Grade Five English Language Arts Standards

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
Braille Standard

Same as state content standard as written above

SEACO

Standard 5 - Read simple one-syllable and high frequency words

  • identify name (FPI 5.1)
  • identify functional signs/symbols (FPI 5.2)
  • Identify high frequency words/functional words (FPI 5.3
  • identify number words (FPI 5.4)
CSB Activities
  • Using literature-based texts have students read aloud to each other working on fluency, pacing, tone, and expression. (Academic/Braille/Social/VE)
  • Have students select favorite books, stories, poems, or plays from the library, and have each student share their literary source with other classmates by reading aloud on a daily basis. (Braille/VE/Social)
  • Have students invite other classes to listen to poetry or stories read aloud with fluency and expression. (Social/Braille/VE)
  • Practice with students to participate in a reading recital in braille, print, or large print. (Compensatory/Social)
  • Each day select a student to read or verbally explain the school's menu. (Compensatory/DLS)
  • Each day have students read or verbally explain the daily schedule. (Compensatory/DLS)
  • When engaged in a cooking activity, have students read or verbally describe the steps in the recipe. (Compensatory/DLS)

Vocabulary and Concept Development

1.2 Use word origins to determine the meaning of unknown words.
Braille Standard

Same as state content standard as written above

SEACO

Standard 3 - Understand that printed materials provide information

  • identify environmental symbols/signs/cues (FPI 3.1)
  • match symbol/cue to activity or function (FPI 3.2)
  • follow a list/schedule of activities (FPI 3.3)
CSB Activities
  • Determine the origin of a word by using a braille/print/auditory dictionary. (Academic/Braille)
  • Play a game where students have to guess the origin of a word by its sound. Encourage students to check their guesses by using a braille/print/auditory dictionary. (Academic/Compensatory/Braille)
  • Have students create a list of food words that have a foreign origin, but are commonly used in daily life (e.g., pizza, crepe, bologna, taco) (Compensatory/DLS)
  • Have students create a word list of commonly used sayings that have a foreign origin (e.g., top of the mornin', whaz up) (Compensatory)
  • Have students read or listen to stories/information about the customs of countries where words are used and explained. (Compensatory/Social)
1.3 Understand and explain frequently used synonyms, antonyms, and homographs.
Braille Standard

Same as state content standard as written above

SEACO

Standard 4 - Classify grade-appropriate categories of words

  • identify objects by function (FPI 4.1)
  • sort objects by function (FPI 4.2)
  • classify objects by category (FPI 4.6)
  • Classify words by category (FPI 4.7)
CSB Activities
  • Students verbally define/explain and provide examples of synonyms, antonyms, and homographs. (Academic/Compensatory)
  • Students work as a group to create a list of commonly used synonyms. (Social/Academic)
  • Students work as a group to create a list of commonly used antonyms. (Social/Academic)
  • Students work as a group to create a list of commonly used homographs. (Social/Academic)
  • During a classroom activity, have students provide word opposites for emotions (e.g., good/bad, happy/sad, angry/content); concepts (e.g., in/out, up/down, front/back); personal characteristics (e.g., fat/slim, short/tall, ugly/handsome) (Social/Compensatory)
  • During a class activity have students provide a variety of words that have the same meaning (e.g., angry/mad, night/evening, happy/joyful) (Social/Compensatory)
  • During a class activity, have students create a list of words that sound the same, but have different meanings (e.g., hear/here, to/two/too, there/their) (Social/Compensatory)
1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • After students read/listen to a variety of literary forms (short stories, novels, biographies, poems, and plays), have students identify the origin of selected words. (Academic/Compensatory)
  • Introduce students to common Latin and Greek roots to assist students in defining unknown words (e.g., re, con, pro, intro, per) (Academic)
  • Introduce students to functional words related to career development that come from Latin or Greek words (e.g., application, resume, employment) (Vocational)
  • Introduce students to functional words that are related to food items and cooking that have a foreign derivation (e.g., spaghetti, consume, sauté, frappe) (DLS)
1.5 Understand and explain the figurative and metaphorical use of words in context.
Braille Standard

Same as state content standard as written above

SEACO

Standard 4 - Classify grade-appropriate categories of words

  • identify objects by function (FPI 4.1)
  • sort objects by function (FPI 4.2)
  • classify objects by category (FPI 4.6)
  • Classify words by category (FPI 4.7)
CSB Activities
  • As students read a variety of literary forms (short stories, novels, poems, and plays) have students list and explain the meaning of figurative language within the text (e.g., bright as the sun, eye sparkled like diamonds) (Academic/Compensatory)
  • As students read a variety of literary forms (short stories, novels, poems, and plays) have students list and explain metaphors within the text (e.g., she was an angel, he was a devil in disguise) (Academic/Compensatory)
  • During a social conversation with students explain figurative language and provide examples that are used in everyday conversations, (e.g., she is cute as a button, he is strong like an ox, you look like you're happy as a clam) (Social/Compensatory)
  • During a social skills group describe and provide examples of metaphors used in everyday conversations (she was an angel, you look smashing) (Social/Compensatory)

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2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

Braille: The grade-level-appropriate materials must be available in braille o braille readers in a timely manner.

