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Writing Students in grade five write with an awareness of their audience and purpose. Their writing demonstrates a command of the conventions of the English language, an understanding of the structures and organization of text, and experience with the stages of the writing process (e.g., prewriting, drafting, revising, editing). They use resources to gather information to support their main idea and use technology to create documents. Students learn to use transitional words or phrases to link paragraphs and ideas, making clear their line of thought. Both the 1997 California English language arts standards and the CCSS call for students in fifth grade to write multiparagraph texts with a central idea or theme, relevant supporting details, and a conclusion. The types of writing that students produce vary under each set of standards. Students write responses to literature, persuasive letters or compositions, research reports, and narratives under the 1997 California English language arts standards. The persuasive compositions are similar to the opinion pieces students write under the CCSS, and the research reports are similar to the informative/explanatory text. Students write narratives under both sets of standards. The two sets of standards have different expectations for the quality of students’ writing, with the CCSS setting more detailed and challenging criteria for students’ writing. Under the CCSS, students write routinely in both extended and short time frames for a range of discipline-specific tasks, purposes, and audiences. They learn to organize their opinion pieces so that ideas are logically grouped to support their opinion; link opinions to reasons with words (e.g., consequently, specifically), phrases, and clauses; and provide a concluding statement or section related to the opinion stated. The CCSS call for students to include formatting (e.g., headings), illustrations, and multimedia in their informative/explanatory texts to aid comprehension and to use precise language and domain-specific vocabulary to inform the reader about the topic. In their narrative writing, students learn how to orient the reader by establishing the situation and introducing a narrator or characters. They also learn how to organize an event sequence that unfolds naturally. Additionally, they use dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations. Technology, including the Internet, plays a larger role in the CCSS with students using it to produce and publish writing and to interact and collaborate with others. In grade five, students demonstrate a sufficient command of keyboarding skills to type at least two pages in a single sitting. Students also learn to how to obtain information from digital and print sources, summarize or paraphrase information in notes and their finished texts, and provide a list of their sources. 5.5 October 2011 Edition Speaking and Listening Students in fifth grade listen critically to speakers and media presentations, summarize what they have heard, deliver presentations, and ask questions to gain additional information. In their oral presentations, they use the structures found in the literature and informational text they read and in their own writing (e.g., a central idea or theme supported by facts, descriptive details, or observations). Students apply the same conventions of standard English when speaking that they use in their writing. Both the 1997 California English language arts standards and the CCSS focus on students’ listening and comprehension skills and their formal oral-presentation skills. Students identify and analyze logical fallacies in a speaker’s presentation or from a media source. They deliver informative reports in which they sequence ideas logically, use appropriate facts and relevant details to support the main idea, and speak clearly. Students also deliver opinion speeches in which they provide evidence and examples to support their point of view. They learn to use expression and gestures to engage the audience and for effect when they recite a poem or a portion of a speech. There are notable differences between the 1997 California English language arts standards and the CCSS. The 1997 California English language arts standards focus on analyzing oral presentations and media communications. For example, the 1997 California English language arts standards ask students to interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives and make inferences based on the speaker’s presentation. They also identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, generalizations). Students analyze media sources and their influence on information, entertainment, persuasion, and as a means of transmitting culture. The CCSS emphasize collaborative discussions during which students The CCSS emphasize discuss fifth-grade topics and texts with diverse partners and in different collaborative discussions groupings (one-on-one, in groups, or teacher-led). In these discussions, students during which students build on others’ ideas, clearly express their own ideas, follow agreed-upon discuss fifth-grade topics rules, and carry out their assigned roles. To engage effectively in collaborative and texts with diverse discussions, students are expected to prepare by reading or studying material partners and in different that will be discussed or is related to the topic. They make comments that groupings (one-on-one, in contribute to the discussion and elaborate on the remarks of others, review the groups, or teacher-led). key ideas expressed during the discussion, and draw conclusions based on what they have learned. Multimedia components, as sources of information and complements to oral presentations, are another focus of the CCSS. Students in fifth grade learn to summarize information presented in diverse media and formats, including visual, quantitative, and oral. They also summarize the points made by a speaker or media source and explain how the claims are supported by reasons and evidence. When media enhance the development of their main ideas or themes, they incorporate multimedia components (e.g., graphics, sound) and visual displays (e.g., maps, charts) in their oral presentations. Students learn to adapt their speech to a variety of contexts and tasks and are able to use formal English when it is appropriate to do so. Language In fifth grade, students learn new rules for grammar and usage, capitalization, punctuation, and spelling. The specific rules or conventions they learn vary between the 1997 California English language arts standards and the CCSS. Students use their knowledge of language and its conventions when writing, speaking, listening, and reading. 5.6 October 2011 Edition There are more standards for English language conventions in the CCSS than in the 1997 California English language arts standards, and they cover a broader range of conventions in grammar and usage, capitalization, punctuation, and spelling. For example, under the 1997 California English language arts standards for fifth grade, students use conjunctions to connect ideas. Under the fifth-grade CCSS, they explain the function of conjunctions, as well as prepositions and interjections, in general and in particular sentences. The 1997 California English language arts standards call for students to identify and correctly use verbs that are often misused (e.g., lie/lay, rise/raise), while the CCSS call for students to use verb tense to convey the various times, sequences, states, and conditions. The fifth-grade CCSS emphasize verb tenses. Students learn to use perfect-tense verbs (e.g., I had walked; I have walked) and to recognize and correct inappropriate shifts in verb tenses. Comma use is another focus of the CCSS in fifth grade. Students learn to punctuate items in a series and use a comma to separate an introductory element from the rest of the sentence. They also learn to 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, Linda?). In the 1997 California English language arts standards, vocabulary development standards are found in the Reading strand. In the CCSS, standards for vocabulary acquisition and use are found in the Language strand. Both the 1997 California English language arts standards and the CCSS cover a range of strategies for vocabulary acquisition, though independent reading is the primary means by which students increase their vocabulary. Under both sets of standards, students use their knowledge of the relationships between synonyms, antonyms, and homonyms to understand each of the related words. These strategies are taught more explicitly under the CCSS, which have a greater focus on relationships between words than the 1997 California English language arts standards. Students understand and can explain figurative language, including similes and metaphors, in context. They use Greek and Latin affixes and roots to understand the meaning of complex words (e.g., controversial, photosynthesis).