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You can go to an overview of all the curricula here.
Creating literature
ACELT1612 – Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure.
ACELT1798 – Create literary texts that experiment with structures, ideas and stylistic features of selected authors
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Interpreting, analysing, evaluating
ACELY1701 – Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Creating texts
ACELY1704 – Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
ACELY1705 – Reread and edit student's own and others' work using agreed criteria for text structures and language features
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
ACELY1707 – Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Creating literature
ACELT1618 – Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
ACELT1800 – Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
They draw on knowledge and skills that include:
Y5&6.W.1 – Using an overall text structure that is appropriate for their purpose, e.g., an orientation, a problem, a climax, and a satisfying resolution (for a narrative) and an introduction, a series of main points, and a logical conclusion (for a report)
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Y5&6.W.6 – Organising related ideas into paragraphs (e.g., paragraphs comprising a topic sentence with supporting detail) and beginning to use cohesive devices to link paragraphs
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically
Samples: Simple sentences. Parts of a sentence. Compound sentences - Simple use of conjunctions. Compound sentences.
Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)
Samples: Using capital letters in names: activity 1. Capital Letters. Full Stops and Question Marks. Simple sentences.
Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).
Samples: Apostrophes – possession (Common and proper nouns). Introduction to Commas.
Key characteristics of students' writing at this level
5.WS.1 – These texts will include, when appropriate:
5.WS.1.a – Content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points
Samples: Description Writing Stimulus. Butterflies. Over the Fence. Exposition Writing Stimulus. Narrative Writing Stimulus.
5.WS.1.b – Paragraphs that group ideas
Samples: Description Writing Stimulus. Butterflies. Over the Fence. Exposition Writing Stimulus. Narrative Writing Stimulus.
5.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
5.WS.1.d – Words and phrases that are appropriate to the topic, register, and purpose, including subject-specific vocabulary.
Samples: Description Writing Stimulus. Butterflies. Over the Fence. Exposition Writing Stimulus. Narrative Writing Stimulus.
Key characteristics of students' writing at this level
6.WS.1 – These texts will include, when appropriate:
6.WS.1.a – Content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
6.WS.1.b – Paragraphs that group ideas
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
6.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
6.WS.1.d – Words and phrases that are appropriate to the topic, register, and purpose,including subject-specific vocabulary.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Literacy
W.3.4 – With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
W.3.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
W.3.6 – With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Samples: Writing a Description- The Big Red Truck. My Country. The Insect Band. A Planet Description. The Magic Carpet.
Literacy
W.3.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3.a – Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Samples: The Magic Carpet. Donkey Disaster. Dinosaur Adventure. Narrative Writing Stimulus. Lost in the Snow. A Children's Story.
W.3.3.b – Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Samples: The Magic Carpet. Donkey Disaster. Dinosaur Adventure. Narrative Writing Stimulus. Lost in the Snow. A Children's Story.
W.3.3.c – Use temporal words and phrases to signal event order.
Samples: The Magic Carpet. Donkey Disaster. Dinosaur Adventure. Narrative Writing Stimulus. Lost in the Snow. A Children's Story.
W.3.3.d – Provide a sense of closure.
Samples: The Magic Carpet. Donkey Disaster. Dinosaur Adventure. Narrative Writing Stimulus. Lost in the Snow. A Children's Story.
Literacy
SL.3.2 – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.3.3 – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.3.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.3.1.c – Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.3.1.d – Explain their own ideas and understanding in light of the discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
SL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
L.3.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.c – Use commas and quotation marks in dialogue.
Samples: Quotation marks. Direct and indirect speech. Narrative Writing Stimulus. Lost in the Snow. A Children's Story.
Literacy
W.4.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Samples: Description Writing Stimulus. Butterflies. Over the Fence. Exposition Writing Stimulus. Narrative Writing Stimulus.
W.4.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Samples: Editing text - Spelling (promise, priceless...). Editing text - Spelling (light, rabbit....).
Literacy
W.4.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Samples: Description Writing Stimulus. Butterflies. Over the Fence. Exposition Writing Stimulus. Narrative Writing Stimulus.
W.4.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Samples: Description Writing Stimulus. Butterflies. Over the Fence. Exposition Writing Stimulus. Narrative Writing Stimulus.
Literacy
W.4.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Samples: Description Writing Stimulus. Butterflies. Over the Fence. Exposition Writing Stimulus. Narrative Writing Stimulus.
Literacy
W.4.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3.a – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Samples: Narrative Writing Stimulus. Lost in the Snow. A Children's Story. Narrative Writing Stimulus. Invisible Me. The Giant.
W.4.3.b – Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Samples: Narrative Writing Stimulus. Lost in the Snow. A Children's Story. Narrative Writing Stimulus. Invisible Me. The Giant.
W.4.3.c – Use a variety of transitional words and phrases to manage the sequence of events.
Samples: Narrative Writing Stimulus. Lost in the Snow. A Children's Story. Narrative Writing Stimulus. Invisible Me. The Giant.
