Get documents about "Examples Company Dentist Proposal
Description
Examples Company Dentist Proposal document sample
Document Sample
Benchmark Education Company Products Correlated to
Indiana’s Academic Standards: English/Language Arts
Fifth Grade
STANDARD 1
READING: Word Recognition, Fluency, and Vocabulary Development
Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of
specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Decoding and Word Recognition Benchmark Education Company Products
5.1.1 Read aloud grade-level-appropriate narrative text (stories) and expository Reader’s Theater: Throughout the scripts in the Reread the Script and
text (information) fluently and accurately and with appropriate timing, changes Perform the Script section.
in voice, and expression.
Fluency Kits: The 32 leveled practice passages provide students the
opportunity to read orally using appropriate timing, expression, and rate.
K-5 Bookroom: Each narrative and expository text throughout the bookroom
collection provides students with the opportunity to read aloud fluently and
accurately.
Skill Bags (Grades 3-8): Students have the opportunity to read aloud fluently
and accurately throughout the small group reading section.
Vocabulary and Concept Development Benchmark Education Company Products
5.1.2 Use word origins to determine the meaning of unknown words. K-5 Bookroom: Throughout the Teacher’s Guides in the After Reading
Example: After listening to a story of the myth of Hercules when it is read section: Use Knowledge of Word Structure to Determine Word Meaning.
aloud, use the knowledge of the story to understand the phrase Herculean task. Example: Animals at the Extremes, level Q/40: Base Words/Suffixes, pg. 10.
Comprehension Strategy Posters: Draw Conclusions and Use Context Clues
to Determine Word Meaning Comprehension Strategy Posters, Grade 5 set.
Skill Bags (Levels 3-5): Throughout the Teacher’s Guides in the
Comprehension and Small Group Reading sections.
5.1.3 Understand and explain frequently used synonyms (words with the K-5 Bookroom: Throughout the Teacher’s Guides in the After Reading
same meaning), antonyms (words with opposite meanings), and homographs section. Example: Math at the Olympics, level S/44: Identify Synonyms,
(words that are spelled the same but have different meanings). Antonyms, and Homonyms, pgs. 8 and 10.
Comprehension Strategy Posters: Identify Synonyms, Antonyms, and
Homonyms, Grade 3 set.
STANDARD 1
READING: Word Recognition, Fluency, and Vocabulary Development
Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of
specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
Vocabulary and Concept Development (Cont.) Benchmark Education Company Products
5.1.4 Know less common roots (graph = writing, logos = the study of ) and K-5 Bookroom: Throughout the Teacher’s Guides in the After Reading
word parts (auto = self, bio = life) from Greek and Latin and use this section: Use Knowledge of Word Structures to Determine Word Meaning:
knowledge to analyze the meaning of complex words (autograph, Base Words/Suffixes, pg. 10. Example: Being a Bug Scout, level Q/40.
autobiography, biography, biology).
Comprehension Strategy Posters: Use Knowledge of Word Structure to
Determine Word Meaning Comprehension Strategy Poster, Grade 5 set.
Skill Bags (3-5): Throughout the Teacher’s Guides in the Word Study section.
5.1.5 Understand and explain the figurative use of words in similes K-5 Bookroom: Throughout the Fiction Teacher’s Guides in the After
(comparisons that use like or as: The stars were like a million diamonds in the Reading section: Focus on Comprehension: Interpret Figurative Language.
sky.) and metaphors (implied comparisons: The stars were brilliant diamonds Example: Treehouse Club, The, level Q/40, pgs. 4 and 6.
in the night sky.).
English Explorers: Throughout the Teacher’s Guides in the Respond to
Reading section, Text-Dependent Comprehension Check, and Extend the
Reading section: Focus Comprehension Skill and Extend Comprehension.
5.1.6 Understand unknown words by using word, sentence, and paragraph K-5 Bookroom: Throughout the Teacher’s Guides in the After Reading
clues to determine meaning. section: Use Context Clues to Determine Word Meaning. Example: Having
Healthful Habits, level S/44, pgs. 6 and 8.
