Standard: Quote accurately from a text when explaining what the text Anchor: Read closely to determine what

determine what the text says explicitly

says explicitly and when drawing inferences from the text. and to make logical inferences from it; cite specific textual
RL.5.1 evidence when writing or speaking to support conclusions drawn
from the text.
Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies
q Identify details and examples in text • explicit explícito
q Use the author’s name or expressions like, the • inference inferencia SBAC Claim # 1: Read Closely & Critically
author states, or in the author’s opinion when
• textual evidence
quoting from the texts
q Cite specific examples and details to support • conclude concluír
inferences • author’s purpose
q When inferring from the text, cite what the • quote
author said that lead to that conclusion.

Questions Stems
ü Why did the author write this passage?
ü What inferences can you make?
ü What information would you need to support the inference?
ü What can you conclude from this passage?
ü Why do you think that? Can you give specific examples from the text that support your thinking?
ü Can you show me where in the text the author says that?

RL.4.1: Refer to details and examples in a text when explaining what the text says RL.6.1: Cite textual evidence to support analysis of what the text says explicitly
explicitly and when drawing inferences from the text. as well as inferences drawn from the text.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Determine a theme of a story, drama, or poem from details in Anchor: Determine central ideas or themes of a text and analyze their
the text, including how characters in a story or drama respond to development; summarize the key supporting details and ideas.
RL.5.2 challenges or how the speaker in a poem reflects upon a topic; summarize
the text.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

r Identify universal themes in stories, dramas, or
poems reflects upon a topic; summarize•thetheme
text. tema
• drama drama Appendix B Sample Performance Task: Students
r Identify the topics in the writing • poem poema summarize the plot of Antoine de Saint-Exupéry’s The
r Locate details that support the theme Little Prince and then reflect on the challenges facing the
r Understand that characters respond to challenges • details detalle characters in the story while employing those and other
in different ways, such as internally or externally • characters details in the text to discuss the value of inquisitiveness
r Understand that reflection is an inner process • reflects reflexionár and exploration as a theme of the story.
r Summarize the text • topic tópico
• summarize resumír SBAC Claim # 1: Read Closely & Critically
• conflict conflicto
• resolution resolución
• solution solución

Questions Stems
ü What is the theme of the story?
ü Which statement is the theme of this story?
ü Which of the following statements best reflects the theme of the story?
ü What conflicts did you see and how were they resolved?
ü How did the characters solve the conflict?
ü Summarize the text in your own words?
ü What was the main conflict?
ü What details did the author give to help solve the conflict?
ü In the poem, can you find examples times when the speaker was reflecting about the topic?

RL.4.2: Determine a theme of a story, drama, or poem from details in the text; RL.6.2: Determine a theme or central idea of a text and how it is conveyed
summarize the text. through particular details; provide a summary of the text distinct from personal
opinions or judgments.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Compare and contrast two more characters, settings or events Anchor: Analyze how and why individuals, events, and ideas develop
RL.5.3 in a story or drama, drawing on specific details in the text (e.g., how
characters interact).
and interact over the course of a text.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Identify the characters, setting and major events • theme tema
of a story • trait (characteristic) característica
q Compare and contrast characters, setting and
events in a story or drama SBAC Claim # 1: Read Closely & Critically
• compare comparár
q Provide specific details when describing the
interactions between characters • contrast contraste/contrastár
q Provide specific details when comparing or • describe describír
contrasting settings or events • character/character traits
• dialogue diálogo
• analyze analizár

Questions Stems
ü What can you tell me about these characters?
ü In what ways do the characters think alike/differently?
ü How does this contrast affect the outcome?
ü In what way do different settings in the story affect the outcome?
ü Which details does the author provide to show us how the characters act with each other?
ü What attitude did the characters display?
ü What do___________ and ____________ have in common?
ü How does the dialogue help you understand the characters and their actions?

RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of
specific details in the text (e.g., a character’s thoughts, words, or actions). episodes as well as how characters respond or change as the plot moves toward a
resolution.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Determine the meaning of words and phrases as they are Anchor: Interpret words and phrases as they are used in a text,
used in a text, including figurative language such as metaphors and including determining technical, connotative, and figurative meanings,
similes. (See grade 5 Language standards 4-6 for additional and analyze how specific word choices shape meaning or tone.
RL.5.4 expectations.) CA

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Use context clues to help determine the meaning • context clue
of unknown words or phrases in text • symbolize symbolizár Appendix B Sample Performance Task: Students
q Use definitions, examples, or restatements to determine the meaning of the metaphor of a cat in Carl
• imagery
help figure out the meaning of unknown words Sandburg’s poem “Fog” and contrast that figurative
or phrases in text • figurative meaning language to the meaning of the simile in William Blake’s
q Understand that words and phrases have often • literal literal “The Echoing Green.”
have literal and figurative meanings • example ejemplo
q Know that similes and metaphors are words used • impression impresión SBAC Claim # 5: Use oral and written language
to compare two objects • detail detalle
skillfully
q Use glossary, footnotes, or digital sources to • digital digital
determine the meaning of an unknown word or • footnote
phrase

Questions Stems
ü What does the word ____ mean in this sentence?
ü Are there any clues around the word that can help you determine it’s meaning?
ü Locate a simile/metaphor – what does the author compare?
ü What strategies can you use to help you find the meaning of the word?
ü Look at this group of words. What is the meaning of the phrase?
ü What do the characters symbolize?
ü What in the story is a symbol of ______________?
RL.4.4: Determine the meaning of words and phrases as they are used in a text, RL.6.4: Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g., including figurative and connotative meanings; analyze the impact of specific
Herculean). (See grade 4 Language standards 4-6 for additional expectations.) CA word choices on meaning and tone. (See grade 6 Language standards 4-6 for
additional expectations.) CA

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Explain how a series of chapters, scenes or stanzas fit Anchor: Analyze the structure of texts, including how specific
together to provide the overall structure of a particular story, drama, or sentences, paragraphs, and larger portions of the text (e.g., a section,
poem chapter, scene, or stanza) relate to each other and the whole.
RL.5.5

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Understand that stories, poems and dramas have • drama drama
different organizational elements • dialogue dialogo SBAC Claim # 1: Read Closely & Critically
q Follow the message of the story, poem, or drama
• scenes escena
across chapters, stanzas, or scenes
q Understand that dramas have scenes, cast of • casts
characters, setting, and narrator • act acto
q Understand that stories have beginnings, • stage directions
conflicts/problems and conclusions • dramatic literature literature dramática
q Know that often poems have stanzas or verses • poem poema
that provide additional details for the reader • stanza

Questions Stems
ü How is this text organized?
ü This selection can best be described as a ____.
ü Can you the difference between a chapter in a book and a scene in a play?
ü How many stanzas or verses does this poem have?
ü How would this change if we took out the _____ stanza/chapter/scene?
ü What is the key event/idea in this chapter/stanza?
ü Why do you think the author wrote this as a ______ instead of as a _______?

RL.4.5: Explain major differences between poems, drama, and prose, and refer to the RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of overall structure of a text and contributes to the development of the theme,
characters, settings, descriptions, dialogue, stage directions) when writing or speaking setting, or plot.
about a text.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Describe how a narrator’s or speaker’s point of view Anchor: Assess how point of view or purpose shapes the content
influences how events are described. and style of a text.
RL.5.6
Essential Skills/Concept: Academic Vocabulary/Cognates Teaching Notes and Strategies
• influence influencia
q Identify the person who is telling the story • author autór Appendix B Sample Performance Task: Students
q Know that the way a person tells a story is • narrator narrador describe how the narrator’s point of view in Walter
influenced by their role and the outcomes of the Farley’s The Black Stallion influences how events are
• speaker in text described and how the reader perceives the character of
story • point of view punto de vista Alexander Ramsay, Jr.
q Understand how the narrator’s point of view develop
influences the description of events
SBAC Claim # 1: Read Closely & Critically

Questions Stems
ü Who is telling these events?
ü Is the narrator part of the story? Is this story being told in first-person?
ü What is the narrator’s perspective? Are they in the story or is the story being told by an outside observer?
ü How does the narrator’s point of view influence how the events are described?
ü Why do you think the narrator described the events the way he/she did?
ü How would the story be different if another character was telling the story?

