Arizona State Standards for Language Arts: Grade 5
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
AZ.R05-S1. Reading Process
R05-S1C1. Print Concepts: Demonstrate understanding of print concepts.
R05-S1C2. Phonemic Awareness: Identify and manipulate the sounds of speech.
R05-S1C3. Phonics: Decode words, using knowledge of phonics, syllabication, and word parts.
R05-S1C4. Vocabulary: Acquire and use new vocabulary in relevant contexts.
R05-S1C4-01. Use knowledge of root words and affixes to determine the meaning of unknown words.
R05-S1C4-02. Use context to determine the relevant meaning of a word or the intended meaning of a word with multiple meanings (e.g., hatch, arm, boot).
R05-S1C4-03. Determine the difference between figurative language and literal language.
R05-S1C4-04. Determine the meaning of figurative language, including similes, personification, and idioms.
R05-S1C4-05. Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.
R05-S1C4-06. Identify antonyms, synonyms, and homonyms for given words within text.
R05-S1C5. Fluency: Read fluently.
R05-S1C5-01. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.
R05-S1C6. Comprehension Strategies: Employ strategies to comprehend text.
R05-S1C6-01. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
R05-S1C6-02. Confirm predictions about text for accuracy.
R05-S1C6-03. Generate clarifying questions in order to comprehend text.
R05-S1C6-04. Use graphic organizers in order to clarify the meaning of the text.
R05-S1C6-05. Connect information and events in a text to experience and to related text and sources.
R05-S1C6-06. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
AZ.R05-S2. Comprehending Literary Text
R05-S2C1. Elements of Literature: Identify, analyze, and apply knowledge of the structures and elements of literature.
R05-S2C1-01. Identify the components of a plot (e.g., main events, conflict, rising action, climax, falling action, resolution).
R05-S2C1-02. Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection.
R05-S2C1-03. Distinguish between major characters and minor characters.
R05-S2C1-04. Analyze how a character's traits influence that character's actions.
R05-S2C1-05. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection.
R05-S2C1-06. Determine of all the aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection.
R05-S2C1-07. Identify the intended effect of the techniques (e.g., appeal of characters, believability of characters and plot, use of figurative language) that the author uses to influence readers' feelings and attitudes.
R05-S2C1-08. Identify types of poetry (e.g., free verse, haiku, cinquain, limericks).
R05-S2C1-09. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.
R05-S2C2. Historical and Cultural Aspects of Literature: Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.
R05-S2C2-01. Describe the historical and cultural aspects found in cross-cultural works of literature.
AZ.R05-S3. Comprehending Informational Text
R05-S3C1. Expository Text: Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.
R05-S3C1-01. Identify the main idea and supporting details in expository text.
R05-S3C1-02. Distinguish fact from opinion in expository text, using supporting evidence from text.
R05-S3C1-03. Determine author's main purpose (e.g., to inform, to describe, to explain) for writing the expository text.
R05-S3C1-04. Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Wri
R05-S3C1-05. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) for a specific purpose. (Connected to Research Strand in Writing)
R05-S3C1-06. Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text. (Connected to Research Strand in Writing)
R05-S3C1-07. Identify cause and effect relationships (stated and implied).
R05-S3C1-08. Draw valid conclusions based on information gathered from expository text.
R05-S3C2. Functional Text: Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.
R05-S3C2-01. Locate specific information from functional text (e.g., letters, memos, directories, menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes, labels, forms).
R05-S3C2-02. Interpret details functional text for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions).
R05-S3C3. Persuasive Text: Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies.
R05-S3C3-01. Determine an author's position regarding a particular idea, subject, concept, or object, using supporting evidence from the text.
R05-S3C3-02. Identify the intended effect of persuasive vocabulary (e.g., loaded/emotional words, exaggeration, euphemisms) that the author uses to influence readers' opinions.
R05-S3C3-03. Identify the intended effect of persuasive strategies (e.g., peer pressure, bandwagon, repetition) that the author uses to influence readers' perspectives.
AZ.W05-S1. Writing Process
W05-S1C1. Prewriting: Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
W05-S1C1-01. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers, drawing, writer's notebook, group discussion, printed material).