English Explorers: Throughout the Teacher’s Guides in the Preview the Book
section: Content Vocabulary and Build Background: Language Patterns and
Vocabulary and Extend the Reading: Vocabulary. Example: Thirteen
Colonies, The, level 2, pgs. 2, 3, 4, and 5.
Comprehension Strategy Posters: Draw Conclusions and Use Context Clues
to Determine Word Meaning Comprehension Strategy Posters, Grade 5 set
Skill Bags (Levels 3-5): Throughout the Teacher’s Guides in the
Comprehension and Small Group Reading sections.
Reader’s Theater: Throughout the Teacher’s Guides in read the script and
vocabulary sections.
STANDARD 2
READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html)
illustrate the quality and complexity of the materials to be read by students. At Grade 5, in addition to regular classroom reading, students read a variety of
nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online
information.
Structural Features of Informational and Technical Materials Benchmark Education Company Products
5.2.1 Use the features of informational texts, such as formats, graphics, K-5 Bookroom: Throughout the Teacher’s Guides in the During Reading
diagrams, illustrations, charts, maps, and organization, to find information and section: Use Graphic Features to Interpret Information. Example: Math at the
support understanding. Example: Locate specific information in a social Olympics, level S/44, pg. 6.
studies textbook by using its organization, sections on different world regions,
and textual features, such as headers, maps, and charts. English Explorers: Throughout the Teacher’s Guides in the Preview the
Book, Table of Contents, and Introduction; Build Background section: Preveiw
Text and Graphic Features. Example: Maya World, The, level 4, pgs. 2, 3, 4,
and 5.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to identify and interpret graphic aids in the Writing section.
Comprehension Strategy Posters: Use Graphic Features to Interpret
Information, Grade 4 set. Use Text Features to Interpret Information, Grade 4
set.
5.2.2 Analyze text that is organized in sequential or chronological order. K-5 Bookroom: Throughout the Teacher’s Guides in the After Reading
Example: Compare the organizational structure of such biographical texts as section: Focus on Comprehension: Begin, Continue, and Complete the Graphic
The Life and Death of Crazy Horse by Russell Freedman or Pride of Puerto Organizer: Identifying Steps in a Process, pgs. 4, 5, and 6. Example:
Rico: The Life of Roberto Clemente by Paul Robert Walker, noting critical Weatherworks, level S/44. Throughout the CTDR question cards, level 2.
events in the subjects’ lives.
English Explorers: Throughout the Teacher’s Guides in the Respond to
Reading section, Text-Dependent Comprehension Check, and Extend the
Reading section: Focus Comprehension Skill and Extend Comprehension.
Comprehension Strategy Posters: Identify Steps in a Process Comprehension
Strategy Poster, Grade 4 set.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to analyze text that is organized in sequential or chronological
order in the Small-Group Reading section.
STANDARD 2
READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html)
illustrate the quality and complexity of the materials to be read by students. At Grade 5, in addition to regular classroom reading, students read a variety of
nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online
information.
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text Benchmark Education Company Products
5.2.3 Recognize main ideas presented in texts, identifying and assessing K-5 Bookroom: Throughout the Teacher’s Guides in the After Reading
evidence that supports those ideas. Example: Read a science text, such as section: Focus on Comprehension: Begin, Continue, Complete and Synthesize
Astronomy by Robert Kerrod, and select some of the experiments described in and Assess the Graphic Organizer: Main Idea and Supporting Details, pgs. 4, 5,
the book to pursue in class. Before beginning the selected experiments, outline 6, and 7. Throughout the CTDR question cards, level 2. Example: Riches
the main ideas or concepts to be tested and identify additional supporting detail From the Earth, level U/50.
that explains those scientific concepts.
English Explorers: Throughout the Teacher’s Guides in the Respond to
Reading section, Text-Dependent Comprehension Check, and Extend the
Reading section: Focus Comprehension Skill and Extend Comprehension.