RL.4.6: Compare and contrast the point of view from which different stories are RL.6.6: Explain how an author develops the point of view of the narrator or
narrated, including the difference between first- and third-person narrations. speaker in a text.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Analyze how visual and multimedia elements contribute to Anchor: Integrate and evaluate content presented in diverse media
RL.5.7 the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
and formats, including visually and quantitatively, as well as in words.

Essential Skills/Concept: Academic Vocabulary/Cognates Teaching Notes and Strategies

q Know that when creating a multimedia ● graphic novel novella grafíca
presentation some of the elements to consider SBAC Claim # 1: Read Closely & Critically
● multimedia elements
are:
o text ● tone tono
o animation ● folktale
o photos ● fiction ficción
o video ● myth mito
o sound
● visual visual
q Identify how visual and multimedia elements
help increase the understanding of text
q Explain how images, sounds and movements
contribute to the tone of the text
q Explain how photos, animation, and sounds are
used to create beauty in a multimedia
presentation of a print text.

Questions Stems
ü How do the images, sounds, and movements contribute to a video or live presentation of a story that you
have already read?
ü How does adding photo images or video help increase your understanding of the text?
ü What audio elements can you add to your presentation of that story, folktale, myth, or poem?
ü When reading this graphic novel, be sure to notice how the creator uses words and images to convey the
story.
ü Think about how visual images influence your perspective.

RL.4.7: Make connections between the text of a story or drama and a visual or oral RL.6.7: Compare and contrast the experience of reading a story, drama, or poem
presentation of the text, identifying where each version reflects specific descriptions to listening to or viewing an audio, video, or live version of the text, including
and directions in the text. contrasting what they “see” and “hear” when reading the text to what they
perceive when they listen or watch.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Compare and contrast stories in the same genre (e.g., Anchor: Analyze how two or more texts address similar themes or
RL.5.9 mysteries and adventure stories) on their approaches to similar themes and
topics.
topics in order to build knowledge or to compare the approaches the
authors take.

Essential Skills/Concept: Academic Vocabulary/Cognates Teaching Notes and Strategies

q Be familiar with the characteristics of most • compare comprar
genres • contrast contraste/contrastár Appendix B Sample Performance Task: Students
o fables compare and contrast coming-of-age stories by
• similar similár
o folk tales Christopher Paul Curtis (Bud, Not Buddy) and Louise
o mysteries • patterns of events Erdrich (The Birchbark House) by identifying similar
o poems • literature literature themes and examining the stories’ approach to the topic
o adventure stories • mystery misterio of growing up.
q Identify the approaches authors take by • poem poema
analyzing two or more texts of similar themes. • fable fábula SBAC Claim # 1: Read Closely & Critically
• genre género

Questions Stems
ü How are ____ and ____ alike?
ü How are ____ and ____ different?
ü How do the ideas in ____ compare to the ideas in ____?
ü What characteristics does the character, _____ have that contrast the character of ____?
ü How does ____ from the ____culture, compare to ____ from the ____culture?
ü Why do you think the author of ____ used the same pattern of events that was used in ____?
ü What kind of writing does the author use to tell the story?
ü How did the author organize the story?
ü What are some of the characteristics found in a fable? mystery? poem?

RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., RL.6.9: Compare and contrast texts in different forms or genres (e.g., stories and
opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and poems; historical novels and fantasy stories) in terms of their approaches to
traditional literature from different cultures. similar themes and topics.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: By the end of the year, read and comprehend literature, Anchor: Read and comprehend complex literary and informational
including stories, dramas, and poetry, at the high end of the grades 4-5 texts independently and proficiently.
RL.5.10 text complexity band independently and proficiently.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Select books at the appropriate grade level • literature literatura
q Have the opportunity to read and listen to books • independently independiente
from a variety of genres • fluently
q Use a recording sheet to track the titles and • author autor
genres of books and stories read • genres género

Questions Stems
ü What have you read independently lately?
ü What genres have you read?
ü What genre did you enjoy the most?
ü Have you read multiple books by the same author?
ü Who is your favorite author? Have you read any of his/her books lately?
ü While offering a choice of books ask: “Have you tried this reading this type of book?”
ü If you read that book by this author you might enjoy his/her latest book.
ü Do you think you are ready to move to the next level?

RL.4.10: By the end of the year, read and comprehend literature, including stories, RL.6.10: By the end of the year, read and comprehend literature, including
dramas, and poetry, in the grades 4-5 text complexity band independently and stories, dramas, and poems, in the grades 6-8 text complexity band proficiently,
proficiently, with scaffolding as needed at the high end of the range. with scaffolding as needed at the high end of the range.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Quote accurately from a text when explaining what the text Anchor: Read closely to determine what the text says explicitly and
says explicitly and when drawing inferences from the text. to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.

RI.5.1

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Understand the points the author is trying to • quote
make • explicitly explícitamente Appendix B Sample Performance Task: Students
q Decide what the author is saying that would help • drawing inferences
explain your belief
quote accurately and explicitly from Leslie
• accurately
Use phrases such as: according to the author, Hall’s “Seeing Eye to Eye” to explain
q • conclude concluir
in the book the author says, on page six the • support
statements they make and ideas they infer
author wrote, when explaining what the text • evidence regarding sight and light.
says. • inference inferencia
q When inferring from the text cite what the • generalization generalización SBAC Claim # 1: Read Closely & Critically
author said that lead you to that conclusion
q Cite specific examples and details to support
inferences

Questions Stems
ü Have you decided what quote from the text you will use to support your conclusion?
ü Don’t forget when you are quoting an author you need to use the same words the author used.
ü Why do you think that? Support your inference with a quote from the text.
ü Show me where in the text the author said that?
ü When you are talking with you partner please use the frame, “On page ____ the author says…”

RI.4.1: Refer to details and examples in a text when explaining what the text says RI.6.1: Cite textual evidence to support analysis of what the text says explicitly
explicitly and when drawing inferences from the text. as well as inferences drawn from the text.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Determine two or more main ideas and how they are Anchor: Determine central ideas or themes of a text and analyze their
RI.5.2 supported by key details; summarize the text. development; summarize the key supporting details and ideas.

Essential Skills/Concepts Academic Vocabulary/Cognates Teaching Notes and Strategies

• determine determinar
q Identify the main ideas of the text • main ideas SBAC Claim # 1: Read Closely & Critically
q Determine which details are key to the text • support
q Analyze how the author supported the main • summarize resumír
ideas with those details • key details
q Know how to summarize text • explain explicar
q Use key details and the main idea to summarize

Questions Stems
ü What is this text about?
ü What are the main ideas developed in the text?
ü After reading the text, which details support the main ideas?
ü How did you decide that these details are important?
ü What kind of details does the author use to support the main ideas?
ü Write a short summary about what you have learned?
ü Can you summarize the main ideas of the text in a sentence?

RI.4.2: Determine the main idea of a text and explain how it is supported by key RI.6.2: Determine a central idea of a text and how it is conveyed through
details; summarize the text. particular details; provide a summary of the text distinct from personal opinions
or judgments.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Explain the relationships or interactions between two or Anchor: Analyze how and why individuals, events, and ideas develop
RI.5.3 more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
and interact over the course of a text

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

• events
q Recognize the difference between an event, an • concepts conceptos Appendix B Sample Performance Task: Students
idea, individual, or concept • ideas ideas explain the relationship between time and
q Understand information read in historical, • interactions interacciones clocks using specific information drawn from
scientific, or technical text • relationship relación
• historical historíco Bruce Koscielniak’s About Time: A First Look
q Compare and contrast the effect of the
• scientific scientífíco at Time and Clocks.
interactions of people, ideas, events, or concepts
on history, science, or technology • technical técnico
q Cite specific information from the text that • information información SBAC Claim # 1: Read Closely & Critically
supports observations about relationships or
interactions

Questions Stems
ü Explain the relationship between _____ and ______.
ü What information from the text did you use to determine the relationship between these two scientific
concepts?
ü What information from the text did you use to determine the relationship between these two historical
events?
ü What was the result of _____________’s idea?
ü How has the interaction between these two people affected us today?
ü Where in the text does the author indicate what the result of these events has been?

RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or RI.6.3: Analyze in detail how a key individual, event, or idea is introduced,
technical text, including what happened and why, based on specific information in the illustrated, and elaborated in a text (e.g., through examples or anecdotes).
text.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Determine the meaning of general academic and domain- Anchor: Interpret words and phrases as they are used in a text,
specific words and phrases in a text relevant to a grade 5 topic or subject including determining technical, connotative, and figurative meanings,
RI.5.4 area. (See grade 5 Language standards 4-6 for additional and analyze how specific word choices shape meaning or tone.
expectations.) CA
Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies
q Know how to use a dictionary or digital • multiple meaning words
reference material to determine the meaning of • figurative language
words • idiom
SBAC Claim # 5: Use oral and written
q Know how to use Greek and Latin affixes and • synonym sinónimo language skillfully
roots as clues to determine the meaning of a • antonym antónimo
word/phrase • prefix prefijo
q Use context to help determine the meaning of • suffix súfijo
figurative language • Greek and Latin root words
q Use the relationship of words to help determine • reference materials
the word meaning • digital
q Recognize when a phrase is being used as an
idiomatic expression
q Understand the words may have multiple
meanings

Questions Stems
ü Can you read the sentences around the word/phrase to help you determine its meaning?
ü What does the word _____ mean in this sentence?
ü What does the phrase _____ mean in this selection?
ü What tools can you use to help you find the meaning of this word?
ü Are there any parts of the word you know? Can you use that to help you figure out the meaning of the word?
ü What does the prefix _____ mean in the word _____?
ü Where else in the book might you look to help you figure out what the word means?
ü What word would be the best choice in searching for _____ on the Internet?

RI.4.4: Determine the meaning of general academic and domain-specific words or RI.6.4: Determine the meaning of words and phrases as they are used in a text,
phrases in a text relevant to a grade 4 topic or subject area. (See grade 4 Language including figurative, connotative, and technical meanings. (See grade 6
standards 4-6 for additional expectations.) CA Language standards 4-6 for additional expectations.) CA

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Compare and contrast the overall structure (e.g., chronology, Anchor: Analyze the structure of texts, including how specific
RI.5.5 comparison, cause/effect, problem /solution) of events, ideas, concepts, or
information in two or more texts.
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Know that organizational structures are used to • chronological order orden cronológico
convey information • cause and effect causa y efecto Appendix B Sample Performance Task: Students
o chronology • comparison comparación
o comparison
identify the overall structure of ideas, concepts,
• problem/solutions problema/solucion and information in Seymour Simon’s Horses
o cause/effect • structure estructura
o problem/solution • events (based on factors such as their speed and color)
q Know that some authors organize events, ideas, • concepts conceptos and compare and contrast that scheme to the
concepts or information in chronological (time) • describe describir one employed by Patricia Lauber in her book
order Hurricanes: Earth’s Mightiest Storms.
q Compare and contrast how two different authors
wrote about the events, ideas, concepts or SBAC Claim # 1: Read Closely & Critically
information in two or more texts

Questions Stems
ü How is this chapter/text organized?
ü If you compared these two books about ________, how are the ideas or concepts the same? How are they
different?
ü Is this chapter (part of the book) organized chronologically, by cause/effect or problem/solution?
ü Do the authors of both of these texts agree as to the cause and effect of …?
ü The author organized this chapter by chronological order, what organizational structure did the author of the
other book use?

RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into
problem/solution) of events, ideas, concepts, or information in a text or part of a text. the overall structure of a text and contributes to the development of the ideas.
a. Analyze the use of text features (e.g., graphics, headers, captions) in
popular media. CA

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Analyze multiple accounts of the same event or topic, noting Anchor: Assess how point of view or purpose shapes the content and
important similarities and differences in the point of view they represent. style of the text.
RI.5.6
Essential Skills/Concept: Academic Vocabulary/Cognates Teaching Notes and Strategies
• accounts
q Understand that the word account is a synonym • topic SBAC Claim # 1: Read Closely & Critically
for a description of an event or experience • similarities similitudes
q Understand that multiple accounts might include • differences diferencias
both firsthand (people who were there at the • point of view punto de vista
time) and secondhand (someone who learned of
the event from someone else) accounts
q Describe similarities and differences between
two accounts of the same event or topic
q Explain point of view

Questions Stems
ü What are the sources for the different accounts of the event or topic?
ü Are these first- or secondhand accounts of the events?
ü Describe the similarities between the accounts.
ü Using the books, can you find some important differences in their accounts of the events or topics?
ü Describe the differences between _____ and ______.
ü What details did the author provide to convey the difference between _____ and ______?
ü Why do you think the authors describe or tell about the events or topics differently?
ü Why would the point of view be different in these versions?

RI.4.6: Compare and contrast a firsthand and secondhand account of the same RI.6.6: Determine an author’s point of view or purpose in a text and explain how
event or topic; describe the differences in focus and the information provided. it is conveyed in the text.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Draw on information from multiple print or digital sources, Anchor: Integrate and evaluate content presented in diverse media
demonstrating the ability to locate an answer to a question quickly or to and formats, including visually and quantitatively, as well as in words.
RI.5.7 solve a problem efficiently.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Be familiar with reference materials in libraries • print sources
such as atlas, glossaries, encyclopedias • digital sources SBAC Claim # 1: Read Closely & Critically
q Know how to access digital information sources
• efficiently
such as Google, Bing, Wolfram Alpha,
Wikipedia, dictionary.com • locate
q Know how to use key terms to focus a search • synthesize sintetizar
q Know how to enter a question • summarize resumír
q Know how to skim and scan print media to • topic
locate answers • solution solución
q Determine if a source is credible

Questions Stems
ü Use Internet sources to find the answer to _____.
ü Use the information from _____ and _____to find the answers to _____.
ü How would you solve the problem of _____?
ü Where would you find this answer?
ü Summarize information from different formats.
ü Can you use the information from several different sources to come up with a solution to that problem?
ü Which search engine would be the best to use in order to locate the answer to the question?

RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, RI.6.7: Integrate information presented in different media or formats (e.g.,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information visually, quantitatively) as well as in words to develop a coherent understanding
contributes to an understanding of the text in which it appears. of a topic or issue.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Explain how an author uses reasons and evidence to support Anchor: Delineate and evaluate the argument and specific claims in a
RI.5.8 particular points in a text, identifying which reasons and evidence support
which point(s).
text, including the validity of the reasoning s well as the relevance and
sufficiency of the evidence.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

• evidence
q Recognize the points the author is trying to make • reason razón SBAC Claim # 1: Read Closely & Critically
through his writing • support
q Explain what evidence is used and how it • author autór
supports what he/she has written • points
q Define the difference between reasons and
• indentify identificar
evidence
q Identify what reasons the author gives for
making these points
q Identify facts and details the author has cited as
evidence to support his points

Questions Stems
ü What is the author’s message?
ü Did the author use any evidence to support his thinking?
ü Where in the text does the author show evidence to support the claim?
ü Why did the author write that?
ü Does the author give any reasons for writing that?
ü Could you tell me why the author might have included that?
ü What evidence could the author have added to make the points stronger?

RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. RI.6.8: Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims that
are not.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Integrate information from several texts on the same topic in Anchor: Analyze how two or more texts address similar themes or
RI.5.9 order to write or speak about the subject knowledgeably. topics in order to build knowledge or to compare the approaches the
authors take.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

• compare comparar
q Have access to several texts on the same topic • contrast contraste/contrastár SBAC Claim # 1: Read Closely & Critically
q Have a system for organizing information from • differ
several sources • knowledgeably
q Find the common details about a topic when • integrate integrár
reading different texts
q Compare the text to find key details/ideas which
are different
q Combine the most important information
q Write or speak about a subject knowledgeably

Questions Stems
ü What did you learn from this piece of text about __topic__?
ü Were there important details in this text that were not in the other?
ü How are you deciding what details are important enough that you need to include them when you are
writing?
ü Did the author of this text write something that you need to include that the other didn’t?
ü How are you keeping track of the information so that you can put it together when you are writing or
speaking?
ü Does that sound like you know what you are talking about?

