Grade 5 ela cst standards alignment draft june 2010.

DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department

Grade 5 English Language Arts

Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: READING Rel. Form A
# of Items 1 2 3 4 5 6
Quest. Quest.
1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY
DEVELOPMENT: Students use their knowledge of word origins and
word relationships, as well as historical and literary context clues, to 14
determine the meaning of specialized vocabulary and to understand
the precise meaning of grade-level appropriate words.
1.1 Word Recognition: read aloud narrative and
expository text fluently and accurately, and with I3 I3
NA* RT 1 S All NA* N/A*
appropriate pacing, intonation, and expression (skim) (rate)

1.2 Vocabulary and Concept Development: use
word origins to determine the meaning of 2 S 1,2 S2 RT2 RT3 S4 S-3 7, 62 1–3
unknown words (idiom)
1.3 Vocabulary and Concept Development: S2 RT 3
S1
understand and explain frequently used **(mm)
S 1,3 (syn) 16, 27,
synonyms, antonyms and homographs 5 S4 52. 59
4 – 13
(syn) S3
(conn)
(ant)
FO
1.4 Vocabulary and Concept Development: know S1,3
*S2,3 S1,2 11, 26,
abstract, derived roots and affixes from Greek
3 (morph) S2 analog 57, 58, 14 – 16
and Latin, and use this knowledge to analyze the y 60, 61
meaning of complex words (e.g., controversial)
1.5 Vocabulary and Concept Development: 4 FO
S2 S3 1, 24,
understand and explain the figurative and FO
simile
FO 33, 39
17 – 19
metaphorical use of words in context S1 idioms

* Not all of these lessons use Greek or Latin roots or affixes, but they **R1.6: There are not very many lessons S = Selection
RT = Revisiting the Text
can be used to help find the meaning of complex words. Use the CST directly instructing multiple meaning
+ = QAR Strategies (using side margin questions)
format for R1.4 when instructing these lessons to help students get words. Find multiple meaning words in the L = Link
familiar with format. selection vocabulary and use CST format I = Informational Study Skills
for R1.6 when instructing this standard. RWW = Reading Writing Workshop
FO = Focus On

* Not assessable in multiple-choice format 1
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/23/10



Suppl.
CST Themes CST
Assess.
# of Items 1 2 3 4 5 6
Quest. Quest.
2.0 READING COMPREHENSION (FOCUS ON
INFORMATIONAL MATERIALS): Students
read and understand grade-level-appropriate
material. They describe and connect the 16
essential ideas, arguments, and perspectives
of the text by using their knowledge of text
structure, organization, and purpose.
2.1 Structural Features of Informational
Materials: understand how text features (e.g., S1,2,3
I 1,2 RT2 S1 S2,3 9, 17,
format, graphics, sequence, diagrams, 2 S1,2,3 41, 42
1–3
L1 L2 L1,2,3 L1,2
illustrations, charts, maps) make information
accessible and usable
2.2 Structural Features of Informational S2,3 18, 19,
S2,3
RT2 S2 I4 29, 37,
Materials: analyze text that is organized in 4 I3
L2 I3 RT2 FO 38, 45,
4–6
sequential or chronological order L1 47, 54
2.3 Comprehension and Analysis of Grade-Level-
Appropriate Text: discern main ideas and S1,2,3 S1,3 S2
I 3,4 20, 21,
L1 RT2 RT2
concepts presented in texts, identifying and 3 L2 L2
S1 28, 32, 7–9
assessing evidence that supports those ideas FO 34
+ + +
[QAR=TS]
2.4 Comprehension and Analysis of Grade-Level-
Appropriate Text: draw inferences, S1 S1,3,4 S1,2 S1,2 31, 36,
S All S3,4
conclusions, or generalizations about text and 5 L2,3 L1 I3 43, 46, 10 – 12
+ + 55
support them with textual evidence and prior + FO FO RT in
knowledge [QAR=AM] S3




Suppl.
CST Themes CST
Assess.
# of Items 1 2 3 4 5 6
Quest. Quest.