Structural Features of Informational Materials

2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.
Braille Standard

Same as state content standard as written above

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information

  • identify the location of information in a popular media source (FPI 12.1)
  • Use printed material to obtain information on a desired item (FPI 12.2)
  • Use computer search engine to locate desired information (FPI 12.3)
CSB Activities
  • Discuss with students how chapters in books and texts are organized. Have them locate the following: title, introduction, main headings, subheadings, conclusion, glossary, index) (Academic)
  • Have students examine tactile and enlarged maps to locate information described in texts. (Compensatory/Academic)
  • Have students explore tactile or enlarged printed diagrams to clarify and locate information described in texts. (Comensatory/Academic)
  • Have students explore and understand the organization of graphs and charts. (Academic/Compensatory)
  • Have students follow a written/tactile schedule. (Compensatory)
  • Introduce students to keeping a calendar by showing them its organization and use. (Compensatory/DLS)
  • Help students to organize a telephone file. (Compensatory/O&M)
  • Have students keep track of their weight, books read, or minutes walked by using graph paper and push pins to record information. (DLS/R&L/Compensatory)
2.2 Analyze text that is organized in sequential or chronological order.
Braille Standard

Same as state standard as written above

SEACO

Standard 8/9 - Follow one step written instructions/Follow two-step written instructions

  • follow schedule(s) (FPI 8.2/9.2)
  • follow community symbol directions (FPI 8.3/9.3)
  • follow written or pictorial recipe (FPI 8.4/9.4)
CSB Activities
  • After reading a book chapter or informational text, have students discuss how the material is organized. (Academic)
  • After reading a story or informational text, have students verbally sequence the events of the story or informational passage. (Academic)
  • As students to create a timeline of their life, sequencing events in chronological order. (Academic/Social)
  • Have students follow a cooking recipe in sequence. (Compensatory/DLS)
  • Have students provide a campus route verbally from the beginning destination to the ending destination. (Compensatory/O&M)
  • Have students create a calendar of activities for a week, for a month. (Compensatory)

Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
Braille Standard

Same as state standard as written above

SEACO

Standard 11 - Identify the main events of the plot, their causes, and the influence of each.

  • sequence story line (FPI 11.1)
  • predict what will happen next when given a short story or a social situation (FPI 11.2)
  • determine cause by given effect, or determine effect by given cause
CSB Activities
  • As students read stories in grade-level texts, or selected books from the library, engage them in a discussion about selecting the main idea within the story. Ask them to find direct evidence from the story that demonstrates their knowledge of the main idea. (Academic/Braille/VE)
  • When reading newspaper or magazine articles to students, ask students to determine the main idea, and find facts within the article that demonstrates the main ideas or concepts. (Compensatory/Academic)
  • Read/listen to stories about current event, and tell the main idea by providing two facts as evidence. (Compensatory)
  • Read/listen to information about a campus job or job in the community, and tell the main job duties by citing two facts from the description. (Vocational)
  • Read/listen to the daily school news, and tell others about a special event or activity that may be taking place. (Compensatory/R&L)
  • Read/listen to the steps involved in completing a cooking activity, and sequence at least three steps in the process. (Compensatory/DLS)
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • After reading stories from textbooks, novels, or magazine articles, engage students in a discussion about their conclusions regarding the story outcome. Ask students to provide documentation for their conclusions. (Academic)
  • Read/Listen to stories or biographies about famous individuals. Engage students in developing their own conclusion for the story outcome. Ask students to provide story facts that make them draw these conclusions. (Academic)
  • Provide students with social scenarios that are typical of their own experiences. Ask students to draws their own conclusion regarding the outcome. Encourage students to think about potential outcomes as a result of their responses to the scenarios. (Social/Compensatory)
  • On community mobility lessons, create situations where the student must using problem-solving to develop strategies for travel. Ask students to predict an outcome based on their reaction to a specific action or situation. (O&M)
  • Using current events as a vehicle for discussion have students draw conclusions from the information found in newspaper articles. Encourage students to use facts from the newspaper to generate outcomes or personal opinions. (Compensatory/Social)

Expository Critique

2.5 Distinguish facts, supported inferences, and opinions in text.
Braille Standard

Same as state content standard as written above

SEACO

Standard 10- Ask and answer questions about essential elements of a text

  • Identify a basic element of text (FPI 10.1)
  • Respond to simple questions about text (FPI 10.2)
  • Recall events/story (FPI 10.3)
  • Answer "Wh" questions about materials read (FPI 10.4)
CSB Activities
  • After reading grade-level text or other books, magazines, or newspapers, request students to justify their opinion abut the story outcomes by stating facts and by demonstrating inferences made from textual information. (Academic/Comensatory)
  • After reading passages from a piece of text, have students make a list of facts, a list of opinions stated in the text by the authors, or a list of inferences made within the textual format. (Academic/Compensatory)
  • After reading information about different jobs or work experiences in the community, provide students with several statements where they have to determine if these are fact or opinion. (Vocational/Compensatory)
  • Engage students in a discussion about school policies or rules. Ask them to provide responses that are based on fact, and responses that are based on their own opinion. (Social/DLS)

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3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.
Braille Standard

Same as state content standards as written above

SEACO

Standard 12 - Identify the structural features of popular media and use the features to obtain information