RI.4.9: Integrate information from two texts on the same topic in order to write or RI.6.9: Compare and contrast one author’s presentation of events with that of
speak about the subject knowledgeably. another (e.g., a memoir written by and a biography on the same person).

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: By the end of the year, read and comprehend informational Anchor: Read and comprehend complex literary and informational
texts including history/social studies, science, and technical texts, at the texts independently and proficiently.
RI.5.10 high end of the grades 4-5 text complexity band independently and
proficiently.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Understand how to use text features to • independently independientemente
comprehend information text • proficiently
q Understand that the purpose of reading • fluently
informational text is to learn about or understand
a subject better • bold print
q Know how to access many different types of • headings
informational text such as magazine, online • level nivel
website, textbooks, that vary in a range of text • range
complexity • complexity complejidad

Questions Stems
ü Have you tried reading a book about_____?
ü After reading your science book you might want to look up more information in a trade book or on the
computer.
ü Another book about this topic is…
ü The school library has a book about …
ü Before reading did you look at the headings on the page?
ü Did you read the bold print to help you understand what you are reading?
ü Were you able to read the information fluently?

RI.4.10: By the end of the year, read and comprehend informational texts, including RI.6.10: By the end of the year, read and comprehend literary nonfiction in the
history/social studies, science, and technical texts, in the grades 4-5 text complexity grades 6-8 text complexity band proficiently, with scaffolding as needed at the
band proficiently, with scaffolding as needed at the high end of the range. high end of the range.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Know and apply grade-level phonics and word analysis Anchor:
skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences,
RF.5.3 syllabication patterns, and morphology (e.g., roots and affixes) to
read accurately unfamiliar multisyllabic words in context and out
of context.
Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies
q Know which letters and sounds are related • letter-sounds
q Be familiar with syllabication patterns • syllabication pattern
q Use roots, affixes and base words to read • context context
unfamiliar multisyllabic words in context • skills
q Combine phonics and word analysis skills to • roots
decode unfamiliar multisyllabic words out of • affixes afijos
context • accurately

Questions Stems
ü Can you make all the sounds in that word in order?
ü Are there any familiar parts in that word that you can use to help you?
ü Do you know any other words like that?

RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding RF.6.3: Not Applicable
words.
a. Use combined knowledge of all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Read with sufficient accuracy and fluency to support Anchor:
comprehension.
a. Read on-level text with purpose and understanding.
RF.5.4 b. Read on-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, re-reading as necessary.
Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies
q Set a purpose for reading • self-correction
q Know when understanding has been lost • self-monitoring
q Use expression when reading • fluency
q Self-monitor for understanding • comprehension comprensión
q Use Strategies for self-correction • re-reading
q Read a variety of fiction text • checking for understanding
q Re-read for fluency and comprehension • genres géneros
q Skim text for information • purpose propósito
• skim
q Scan text to confirm • scan
• expression expresión
Questions Stems
ü What is your reason for reading this selection?
ü Do you understand what you are reading?
ü What can you do when the story/text doesn’t make sense?
ü What strategies can you use to help you understand what you are reading?
ü Did you scan the text to get an idea about what you will be reading?
ü Did you scan the page before starting to read?
ü After looking at the question, can you scan the page for an answer?
ü Can you make that sound like you were talking?

RF.4.4: Read with sufficient accuracy and fluency to support comprehension. RF.6.4: Not Applicable
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
re-reading as necessary.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Write opinion pieces on topics or texts, supporting a point of Anchor: Write arguments to support claims in an analysis of
view with reasons and information. substantive topics or texts, using valid reasoning and relevant and
a. Introduce a topic or text clearly, state an opinion, and create an sufficient evidence.
organizational structure in which ideas are logically grouped to
support the writer’s purpose.
W.5.1 b. Provide logically ordered reasons that are supported by facts and
details.
c. Link opinions and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
d. Provide a concluding statement or section related to the opinion
presented.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Recognize facts from opinions • organization organización
q Use various organizational structures, such as cause
and effect, chronological order, etc. to organize text • opinion opinión SBAC Claim # 2: Write Effectively
q Understand the features of expository text • phrases frases
q Know how to group related ideas • clauses clausulas
q Recognize when ideas are not expressed logically • transitions transiciones
q Use transitional words and phrases to help the reader
• concluding statement
follow the information
q Understand how to express an opinion effectively • facts
q Demonstrate the writing of a concluding statement • details detalles
• logical lógico

Questions Stems
ü What is your writing about? How will you support your opinion?
ü What reasons do you state to explain your opinion?
ü Which facts and details have you included that support your opinion?
ü Should your reasons be placed in a specific order? Why, or why not? Is your writing logical?
ü Is your writing logical?
ü Does you concluding statement relate back to the opinion(s) you presented earlier in your writing?
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with W.6.1:
reasons and information. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce a topic or text clearly, state an opinion, and create an organizational Introduce a claim(s) and organize the reasons and evidence clearly.
structure in which related ideas are grouped to support the writer’s purpose. a. Support claim(s) with clear reasons and relevant evidence, using credible
b. Provide reasons that are supported by facts and details. sources and demonstrating an understanding of the topic or text.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order b. Use words, phrases, and clauses to clarify the relationships among
to, in addition) claim(s) and reasons.
d. Provide a concluding statement or section related to the opinion presented. c. Establish and maintain a formal style.
d. Provide a concluding statement or section that follows from the argument
presented.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Write informative/explanatory texts to examine a topic and convey Anchor: Write informative/explanatory texts to examine and convey
ideas and information clearly. complex ideas and information clearly and accurately through the
a. Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings), effective selection, organization, and analysis of content.
illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
W.5.2 c. Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Write an introduction that includes a topic sentence
q Understand how to develop a topic • topic
q Know that illustrations, headings, pictures can make the • focus See Appendix C: Author Response: Roald* pages
writing understandable • logical lógico 29 – 30
q Logically group information so that the writing remains
focused • links
q Know the correct way to format and include facts, • categories categorías
definitions, quotes and examples to help convey SBAC Claim # 2: Write Effectively
• conclusion conclusión
information
q Support the topic with facts
q Use appropriate vocabulary
q Provide an effective conclusion
Questions Stems
ü How will you introduce your topic?
ü How will you organize and group your information?
ü How will you narrow the focus of your writing?
ü Did you include examples, quotes and details about your topic?
ü What do others say about your topic? Can you include a quote from the reading you did?
ü Are there illustrations, or other media you can use as a source to make you text easier to understand?
ü What relevant facts support the topic?
ü What other details, facts, definitions can be added to your writing?
ü What words/phrases will you use to link your ideas across paragraphs and the across the text.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and W.6.2: Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and
information clearly. information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly and group related information in paragraphs and sections; a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding strategies such as definition, classification, comparison/ contrast, and cause/ effect;
comprehension. include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension. CA
b. Develop the topic with facts, definitions, concrete details, quotations, or other b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples related to the topic. information and examples.
c. Link ideas within categories of information using words and phrases (e.g., another, for c. Use appropriate transitions to clarify the relationships among ideas and concepts.
example, also because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
d. Use precise language and domain specific vocabulary to inform about or explain the e. Establish and maintain a formal style.
topic. f. Provide a concluding statement or section that follows from the information or
e. Provide a concluding statement or section related to the information or explanation explanation presented.
presented.