2.5 Expository Critique: distinguish facts, S2 S1,3 S3,4 RT in 8, 10,
2 13 – 16
supported inferences, and opinions in text RT2 I2 L1 S2 30, 44

3.0 LITERARY RESPONSE AND ANALYSIS: Students
read and respond to historically or culturally
significant works of literature. They begin to find 12 FO FO
ways to clarify the ideas and make connections
between literary works.
3.1 Structural Features of Literature: identify and
S4
analyze the characteristics of poetry, drama, fiction, RT1
S1 I3
and nonfiction and explain the appropriateness of the 1 FO S1,2 L1 S1 1–4
RT1 FO
literary forms chosen by an author for a specific FO
FO
purpose
3.2 Narrative Analysis of Grade-Level-Appropriate S1,2
S1 S2 RT in 2, 4, 13,
Text: identify the main problem or conflict of the plot 2 RT1,2 S3,4 5–7
FO RT2 S3 14, 49
and how it is resolved FO
3.3 Narrative Analysis of Grade-Level-Appropriate
Text: contrast the actions, motives (loyalty,
S1 S1 5, 12,
selfishness, conscientiousness), and appearances of 2 FO 50, 53
8 – 10
FO FO
characters in a work of fiction and discuss the
importance of the contrasts to the plot or theme
Text: understand that theme refers to the meaning 25, 40,
2 FO FO S2 FO 11 – 13
or moral of a selection and recognize themes 56
(whether implied or stated directly) in sample works
RT in S4 S3 6, 15,
Text: describe the function and effect of common 2 FO FO S1 14 - 17
S3 FO FO 51
literary devices (e.g., imagery, metaphor, symbolism)




Suppl.
CST Themes CST
Assess.
# of Items 1 2 3 4 5 6
Quest. Quest.
3.6 Literary Criticism: evaluate the meaning of
archetypal patterns and symbols that are found in S3
1 FO 23, 25 18 – 20
myth and tradition by using literature from different FO
eras and cultures
3.7 Literary Criticism: evaluate the author’s use of
various techniques (e.g., appeal of characters in a S1,3 S2 S1
S2,3 3, 22,
picture book, logic and credibility of plots and 2 RT1 RT2 RT in S4 S1 48
21 – 23
FO
settings, use of figurative language) to influence FO FO S3 FO
readers’ perspectives

FO= Focus On S = Selection
Theme 1=Tall Tales Theme 4= Plays RT = Revisiting the Text
Theme 2=Poetry Theme 5= Autobiography + = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On




Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of Rel. Form A
1 2 3 4 5 6
Items Quest. Quest.
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE
CONVENTIONS: Students write and speak with a
command of standard English conventions
17
appropriate to this grade level.
1.1 Sentence Structure: identify and correctly use S2,4
prepositional phrases, appositives, and independent S1 in S3 in RT in in 66, 86,
4 101
1–5
and dependent clauses; use transitions and W&L W&L S1 W&L
conjunctions to connect ideas RWW
1.2 Grammar: identify and correctly use verbs that are 68, 87,
S2,3 S1 in
often misused (e.g., lie/lay, sit/set, rise/raise), 3 88, 112, 6 – 10
RWW W&L 114
modifiers, and pronouns
1.3 Punctuation: use a colon to separate hours and
S1 64, 107, 11, 12,
minutes and to introduce a list; use quotation marks
3 RWW RWW S3,4 in RWW 109, 13, 14,
around the exact words of speaker and titles of 113 16, 17
W&L
poems, songs, short stories, and so forth
63, 65,
S3 13, 15,
1.4 Capitalization: use correct capitalization 3 RWW RWW RWW 75, 77,
17
RWW 105
S1 S1 in 67, 76,
S All
1.5 Spelling: spell roots, suffixes, prefixes, contractions, S All S All W&L 83, 90,
4 S1,2,4 RWW 96, 97,
18 - 29
and syllable constructions correctly RWW RWW RWW
106

FO= Focus On
Theme 1=Tall Tales Theme 4= Plays S = Selection
Theme 2=Poetry Theme 5= Autobiography RT = Revisiting the Text
L = Link
* Not assessable in multiple-choice format I = Informational Study Skills 5
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/23/10 RWW = Reading Writing Workshop
FO = Focus On
W&L=Writing and Language Green Section



Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING Rel. Form A
# of 1 2 3 4 5 6
Items Quest. Quest.
1.0 WRITING STRATEGIES: Students write clear,
coherent, and focused essays. The writing
exhibits the students’ awareness of the
audience and purpose. Essays contain formal 16
introductions, supporting evidence, and
conclusions. Students progress through the
stages of the writing process as needed.
1.1 Organization and Focus: create multiple-
FO RWW
paragraph narrative compositions
72, 84,
1) establish and develop a situation or plot 1 FO RWW FO FO 93