  • identify the location of information in a popular media source (FPI 12.1)
  • Use printed material to obtain information on a desired item (FPI 12.2)
  • Use computer search engine to locate desired information (FPI 12.3)
CSB Activities
  • Expose students to a variety of literary forms about American History or Government by having them read/listen to fiction, nonfiction, poems, and drama about topics such as the American Revolution, the Civil War, the Civil Right Movement, the Holocaust. (Academic/Braille/VE)
  • Through class discussions and exploration of the literary form, ask students for reasons why the author selected a specific form. (Academic/Social)
  • Introduce a variety of poems, drama, fiction, & non-fiction written by the same author to determine his/her purpose in writing about a specific topic of American History. (Academic/Social)
  • Study events in American History or current events by reading poems, drama, fiction, or non-fiction that relate to freedom, disability, or transition to adult life. (Accademic/Vocational)
  • Expose students to journals from consumer organizations. Read and respond to articles about personal experiences. Relate experiences to the student's own experiences. (Social/Vocational/DLS)

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.
Braille Standard

Same as state content standard as written above

SEACO

Standard 11 - Identify the main events of the plot, their causes, and the influence of each.

  • sequence story line (FPI 11.1)
  • predict what will happen next when given a short story or a social situation (FPI 11.2)
  • determine cause by given effect, or determine effect by given cause
CSB Activities
  • Assign book reports to students with an emphasis on determining the main problem or conflict in the story. (Academic/Compensatory)· Ask students to determine how the story's conflict or problem was resolved. Ask students to develop their own resolution to the conflict and justify their response. (Academic/Compensatory/Social)
  • Provide typical social situations where students must resolve a problem or conflict. Ask students for solutions. (Social)
  • Discuss with students the pros and cons of disclosing their visual impairment to others. Discuss problems arising with non-disclosure. (Social/Compensatory)
  • During community O&M experiences or work experiences, set up scenarios where the student experiences a situation where he/she has to resolve an uncomfortable or unsafe situation (e.g., talking to strangers who want to provide assistance or help, interacting with a salesperson who ignores the student and speaks to the teacher or assistance) (Vocational/O&M/Social)
3.3 Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • After reading a story from a grade-level textbook or a fiction book, ask students to describe the characteristics of each main character in the story. (Academic/Social)
  • Discuss with students how the characters in a book interaction with one another in positive and negative ways. Have each student take a character and think about the character's motives in the plot. Have students analyze the character's motives as positive or negative. (Social)
  • Discuss with students how body language can contrast with the message they may be conveying, i.e. head down, voice low does not convey confidence. (Social/Compensatory)
  • Discuss how appearance and clothing convey a certain message to the viewer. (Social)
  • Ask students to determine characteristics of a good friend. (Social)
  • Ask students to determine characteristics of a good worker. (Vocational/Social)
  • Ask students to determine the characteristics of a good guide dog or service dog. (DLS/Vocational)
  • Have students define and keep a word list of words described in the activities selected above (e.g., loyalty, compassion, dependable) (Social/Compensatory)
3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.
Braille Standard

Same as state Content standard as written above

SEACO: N/A
CSB Activities
  • After reading selections from textbooks or selected fiction and non-fiction books, discuss the concept of a theme with students. Help them understand the difference between discovering the main idea in the story versus the theme of the story. (Academic/Compensatory)
  • After reading/listening to selected stories provides examples of themes within each story. Demonstrate where in the story the theme may be stated. (Academic)
  • Provide students with a variety of reading selections. Have them determine the story's theme. Have them demonstrate where the theme is stated within the context of the story. (Academic)
  • Explain & discuss the concept of making an inference. Demonstrate how a theme may not be stated but may be inferred. (Academic)
  • Teach the concept of a theme by having student organize an event or party around a theme (e.g., 50's dance, a day celebrating different cultures) (R&L/Social)
  • Have students plan meals, and select recipes around a them (e.g., Cinco de Mayo) (DLS/Social)
  • Enlist student in planning White Cane Day, by generating a theme for the day. (Compensatory/Social)
3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism)
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • Using grade-level texts or selected stories or poems, have students read passages that show imagery. Discuss with them how imagery elicits feelings and descriptions. (Academic/Compensatory)
  • After asking students to select a favorite story or book, engage students in finding words, phrases, or passages that describe imagery, symbolism, or metaphors. Have students demonstrate their understanding of these devices by defining and illustrating each. (Academic/Braille/VE)
  • Have students take the letters in their name and use each to symbolically describe an aspect of who they are. (Academic/Social)
  • As students are engaged in cooking activities engage them in describing the tastes and smells of the food they are preparing. (DLS)
  • As a social experience, have students share symbols that represent their culture or themselves. (Social)
  • In preparation for work experiences, introduce students to everyday language (metaphors) that may be used during break time conversation. (Vocational)

Literary Criticism

3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.
Braille Reading Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • Through students' reading textbooks and literature provide examples of archetypal patterns within a story. (Academic)
  • Assist students in finding traditional symbols that are represented of family or cultural backgrounds. (Academic/Social)
  • Have students create their own time capsule with symbols that represent themselves. (Social)
  • Engage students in learning about a culture by reading stories, or visiting museums where artifacts of the culture can be found. (Compensatory/Social)
  • Give students an assignment to ask their families to share an item or heirloom that is a symbol of their family. (Social)
  • Ask students to find symbols or archetypes that are representative of themselves (e.g., their cane, a musical instrument, and favorite toy or piece of clothing) (Compensatory/Social)
3.7 Evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives.
Braille Standard

Same as state content standard as written above.