Standard: Write narratives to develop real or imagined experiences or events using Anchor: Write narratives to develop real or imagined experiences or
effective technique, descriptive details, and clear event sequences. events using effective technique, well-chosen details, and well-
a. Orient the reader by establishing a situation and introducing a narrator and/ or structured event sequences.
characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
W.5.3 c. Use a variety of transitional words, phrases, and clauses to manage the sequence
of events.
d. Use concrete words and phrases and sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Outline the major events and settings of the story • narrative narrativa
q Let people know who is telling the story and what • narrator narrador
situation the characters find themselves in
• characters
See Appendix C: Getting Shot * page 31 – 35
q Use the character’s words to help explain what is
happening and what the character is thinking • sequence secuencia
q Know and use a variety of temporal words to move • dialogue diálogo SBAC Claim # 2: Write Effectively
the story from beginning to end • pacing
q Use sensory and descriptive words to help the reader • description descripción
visualize the characters, experiences, and settings in • behaviors
the story • responses
q Use precise words to help the reader understand the • temporal words
feelings and thoughts of the characters • precise preciso
q Understand the importance of a satisfying conclusion
• conclusion conclusion

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
Questions Stems
ü Who, when and where will your story be about?
ü What is the problem in the story?
ü Who is telling the story?
ü Describe how _____ felt when _____.
ü What happened after _____?
ü What if _____ would have happened first? How would that affect the plot?
ü How will you use dialogue to develop the plot?
ü What problems will the characters face in the story?
ü What actions will the characters take in response to the events in the story?
ü How does the character change throughout the story?
ü Remember to show the reader with precise words.
ü What events will lead to the conclusion/resolution of your story?
W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and clear event sequences. descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/ or characters;
a. Orient the reader by establishing a situation and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally and logically.
organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
b. Use dialogue and description to develop experiences and events or show the responses of and/ or characters.
characters to situations. c. Use a variety of transition words, phrases and clauses to convey sequence and signal shifts from one
time frame or setting to another.
c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use precise words and phrases relevant descriptive details, and sensory language to convey
d. Use concrete words and phrases and sensory details to convey experiences and events experiences and events.
precisely. e. Provide a conclusion that follows from the narrated experiences or events.
e. Provide a conclusion that follows from the narrated experiences or events.

Standard: Produce clear and coherent writing (including multiple- Anchor: Produce clear and coherent writing in which the
paragraph texts) in which the development and organization are development, organization, and style are appropriate to task, purpose,
W.5.4 appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in Standards 1–3) CA
and audience.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Write in a logical, sequential manner • organization organización
q Have a large body of known words so they can • development SBAC Claim # 2: Write Effectively
choose words that will help make meaning clear • substance substancia
q Understand and use organizational structure
such as comparing and contrasting, • style estilo
problem/solution, etc. • appropriate apropiado
q Understand the purpose for the writing task • purpose propósito
q Understand the audience • audience audiencia
• clear claro
• coherent

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
Questions Stems
ü Who will be reading your writing?
ü Are you writing to tell a story or to help someone learn more about...?
ü What form of writing does the prompt call for?
ü Who is the audience?
ü What is the text structure?
ü Is there a thinking map or graphic organizer you can use to help organize your writing?
ü What facts, events, dialogue, examples are you including that will help make your writing clearer?
ü Does your writing move the reader easily from one part to another?

W.4.4: Produce clear and coherent writing (including multiple-paragraph texts) in W.6.4: Produce clear and coherent writing in which the development,
which the development and organization are appropriate to task, purpose, and organization, and style are appropriate to task, purpose, and audience. (Grade-
audience. (Grade-specific expectations for writing types are defined in Standards 1–3 specific expectations for writing types are defined in standards 1-3 above.)
above.) CA

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: With guidance and support from peers and adults, develop Anchor: Develop and strengthen writing as needed by planning,
and strengthen writing as needed by planning, revising, editing, rewriting, revising, editing, rewriting, or trying a new approach.
W.5.5 or trying a new approach. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 5.)

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Know and use the conventions of standard • planning planeando/planificación
English including conjunctions and verb tenses • revising revisando
q Demonstrate correct usage of capital letters and
• editing
punctuation, such as commas, quotations,
underlining, and italics • rewriting
q Know different ways to expand, combine and • organization organización
vary sentences • approach
q Know how to use the stages of the writing • guidance
process • strengthen
q Rearrange or edit unnecessary information
q Be familiar with editing tools such as checklists
and handbooks
q Seek guidance from peers to help add precise
language/ideas to writing

Questions Stems
ü What will you use to help organize your ideas?
ü Which would be the best opening sentence?
ü What is the best title for this selection?
ü Can you rewrite this so that the ideas/details are clearer?
ü Which sentence can best be added?
ü Which sentence would be the best topic sentence?
ü You have tried organizing your writing this way, have you thought of using another approach?
ü Did you share your ideas and thoughts with your group?
ü What feedback did they give you?
ü Is there a better way to start or end your writing?

W.4.5: With guidance and support from peers and adults, develop and strengthen W.6.5: With some guidance and support from peers and adults, develop and
writing as needed by planning, revising, and editing. (Editing for conventions should strengthen writing as needed by planning, revising, editing, rewriting, or trying a
demonstrate command of Language standards 1-3 up to and including grade 4.) new approach. (Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 6.)

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: With some guidance and support from adults, use Anchor: Use technology, including the internet, to produce and
technology, including the Internet, to produce and publish writing as well publish writing and to interact and collaborate with others.
W.5.6 as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two pages in a
single sitting.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Use a standard keyboard and know some of the • document documento
basic functions • format formato
q Access the Internet as part of a group task
• insert
q Demonstrate knowledge of publishing programs
and structure • computer computadora
q Know how to set margins, spacing, tabs, make • spell check
columns, add page numbers, page orientation • save
and set up • menus menu
q Know how to save documents on the computer • file older
q Understand how to use search engines on the • word processing
Internet such as Google, Bing, Yahoo • PowerPoint
q Be familiar with various computer programs • keyboarding
(e.g.: Word, Publisher, Power Point, Spell-
check, email, etc.) and be able to use them
efficiently
q Work collaboratively to complete a written
project/document

Questions Stems
ü What software would you use to create this document?
ü Where/how would you save your document?
ü How do you spell check a document?
ü How do you access ______________?
ü How would you find ______ on the Internet?
ü How did your group divide up the responsibilities for the task?
ü What online resources might you use to help write your paper?
ü What online resources might you use to help write your paper?

W.4.6: With some guidance and support from adults, use technology, including the W.6.6: Use technology, including the Internet, to produce and publish writing as
Internet, to produce and publish writing as well as to interact and collaborate with well as to interact and collaborate with others; demonstrate sufficient command of
others; demonstrate sufficient command of keyboarding skills to type a minimum of keyboarding skills to type a minimum of three pages in a single sitting.
one page in a single sitting.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Conduct short research projects that use several sources to Anchor: Conduct short as well as more sustained research projects
W.5.7 build knowledge through investigation of different aspects of a topic. based on focused questions, demonstrating understanding of the
subject under investigation.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Use the steps for writing a research paper • aspects aspectos
o Define a topic • topics SBAC Claim # 4: Conduct Research
o Make a list of questions/resources
• research
o Make notes or create a graphic organizer
o Write the first draft • data base
o Seek help to edit and revise from peers • internet search
o Publish • bibliography bibliografia
q Know how to use reference materials such as • investigation investigacón
encyclopedias, search engines or databases • cite source
q Use of key words for Internet searches • synthesize sintetizar
q Know how to cite a variety of sources
q Know the organizational structures used when
writing a research project
q Synthesize information from various
perspectives or authors
q Create bibliography

Questions Stems
ü What sources could you use to investigate _____ and write about it?
ü What question does your research report answer?
ü What online sources will you use?
ü Will you be able to finish this research in one or two periods?
ü Did you research both the positive and negative sides of the issue?
ü How will you keep track of the sources you use?
ü Which bibliography entry is cited correctly?
ü How do you cite a bibliography entry for a _____?

