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Fifth Grade Language Arts
| Strand
A |
Reading |
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| Standard |
The
student uses the reading process effectively. |
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| Benchmarks |
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| LA.A.1.2.4.5 |
The
student clarifies understanding by rereading, self-correction,
summarizing, checking other sources, and class or group discussion. |
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When
People Steal From Me
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| Strand
A |
Reading |
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| Standard |
The
student constructs meaning from a wide range of texts |
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| Benchmarks |
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| LA.A.2.2.1.5 |
The
student reads text and determines the main idea or essential message,
identifies relevant supporting details and facts, and arranges events in
chronological order |
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Ethnic Heritage
When People Steal From Me
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| LA.A.2.2.2.5 |
The
student identifies the author’s purpose in a simple text.
FCAT I, FCAT
III
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Ethnic Heritage
Classic Literature
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of Page |
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| Strand
B |
Writing |
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| Standard |
The
student uses writing processes effectively |
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| Benchmarks |
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| LA.B.1.2.1.5 |
The
student prepares for writing by recording thoughts, focusing on a central
idea, grouping related ideas, and identifying the purpose for writing. FCAT I
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Meeting Deadlines
Classic Literature |
Top of Page
| Strand
B |
Writing |
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| Standard |
The
student writes to communicate ideas and information effectively. |
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| Benchmarks |
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| LA.B.2.2.3.5 |
The
student writes for a variety of occasions, audiences, and purposes |
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Ethnic Heritage
Meeting Deadlines
Classic Literature
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| LA.B.2.2.5.5 |
The
student creates narratives in which ideas, details, and events are in
logical order and are relevant to the story line |
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Meeting
Deadlines |
| LA.B.2.2.6.5 |
The
student creates expository responses in which ideas and details follow an
organizational pattern and are relevant to the purpose. |
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Meeting
Deadlines
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of Page |
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| Strand
C |
Listening,
Viewing, and Speaking |
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| Standard |
The
student uses listening strategies effectively |
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| LA.C.1.2.1.5 |
The
student listens and responds to a variety of oral presentations, such as
stories, poems, skits, songs, personal accounts, informational speeches. |
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Ethnic
Heritage
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| LA.C.1.2.3.5 |
The
student carries on an extended conversation with a group of friends. |
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Being a Good Worker
Communication
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| LA.C.1.2.4.5 |
The
student listens attentively to the speaker, including making eye contact
and facing the speaker.
- listens
attentively to the speaker (including but not limited to making eye
contact and facing the speaker).
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Getting
Along With Others
Developing Good Listening Skills Communication
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| LA.C.1.2.5.5 |
The
student responds to speakers by asking questions, making contributions,
and paraphrasing what is said.
- uses
strategies to respond to speakers (for example, asking questions,
paraphrasing to confirm understanding, summarizing, making
contributions, offering feedback).
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Developing
Good Listening Skills Communication
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| Top
of Page |
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| Strand
C |
Listening,
Viewing, and Speaking |
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| Standard |
The
student uses speaking strategies effectively. |
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| Benchmarks |
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| LA.C.3.2.2.5 |
The
student asks questions and makes comments and observations to clarify
understanding of content, processes, and experiences.
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Communication
Developing Good Listening Skills
Communication
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| LA.C.3.2.4.5 |
The
student uses eye contact and gestures that engage the audience. |
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Communication
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of Page |
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| Strand
D |
Language |
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| Standard |
The
student understands the power of language. |
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| LA.D.2.2.1.5 |
The
student understands that word choices can shape reactions; perceptions,
and beliefs.
- uses
appropriate words to shape reactions, perceptions, and beliefs (for
example, connotative and idiomatic meanings, synonyms, antonyms,
sensory words).
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Classic
Literature
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| Top
of Page |
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| Strand
E |
Literature |
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| Standard |
The
student understands the common features of a variety of literary forms. |
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| Benchmarks |
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| LA.E.1.2.3.5 |
The
student knows the similarities and differences among the characters,
settings, and events presented in various texts. |
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Classic
Literature |
| Top
of Page |
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| Strand
E |
Literature |
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| Standard |
The
student responds critically to fiction, nonfiction, poetry, and drama. |
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| Benchmarks |
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| LA.E.2.2.1.4 |
The
student recognizes cause-and-effect relationships in literary texts.
FCAT I, FCAT III
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Being a Good Worker
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| LA.E.2.2.3.4 |
The
student responds to a work of literature by explaining how the motives
of the characters or the causes of events compare with those in his or
her own life. |
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Being
a Good Worker
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| LA.E.2.2.4.4 |
The
student identifies the major theme in a story or nonfiction text.
FCAT
III |
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Being
a Good Worker
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