SEACO: N/A
CSB Activities
  • By using grade-level textbooks and various pieces of literature, demonstrate to students how the author uses a variety of techniques to influence the reader. (Academic/Compensatory)
  • Ask students to evaluate a story or piece of literature with respect to how the author influences the development of plot or the wording used to describe a character. (Academic)
  • Ask students to critique the way the author describes the setting. (Academic/Social)
  • Ask students to critique news stories they have heard on the television, or by reading the newspaper to students. (Compensatory)
  • After a school assembly, ask students to critique the performance (e.g., discuss the strengths and weaknesses) (Listening)
  • After viewing a movie or video, ask students to critique it (e.g., what did they like about the characters?, what did they like about the plot or story line?) (Social)

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Writing

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus

1.1 Create multiple-paragraph narrative compositions:
  1. Establish and develop a situation or plot.
  2. Describe the setting.
  3. Present an ending.
Braille Standard

Same as state standard as written above

SEACO

Standard 15 - Print legibly, and space, letters, words, and sentences appropriately

  • produce name (FPI 15.1)
  • produce simple words (FPI 15.2)
  • use appropriate letter size in the document (FPI 15.3)
  • produce 2-to 3-word phrases (FPI 15.4)
CSB Activities
  • After reading a story from grade-level text or from a school library book, write a narrative composition by determining the plot. (Academic/Braille/VE)
  • After determining a topic (plot), describe the setting. (Academic/Braille/VE)
  • Provide an ending to the essay by summarizing or expressing an opinion. (Academic)
  • Have students write narrative compositions around a particular subject emphasizing plot, setting and ending. (Academic/Compensatory)
  • Write or dictate a recipe for a snack or simple breakfast. (DLS)
  • Write or dictate a shopping list. (DLS)
  • Write or dictate a list of clothing to purchase for a job interview. (DLS/Vocational)
  • Write or dictate a simple story about a community experience. (O&M/Social)
  • Write or dictate a thank you note to a parent, a friend, a teacher, or a potential employer. (Social/Compensatory)
1.2 Create multiple-paragraph expository compositions:
  1. Establish a topic, important ideas, or events in sequence or chronological order.
  2. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.
  3. Offer a concluding paragraph that summarizes important ideas and details.
Braille Standard

Same as state standard as written above

SEACO

Standard 15 - Print legibly, and space, letters, words, and sentences appropriately

  • produce name (FPI 15.1)
  • produce simple words (FPI 15.2)
  • use appropriate letter size in the document (FPI 15.3)
  • produce 2-to 3-word phrases (FPI 15.4)
CSB Activities
  • Discuss with students the steps in writing an expository composition. (Academic)
  • Have students brainstorm ideas for writing an expository composition. (Academic/Social)
  • Once students have selected a topic (a special event in their lives or a fun experience they had on an O&M lesson), have them sequence the events of the experience in writing or verbally. (O&M/Social)
  • Encourage students to use details, and summarize or provide a conclusion about the event or experience. (Academic/Compensatory)
  • When students travel on-campus routes or community routes, have them dictate or write the sequence of the route. (O&M)
  • When preparing a student for a community experience, have the student dictate or write the steps for using paratranit. (O&M)
  • In preparation for a braille activity, have students write or dictate a story about a favorite school event. (Braille/R&L)

Research and Technology

1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
Braille Standard

Use organizational features of printed/brailled text (e.g., citations, end notes, bibliographic references) to locate relevant information.

SEACO

Standard 15 - Print legibly, and space, letters, words, and sentences appropriately

  • produce name (FPI 15.1)
  • produce simple words (FPI 15.2)
  • use appropriate letter size in the document (FPI 15.3)
  • produce 2-to 3-word phrases (FPI 15.4)
CSB Activities
  • Introduce students to the bibliography or reference section of a text or book. (Academic)
  • Explain how citations within a text or end notes provide documentation or information for the reader. (Academic)
  • Have students explore books, encyclopedias, to find references and citations. (Academic)
  • When finding facts and information about jobs in the community, provide information to students about the use of a bibliography or reference list. Provide examples of bibliographies and reference lists in books or on-line. (Vocational/Technology)
1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).
Braille Standard

Create simple print and braille documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks), using appropriate specialized hardware and software, including screen reader, scanner, embosser, electronic notetaker, and braille software.

  1. (e.g., Use electronic text and braille translation software to produce braille for personal use.
SEACO

Standard 16 - Demonstrate basic keyboarding skills

  • indicate awareness of the computer (FPI 16.1)
  • use an input device for cause and effect (FPI 16.2)
  • make choices using single/multiple input device(s) (FPI 16.3)
  • utilize keyboard/device to access software (FP 16.4)
  • utilize keyboard/device for writing function (FPI 16.5)
CSB Activities
  • Teach students to use Talking Typer or other typing programs to learn keyboarding. (Technology)
  • Teach students to use JAWS or other screen readers to access the computer for keyboarding activities. (Technology)
  • Use the computer to write compositions. (Technology)
  • Provide instruction in the use of braille notetakers so that students can write simple compositions, proofread them, and print/emboss them. (Braille/Technology)
  • Teach low vision students to use ZoomText and its various features. (VE/Technology)
  • Using screen readers, large print software, or braille notetakers, have students create a list of commonly dialed phone numbers. (Technology/O&M)
  • Using screen readers, large print software, or braille notetakers, type a shopping list. Technology/DLS)
  • Using screen readers, large print software, or braille notetakers, write a thank you note to a friend, family member, or teacher, or potential employer. (Technology/Social)
1.5 Use a thesaurus to identify alternative word choices and meanings.
Braille Standard

Use a thesaurus in an accessible format to identify alternative word choices and meanings.