Comprehension Strategy Posters: Identify Main Idea and Supporting Details
Comprehension Strategy Poster, Grade 3 set.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to determine main idea and locate supporting details in the
Comprehension and Small-Group Reading sections. Skill Bag: 1 and 7.
5.2.4 Draw inferences, conclusions, or generalizations about text and K-5 Bookroom: Throughout the Teacher’s Guides in the During Reading
support them with textual evidence and prior knowledge. Example: Use a section: Model, Guide and Apply Comprehension Strategy: Make Inferences.
guidebook, such as Discovering Fossils: How to Find and Identify Remains of Example: Transcontinental Railroad, The, level S/44, pgs. 5, 8, and 10. Draw
the Prehistoric Past (Fossils & Dinosaurs) by Frank A. Garcia, to gain Conclusions. Example: “Miracle” Material, A, level U/50, pgs. 5, 8, and 10.
information and make predictions about the identification of fossils found in Throughout the CTDR question cards, level 3.
everyday surroundings.
English Explorers: Inferences: Example: Midwest Region, The, level 3.
Extend the Reading: Focus Comprehension Skill: Make Inferences, pg. 6.
Draw Conclusions: Throughout the Teacher’s Guides in the Read the
Chapter(s) section. Example: Discover the Northwest Region, level 1, pgs. 3,
4, and 5. Throughout the Teacher’s Guides in the Respond to Reading section,
Text-Dependent Comprehension Check, and Extend the Reading section:
Focus Comprehension Skill and Extend Comprehension.
Comprehension Strategy Posters: Draw Conclusions and Use Context Clues
to Determine Word Meaning Comprehension Strategy Posters, Grade 5 set;
Skill Bags (Levels 3-5): Throughout the Teacher’s Guides in the
Comprehension and Small Group Reading sections.
Reader’ s Theater: Throughout the Teacher’s Guides in the Interpret the
Script section.
STANDARD 2
READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html)
illustrate the quality and complexity of the materials to be read by students. At Grade 5, in addition to regular classroom reading, students read a variety of
nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online
information.
Expository (Informational) Critique Benchmark Education Company Products
5.2.5 Distinguish among facts, supported inferences, evidence, and opinions K-5 Bookroom: Throughout the Teacher’s Guides in the After Reading
in text. Example: Identify facts and opinions in a newspaper editorial or section: Focus on Comprehension: Discuss Fact and Opinion. Example:
editorial page writer’s column. Native Peoples, level T/44, pg. 5. Throughout the CTDR question cards, level
2.
English Explorers: Throughout the Teacher’s Guides in the Respond to
Reading section, Text-Dependent Comprehension Check, and Extend the
Reading section: Focus Comprehension Skill and Extend Comprehension.
Skill Bags (Grades 3-5): Identify Fact and Opinion, Bag 13.
Comprehension Strategy Posters: Evaluate Fact and Opinion, Grade 4 set.
Standard 3
READING: Comprehension and Analysis of Literary Text
Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading
List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 5, students
read a wide variety of fiction…
Structural Features of Literature Benchmark Education Company Products
5.3.1 Identify and analyze the characteristics of poetry, drama, fiction, and K-5 Bookroom: Throughout the leveled texts students have the opportunity to
nonfiction and explain the appropriateness of the literary forms chosen by an identify and analyze the characteristics of fiction and nonfiction and explain
author for a specific purpose. Example: Analyze an author’s purpose for the appropriateness of the literary forms chosen by an author for a specific
writing, whether it is to inform, teach, entertain, or elicit an emotional purpose. Throughout the CTDR question cards, level 4 questions.
response, and tell how well that purpose is achieved by the type of writing the
author has produced. English Explorers: All of the chapter books levels 1, 2, 3, and 4 provide
students with the opportunity to identify and analyze the characteristics of
fiction and nonfiction and explain the appropriateness of the literary forms
chosen by an author for a specific purpose.
