English Language Arts
ELA2015 (2015)
Grade: 3
| 3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]
Alabama Alternate Achievement Standards
|
English Language Arts
ELA2015 (2015)
Grade: 4
| 11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]
NAEP Framework
Alabama Alternate Achievement Standards
|
English Language Arts
ELA2015 (2015)
Grade: 4
| 12 ) Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [RI.4.3]
NAEP Framework
Alabama Alternate Achievement Standards
|
English Language Arts
ELA2015 (2015)
Grade: 4
| 13 ) Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area. [RI.4.4]
NAEP Framework
|
English Language Arts
ELA2015 (2015)
Grade: 4
| 15 ) Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. [RI.4.6]
NAEP Framework
|
English Language Arts
ELA2015 (2015)
Grade: 4
| 17 ) Explain how an author uses reasons and evidence to support particular points in a text. [RI.4.8]
NAEP Framework
Alabama Alternate Achievement Standards
|
English Language Arts
ELA2015 (2015)
Grade: 4
| 19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.4.10]
|
English Language Arts
ELA2015 (2015)
Grade: 5
| 21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]
a. Read on-level text with purpose and understanding. [RF.5.4a]
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]
Alabama Alternate Achievement Standards
|
English Language Arts
ELA2015 (2015)
Grade: 5
| 23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
Alabama Alternate Achievement Standards
|
English Language Arts
ELA2015 (2015)
Grade: 5
| 29 ) 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. [W.5.8]
|
English Language Arts
ELA2015 (2015)
Grade: 5
| 30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]
a. Apply Grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). [W.5.9a]
b. Apply Grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). [W.5.9b]
Alabama Alternate Achievement Standards
|
English Language Arts
ELA2015 (2015)
Grade: 5
| 31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]
|
English Language Arts
ELA2015 (2015)
Grade: 6
| 31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.6.1]
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.6.1a]
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. [SL.6.1b]
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. [SL.6.1c]
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. [SL.6.1d]
|
English Language Arts
ELA2015 (2015)
Grade: 6
| 42 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]
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