SEACO: N/A
CSB Activities
  • Introduce students to the use of a thesaurus by asking them to find alternative words in a composition they have written. (Academic/Compensatory)
  • Provide a list of words to students, and ask them to find words that have similar meanings by using a thesaurus. (Academic/Compensatory)
  • While reading a newspaper or magazine article to students, generate a list of words that may be familiar to them. Have them think about alternative words that describe the same word. (Compensatory)
  • Explain and show students how a thesaurus can be used to find alternative words. (Compensatory)

Evaluation and Revision

1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.
Braille Standard

Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences, using specialized hardware and software.

SEACO: N/A
CSB Activities
  • Proofread written compositions by using the edit function on a braille notetaker, or by using a screen reader or large print software. (Technology/Academic)
  • Use screen readers or large print software to add, delete, clarify, or change written material. (Technology/Academic)
  • Have students peer edit each other's work for clarity to improve the meaning. (Social/Academic)
  • Write letters and thank you notes on the computer or on a notetaking device. Proofread using spell-check, or edit functions such as add, delete, cut, copy, or paste to clarify the meaning of the document. (Technology/Social)
  • Compose a list of shopping item, or friends' names and telephone numbers. Use spell check, and edit functions such as add, delete, cut, copy, and paste. (Technology/DLS/Social)
  • Write a short poem or narrative describing an experience or event using the edit function on a braille notetaker or by using a screen reader or large print software on the computer. (Technology)

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2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1 Write narratives:
  1. Establish a plot, point of view, setting, and conflict.
  2. Show, rather than tell, the events of the story.
Braille Standard

Same as state content standards as written above.

SEACO

Standard 11 - Identify the main events of the plot, their causes, and the influence of each

  • sequence story line (FPI 11.1)
  • predict what will happen next when given a short story or a social situation (FPI 11.2)
  • determine cause by given effect, or determine effect by given cause (FPI 11.3)
CSB Activities
  • After reading a story from a grade-level test or a novel from grade-level literature, engage students in compositing narratives that reflect their own personal experiences or personal situations encountered in school or in the community (e.g., being a hero, demonstrate trust and honesty in situations where others have lied). (Academic/Social)
  • When students write narrative responses, encourage the use of words that describe or show active engagement in an activity or situation rather then simply stating the facts. Illustrate how stating facts is different from describing the events that occurred in a story or narrative. (Academic/Compensatory)
  • After reading a story like The Christmas Carol or The Giving Tree, engage students in developing their own stories about giving to others. Students can either write or dictate their ideas, and assist in sequencing ideas into a coherent format. (Social/Compensatory)
  • Write or compose poems or short stories that describe personal experiences or events that relate to friendship, giving to others, or helping others. (Social/Compensatory)
2.2 Write responses to literature:
  1. Demonstrate an understanding of a literary work.
  2. Support judgments through references to the text and to prior knowledge.
  3. Develop interpretations that exhibit careful reading and understanding.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • After reading grade-level stories or a variety of literature (short stories, fiction, non-fiction, plays), have students discuss the differences between literary works. For example, non-fiction material provides factual information. (Academic)
  • For each book or work read, have students write a book review describing the plot, setting, and characters and discussing what they liked and disliked about each section of the work by providing quotes from the story, book, or play that demonstrates the student's perspective. Academic/Social)
  • Ask students to think about how the story, book, or play relates to their own lives or experiences. (Social)
  • Visit the school or public library. Have the librarian, teacher, or assistant read and describe a variety of literary work (fiction, non-fiction, short stories, plays, poems). (Compensatory)
  • After reading or listening to a play, engage students in a discussion about the parts they liked or disliked. Students have to back up their response with an example from the play. (Compensatory)
  • When students complete forms or applications, review each part to determine if the student understands what should be included. (Vocational)
2.3 Write research reports about important ideas, issues, or events by using the following guidelines:
  1. Frame questions that direct the investigation.
  2. Establish a controlling idea or topic.
  3. Develop the topic with simple facts, details, examples, and explanations.
Braille Standard

Same as state content standard as written above and

d. Locate sources of braille, electronic, and recorded materials.

SEACO

Standard 13 - Identify the structural features of popular media and use the features to obtain information.

