punctuation, and spelling when writing. (6+1 Trait: Additional Resources for L Standards Conventions) a. Use punctuation to separate items in a series. L 2 Commas taught in first grade How can I use commas to make my work b. Use a comma to separate an introductory easier to read and understand? element from the rest of the sentence. New learning L3 c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). New learning When writing, how do I correctly write titles d. Use underlining, quotation marks, or italics to of books, magazines, poems, articles, TV indicate titles of works. New learning shows, and movies? What strategies can I use to make sure that I e. Spell grade-appropriate words correctly, spell fifth grade words correctly? What consulting references as needed. Taught each year references can I use to check my spelling? in context of grade level words ELAGSE.5.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (6+1 Trait: Word Choice, Voice) a. Expand, combine, and reduce sentences for How can we vary our sentence patterns to meaning, reader/listener interest, and style. (6+1 match reader/listener interest or our own Trait: Sentence Fluency) Begins in Kindergarten style? b. Compare and contrast the varieties of English How does understanding dialects and (e.g., dialects, registers) used in stories, dramas, or registers help me better understand the poems. New learning. stories, dramas, and poems I read? Key Vocabulary items in a series, introductory element, tag question, direct address, quotation marks, italics, titles of works, expand, combine, reduce sentences, cause/effect relationships, comparisons, dialects, registers ELAGSE Standards Essential Questions System Resources Language (L) Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
punctuation, and spelling when writing. (6+1 Trait: Conventions) a. Use punctuation to separate items in a series. Commas taught in first grade b. Use a comma to separate an introductory element from the rest of the sentence. New learning c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). New learning d. Use underlining, quotation marks, or italics to indicate titles of works. New learning e. Spell grade-appropriate words correctly, consulting references as needed. Taught each year in context of grade level words ELAGSE.5.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (6+1 Trait: Word Choice, Voice) a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (6+1 Trait: Sentence Fluency) Begins in Kindergarten b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. New learning. Key Vocabulary items in a series, introductory element, tag question, direct address, quotation marks, italics, titles of works, expand, combine, reduce sentences, cause/effect relationships, comparisons, dialects, registers How can I use commas to make my work easier to read and understand? When writing, how do I correctly write titles of books, magazines, poems, articles, TV shows, and movies? What strategies can I use to make sure that I spell fifth grade words correctly? What references can I use to check my spelling? How can we vary our sentence patterns to match reader/listener interest or our own style? How does understanding dialects and registers help me better understand the stories, dramas, and poems I read? Additional Resources for L Standards L 2 L3 ELAGSE Standards Essential Questions System Resources Language (L) Additional resources may be used for re-teaching, enrichment, or differentiation during small group instruction
quarter_one_curriculum_map.docx