Reader’s Theater: Throughout the scripts students have the opportunity to
identify and analyze the characteristics of fiction and nonfiction and explain
the appropriateness of the literary forms chosen by an author for a specific
purpose.
Skill Bags (Grades 3-5): Throughout the Teacher’s Guides…Identify
Author’s Purpose and Point of View, Bag 17.
Comprehension Strategy Posters: Evaluate Author’s Purpose and Point of
View, Grade 5 set.
Standard 3
READING: Comprehension and Analysis of Literary Text
Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading
List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 5, students
read a wide variety of fiction…
Analysis of Grade-Level-Appropriate Literary Text Benchmark Education Company Products
5.3.2 Identify the main problem or conflict of the plot and explain how it is Reader’s Theater: Throughout the scripts in the Interpret Text section.
resolved. Example: Read a story with a central conflict, such as The Pushcart
War by Jean Merrill. Tell how the conflict between the peddlers and the Fluency Kits: Throughout the 32 leveled practice passages self-check
truckers is solved and describe what issues are raised in the conflict. questions.
Comprehension Strategy Posters: Analyze Story Elements, Grade 4 set.
English Explorers: In the “Text Dependent Comprehension Check” section
throughout the Teacher’s Guides. Example: Earthquake, Level 2: pg. 5.
Skill Bags (Levels 3-5): Throughout the Teacher’s Guides in the Small Group
Reading sections. Analyze Story Elements, Bag 15.
K-5 Bookroom: Throughout the Teacher’s Guides for the fiction texts in the
After Reading section: Build Comprehension.
5.3.3 Contrast the actions, motives, and appearances of characters in a work Comprehension Strategy Posters: Analyze Character, Grade 3 set.
of fiction and discuss the importance of the contrasts to the plot or theme.
Example: Read a book, such as Mrs. Frisby and the Rats of NIMH by Robert K-5 Bookroom: Throughout the Teacher’s Guides in the During Reading
C. O’Brien, in which different characters are motivated in opposing ways, by section: Model, Guide and Apply Comprehension Strategy: Analyze Character.
innocent good, like the character of Mrs. Frisby, or by selfishness, like the Example: Trackers of Dynamic Earth, level U/50, pgs. 5, 8, and 10.
characters of the Rats. Discuss how the contrast between innocence and
worldly experience is important to the plot of the book. Reader’s Theater: Throughout the scripts in the Interpret Text section:
Discuss Characterization.
English Explorers: In the “Text Dependent Comprehension Check” section
throughout the Teacher’s Guides. Example: Earthquake, Level 2: pg. 5.
Skill Bags (Grades 3-5): Analyze Character, Bag 12.
5.3.4 Understand that theme refers to the central idea or meaning of a English Explorers: Throughout the Teacher’s Guides in the Respond to
selection and recognize themes, whether they are implied or stated directly. Reading section, Text-Dependent Comprehension Check, and Extend the
Example: Describe the themes in a fictional story, such as A Wrinkle in Time Reading section: Focus Comprehension Skill and Extend Comprehension.
by Madeleine L’Engle, in which the themes of courage and perseverance are
explored as the children in the story go on a dangerous mission in search of
their scientist father.
Standard 3
READING: Comprehension and Analysis of Literary Text
Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading
List (www.doe.state.in.us/standards/readinglist.html), which illustrate the quality and complexity of the materials to be read by students. At Grade 5, students
read a wide variety of fiction…
Analysis of Grade-Level-Appropriate Literary Text Benchmark Education Company Products
5.3.5 Describe the function and effect of common literary devices, such as K-5 Bookroom: Throughout the Fiction Teacher’s Guides in the After
imagery, metaphor, and symbolism. Reading section: Focus on Comprehension: Interpret Figurative Language.
Symbolism: the use of an object to represent something else; for Example: Treehouse Club, The, level Q/40, pgs. 4 and 6.
example, a dove might symbolize peace.