W.4.7: Conduct short research projects that build knowledge through investigation of W.6.7: Conduct short research projects to answer a question, drawing on several
different aspects of a topic. sources and refocusing the inquiry when appropriate.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Recall relevant information from experiences or gather Anchor: Gather relevant information from multiple print and digital
relevant information from print and digital sources; summarize or sources, assess the credibility and accuracy of each source, and
W.5.8 paraphrase information in notes and finished work, and provide a list of integrate the information while avoiding plagiarism.
sources.
Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies
q Research topics using multiple sources both • digital sources
print and digital • summarize resumír SBAC Claim # 2: Write effectively
q Decide whether information discovered is
• paraphrase parafaseár
relevant or important to the work
q Cite sources both digital and print sources • bibliography bibliographía SBAC Claim # 4: Conduct Research
q Know and use several note-taking strategies, • research
such as use of index cards, notebooks, graphic • relevant (pertinent) pertinente
organizers • note-taking
q Know how to paraphrases the words of the • cite
author without copying • quote
q Create a bibliography
q Summarize information from multiple sources
q Interpret data

Questions Stems
ü Ask yourself, “How does this support my topic?”
ü Is this information important to your research?
ü How do you know the source is credible?
ü How did you determine if this information is relevant to your topic?
ü How do you cite sources in a bibliography?
ü Where can you find information about how to cite Internet sources?
ü What do you need to do if you are using the author’s exact words?
ü Can you say that using your own words?
ü How is a digital source cited differently than a printed source?
ü How will you summarize the information found in this data?
ü What can you conclude?

W.4.8: Recall relevant information from experiences or gather relevant information W.6.8: Gather relevant information from multiple print and digital sources;
from print and digital sources; take notes paraphrase, and categorize information, and assess the credibility of each source; and quote or paraphrase the data and
provide a list of sources. CA conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Draw evidence from literary or informational texts to Anchor: Draw evidence from literary or informational texts to
support analysis, reflection and research. support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare
and contrast two or more characters, settings, or events in a story
or a drama, drawing on specific details in the text [e.g., how
W.5.9 characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g.,
“Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point[s]”).

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Analyze information based on the details the • research
author provides • analysis análasis SBAC Claim # 2: Write effectively
q Synthesize information using the interactions of
• support
the characters, events, and setting with their
knowledge of the world • reflection reflexión SBAC Claim # 4: Conduct Research
q Cite information and explain how it supports the • evidence
points the author is trying to make • literary literario
q Research information and draw conclusions • informational text texto informativo
about what has been said/written

Questions Stems
ü What evidence did the author use to support his/her claims?
ü Explain the evidence the author used to support the claim, ________________________.
ü Compare the two events in each of the two sources on the topic ______.
ü Describe what you have learned on this topic.
ü Which details can you add that will make your writing stronger?
ü What caused you to think or believe that?
ü Has studying this topic caused you to change your thinking? How will your writing reflect that change?
W.4.9: Draw evidence from literary or informational texts to support analysis, W.6.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research. reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a a. Apply grade 6 Reading standards to literature (e.g., “Compare and
character, setting, or event in a story or drama, drawing on specific details in contrast texts in different forms or genres [e.g., stories and poems;
the text [e.g., a character’s thoughts, words, or actions].”). historical novels and fantasy stories] in terms of their approaches to
b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an similar themes and topics”).
author uses reasons and evidence to support particular points in a text”). b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and
evaluate the argument and specific claims in a text, distinguishing claims
that are supported by reasons and evidence from claims that are not”).

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Write routinely over extended time frames (time for Anchor: Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting research, reflection, and revision) and shorter time frames (a single
W.5.10 or a day or two) for a range of discipline-specific tasks, purposes, and sitting or a day or two) for a range of tasks, purposes, and audiences.
audiences.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Select appropriate writing topics • research
q Recognize purpose for writing • summarize resumír
q Know the audience
• revise/edit revisár
q Organize thoughts to focus on a topic
q Know how to research a topic using various • bibliography bibliografia
sources • sources
q Generate questions to continue to write on a • peer
topic for an extended amount of time • graphic organizers
q Know how to conclude different types of
writings
q Know that a research paper has an introduction,
a body, and a conclusion
q Know that for writing a research project you
must include and cite various sources.

Questions Stems
ü How did you pick your topic?
ü How will you organize your thoughts? (graphic organizers, Thinking Maps)
ü Write about…
ü Today you will have ____ minutes to write about…
ü Where will you find your sources? Do you have a variety of sources from which you can pull information?
ü Re-read your writing and ask a peer to read it to see if there are additions you need to make.
ü Did you think about your audience when you were writing?
ü Did you edit and revise your writing using the proofreading checklist?

W.4.10: Write routinely over extended time frames (time for research, reflection, and W.6.10: Write routinely over extended time frames (time for research, reflection,
revision) and shorter time frames (a single sitting or a day or two) for a range of and revision) and shorter time frames (a single sitting or a day or two) for a range
discipline-specific tasks, purposes, and audiences. of discipline-specific tasks, purposes, and audiences.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Engage effectively in a range of collaborative discussions (one-on- Anchor: Prepare for and participate effectively in a range of
one, in groups, and teacher- led) with diverse partners on grade 5 topics and conversations and collaborations with diverse partners, building on
texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; others’ ideas and expressing their own clearly and persuasively.
explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
SL.5.1 b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.

.
Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies
q Be prepared when you come to group • discussion discusión
q Use what you have learned to help others
q Respect the contributions made by others • elaboration elaborár SBAC Claim # 3: Employ effective speaking and
q Use rules of conversations • contribute contribuír listening skills.
o Everyone should contribute to the discussion
o Keep focused on the topic being discussed • clarify clarificár
o Don’t interrupt • draw conclusions SBAC Claim # 5: Use oral and written language
o Be an attentive listener skillfully.
q Help you group stay focused by posing questions that
contribute to the discussion
q Offer comments or responses that build on the
remarks of others
q Listen with the intent to learn and build knowledge

Questions Stems
ü Are you prepared? Have you reviewed the assignment?
ü Did you complete your reading assignment?
ü What information will you contribute to the discussion?
ü In light of what has already been said, what are your thoughts about…?
ü What else could you add to that comment?
ü What clarifying questions could you ask of your partner?
ü Can you show the group where you got your information?
ü What conclusions did you arrive at after your conversation with your group?
SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
clearly. expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that a. Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
preparation and other information known about the topic to explore ideas under discussion. ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles. b. Follow rules for collegial discussions, set specific goals and deadlines, and define
c. Pose and respond to specific questions to clarify or follow up on information, and make individual roles as needed.
comments that contribute to the discussion and link to the remarks of others. c. Pose and respond to specific questions with elaboration and detail by making comments
d. Review the key ideas expressed and explain their own ideas and understanding in light of the that contribute to the topic, text, or issue under discussion.
discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives
through reflection and paraphrasing.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Summarize a written text read aloud or information Anchor: Integrate and evaluate information presented in diverse
presented in diverse media and formats, including visually, quantitatively, media and formats, including visually, quantitatively, and orally.
SL.5.2 and orally.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Summarize • summarize resumír
q Interpret information from various formats • graph gráfico SBAC Claim # 3: Employ effective speaking and
q Offer an explanation • visually visuál
q Synthesize information listening skills.
q Interpret information presented visually, • oral orál
quantitatively or orally • multimodal
• diverse media los medios diversos SBAC Claim # 5: Use oral and written language
• formats formato skillfully.
• quantitatively cuantitativamente
• orally oralmente

Questions Stems
ü Summarize the information presented.
ü Describe what you have learned from hearing about this topic.
ü What are the key ideas presented in the video clip?
ü Write a summary about what you saw and heard
ü How did the information expand your understanding of ________?
ü How can you use this information?
ü How does the way the information is presented help you understand it?
ü What are some of the facts or data presented here?

SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse SL.6.2: Interpret information presented in diverse media and formats (e.g.,
media and formats, including visually, quantitatively, and orally. visually, quantitatively, and orally) and explain how it contributes to a topic, text,
or issue under study.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Summarize the points a speaker or media source makes and Anchor: Evaluate a speaker’s point of view, reasoning, and use of
explain how each claim is supported by reasons and evidence, and evidence and rhetoric.
SL.5.3 identify and analyze any logical fallacies. CA

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Summarize information presented orally or by • summarize resumír
media sources • evidence SBAC Claim # 3: Employ effective speaking and
q Understand that evidence can be examples, facts,
• claim listening skills.
or personal interview
q Identify the claims made by the speaker or • supported
media source • misconception SBAC Claim # 5: Use oral and written language
q Identify when the claims are not logical or based • logical lógico skillfully.
on a misconception/fallacy • fallacy
q Analyze whether the evidence and reasons are • identify identificar
valid • media source
• reason razón

Questions Stems
ü What is it that the speaker is claiming?
ü What support does the speaker use to support his/her claim?
ü How does the evidence support the speaker’s claim?

SL.4.3: Identify the reasons and evidence a speaker or media source provides to SL.6.3: Delineate a speaker’s argument and specific claims, distinguishing
support particular points. CA claims that are supported by reasons and evidence from claims that are not.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Report on a topic or text or present an opinion, sequencing ideas Anchor: Present information, findings, and supporting evidence such
logically and using appropriate facts and relevant, descriptive details to support that listeners can follow the line of reasoning and the organization,
main ideas or themes; speak clearly at an understandable pace. development, and style are appropriate to task, purpose, and audience.
a. Plan and deliver an opinion speech that: states an opinion, logically
sequences evidence to support the speaker’s position, uses transition
words to effectively link opinions and evidence (e.g., consequently
SL.5.4 and therefore), and provides a concluding statement related to the
speaker’s position. CA
b. Memorize and recite a poem or section of a speech or historical
document using rate, expression, and gestures appropriate to the
selection. CA

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Plan an opinion speech • deliver
q Sequence ideas in the speech in an order that is • facts
logical • details detalles
SBAC Claim # 3: Employ effective speaking and
q Use evidence to support the position/opinion • logically (logic) lógicamente listening skills.
q Use transitions words that link the opinions and • appropriate apropiado
evidence is a manner that is logical • specific específico
q Sequence ideas logically using facts and details • organized organizado
q Memorize and recite a poem • sequencing secuencia
q Memorize and recite part of a speech or historical • memorize memorizar
document • recite recitar
q When reciting use appropriate gestures or expressions • expression expresión
• gesture gesto
• historical document documento historico
Questions Stems
ü What are you writing about? Is your opinion about your topic clear?
ü How will you organize your ideas?
ü What evidence will you use to support your position/opinion?
ü Is the evidence and facts you have gathers sufficient to support your opinion?
ü How are you moving from one paragraph/idea to the next? Are you using appropriate transition words?
ü Which poem will you be reciting? Have you thought about some gestures you can use to express the feelings in the
poem?

SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized SL.6.4: Present claims and findings (e.g., argument, narrative, informative, response
manner, using appropriate facts and relevant, descriptive details to support main ideas or to literature presentations), and sequencing ideas logically and using pertinent
ü speak
themes; Haveclearly
you thought about which pace.
at an understandable speech or document you will be reciting from? Why did you choose
descriptions, it?details and nonverbal elements to accentuate main ideas or themes;
facts, and
a. Plan and deliver a narrative presentation that: relates ideas, observations, or use appropriate eye contact, adequate volume, and clear pronunciation. CA
recollections; provides a clear context; and includes clear insight into why the a. Plan and deliver an informative/explanatory presentation that: develops a
event or experience is memorable. CA topic with relevant facts, definitions, and concrete details; uses appropriate
transitions to clarify relationship; uses precise language and domain specific
vocabulary; and provides a strong conclusion.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Include multimedia components (e.g., graphics, sound) and Anchor: Make strategic use of digital media and visual displays of
visual displays in presentations when appropriate to enhance the data to express information and enhance understanding of
SL.5.5 development of main ideas or themes. presentations.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Understand how to create visual displays
q Know how to embed multimedia components SBAC Claim # 3: Employ effective speaking and
(photos, audio, text, animation, etc.) in a • strategic estratégico
presentation • multimedia components listening skills.
q Know how to use digital media including video • presentations presentaciones
cameras, projectors, Power Point presentations, • digital media los medios digitales
document cameras • visual display
• data datos
• enhance

Questions Stems
ü What else could you use to enhance understanding in your presentation?
ü How would including that media help the presentation?
ü What kind of information could you convey by using graphics, sound…
ü What digital media could you use to present your data?
ü What could you do to keep your presentation focused?

SL.4.5: Add audio recordings and visual displays to presentations when appropriate SL.6.5: Include multimedia components (e.g., graphics, images, music, and
to enhance the development of main ideas or themes. sound) and visually displays in presentations to clarify information.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Adapt speech to a variety of contexts and tasks, using formal Anchor: Adapt speech to a variety of contexts and communicative
English when appropriate to task and situation. (See grade 5 Language tasks, demonstrating command of formal English when indicated or
SL.5.6 standards 1 and 3 for specific expectations.) appropriate.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

• Adapt adaptar
q Ability to adapt speech to a variety of contexts • speech
q Understand the use of formal English • context contexto SBAC Claim # 3: Employ effective speaking and
q Know when it would be appropriate to use • formal English ingles formal
formal English listening skills.
• informal English
q Identify your audience
• situation situación

Questions Stems
ü What is the reason you are speaking?
ü Who is in the audience? What do they know about your subject?
ü Are you delivering a formal presentation?
ü Are you trying to persuade your audience?
ü Are you explaining something?
ü Are there places where you can substitute more precise, engaging language to keep the listeners interested?

SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting SL.6.6: Adapt speech to variety of contexts and tasks, demonstrating command
ideas) and situations where informal discourse is appropriate (e.g., small-group of formal English when indicated or appropriate. (See grade 6 Language
discussion); use formal English when appropriate to task and situation. (See grade 4 standards 1 and 3 for specific expectations.)
Language standards 1 for specific expectations.)

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Demonstrate command of the conventions of Standard Anchor: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will
L.5.1 have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and
conditions.
d. Recognize and correct inappropriate shifts in verb tense.
e. Use correlative conjunctions (e.g., either/or, neither /nor).

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Explain the function of conjunctions, • conventions convensiones
prepositions, and interjections • conjunctions conjunciones SBAC Claim # 2: Write Effectively
q Use the appropriate verb tenses
• correlative
q Know that verb tenses convey a sense of time
and states of being • perfect verbs verbos perfectos
q Monitor the use of verb tenses and correct when • prepositions preposiciones
necessary • interjections interjecciones
q Correctly use either/or, neither/nor, etc. • grammar gramática
• verb tense
• aspect aspecto
Questions Stems
ü Explain why you would use a conjunction instead of a preposition or interjection.
ü What does the use of this form of verb indicate?
ü What is the meaning the perfect verb tense?
ü How does verb tense relate to how you are writing your piece?
ü Use your editing skills to correct _____.
ü Read your writing out loud. Does it sound right?
L.4.1: Demonstrate command of the conventions of Standard English grammar and L.6.1: Demonstrate command of the conventions of standard English grammar
usage when writing or speaking. and usage when writing or speaking.
a. Use interrogative relative pronouns (who, whose, whom, which, that) and a. Ensure that pronouns are in the proper case (subjective, objective,
relative adverbs (where, when, why). CA possessive).
b. Form and use the progressive (e.g., I was walking; I am walking; I will be
walking) verb tenses. b. Use all pronouns, including intensive pronouns (e.g., myself, ourselves)
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. correctly. CA
d. Order adjectives within sentences according to conventional patterns (e.g., a c. Recognize and correct inappropriate shifts in pronoun number and
small red bag rather than a red small bag). person.
e. Form and use prepositional phrases. d. Recognize and correct vague pronouns (i.e., ones with unclear or
f. Produce complete sentences, recognizing and correcting inappropriate ambiguous antecedents).
fragments and run-ons.* e. Recognize variations from standard English in their own and others’
g. Correctly use frequently confused words (e.g., to, too, two; there, their).* writing and speaking, and identify and use strategies to improve
h. Write fluidly and legibly in cursive or joined italics. CA expression in conventional language.*

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Demonstrate command of the conventions of Standard English Anchor: Demonstrate command of the conventions of standard
capitalization, punctuation, and spelling when writing. English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series. *
b. Use a comma to separate an introductory element from the rest of the
sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set
L.5.2 off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?),
and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as
needed.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Know the different uses for the comma • commas coma
including, separating items in a series • items SBAC Claim # 2: Write Effectively
q Know which of several ways is the correct one
• tag question
for indicating titles of works
q Spell grade level words correctly. • introductory element
• underlining
• conventions convensiones
• quotation marks
• punctuation puntuación
• italics

Questions Stems
ü Does that need a comma?
ü Where would you place commas in the following sentence? “I am taking my sleeping bag Ipod pillow and
snacks on our camping trip”.
ü How would you use underlining, italics, or quotation marks to distinguish the title of the book in the
following question? Have you read the Chronicles of Narnia?
ü What type of writing is that? You need to know if it is the title of a book, poem or article in order to know
what type of punctuation you should use.
ü Where might you look if you are confused about how a title needs to be punctuated?