2) describe the setting 1 FO RWW FO FO 74, 92

73, 85,
3) present an ending 1 FO RWW FO FO 94
1.2 Organization and Focus: create multiple-
paragraph expository compositions

S2 81, 89,
1) establish a topic, important ideas, or events in S2 in RWW
2 S1, 2 in RWW 100,
sequence or chronological order W&L FO 102
W&L
2) provide details and transitional expressions that
RWW S3 in 79, 91,
link one paragraph to another in a clear line of 2 S1 RWW S2 98
FO W&L
thought
3) offer a concluding paragraph that summarizes RWW 70, 80,
2 RWW 99, 108
important ideas and details FO
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/23/10 FO= Focus On
Theme 1=Tall Tales Theme 4= Plays
Theme 2=Poetry Theme 5= Autobiography



1.3 Research and Technology: use organizational
features of printed text (e.g., citations, end notes, I 1 RT in 82, 95,
1 1–3
bibliographic references) to locate relevant S2 110
information
Suppl.
CST Themes CST
Assess.
1 2 3 4 5 6
Items Quest. Quest.
1.4 Research and Technology: create simple
documents by using electronic media and
employing organization features (e.g., passwords, NA* I 1,3 N/A* 4–6
entry and pull-down menus, word searches, the
thesaurus, spell checks)
S1
1.5 Research and Technology: use a thesaurus to
1 I 1 RWW 71 7–9
identify alternative word choices and meanings
1.6 Evaluation and Revision: edit and revise 69, 78,
manuscripts to improve the meaning and focus of S3 S2 in 103,
5 RWW RWW 104,
writing by adding, deleting, consolidating, RWW W&L
clarifying, and rearranging words and sentences 111
TOTALS 75

Theme 2=Poetry Theme 5= Autobiography + = QAR Strategies (using side margin questions)
L = Link
FO = Focus On




Suppl.
CST Themes CST
Assess.
1 2 3 4 5 6
Items Quest. Quest.
2.0 WRITING APPLICATIONS (GENRES AND THEIR
CHARACTERISTICS) Students write narrative,
expository, persuasive, and descriptive texts of
at least 500 to 700 words in each genre. NA NA NA
Student writing demonstrates a command of
standard American English and the research,
organizational, and drafting strategies outlined
in Writing Standard 1.0.
2.1 Using the writing strategies of grade five
outlined in Writing Standard 1.0, students: NA NA NA
Write narratives:
a. Establish a plot, point of view, setting, and S4 in
conflict. FO W&L
NA RWW FO NA NA
S1 FO

b. Show, rather than tell, the events of the story. FO S4
NA RWW FO NA NA
FO
2.2 Write responses to literature: NA NA NA
a. Demonstrate an understanding of a literary work. NA FO FO NA NA
b. Support judgments through references to the
NA FO FO NA NA
text and to prior knowledge.
c. Develop interpretations that exhibit careful
NA FO NA NA
reading and understanding.
2.3 Write research reports about important ideas,
NA NA NA
issues, or events by using the following guidelines:
a. Frame questions that direct the investigation. RT in RT in
NA NA NA
S2 S3
b. Establish a controlling idea or topic. RT in RT in
NA NA NA
S2 S3



Suppl.
CST Themes CST
Assess.
1 2 3 4 5 6
Items Quest. Quest.
c. Develop the topic with simple facts, details, RT in RT in
NA NA NA
examples, and explanations. S2 S3
2.4 Write persuasive letters or compositions: NA NA NA
a. State a clear position in support of a proposal. RT in S3 in S1 in
NA L3 NA NA
S2 W&L W&L
b. Support a position with relevant evidence. RT in S3 in S1 in
NA L3 NA NA
S2 W&L W&L
c. Follow a simple organizational pattern. RT in S3 in S1 in
NA L3 NA NA
S2 W&L W&L
d. Address reader concerns. RT in S3 in S1 in
NA L3 NA NA
S2 W&L W&L

Theme 2=Poetry Theme 5= Autobiography + = QAR Strategies (using side margin
questions)
L = Link
FO = Focus On




CS Suppl.
Themes CST
T Assess.
CALIFORNIA CONTENT STANDARDS: LISTENING # of
AND SPEAKING Rel. Form A
Ite 1 2 3 4 5 6
Quest. Quest.
ms
1.0 LISTENING AND SPEAKING STRATEGIES
Students deliver focused, coherent presentations
that convey ideas clearly and relate to the NA NA NA
background and interests of the audience. They
evaluate the content of oral communication.
1.1 Comprehension Ask questions that seek
information not already discussed. NA NA NA