W05-S1C1-02. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece.
W05-S1C1-03. Determine the intended audience of a writing piece.
W05-S1C1-04. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
W05-S1C1-05. Maintain a record (e.g., lists, pictures, journal, folder, notebook) of writing ideas.
W05-S1C1-06. Use time management strategies, when appropriate, to produce a writing product within a set time period.
W05-S1C2. Drafting: Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.
W05-S1C2-01. Use a prewriting plan to develop a draft with main idea(s) and supporting details.
W05-S1C2-02. Organize writing into a logical sequence that is clear to the audience.
W05-S1C3. Revising: Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)
W05-S1C3-01. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.
W05-S1C3-02. Add details to the draft to more effectively accomplish the purpose.
W05-S1C3-03. Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
W05-S1C3-04. Use a combination of sentence structures (i.e., simple, compound) to improve in the draft.
W05-S1C3-05. Modify word choice appropriate to the application in order to enhance the writing.
W05-S1C3-06. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.
W05-S1C3-07. Use resources and reference materials to select more precise vocabulary.
W05-S1C4. Editing: Editing includes proofreading and correcting the draft for conventions.
W05-S1C4-01. Identify punctuation, spelling, and grammar and usage errors in the draft.
W05-S1C4-02. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.
W05-S1C4-03. Apply proofreading marks to indicate errors in conventions.
W05-S1C4-04. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.
W05-S1C5. Publishing: Publishing includes formatting and presenting a final product for the intended audience.
W05-S1C5-01. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.
W05-S1C5-02. Share the writing with the intended audience.
W05-S1C5-03. Use margins and spacing to enhance the final product.
W05-S1C5-04. Write legibly.
AZ.W05-S2. Writing Elements
W05-S2C1. Ideas and Content: Writing is clear and focused, holding the reader's attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.
W05-S2C1-01. Express ideas that are clear and directly related to the topic.
W05-S2C1-02. Provide content and selected details that are well-suited to audience and purpose.
W05-S2C1-03. Use relevant details to provide adequate support for the ideas.
W05-S2C2. Organization: Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.
W05-S2C2-01. Use a structure that fits the type of writing (e.g., letter format, narrative, lines of poetry).
W05-S2C2-02. Create a beginning that captures the reader's interest.
W05-S2C2-03. Place details appropriately to support the main idea.
W05-S2C2-04. Use a variety of words or phrases that creates smooth and effective transitions.
W05-S2C2-05. Create an ending that provides a sense of resolution or closure.
W05-S2C2-06. Construct a paragraph that groups sentences around a topic.
W05-S2C3. Voice: Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.
W05-S2C3-01. Show awareness of the audience through word choice and style.
W05-S2C3-02. Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and mode.
W05-S2C3-03. Use language appropriate for topic and purpose.
W05-S2C4. Word Choice: Word choice reflects the writer's use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.
W05-S2C4-01. Use a variety of specific and accurate words that effectively convey the intended message.
W05-S2C4-02. Use descriptive words and phrases that energize the writing.
W05-S2C4-03. Apply vocabulary and/or terminology appropriate to the type of writing.
W05-S2C4-04. Use literal and figurative language where appropriate to purpose.
W05-S2C5. Sentence Fluency: Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
W05-S2C5-01. Write simple and compound sentences.
W05-S2C5-02. Write sentences that flow together and sound natural when read aloud.
W05-S2C5-03. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
W05-S2C5-04. Use effective and natural dialogue when appropriate.
W05-S2C6. Conventions: Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
W05-S2C6-01. Use capital letters correctly for:
W05-S2C6-01-a. Proper nouns: place names; holidays; languages; historical events; organizations
W05-S2C6-01-b. Literary titles (i.e., book, story, poem, play, song)
W05-S2C6-01-e. Words used as names (e.g., Mother, Uncle Jim)
W05-S2C6-02. Punctuate endings of sentences using:
W05-S2C6-02-b. Question marks
W05-S2C6-02-c. Exclamation points
W05-S2C6-03. Use commas to punctuate:
W05-S2C6-03-a. Items in a series
W05-S2C6-03-b. Greetings and closings of letters
W05-S2C6-03-d. Introductory words
W05-S2C6-03-f. Direct address
W05-S2C6-04. Use quotation marks to punctuate:
W05-S2C6-04-a. Simple dialogue
W05-S2C6-05. Use colons to punctuate:
W05-S2C6-05-b. Business letter salutations
W05-S2C6-06. Use apostrophes to punctuate:
W05-S2C6-06-b. Singular possessive
W05-S2C6-07. Spell high frequency words correctly.
