhance the development of main When delivering or responding to presentations, the student:
ideas or themes. (E) b. Uses notes, multimedia, or other memory aids to structure the presentation.
f. Uses technology or other memory aids to structure the presentation.
ELACC5SL6: Adapt speech to a variety of contexts and ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
tasks, using formal English when appropriate to task others, and express and understand ideas.
and situation. (See grade 5 Language standards 1 and 3 When delivering or responding to presentations, the student:
on pages 28 and 29 for specific expectations.) (G) d. Projects a sense of individuality and personality in selecting and organizing content and in delivery.

Alignment:




All Rights Reserved

5th CCGPS 5th GPS
LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand
ELACC5L1: Demonstrate command of the conventions ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
of standard English grammar and usage when writing or appropriate application of conventions and grammar in both written and spoken formats.
speaking. (E)
a. Explain the function of conjunctions, prepositions, and ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
interjections in general and their function in particular appropriate application of conventions and grammar in both written and spoken formats. The student
sentences. (E) a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).
b. Form and use the perfect (e.g., I had walked; I have ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
walked; I will have walked) verb aspects. (G) appropriate application of conventions and grammar in both written and spoken formats. The student
c. Uses and identifies verb phrases and verb tenses.
ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
d. Identifies and uses verb tenses consistently (simple and perfect).
c. Use verb tense and aspect to convey various times, ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
sequences, states, and conditions. (W) appropriate application of conventions and grammar in both written and spoken formats. The student
d. Recognize and correct inappropriate shifts in verb ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
tense and aspect.* (W) appropriate application of conventions and grammar in both written and spoken formats. The student
e. Use correlative conjunctions (e.g., either/or, ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
neither/nor). (G) appropriate application of conventions and grammar in both written and spoken formats. The student
a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
viii. Identifies and uses conjunctions – coordinating, correlative, and common subordinating.
ELACC5L2: Demonstrate command of the conventions ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
of standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats.
spelling when writing. (E)
a. Use punctuation to separate items in a series.* (G) ELA1W1 The student begins to understand the principles of writing. The student
m. Uses commas in a series of items.
b. Use a comma to separate an introductory element ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
from the rest of the sentence. (G) appropriate application of conventions and grammar in both written and spoken formats. The student
d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).
c. Use a comma to set off the words yes and no (e.g., Yes, ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
thank you), to set off a tag question from the rest of the appropriate application of conventions and grammar in both written and spoken formats. The student
sentence (e.g., It’s true, isn’t it?), and to indicate direct d. Demonstrates appropriate comma and semicolon usage (compound and complex sentences, appositives, words in direct address).
address (e.g., Is that you, Steve?). (G)
d. Use underlining, quotation marks, or italics to indicate ELA5W3 The student uses research and technology to support writing. The student
titles of works. (W) a. Acknowledges information from sources.
b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant
information.
e. Spell grade-appropriate words correctly, consulting ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
references as needed. (G) appropriate application of conventions and grammar in both written and spoken formats. The student

All Rights Reserved

g. Uses additional knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound sentences, paragraph
indentations), correct sentence structure (e.g., elimination of fragments and run-ons), and correct Standard English spelling (e.g.,
commonly used homophones) when writing, revising, and editing.
c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines,
g. Uses a thesaurus to identify alternative word choices and meanings.
ELACC5L3: Use knowledge of language and its ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
conventions when writing, speaking, reading, or appropriate application of conventions and grammar in both written and spoken formats.
listening. (E)
a. Expand, combine, and reduce sentences for meaning, ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
reader/listener interest, and style.*(E) appropriate application of conventions and grammar in both written and spoken formats. The student
b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences).
b. Compare and contrast the varieties of English (e.g., Not present in GPS
dialects, registers) used in stories, dramas, or poems.
ELACC5L4: Determine or clarify the meaning of ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
unknown and multiple-meaning words and phrases
based on grade 5 reading and content, choosing flexibly
from a range of strategies. (G)
a. Use context (e.g., cause/effect relationships and ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
comparisons in text) as a clue to the meaning of a word b. Determines the meaning of unfamiliar words using context clues (e.g., definition, example).
or phrase. (G)
b. Use common, grade-appropriate Greek and Latin ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
affixes and roots as clues to the meaning of a word (e.g., c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes.
photograph, photosynthesis). (E) ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.
c. Consult reference materials (e.g., dictionaries, ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
glossaries, thesauruses), both print and digital, to find d. Determines pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.
the pronunciation and determine or clarify the precise
meaning of key words and phrases. (E)
ELACC5L5: Demonstrate understanding of figurative ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
language, word relationships, and nuances in word literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of
meanings. (G) reading that:
ii. Figurative language (e.g., personification, metaphor, simile, hyperbole).
k. Identifies common structures and stylistic elements (e.g., hyperbole, refrain, simile) in traditional literature.
a. Interpret figurative language, including similes and ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
metaphors, in context. (G) literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of
reading that:
ii. Figurative language (e.g., personification, metaphor, simile, hyperbole).
b. Recognize and explain the meaning of common ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
idioms, adages, and proverbs. (E) f. Identifies the meaning of common idioms and figurative phrases.
All Rights Reserved

c. Use the relationship between particular words (e.g., ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
synonyms, antonyms, homographs) to better understand h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the
each of the words. (E) context of the sentence.
i. Identifies and applies the meaning of the terms antonym, synonym, and homophone.
ELACC5L6: Acquire and use accurately grade- ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
appropriate general academic and domain-specific a. Reads a variety of texts and incorporates new words into oral and written language.
vocabulary, including words and phrases that signal
contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in
addition). (G)
Alignment:




All Rights Reserved

Gr. 5 Crosswalk

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (7)

Ähnlich wie Gr. 5 Crosswalk

Ähnlich wie Gr. 5 Crosswalk (15)

Mehr von jwalts

Mehr von jwalts (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Gr. 5 Crosswalk