W.4.3.d – Use concrete words and phrases and sensory details to convey experiences and events precisely.
Samples: Narrative Writing Stimulus. Lost in the Snow. A Children's Story. Narrative Writing Stimulus. Invisible Me. The Giant.
W.4.3.e – Provide a conclusion that follows from the narrated experiences or events.
Samples: Narrative Writing Stimulus. Lost in the Snow. A Children's Story. Narrative Writing Stimulus. Invisible Me. The Giant.
Literacy
SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.c – Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.d – Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.5 – Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Samples: Butterflies. Narrative Writing Stimulus. Lost in the Snow. Report Writing Stimulus. Report about France.
SL.4.6 – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
L.4.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Literacy
L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a – Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Samples: Relative adverbs (where, when, why). Relative pronouns. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi.
L.4.1.b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Samples: Past tense. Tense with verbs. Progressive verb tenses. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi.
L.4.1.c – Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Samples: Modal verbs. Modal adverbs. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri. Prefix de. prefix in.
L.4.1.d – Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
Samples: Order adjectives according to conventional patterns. Adjectives used to describe quantity.
L.4.1.e – Form and use prepositional phrases.
Samples: Prepositional phrases. Prepositions. drop one l in all final. drop le then add ly. prefix fin.
L.4.1.f – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
Samples: Editing text in sentences. Compound sentences. Sentences - Connectives (conjunctions). Prepositional phrases.
L.4.1.g – Correctly use frequently confused words (e.g., to, too, two; there, their).*
Samples: Homonyms. Homonyms. Homonyms. Homonyms. Homonyms. Homonyms. Homonyms. Homonyms. Homonyms. Homonyms.
L.4.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.a – Use correct capitalization.
Samples: Sentence beginnings. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri. Prefix de. prefix in.
L.4.2.b – Use commas and quotation marks to mark direct speech and quotations from a text.
Samples: Quotation marks. Direct and indirect speech. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri.
L.4.2.c – Use a comma before a coordinating conjunction in a compound sentence.
Samples: Compound sentences. Conjunctions. Clauses (main and subordinate). Introduction to Commas.
L.4.2.d – Spell grade-appropriate words correctly, consulting references as needed.
Samples: Compound sentences. Sentences - Connectives (conjunctions). Saying verbs. Quotation marks. Clauses with saying verbs.
Literacy
L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a – Choose words and phrases to convey ideas precisely.*
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.4.3.b – Choose punctuation for effect.*
Samples: Editing text in sentences. Quotation marks. Direct and indirect speech. Look, Cover, Write - Rule: Adding Prefixes.
L.4.3.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).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
W.5.4 – Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
W.5.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
W.5.6 – With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Literacy
W.5.7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
W.5.8 – Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Samples: Recount Writing Stimulus. Report Writing Stimulus. Exposition Writing Stimulus. Narrative Writing Stimulus.
Literacy
W.5.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Samples: Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus. Report Writing Stimulus.
Literacy
W.5.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3.a – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
W.5.3.b – Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
W.5.3.c – Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
W.5.3.d – Use concrete words and phrases and sensory details to convey experiences and events precisely.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
W.5.3.e – Provide a conclusion that follows from the narrated experiences or events.
Samples: Narrative Writing Stimulus. Invisible Me. The Giant. Narrative Poster. Antarctic Adventure. Narrative Writing Stimulus.
Literacy
SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Samples: Conjunctions. Interjections. Prepositions. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'.
L.5.1.b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Samples: Tense with verbs. Saying verbs. Clauses with saying verbs. Progressive verb tenses. prefix micro.
L.5.1.c – Use verb tense to convey various times, sequences, states, and conditions.
Samples: Verb types. Action verbs. Clauses with action verbs. Tense with verbs. Modal verbs. Saying verbs. Relating verbs.
L.5.1.d – Recognize and correct inappropriate shifts in verb tense.*
Samples: Verb types. Action verbs. Clauses with action verbs. Tense with verbs. Modal verbs. Saying verbs.
L.5.1.e – Use correlative conjunctions (e.g., either/or, neither/nor).
Samples: Conjunctions. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'. Look, Cover, Write - Suffix Rules: 'sion'.
L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a – Use punctuation to separate items in a series.*
Samples: Introduction to Commas. Parentheses, dashes, colons and semi colons. Editing text. prefix micro.
L.5.2.b – Use a comma to separate an introductory element from the rest of the sentence.
Samples: Introduction to Commas. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'.
L.5.2.c – Use a comma to set off the words yes and no (e.g., Yes, thank you), to set 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?).
Samples: Quotation marks. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'. Look, Cover, Write - Suffix Rules: 'sion'.
L.5.2.d – Use underlining, quotation marks, or italics to indicate titles of works.
Samples: Quotation marks. Description Writing Stimulus. Recount Writing Stimulus. Description Writing Stimulus.
L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Literacy
L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).