Access Language Arts - Grade 5 (#7710016) 


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Course Standards


Name Description
ELA.5.C.1.1: Demonstrate fluent and legible cursive writing skills.
Clarifications:
Clarification 1: Students will use cursive writing to produce legible works within the same timeframe as they would use for writing in print.
Related Access Points
Name Description
ELA.5.C.1.AP.1: Write cursive letters with adequate spacing.

ELA.5.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.
Clarifications:
Clarification 1: See Writing Types.
Related Access Points
Name Description
ELA.5.C.1.AP.2: Write personal or fictional narratives using a logical sequence of events, relevant details, transitional words, dialogue and an ending.

ELA.5.C.1.3: Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Related Access Points
Name Description
ELA.5.C.1.AP.3: Make a claim about a topic using evidence from sources and an organizational structure with transitions.

ELA.5.C.1.4: Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Related Access Points
Name Description
ELA.5.C.1.AP.4: Write an expository text about a topic, using multiple sources and an organizational structure with transitions.

ELA.5.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.
Related Access Points
Name Description
ELA.5.C.1.AP.5: Improve writing as needed by planning, revising and editing, with guidance, support and modeling from adults and feedback from peers.

ELA.5.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
Clarifications:
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This is the initial grade level that introduces appropriate pacing. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations. 

Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

Related Access Points
Name Description
ELA.5.C.2.AP.1: Express information in a logical sequence, using nonverbal cues and awareness of pacing, using the student’s mode of communication.

ELA.5.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Use principal modals to indicate the mood of a verb.
  • Use appositives, main clauses, and subordinate clauses. 
  • Recognize and correct inappropriate shifts in tense and number.
  • Use conjunctions correctly to join words and phrases in a sentence. 
Skills to be implemented but not yet mastered are as follows:
  • Use verbals including gerunds, infinitives, and participial phrases.
  • Use comparative and superlative forms of adjectives.
  • Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.
  • Vary sentence structure. 

Clarification 2: See Convention Progression by Grade Level for more information.

Related Access Points
Name Description
ELA.5.C.3.AP.1: Follow the rules of standard English grammar, punctuation, capitalization and spelling.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Identify main and subordinate clauses.



 


ELA.5.C.4.1: Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.
Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
Related Access Points
Name Description
ELA.5.C.4.AP.1: Participate in research to answer a question, organizing information about the topic, using provided reliable and valid sources.

ELA.5.C.5.1: Arrange multimedia elements to create emphasis in oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and emphasize or clarify a point made within the task, perhaps by showing examples to clarify a claim or data to emphasize a point. The elements should be smoothly integrated.
Related Access Points
Name Description
ELA.5.C.5.AP.1: Use one or more multimedia elements to create emphasis in oral or written tasks.

ELA.5.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
Related Access Points
Name Description
ELA.5.C.5.AP.2: Use digital writing tools individually or collaboratively to plan, draft and revise writing with support from adults.

ELA.5.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
  1. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context. 
Related Access Points
Name Description
ELA.5.F.1.AP.3a: Apply knowledge of letter-sound correspondences, syllabication patterns and morphology to read and form familiar single-syllable and multisyllabic words in context.

ELA.5.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. 

Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. 

Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Related Access Points
Name Description
ELA.5.F.1.AP.4: Read grade-level texts, at the student’s ability level, with accuracy and expression using the student’s mode of communication.

ELA.5.R.1.1: Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
Related Access Points
Name Description
ELA.5.R.1.AP.1: Explain how setting, events, conflict and characterization contribute to the plot in a literary text.

ELA.5.R.1.2: Explain the development of stated or implied theme(s) throughout a literary text.
Clarifications:
Clarification 1: Where the development of multiple themes is being explained, the themes may come from the same or multiple literary texts.
Related Access Points
Name Description
ELA.5.R.1.AP.2: Show the development of a stated or implied theme in a literary text.

ELA.5.R.1.3: Describe how an author develops a character’s perspective in a literary text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
Related Access Points
Name Description
ELA.5.R.1.AP.3: Identify a character’s perspective at different points in a literary text.

ELA.5.R.1.4: Explain how figurative language and other poetic elements work together in a poem.
Clarifications:
Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, imagery, and idiom. Other examples can be used in instruction. Clarification 2: Poetic elements to be used for the purposes of this benchmark are form, rhyme, meter, line breaks, and imagery.
Related Access Points
Name Description
ELA.5.R.1.AP.4: Explain how figurative language and imagery work together in a poem.

ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.
Clarifications:
Clarification 1: For more information, see Text Structures and Text Features.
Related Access Points
Name Description
ELA.5.R.2.AP.1: Show how text structures and/or features contribute to the overall meaning of texts.

ELA.5.R.2.2: Explain how relevant details support the central idea(s), implied or explicit.
Related Access Points
Name Description
ELA.5.R.2.AP.2: Identify relevant details that support a central idea, implied or explicit.

ELA.5.R.2.3: Analyze an author’s purpose and/or perspective in an informational text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
Related Access Points
Name Description
ELA.5.R.2.AP.3: Identify an author’s purpose and perspective in an informational text.

ELA.5.R.2.4: Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.
Clarifications:
Clarification 1: A claim is a statement that asserts something is true. A claim can either be fact or opinion. Claims can be used alone or with other claims to form a larger argument.
Related Access Points
Name Description
ELA.5.R.2.AP.4: Sequence the development of an argument.

ELA.5.R.3.1: Analyze how figurative language contributes to meaning in text(s).
Related Access Points
Name Description
ELA.5.R.3.AP.1: Identify examples of when figurative language is used to contribute to meaning in text(s).

ELA.5.R.3.2: Summarize a text to enhance comprehension.
  1. Include plot and theme for a literary text. 
  2. Include the central idea and relevant details for an informational text. 
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
Related Access Points
Name Description
ELA.5.R.3.AP.2a: Identify the plot and theme for a literary text using the student’s mode of communication.
ELA.5.R.3.AP.2b: Identify the central idea and relevant details for an informational text using the student’s mode of communication.

ELA.5.R.3.3: Compare and contrast primary and secondary sources related to the same topic.
Related Access Points
Name Description
ELA.5.R.3.AP.3: Compare and contrast important details from primary and secondary sources on the same topic.

ELA.5.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarifications:
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
Related Access Points
Name Description
ELA.5.V.1.AP.1: Identify and use grade-level academic vocabulary appropriately in communication, using the student’s mode of communication.

ELA.5.V.1.2: Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.
Clarifications:
Clarification 1: See Common Greek and Latin Roots 3-5.
Related Access Points
Name Description
ELA.5.V.1.AP.2: Apply knowledge of Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content at the student’s ability level with guidance and support.

ELA.5.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. 

Clarification 2: See Context Clues and Word Relationships

Clarification 3: See ELA.5.R.3.1 and Elementary Figurative Language.

Related Access Points
Name Description
ELA.5.V.1.AP.3: Identify and use picture clues, context clues, figurative language, word relationships, reference materials and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases appropriate to grade-level content at the student’s ability level with guidance and support.

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Access Courses:

Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 


GENERAL NOTES

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.


General Information

Course Number: 7710016 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS LANG ART - 5
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Core Academic Course
Course Status: Course Approved



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)


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