W05-S2C6-08. Use common spelling patterns/generalizations to spell words correctly, including:
W05-S2C6-08-a. Irregular plurals
W05-S2C6-08-b. Silent e
W05-S2C6-08-c. I before e
W05-S2C6-08-d. Words ending in -y
W05-S2C6-08-e. Doubling final consonant
W05-S2C6-09. Spell homonyms correctly in context.
W05-S2C6-10. Use resources (e.g., dictionaries, word walls) to spell correctly.
W05-S2C6-11. Use paragraph breaks to indicate an organizational structure.
W05-S2C6-12. Use the following parts of speech correctly in simple sentences:
W05-S2C6-12-b. Action verbs
W05-S2C6-12-c. Personal pronouns
W05-S2C6-13. Use subject/verb agreement in simple and compound sentences.
AZ.W05-S3. Writing Applications
W05-S3C1. Expressive: Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
W05-S3C1-01. Write a narrative based on imagined or real events, observations, or memories that includes:
W05-S3C1-01-d. Sensory details
W05-S3C1-01-e. Clear language
W05-S3C1-01-f. Logical sequence of events
W05-S3C1-02. Write in a variety of expressive forms (e.g., poetry, skit) that may employ:
W05-S3C1-02-a. Figurative language
W05-S3C1-02-e. A plot
W05-S3C1-02-f. Appropriate format
W05-S3C2. Expository: Expository writing includes nonfiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.
W05-S3C2-01. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.
W05-S3C2-02. Write an expository paragraph that contains:
W05-S3C2-02-a. A topic sentence
W05-S3C2-02-b. Supporting details
W05-S3C2-02-c. Relevant information
W05-S3C2-03. Write in a variety of expository forms (e.g., essay, summary, newspaper article, reflective paper, log, journal).
W05-S3C3. Functional: Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
W05-S3C3-01. Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels, graphs/tables).
W05-S3C3-02. Write communications, including:
W05-S3C3-02-a. Thank-you notes
W05-S3C3-02-b. Friendly letters
W05-S3C3-02-c. Formal letters
W05-S3C3-03. Address an envelope for correspondence that includes:
W05-S3C3-03-a. An appropriate return address
W05-S3C3-03-b. An appropriate recipient address
W05-S3C4. Persuasive: Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.
W05-S3C4-01. Write persuasive text (e.g., advertisements, paragraphs) that attempts to influence the reader.
W05-S3C5. Literary Response: Literary response is the writer's reaction to a literary selection. The response includes the writer's interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.
W05-S3C5-01. Write a reflection to a literature selection (e.g., journal entry, book review).
W05-S3C5-02. Write a book report or review that identifies the:
W05-S3C5-02-a. Main idea
W05-S3C5-02-d. Sequence of events
W05-S3C5-03. Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes:
W05-S3C5-03-a. Evidence from the text
W05-S3C5-03-b. Personal experience
W05-S3C5-03-c. Comparison to other text/media
W05-S3C6. Research: Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a fin
W05-S3C6-01. Paraphrase information from a variety of sources (e.g., Internet, reference materials).
W05-S3C6-02. Organize notes in a meaningful sequence.
W05-S3C6-03. Write an informational report that includes main ideas and relevant details.
AZ.LS3. Listening and Speaking
LS-E. Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.
LS-E1. Prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience
LS-E2. Prepare and deliver an oral report in a content area and effectively convey the information through verbal and nonverbal communications with a specific audience.
LS-E3. Interpret and respond to questions and evaluate responses both as interviewer and interviewee
LS-E4. Predict, clarify, analyze and critique a speaker's information and point of view
AZ.VP4. Viewing and Presenting
VP-E. Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.
VP-E1. Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions
VP-E2. Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images
VP-E3. Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.