1.2 Comprehension Interpret a speaker’s verbal and
NA S3 NA NA
nonverbal messages, purposes, and perspectives.
1.3 Comprehension Make inferences or draw
NA NA NA
conclusions based on an oral report.
1.4 Organization and Delivery of Oral
S1,2 in S3 in
Communication Select a focus, organizational NA S1 FO S1 NA NA
L/S/V L/S/V
structure, and point of view for an oral presentation.
S1,2 in S3 in
Communication Clarify and support spoken ideas NA S1 S1,3 NA NA
L/S/V L/S/V
with evidence and examples.
Communication Engage the audience with
NA S All NA NA
appropriate verbal cues, facial expressions, and
gestures.
1.7 Analysis and Evaluation of Oral and Media
Communications Identify, analyze, and critique
persuasive techniques (e.g., promises, dares, S1,3 in
NA S4 NA NA
flattery, and glittering generalities); identify logical L/S/V
fallacies used in oral presentations and media
messages.
* Not assessable in multiple-choice format *Standards listed with an “S” (in this section only) are from the Listening 10
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/23/10 /Speaking/Viewing [L/S/V] lessons within the Green Strand only.



CS Suppl.
Themes CST
T Assess.
Ite 1 2 3 4 5 6
Quest. Quest.
ms
1.8 Analysis and Evaluation of Oral and Media
S3 in
Communications Analyze media as sources for
NA L/S/W NA NA
information, entertainment, persuasion, interpretation of
I1
events, and transmission of culture.

*Standards listed with an “S” (in this section only) are from the Listening S = Selection
/Speaking/Viewing [L/S/V] lessons within the Green Strand only. RT = Revisiting the Text
L = Link
FO = Focus On

FO= Focus On
Theme 1=Tall Tales Theme 4= Plays
Theme 2=Poetry Theme 5= Autobiography




Suppl.
CST Themes CST
Assess.
Ite 1 2 3 4 5 6
Quest. Quest.
ms
2.0 Speaking Applications (Genres and Their
Characteristics) Students deliver well-organized
formal presentations employing traditional rhetorical
strategies (e.g., narration, exposition, persuasion,
NA NA NA
description). Student speaking demonstrates a
command of standard American English and the
organizational and delivery strategies outlined in
Listening and Speaking Standard 1.0.
2.1 Using the speaking strategies of grade five
outlined in Listening and Speaking Standard1.0, NA NA NA
students: Deliver narrative presentations:
a. Establish a situation, plot, point of view, and S2 in S3 in S1 in
NA NA NA
setting with descriptive words and phrases. L/S/V L/S/V L/S/V
b. Using the speaking strategies of grade five
outlined in Listening and Speaking Standard1.0, S2 in S2 in S1 in
NA NA NA
students: Show, rather than tell, the listener what L/S/V L/S/V L/S/V
happens.
outlined in Listening and Speaking Standard1.0,
students: Deliver informative presentations about NA NA NA
an important idea, issue, or event by the following
means:
S1 in
a. Frame questions to direct the investigation. NA NA NA
L/S/V
S1 in
b. Establish a controlling idea or topic. NA NA NA
L/S/V
c. Develop the topic with simple facts, details, S1 in
NA NA NA
examples, and explanations. L/S/V
California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/23/10 *Standards listed with an “S” (in this section only) are from the
Listening /Speaking/Viewing [L/S/V] lessons within the Green Strand
only.



Suppl.
CST Themes CST
Assess.
Ite 1 2 3 4 5 6
Quest. Quest.
ms
outlined in Listening and Speaking Standard1.0, NA NA NA
students: Deliver oral responses to literature:
a. Summarize significant events and details. NA FO S2 FO FO NA NA
b. Articulate an understanding of several ideas or
NA FO S2 FO FO NA NA
images communicated by the literary work.
c. Use examples or textual evidence from the work to
NA FO S2 FO FO NA NA
support conclusions.

*Standards listed with an “S” (in this section only) are from
the Listening /Speaking/Viewing [L/S/V] lessons within the S = Selection
Green Strand only. RT = Revisiting the Text
+ = QAR Strategies (using side margin
questions)
L = Link
FO= Focus On I = Informational Study Skills
Theme 1=Tall Tales Theme 4= Plays RWW = Reading Writing Workshop
Theme 2=Poetry Theme 5= Autobiography FO = Focus On


Grade 5 ela cst standards alignment draft june 2010.

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