Imagery: the use of language to create vivid pictures in the reader’s
mind.
Metaphor: an implied comparison in which a word or phrase is used
in place of another, such as He was drowning in money.
Literary Criticism Benchmark Education Company Products
5.3.6 Evaluate the meaning of patterns and symbols that are found in myth English Explorers: Throughout the Teacher’s Guides in the Extend the
and tradition by using literature from different eras and cultures. Reading section: Focus Comprehension Skill: Compare and Contrast, pg. 6.
Example: Discuss what various characters and objects symbolize in literature Example: Discover English Explorers, level 1.
representing the Medieval era, such as King Arthur: Tales from the Round
Table by Andrew Lang, or ancient Asian culture, such as Tales from Japan
(Oxford Myths and Legends) by Helen and William McAlpine.
Standard 4
WRITING: Processes and Features
Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays. Students progress
through the stages of the writing process and proofread, edit, and revise writing.
Organization and Focus Benchmark Education Company Products
5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use K-5 Bookroom: Throughout the Teacher’s Guides in the Writing Workshop
graphic organizers to plan writing. section: Model the Writing Process. Example: Riches From Earth, level U/50,
pg. 12.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to use pre-writing and drafting strategies to generate topics and
plan approaches to writing in the Writing section.
English Explorers: In the “Extend the reading” section of each Teacher’s
Guide, students have the opportunity for shared, interactive, and independent
writing activities.
Standard 4
WRITING: Processes and Features
Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays. Students progress
through the stages of the writing process and proofread, edit, and revise writing.
Organization and Focus Benchmark Education Company Products
5.4.2 Write stories with multiple paragraphs that develop a situation or plot, K-5 Bookroom: Throughout the Teacher’s Guides in the Writing Workshop
describe the setting, and include an ending. section. Example: Making Sense of Your Senses, level O/34: Writing Process:
Write a “What-If” Narrative, pg. 12.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to use the writing process to write stories with multiple paragraphs
that develop a situation or plot, describe the setting, and include an ending in
the Writing section.
English Explorers: In the “Extend the reading” section of each Teacher’s
Guide, students have the opportunity for shared, interactive, and independent
writing activities.
5.4.3 Write informational pieces with multiple paragraphs that: K-5 Bookroom: Throughout the Teacher’s Guides in the Writing Workshop
present important ideas or events in sequence or in chronological section. Example: Math to Munch On, level R/40: Writing Focus: Describing
order. Steps in a Process, pg. 8. Students have the opportunity to use the writing
provide details and transitions to link paragraphs. process to develop a composition that contains specific, relevant details in the
offer a concluding paragraph that summarizes important ideas and Writing Workshop section of the Teacher’s Guides. Example: Math at the
details Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to use the writing process to develop a composition that contains
important ideas or events in sequence in the Writing section.
Comprehension Strategy Posters: Throughout Grades 3, 4, 5, and 6 sets
students have the opportunity to write. Example: Make Judgments
Comprehension Strategy Poster, Grade 5 set.
5.4.11 Use logical organizational structures for providing information in K-5 Bookroom: Students have the opportunity to use logical organizational
writing, such as chronological order, cause and effect, similarity and structures for providing information in writing in the Writing Workshop
difference, and stating and supporting a hypothesis with data. section of the Teacher’s Guides. Example: Math at the Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to use logical organizational structures for providing information
in writing in the Writing section.
Comprehension Strategy Posters: Throughout Grades 3, 4, 5, and 6 sets
students have the opportunity to write. Example: Make Judgments
Comprehension Strategy Poster, Grade 5 set.
Standard 4
WRITING: Processes and Features
Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays. Students progress
through the stages of the writing process and proofread, edit, and revise writing.
Evaluation and Revision Benchmark Education Company Products
5.4.8 Review, evaluate, and revise writing for meaning and clarity. K-5 Bookroom: Students have the opportunity to review, evaluate, and revise
writing for meaning and clarity in the Writing Workshop section of the
Teacher’s Guides. Example: Math at the Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to review, evaluate, and revise writing for meaning and clarity in
the Writing section.