  • identify common signs and labels (FPI 13.1)
  • compile shopping list from recipe (FPI 13.2)
  • choose preferred activities using public documents (FPI 13.3)
  • make own public transportation plan (FPI 13.4)
CSB Activities
  • Discuss with students where research information can be found (e.g., library, on-line searches, encyclopedias, books, and journals) (Technology)
  • Encourage students to select a topic of interest for a research paper. (Academic)
  • Describe the parts of a research paper, and develop research questions to be identified and answered. (Academic)
  • Generate facts and information from a variety of sources. (Academic/Technology)
  • Students choose a topic and write a research paper using all of the elements. (Academic)
  • Develop a unit on the eye and identify each student's visual impairment. (Social)
  • Provide factual information about the eye disease. (Academic)
  • Have students or assist students with finding information about their visual impairment on the internet. (Technology/Social)
  • Have students write/braille/dictate the name of their visual impairment, and describe the etiology in simple language. (Social/Compensatory)
  • Assist students in finding information about community travel destinations or restaurants that serve ethnic foods (e.g., Mexican, Chinese, Japanese) (O&M/Social)
  • Research recipes for making 30 minute meals, one-step meals, or fun snacks. (DLS)
2.4 Write persuasive letters or compositions:
  1. State a clear position in support of a proposal.
  2. Support a position with relevant evidence.
  3. Follow a simple organizational pattern.
  4. Address reader concerns.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • After listing issues students view as important, have each student take a position on each issue. (Academic/Social)
  • Engage students in a letter writing campaign to enlist support for their position. (Academic/Compensatory)
  • Have students write a letter to a person, or an organization stating their view with points to justify their perspective. (Academic/Social)
  • Discuss with students how writing letters about certain issues may change or redirect a situation. Provide examples students can relate to (e.g. food in the dining hall, the need for more school dances, changes in bus routes) (Compensatory/DLS/O&M)
  • As a group, have students write/dictate a letter to AC Transit regarding the change in a bus route. (O&M/Compensatory)
  • Ask students who are interviewing for jobs off-campus to write/dictate a letter to a potential employer, providing information that would persuade the employer to hire the student. (Vocational)

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3.0 Mechanics of the Slate and Stylus

Using the slate/stylus strategies of grade three outlined in Writing

Standard 3.0, students efficiently use the slate and stylus as a notetakinq tool.

3.1 Listen to a speaker, interpret, and take braille notes.
3.2 Listen to recorded material, interpret, and take braille notes.
3.3 Read a braille text, interpret, and take braille notes.

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Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of Standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.
Braille Standard

Same as state content standard as written above

SEACO

Standard 14 - Write by moving from left to right and top to bottom.

  • demonstrate left-to-right/top-to-bottom sequencing in a variety of activities (FPI 14.1)
  • hold writing implement (FPI 14.2)
  • link symbols in a meaning full sequence (FPI 14.6)
  • produce name (FPI 14.7)
CSB Activities
  • Using grade-level reading, language arts, and literature texts, have students develop a descriptive paragraph about a favorite character or event using dependent and independent clauses with appropriate transitions and use of prepositional phrases. (Academic)
  • After discussing the elements of a historical speech (e.g., Gettysburg Address), have students write a paragraph or essay reacting to Lincoln's feelings by using prepositional phrases to in introduce clauses. (Academic/Social)
  • When answering questions on a job application, demonstrate the use of dependent and independent clauses to consolidate ideas and information. (Vocational)
  • Write a class letter advocating for a cause (e.g. more frequent bus transit stops at CSB, more free time after school), and demonstrate the use of prepositions and prepositional phrases in writing. (Social/O&M/R&L)

Grammar

1.2 Identify and correctly use verbs that are often misused (e.g., lie/ lay, sit/ set, rise/raise), modifiers, and pronouns.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • Complete worksheets and assignments from grade-level texts related commonly used misused verbs. (Academic)
  • Discuss the proper use of verbs that are commonly misused and noun/verb agreement in writing. Read incorrect use of verbs, and have students correct them. (Academic)
  • Read silly sentences to students. Have them select the correct use of a verb within a sentence (e.g., lie/lay, sit/set, rise/raise). (Compensatory)
  • When giving a speech to the class or sharing a special event, have students use appropriate pronouns by demonstrating their appropriate use. (Academic)

Punctuation

1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • When writing the time in hours and minutes in print or braille in a math or writing assignment students use the colon to separate the hours and minutes. (Braille/Academic)
  • When students are asked to write a list of favorite foods or making a list of things to do, they use a colon before writing the list. (DLS/R&L)
  • When quoting a person in writing or citing the name of a poem or short story, students use quotation marks in print or braille. (Academic/Braille)
  • Students use a print or braille colon when recording a specific time in hours and minutes for an appointment or for a recipe. (Vocational/DLS)
  • When reading the newspaper or magazine articles to students, discuss the concept of quoting a person, and demonstrate where quotation marks would be used. (Compensatory)
  • Discuss that names of songs, plays, or poems are often written with quotation marks around them. Demonstrate how quotation marks are made in print and/or braille. (Compensatory/Braille)

Capitalization

1.4. Use correct capitalization.
Braille Standard

Same as State content standard as written above

SEACO: N/A
CSB Activities
  • Capitalize proper nouns/beginnings of sentence. (Academic)
  • Write sentences with correct punctuation/capitalization. (Academic)
  • Write paragraph using correct punctuation/capitalization. (Academic)
  • Write a letter using correct capitalization. (Academic)
  • Write name capitalizing the first letter in the first and last name. (Compensatory)
  • When writing or dictating job applications write street names, parents' names, physician's name beginning with a capital letter. (Compensatory)
  • Write/dictate holiday names using an initial capital letter. (Compensatory)