L.4.2: Demonstrate command of the conventions of Standard English capitalization, L.6.2: Demonstrate command of the conventions of standard English
punctuation, and spelling when writing. capitalization, punctuation, and spelling when writing. Use punctuation (commas,
a. Use correct capitalization. parentheses, dashes) to set off nonrestrictive /parenthetical elements.
b. Use commas and quotation marks to mark direct speech and quotations from a a. Spell correctly.
text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Use knowledge of language and its conventions when Anchor: Apply knowledge of language to understand how language
writing, speaking, reading, or listening. functions in different contexts, to make effective choices for meaning
a. Expand, combine, and reduce sentences for meaning, or style, and to comprehend more fully when reading or listening.
reader/listener interest, and style.
L.5.3 b. Compare and contrast the varieties of English (e.g., dialects,
registers) used in stories, dramas, or poems.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Know how to use different types of sentences in • expand
order to make a story more interesting to read • combine combiner SBAC Claim # 5: Use oral and written language
q Understand how to expand, combine, or reduce
• reduce reducer skillfully
sentences for meaning
q Recognize dialects and registers when reading or • dialect dialecto
listening • register registro
q Know that dialects and registers are often used • varieties of English variedades de inglés
by authors for effect • style estilo

Questions Stems
ü When writing or speaking to a group vary sentences to keep the reader/listener interested.
ü Use different styles of speech and writing to fit the audience and purpose.
ü Count the number of words in your sentences? Are they all about the same length or have you varied them?
ü Why do you think the author used that dialect in his/her writing?
ü How does the dialogue sound when you read it using that dialect?
ü How does that expression sound when said in Standard English? What is the effect?

L.4.3: Use knowledge of language and its conventions when writing, speaking, L.6.3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening. reading, or listening.
a. Choose words and phrases to convey ideas precisely. a. Vary sentence patterns for meaning, reader/ listener interest, and style.*
b. Choose punctuation for effect. b. Maintain consistency in style and tone.*
c. Differentiate between contexts that call for formal English (e.g., presenting
ideas) and situations where informal discourse is appropriate (e.g., small group
discussion).

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Determine or clarify the meaning of unknown and multiple- Anchor: Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 5 reading and content, meaning words and phrases by using context clues, analyzing
choosing flexibly from a range of strategies. meaningful word parts, and consulting general and specialized
a. Use context (e.g., cause/effect relationships and comparisons in reference materials, as appropriate.
text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots
L.5.4 as clues to the meaning of
photosynthesis).
a word (e.g., photograph,

c. Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and
phrases and to identify alternate word choices in all content
areas. CA

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Use strategies for solving unknown words including: • figurative figurativo
o Using the roots and affixes
o Using the context • root word SBAC Claim # 5: Use oral and written language
o Using digital and print reference materials • prefix prefijo skillfully
q Interpret figurative language • suffix súfico
q Understand and explain the meaning of common • interpret interpretar
idioms, adages, and proverb • idioms
q Be able to use context clues to interpret the meaning
of a word • adages
q From several alternatives choose the appropriate • proverbs proverbo
alternate word • context clues
q Identify words that are used in multiple ways in
different content areas

Questions Stems
ü What strategies have you used to try to figure out that word?
ü Have you looked in the dictionary or glossary?
ü Can you use the sentences around that word to help you discover what that word might mean?
ü Are there roots or suffixes and prefixes that you can use?
ü Can you use a dictionary to find definitions and keys to pronunciation?

L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
grade 4 reading and content, choosing flexibly from a range of strategies. based on grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
word or phrase. function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a of a word (e.g., audience, auditory, audible).
word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to digital, to find the pronunciation of a word or determine or clarify its precise meaning or
find the pronunciation and determine or clarify the precise meaning of key words and phrases its part of speech.
and to identify alternate word choices in all content areas. CA d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Demonstrate understanding of figurative language, word Anchor: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in
context.
L.5.5 b. Recognize and explain the meaning of common idioms, adages,
and proverbs.
c. Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Understand what figurative language is and be • figurative language lenguaje figurado
able to recognize it in text (similes, metaphors, • similes similes SBAC Claim # 5: Use oral and written language
personification, idioms)
• metaphors metáforas skillfully
q Be able to recognize words that are synonyms,
antonyms, or homographs • adages
q Recognize common idioms, adages and proverbs • proverbs proverbios
• idioms
• synonym sinónimo
• antonym antónimo
• homographs homógrafos
Questions Stems
ü The author wrote __________ what does he/she really mean?
ü Can you show me an example of some of the figurative language the author used in the text?
ü Could you add a simile or metaphor to help make you writing/speech vivid?
ü Why did the author choose this pair of words to put in the writing?
ü How does knowing how these two words are related help you understand the meaning of the text?

L.4.5: Demonstrate understanding of figurative language, word relationships, and L.6.5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a a. Interpret figures of speech (e.g., personification) in context.
picture) in context. b. Use the relationship between particular words (e.g., cause/ effect, part/
b. Recognize and explain the meaning of common idioms, adages, and proverbs. whole, item/ category) to better understand each of the words.
c. Demonstrate understanding of words by relating them to their opposites c. Distinguish among the connotations (associations) of words with similar
(antonyms) and to words with similar but not identical meanings (synonyms). denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty).

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing
 Standard: Acquire and use accurately grade appropriate general Anchor: Acquire and use accurately a range of general academic and
academic and domain specific words and phrases, including those that domain-specific words and phrases sufficient for reading, writing,
signal contrast, addition, and other logical relationships (e.g., however, speaking, and listening at the college and career readiness level;
L.5.6 although, nevertheless, similarly, moreover, in addition). demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or
expression.

Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies

q Understand that academic words are found in a • academic academico
variety of school subjects: (analyze, determine, • domain domino
summarize, determine, recognize)
• specific específico
q Understand content specific words:
(constitution, immigration, legislature, natural • signal señal
resources) • contrast contraste
q Read a wide variety of text, both print and
digital media
q Participate in collaborative discussions
q Write for a variety of purposes and in different
genres

Questions Stems
ü What have you been reading lately?
ü Keep a list of words you don’t know, but that might be important.
ü As you read, be sure to look for those words that signal that an addition or contrast is going to be made.
ü The more you read, the more vocabulary you will learn
ü Be on the lookout for words you know that might be used in a different way since it is a different subject.

L.4.6: Acquire and use accurately grade-appropriate general academic and domain- L.6.6: Acquire and use accurately grade-appropriate general academic and
specific words and phrases, including those that signal precise actions, emotions, or domain-specific words and phrases; gather vocabulary knowledge when
states of being (e.g., quizzed, whined, stammered) and that are basic to a particular considering a word or phrase important to comprehension or expression.
topic (e.g., wildlife, conservation, and endangered when discussing animal
preservation).

Created by Educational Resource Services, Tulare County Office of Education, Visalia, California (559) 651 – 3031 http://commoncore.tcoe.org – 4th edition 6/9/15
Licensing terms at http://commoncore.tcoe.org/licensing