5.4.9 Proofread one’s own writing, as well as that of others, using an K-5 Bookroom: Students have the opportunity to proofread one’s own writing,
editing checklist or set of rules, with specific examples of corrections of as well as that of others, using an editing checklist or set of rules in the Writing
specific errors. Workshop section of the Teacher’s Guides. Example: Math at the Olympics,
level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to proofread one’s own writing, as well as that of others, using an
editing checklist or set of rules in the Writing section.
5.4.10 Edit and revise writing to improve meaning and focus through adding, K-5 Bookroom: Students have the opportunity to edit and revise in the
deleting, combining, clarifying, and rearranging words and sentences. Writing Workshop section of the Teacher’s Guides. Example: Math at the
Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to edit and revise in the Writing section.
Standard 5
WRITING: Applications (Different Types of Writing and Their Characteristics)
At Grade 5, students write narrative (story), expository (informational), persuasive, and descriptive texts. Student writing demonstrates a command of
Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates
an awareness of the audience (intended reader) and purpose for writing.
In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 5 students use the writing strategies outlined in
Standard 4 — Writing Processes and Features to:
5.5.1 Write narratives that: K-5 Bookroom: Students have the opportunity to write narratives in the
establish a plot, point of view, setting, and conflict. Writing Workshop section of the Teacher’s Guides. Example: Math at the
show, rather than tell, the events of the story. Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to write narratives in the Writing section.
Standard 5
WRITING: Applications (Different Types of Writing and Their Characteristics)
At Grade 5, students write narrative (story), expository (informational), persuasive, and descriptive texts. Student writing demonstrates a command of
Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates
an awareness of the audience (intended reader) and purpose for writing.
In addition to producing the different writing forms introduced in earlier grades, such as letters, Grade 5 students use the writing strategies outlined in
Standard 4 — Writing Processes and Features to:
5.5.2 Write responses to literature that: K-5 Bookroom: Students have the opportunity to write responses to literature
demonstrate an understanding of a literary work. in the Writing Workshop section of the Teacher’s Guides. Example: Math at
support statements with evidence from the text. the Olympics, level S/44.
develop interpretations that exhibit careful reading and understanding.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to write responses to literature in the Writing section.
English Explorers: In the “Extend the reading” section of each Teacher’s
Guide, students have the opportunity for shared, interactive, and independent
writing activities.
Comprehension Strategy Posters: Throughout Grades 3, 4, 5, and 6 sets
students have the opportunity to write. Example: Make Judgments
Comprehension Strategy Poster, Grade 5 set.
5.5.4 Write persuasive letters or compositions that: K-5 Bookroom: Students have the opportunity to write persuasive letters or
state a clear position in support of a proposal. compositions in the Writing Workshop section of the Teacher’s Guides.
support a position with relevant evidence and effective emotional Example: Math at the Olympics, level S/44.
appeals.
follow a simple organizational pattern, with the most appealing Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
statements first and the least powerful ones last. opportunity to write persuasive letters or compositions in the Writing section.
address reader concerns.
5.5.6 Write for different purposes (information, persuasion, description) and K-5 Bookroom: Students have the opportunity to write for different purposes
to a specific audience or person, adjusting tone and style as appropriate. in the Writing Workshop section of the Teacher’s Guides. Example: Math at
the Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to write for different purposes in the Writing section.
STANDARD 6
Writing: English Language Conventions
Students write using Standard English conventions appropriate to this grade level.
Sentence Structure Benchmark Education Products
5.6.8 Use simple sentences (Dr. Vincent Stone is my dentist.) and English Explorers: In the “Extend the reading” section of each Teacher’s
compound sentences (His assistant cleans my teeth, and Dr. Stone checks for Guide, students have the opportunity to use simple sentences and compound
cavities.) in writing. sentences in writing.
