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Literacy
RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Samples: Horrible Little Monsters. The Ant and the Grasshopper. The Time Traveler - Narrative. Wheelchair Sports.
RL.4.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Samples: Horrible Little Monsters. The Ant and the Grasshopper. The Time Traveler - Narrative. Wheelchair Sports.
Literacy
RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Samples: Beautiful Butterfly Where have You Been? -Poem. Horrible Little Monsters. The Ant and the Grasshopper.
RL.4.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Samples: Beautiful Butterfly Where have You Been? -Poem. Horrible Little Monsters. The Ant and the Grasshopper.
RL.4.6 – Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Samples: Beautiful Butterfly Where have You Been? -Poem. Horrible Little Monsters. The Ant and the Grasshopper.
Literacy
RL.4.7 – Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Samples: Beautiful Butterfly Where have You Been? -Poem. Horrible Little Monsters. The Ant and the Grasshopper.
Literacy
RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Samples: Beautiful Butterfly Where have You Been? -Poem. Horrible Little Monsters. The Ant and the Grasshopper.
Literacy
RI.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.c – Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.1.d – Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
SL.4.6 – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
RF.4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.a – Read grade-level text with purpose and understanding.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RF.4.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
RF.4.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a – Choose words and phrases to convey ideas precisely.*
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
L.4.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.a – Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
L.4.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
RL.5.2 – 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.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
Literacy
RL.5.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
RL.5.5 – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
RL.5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
Literacy
RL.5.7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
Literacy
RL.5.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
Literacy
SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
L.5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Literacy
L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Literacy
L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
L.5.3.b – Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). My Visit To The Grand Bazaar.
Literacy
RF.5.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Literacy
RF.5.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.5.4.a – Read grade-level text with purpose and understanding.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
RF.5.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
RF.5.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Text structure and organisation
ACELA1504 – Understand how texts vary in purpose, structure and topic as well as the degree of formality
Samples: Plastic Bags Should Be Banned -Exposition. When I’m at School (poem).
Expressing and developing ideas
ACELA1508 – Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea
Samples: When I’m at School (poem). The Grand Bazaar -Information Text. My Visit To The Grand Bazaar. Netball.
Examining literature
ACELT1611 – Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). Basketball.
Interacting with others
ACELY1699 – Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
ACELY1796 – Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Interpreting, analysing, evaluating
ACELY1702 – Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
They draw on knowledge and skills that include:
Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Y5&6.R.2 – Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Y5&6.R.3 – Understanding that words and phrases can have figurative as well as literal meanings and that some words have different meanings depending on the context
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). Basketball.
Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). Basketball.
Key characteristics of texts that students read at this level
5.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:
5.RS.1.a – Abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding
Samples: Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
5.RS.1.b – Some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
5.RS.1.c – Some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
5.RS.1.f – A significant amount of vocabulary that is unfamiliar to the students (including academic and content-specific words and phrases), which is generally explained in the text by words or illustrations
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
5.RS.1.g – Figurative and/or ambiguous language that the context helps students to understand
Samples: Beautiful Butterfly Where have You Been? -Poem. Toothache!. So Many Questions!. When I’m at School (poem).
Key characteristics of students' writing at this level
5.WS.1 – These texts will include, when appropriate:
5.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Key characteristics of texts that students read at this level
6.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:
6.RS.1.e – Sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
6.RS.1.g – Figurative and/or ambiguous language that the context helps students to understand
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). Basketball. Timeless Water.
6.RS.1.h – Illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
You can go to an overview of all the curricula here.
