Content Standard(s):
Digital Literacy and Computer Science R5) Locate and curate information from digital sources to answer research questions.
Unpacked Content
Evidence Of Student Attainment:
Students will:
locate information from digital sources to answer research questions.
curate information to present or share with others. Teacher Vocabulary:
curate
keyword
search engine
database Knowledge:
Students know:
information to research questions can be obtained from digital sources.
resources to organize information.
resources to present or share with others. Skills:
Students are able to:
create a list of keywords or phrases to enter into a search engine and/or database such as Alabama Virtual Library.
use advanced search techniques to search by file type, dates, and specific domains.
organize information.
share information by creating a digital resource. Understanding:
Students understand that:
information can be located from a digital source to answer research questions.
information can be organzied and shared by creating a digital resource.
English Language Arts 9. Express ideas clearly and effectively to diverse partners or groups.
a. Pose and respond to explicit questions in ways that contribute to the discussion and elaborate on the remarks of others.
b. Verbally summarize information read aloud or presented in diverse media and formats.
c. Report orally on a topic or text, sequencing ideas logically and supporting main ideas with appropriate facts and relevant details.
d. Speak clearly at an understandable rate.
Unpacked Content
Teacher Vocabulary:
9.
Express
Clearly
Effectively
Diverse
9a.
Pose
Respond
Explicit questions
Contribute
Elaborate
Remarks
9b.
Summarize
Diverse media
Diverse formats
9c.
Report
Orally
Sequencing
Logically
Main ideas
Appropriate facts
Relevant details
9d.
Knowledge:
9. Students know:
Oral language and literacy skills.
Collaboration skills.
9a.
Effective communication with others requires asking questions, responding to questions, and elaborating on others' statements.
9b.
A summary is a short statement explaining the main point or most important details of presented information.
9c. Student know:
An effective oral presentation includes a logical sequence of main ideas that are supported by appropriate and relevant facts and details.
9d.
An effective speaker pronounces words clearly and speaks at a speed that is understandable by the audience. Skills:
9. Students are able to:
Clearly and effectively share ideas with others through speaking.
9a.
Pose questions that contribute to discussions.
Respond to explicit questions in ways that contribute to discussions.
Expand on others' comments by adding additional relevant information.
9b.
Present a summary of information read aloud or presented in diverse formats through speaking.
9c.
Orally report on a topic or text.
Sequence ideas logically in an oral report.
Support main ideas with appropriate facts and relevant details in an oral report.
9d.
Speak clearly at an understandable rate when orally presenting information. Understanding:
9. Students understand that:
They can communicate with a variety of people if they express themselves clearly.
9a.
Discussions should include relevant questions, answers to questions, comments, and remarks.
9b.
Summarizing information demonstrates understanding and can help communicate ideas with others.
9c.
To be an effective speaker, they must logically sequence presented ideas and include appropriate facts and relevant details to support their main points.
9d.
To be understood by the audience, a speaker must clearly pronounce words and speak at an understandable pace.
English Language Arts 29. Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.
a. Use textual evidence to support summarization.
b. Cite appropriately when summarizing.
Unpacked Content
Teacher Vocabulary:
29.
Summarize
Implied main idea
Explicit main idea
29a.
Textual evidence
Summarization
29b.
Knowledge:
29. Students know:
The main idea is the most important idea presented in the text.
Sometimes an author will clearly state the main idea, while other times an author will merely suggest the main idea.
A summary is a short statement explaining the main point or most important details of presented information.
Writing skills.
29a.
A summary is a short statement explaining the main point or most important details of presented information.
Summary statements can be supported by including evidence from the text.
29b.
Citation conventions.
Text evidence must be cited appropriately in writing. Skills:
29. Students are able to:
Identify the implied or explicit main idea of a text.
Write a summary stating the implied and/or explicit main idea(s) of a text.
29a.
Use textual evidence to support summary statements.
29b.
Appropriately cite text evidence in a written summary. Understanding:
29. Students understand that:
Most texts have a main idea, or most important message.
An author can choose to state the main idea in the text or provide clues through details in the text to imply the main idea.
They can demonstrate their comprehension of the text by writing a summary that explains the main idea(s).
29a.
They can demonstrate their comprehension of the text by writing a summary that includes textual evidence.
29b.
When they use text evidence in their writing, they must give the original creator credit by including appropriate citations.
English Language Arts 40. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use commas to separate items in a series, separate introductory elements from the rest of a sentence, set off tag questions, and indicate direct address.
b. Use underlining, quotation marks, or italics to indicate the titles of different types of works.
c. Spell grade-level words correctly, consulting references as needed.
Unpacked Content
Teacher Vocabulary:
40.
Demonstrate
Command
Conventions
Standard English capitalization
Standard English punctuation
Standard English spelling
40a.
Commas
Series
Tag questions
Introductory elements
Direct address
40b.
Underlining
Quotation marks
Italics
40c.
Knowledge:
40. Students know:
Standard English spelling conventions.
Punctuation marks and their appropriate usage.
Capitalization rules for standard English.
40a.
Commas are used to separate groups of words.
Commas are used to separate introductory elements, which consist of phrases and words that appear before the main clause of the sentence.
A tag question is a question that is added at the end of a sentence; it consists of two basic elements: a verb and a pronoun.
A direct address means to direct a statement to a particular person, and a comma is used to separate the person's name from the rest of the sentence.
40b.
Underlining, quotation marks, and italics are used to indicate titles of creative works in writing.
40c.
Phonics skills necessary to spell words correctly.
Correct spellings can be located in reference materials, such as dictionaries. Skills:
40. Students are able to:
Use correct capitalization in writing.
Use appropriate punctuation in writing.
Spell fifth-grade level words correctly.
40a.
Write sentences that correctly use commas to separate words in a series, such as cat, dog, turtle, etc.
Write sentences that correctly use a comma to separate introductory elements from the rest of a sentence, such as In the nighttime, people have a harder time driving.
Write sentences with tag questions with correct comma usage, such as She didn't forget to call you, did she?
Write sentences with direct addresses that correctly use a comma, such as Jackie, are you leaving so soon?
40b.
Use the correct indicator (underline, quotation marks, italics) when writing the titles of different types of works.
40c.
Spell grade-appropriate words correctly.
Consult references for correct spellings, if needed. Understanding:
40. Students understand that:
When writing, they must use punctuation correctly, capitalize appropriate words, and spell fifth-grade level words correctly.
40a.
Commas are a common punctuation mark that are used for a variety of purposes.
40b.
Titles of work are identified differently, either with underlining, quotation marks, or italics.
40c.
To clearly communicate in writing, they must use correct spellings.
If they do not know how to spell a word, they can consult reference materials for assistance.