Comprehension Strategy Posters: Throughout Grades 3, 4, 5, and 6 sets
students have the opportunity to use simple sentences and compound
sentences. Example: Make Judgments Comprehension Strategy Poster, Grade
5 set.
K-5 Bookroom: Students have the opportunity to use simple sentences and
compound sentences in the Writing Workshop section of the Teacher’s Guides.
Example: Math at the Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to use simple sentences and compound sentences in the Writing
section.
Grammar Benchmark Education Products
5.6.3 Identify and correctly use appropriate tense (present, past, present K-5 Bookroom: Students have the opportunity to identify and correctly use
participle, past participle) for verbs that are often misused (lie/lay, sit/set, appropriate tense for verbs in the Writing Workshop section of the Teacher’s
rise/raise). Guides. Example: Math at the Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to identify and correctly use appropriate tense for verbs in the
Writing section.
5.6.4 Identify and correctly use modifiers (words or phrases that describe, K-5 Bookroom: Students have the opportunity to identify and correctly use
limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its). Pronouns in the Writing Workshop section of the Teacher’s Guides. Example:
Math at the Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to identify and correctly use pronouns in the Writing section.
STANDARD 6
Writing: English Language Conventions
Students write using Standard English conventions appropriate to this grade level.
Capitalization Benchmark Education Company
5.6.6 Use correct capitalization. English Explorers: In the “Extend the reading” section of each Teacher’s
Guide, students have the opportunity for shared, interactive, and independent
writing activities.
Comprehension Strategy Posters: Throughout Grades 3, 4, 5, and 6 sets
students have the opportunity to use correct capitalization. Example: Make
Judgments Comprehension Strategy Poster, Grade 5 set.
K-5 Bookroom: Students have the opportunity to use correct capitalization in
the Writing Workshop section of the Teacher’s Guides. Example: Math at the
Olympics, level S/44.
Skill Bags (Level 3-5): Throughout the Teacher’s Guides students have the
opportunity to use correct capitalization in the Writing section.
Spelling Benchmark Education Company
5.6.7 Spell roots or bases of words, prefixes (understood/misunderstood, K-5 Bookroom: Throughout the Teacher’s Guide in the Skills Bank section.
excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will
not/won’t, it is/it’s, they would/they’d), and syllable constructions Skill Bags (3-5): Throughout the Teacher’s Guides in the Word Study section.
(in•for•ma•tion, mol•e•cule) correctly.
STANDARD 7
LISTENING AND SPEAKING: Skills, Strategies, and Applications
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the
content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition,
persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.
Comprehension Benchmark Education Company
5.7.1 Ask questions that seek information not already discussed. K-5 Bookroom: Throughout the Teacher’s Guides in the During Reading
section: Discuss the Reading. Example: Animals at the Extremes, level Q/40,
pgs. 5, 7, and 9. Throughout the CTDR question cards.
English Explorers: Throughout the Teacher’s Guides in the Text-Dependent
Comprehension Check for each chapter. Example: Discover the Thirteen
Colonies, level 1, pgs. 3, 4, and 5.
Reader’s Theater: Throughout the scripts in the Build Background and
Interpret the Text sections.
STANDARD 7
LISTENING AND SPEAKING: Skills, Strategies, and Applications
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the
content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition,
persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.
Speaking Applications Benchmark Education Company
5.7.11 Deliver oral responses to literature that: K-5 Bookroom: Throughout the Teacher’s Guides in the During Reading
summarize important events and details. section: Discuss the Reading. Example: Transcontinental Railroad, The, level
demonstrate an understanding of several ideas or images S/44, pgs. 5, 7, and 9. Throughout the CTDR question cards.
communicated by the literary work.
use examples from the work to support conclusions. English Explorers: Throughout the Teacher’s Guides in the Respond to
Reading section: Language Practice. Example: Discover the Thirteen
Colonies, level 1, pgs. 3, 4, and 5.
Related docs
