Download Benchmark Practice - Effingham County Schools

ELA 5th Grade Benchmark
Practice 2012-2013
By: Kim Butler
Ebenezer Elementary School
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
• http://macmillanmh.com/ccssreading/imagin
eit/grade5/ccslh_g5_rl_1_1a_l1.html
• http://macmillanmh.com/ccssreading/imagin
eit/grade5/ccslh_g5_ri_2_1a.html
ELACC5RL2: Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.
• http://macmillanmh.com/ccssreading/imagi
neit/grade5/ccslh_g5_rl_1_1b.html
ELACC5RI2: Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text
• http://macmillanmh.com/ccssreading/imagin
eit/grade5/ccslh_g5_ri_2_1b.html
ELACC5RL3: Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters interact).
• http://macmillanmh.com/ccssreading/imagin
eit/grade5/ccslh_g5_rl_1_1d.html
ELACC5RI3: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text
• http://mhschool.com/lead_21/grade5/ccslh_g
5_ri_2_1d.html
ELACC5RL4: Determine the meaning of words and phrases as
they are used in a text, including figurative language such as
metaphors and similes.
• http://www.ereadingworksheets.com/figurati
ve-language-worksheets/figurative-languagepractice-1.htm
ELACC5RI4: Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 5
topic or subject area.
• http://macmillanmh.com/ccssreading/imagin
eit/grade5/ccslh_g5_ri_2_2a.html
ELACC5RI2: Determine two or more main ideas
of a text and explain how they are supported by
key details; summarize the text
• http://macmillanmh.com/ccssreading/imagin
eit/grade5/ccslh_g5_ri_2_1b.html
ELACC5RI4: Determine the meaning of general
academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
• http://flashmedia.glynn.k12.ga.us/Greer.cfm?
subpage=10777
ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a problem efficiently
.
• http://msconcepcion.weebly.com/summer-offire.html
ELACCGL2
• http://www.testdesigner.com/questions/Capit
alization_and_Punctuation/Grade_5
ELACC5L1: Demonstrate command of the conventions of Standard English
grammar and usage when writing
•
a. Explain the function of conjunctions, prepositions, and interjections in
general and their function in particular sentences.
A conjunction is a word that links words, phrases, or clauses. There are three types of
conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating
conjunctions.
Coordinating Conjunctions may join single words, or they may join groups of words, but
they must always join similar elements such as subject+subject, verb phrase+verb phrase,
or sentence+sentence. When a coordinating conjunction is used to join elements, the
element becomes a compound element.
Examples: and, but, or, yet, for, nor, so
Example: I like to play baseball, but I like to play soccer too.
I would like a new bike for Christmas or a baseball.
Correlative Conjunctions also connect sentence elements
of the same kind, however, unlike coordinating
conjunctions, correlative conjunctions are always used in
pairs.
Examples:
both - and
not only - but also
not - but
either - or
neither - nor
whether - or
as - as
Example: I want both a steak and a salad.
• Subordinating Conjunctions: These are the largest class of
conjunctions. They connect subordinate clauses to a main
clause. They are adverbs used as conjunctions.
Examples:
Time: after, before, since, when, while, until
Reason: because, since, so that, why
Place: where, wherever
Condition: if, unless, until, in case
Manner: as if, as though, how
Example: After eating lunch, we will eat dessert.
We will eat dessert after eating lunch.
Prepositions
• http://grammar.ccc.commnet.edu/grammar/p
repositions.htm
Interjections
• http://www.schooltube.com/video/5eb2d599
75159f0343b7/School-House-RockInterjections
• b. Form and use the perfect (e.g., I had walked; I have
walked; I will have walked) verb aspects.
The three perfect tenses in English are the three verb tenses
which show action already completed. (The word perfect
literally means "made complete" or "completely done.")
They are formed by the appropriate tense of the verb to
have plus the past participle of the verb.
• Present Perfect: I have seen it.
(Present tense of to have plus participle. Action is
completed with respect to the present.)
• Past Perfect: I had seen it.
(Past tense of to have plus participle. Action is completed
with respect to the past.)
• Future Perfect: I will have seen it.
(Future tense of to have plus participle. Action is
completed with respect to the future.)
d. Recognize and correct inappropriate
shifts in verb tense and aspect.*
• http://srjcwritingcenter.com/clearsentcs/shifts
/shifts.html
ELACC5L2: Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling.
Use underlining, quotation marks, or italics to
indicate titles of works.
1. Underlining and Italics
Novel, Plays, Film, Album, Television Series, Title
of Magazine
2. “Quotation Marks”
Short Story, Chapter, Poem, Article in a
Magazine, Song
Quotation Marks
• http://www.internet4classrooms.com/grade_l
evel_help/language_quotation_marks_langua
ge_arts_fifth_5th_grade.htm
• http://www.studyzone.org/testprep/ela4/j/qu
otationmarksp.cfm
• http://www.manatee.k12.fl.us/sites/elementa
ry/samoset/Resources/ps4mm1.htm