Spelling

1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
Braille Standard
  • Spell roots, suffixes, prefixes, standard print contractions, and syllable constructions correctly.
  • Provide students with grade-level spelling texts and word lists that address root words, prefixes and suffixes, and contractions for practice. (Academic)
  • Test students' knowledge of root word spellings, prefixes and suffixes, and contractions by using them appropriately in writing assignments and spelling bees. (Academic)
  • Introduce students to the concept of prefixes and suffixes by writing in braille or print examples such as: in, en, dis, ed, ing, s, and es. (Academic/Braille/VE)
  • Play word games using contractions. Have students provide or write the words that indicate the contraction. (Social/Compensatory)

Braille

1.6 Use applicable braille rules when writing and spelling at the grade five level.

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Listening and Speaking

1.0 Listening and Speaking Strategies

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Comprehension

1.1 Ask questions that seek information not already discussed.
Braille Standard

Same as state content standard as written above

SEACO

Standard 22 - Asks questions for clarification and understanding

  • obtain help using gestures, actions, voice output device, or vocalization (FPI 22.1)
  • Ask simple questions using gestures, actions, voice output device, or vocalization (FPI 22.2)
  • ask "Wh" questions for clarification using gestures, actions, voice output device, or vocalization (FPI 22.3)
CSB Activities
  • After listening to an oral report, book review, or informational essay given by a classmate, encourage students to ask at least two information questions to expand their knowledge base. (Listening/Speaking)
  • After listening to an invited school speaker, ask at least two questions to obtain new information (e.g., Tech Bridge speaker, NASA speaker, Career Day speaker) (Listening/Speaking)
  • After visiting a potential job site, ask the employer informational questions about job tasks. (Vocational)
  • During an assembly where an invited speaker presents new information and shares artifacts, encourage students to ask at least one question about the topic. (Listening/Speaking)
  • After listening to current events in class, have students ask at least one relevant question related to the current events. (Listening/Speaking)
  • After providing instructions for a cooking activity, encourage students to ask clarification questions to understand the steps in the cooking process. (DLS)
1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • After oral presentations, have students rephrase content of speaker's message. (Speaking)
  • Demonstrate understanding of story/anecdote told by speaker by verbally expressing untold messages. (Speaking/Compensatory)
  • Discuss and interpret the non-verbal cues or messages given by the speaker. Teacher will have to describe these to students. (Compensatory/Social)
  • Discuss non-verbal cues that people use in social situations to get a person's attention (e.g., gestures, nods, eye gaze) (Compensatory/Social)
  • Role play with students non-verbal messages they wish to portray (e.g., flirting, interest, anger, surprise) (Compensatory/Social)
1.3 Make inferences or draw conclusions based on an oral report.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • Provide opportunities for students to draw inferences from familiar information, by reading newspaper articles or anecdotes where inferences can be drawn easily (e.g., an outcome of an O&M lesson, a social encounter between two students). (O&M/Social)
  • Using grade-level texts and information have students provide an oral report on a topic of interest. Encourage classmates to summarize or draw conclusions orally from the presentation. (Listening/Academic)
  • After listening to oral presentations, encourage students to draw inferences about the information presented to their own experiences in school or in the community. (Listening/Social)
  • After reading or listening to a news story during current events, have students draw conclusions and state their own opinions. (Listening/Social)
  • During a presentation from an employer, have students draw conclusions about the skills needed to secure a job. (Listening/Vocational)
  • After providing students with a scenario they may encounter during a community trip, ask them to determine a potential outcome from the information given. (Social/O&M)

Organization and Delivery of Oral Communication

1.4 Select a focus, organizational structure, and point of view for an oral presentation.
Braille Standard

Same as state standard as written above

SEACO

Standard 21 - Stay on topic while speaking

  • attend and respond to the speaker (FPI 21.1)
  • interact with person or group regarding specific topic (FPI 21.2)
  • participate in communicative dialogue with person or group on specific topic (FPI 21.3)
CSB Activities
  • Select a topic for an oral presentation. (Academic)
  • Develop an outline for a formal presentation to organize ideas. (Academic)
  • When preparing the presentation, present a specific point of view. (Academic/Social)
  • Encourage students to select an experience or event to share orally or with an augmentative communication device. (Compensatory)
  • Work with students to sequence the events in their presentation. (Compensatory)
  • On a weekly basis have students present an oral presentation on a variety of topics. (Speaking)
1.5 Clarify and support spoken ideas with evidence and examples.
Braille Standard

Same as state content standard as written above

SEACO: N/A
CSB Activities
  • When students organize and share their oral presentations, encourage them to use resource materials, personal experiences, and quotations from literature or non-fiction texts as documentation for their ideas presented orally. (Speaking/Compensatory)
  • Have students bring in and show the source of information for their presentation, such as the newspaper, a particular interesting object, or a DVD or CD. (Academic/Compensatory)
  • Perform mock informational interviews where the student is asked to expand upon a question asked by providing examples or experiences. (Vocational)
  • During oral presentations in class, have students ask questions about the presentation to gain additional information. (Speaking)
1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
Braille Standard

Same as state content standard as written above

SEACO

Standard 21 - Stay on topic when speaking

  • attend and respond to speaker (FPI 12.1)
CSB Activities
  • Discuss with students the ways in which oral presentations can be enhanced through verbal communication: emphasizing words or phrases, changing voice tone, using eye contact and direction of gaze, and using examples of fun experiences to keep the audience's interest. (Compensatory)
  • Use non-verbal cues to assist in the presentation style: use appropriate facial expressions, hand and body gestures, and appropriate posture. (Compensatory/Social)
  • Work with students to use appropriate body posture when making an oral presentation. (Compensatory/Social)
  • Demonstrate hand movements and gestures that are helpful to use during a presentation. (Compensatory/Social)
  • Explain and practice non-verbal cues: smiles, frowns, feelings of anger or sadness. (Compensatory/Social)
  • Explain the importance of using eye contact (direction of gaze) when speaking to others. (Social)

Analysis and Evaluation of Oral and Media Communications

1.7 Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages.
Braille Standard

Same as state content standard as written above

SEACO

Standard 18- Listens attentively.

  • attend to speaker for duration of activity
CSB Activities
  • Using grade-level textbooks and other literary materials have students determine and analyze the methods used to persuade the reader. (Academic)
  • After watching a video like "Supersized" ask the students to identify the methods used to persuade the viewer. (Academic/Social)
  • Ask each student to view or listen to a commercial, and determine the methods used to persuade students. (Compensatory/Social)
  • During a social skills or personal safety lesson describe examples of how people are persuaded to do or buy things they may not want. Discuss the consequences. (Social)
  • Define and describe techniques that are used to persuade others. Relate the activity to the students' own experiences. (Social/Compensatory)
  • During a current events lesson, discuss how newspaper articles and advertisements influence people to change their point of view or to purchase an item. (Social/Compensatory)
  • During a preparation lesson for a shopping trip, discuss how students made their choices about food items or a certain type of clothing. Determine if students were influenced by television or radio commercials. (DLS)
  • Have students listen to a commercial on the radio or on television. Ask them to determine how they were or were not persuaded to purchase what was being advertised. (Social)
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
Braille Standard

Same as state content standard as written above

SEACO

Standard 18- Listens attentively.

  • attend to speaker for duration of activity
CSB Activities
  • Define media and have students provide examples from various forms of written or spoken media forms. (Academic/Technology)
  • Through research and demonstration, have students illustrate how media provides information and interpretation of events. (Technology/Compensatory)
  • Have students demonstrate how entertainment and cultural events are portrayed in the media. (Technology/Social)
  • Demonstrate how media persuades people to share a specific point of view or purchase items or food. (Technology/Social)
  • Have students watch television for two hour period including the evening news. Have them list the number of commercials viewed, the type of entertainment viewed, and the new information learned. (Compensatory/Listening)

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2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:

Establish a situation, plot, point of view, and setting with descriptive words and phrases.

Show, rather than tell, the listener what happens.

Braille Standard

Same as State content standard as written above

SEACO

Standard 20 - Describe people, places, things, locations, and actions

  • describe a person, place, or thing using two or more descriptors (FPI 20.4)
  • share descriptive information about locations and actions (FPI 20.5)

Standard 21 - Stay on topic when speaking

  • interact with person or group regarding specific topic (FPI 21.2)
  • participate in communicative dialogue with person or group on specific topic (FPI 21.3)
CSB Activities
  • Using grade-level texts, various forms of literature, and video presentation, have students develop a narrative presentation depicting a favorite character or person in history. (Academic)
  • During holidays like Halloween or Thanksgiving, have students create narrative presentations from the perspective of a ghost or turkey, respectively. (Social/Compensatory)
  • During a group communication skills session, have students orally present a favorite fairy tale or nursery rhyme taking the role of the main character. (Social/Compensatory)
  • After reading a book about a famous person who is blind or visually impaired, have each student present a narrative report from the main character's perspective. (Compensatory/Social)
2.2 Deliver informative presentations about an important idea, issue, or event by the following means:
  1. Frame questions to direct the investigation.
  2. Establish a controlling idea or topic.
  3. Develop the topic with simple facts, details, examples, and explanations.
Braille Standard

Same as state content standard as written above

SEACO

Standard 21 - Stay on topic when speaking.

  • attend and respond to speaker (FPI 21.1)
  • interact with person or group regarding specific topic (FPI 21.2)

Standard 22 - Ask questions for clarification and understanding.

  • ask simple questions using gestures, actions, voice output device, or vocalizations (FPI 22.2)
  • ask "Wh" questions for for clarification using gestures, actions, voice output device, or vocalizations
CSB Activities
  • Using resource materials (encyclopedias or resource books) and the Internet, have students select a presentation topic where they are providing information about their visual impairment, White Cane Day, how to obtain a dog guide, or how to use an adaptive device to others. (Technology/Social)
  • Have students develop an informational presentation where they have to provide step-by-step directions for accomplishing a specific task (preparing a recipe, playing a video game, providing directions for travel, operating a computer device) (DLS/R&L/O&M)
  • Have students highlight the question that is behind their presentation. Reinforce the question throughout the presentation. (Academic)
  • Have students present a speech on their visual impairment. (Social)
  • Have students describe how to prepare a simple recipe. (DLS)
  • Have students provide a step-by-step presentation on how to use a braille writer or braille notetaking device. (Technology)
2.3 Deliver oral responses to literature:
  1. Summarize significant events and details.
  2. Articulate an understanding of several ideas or images communicated by the literary work.
  3. Use examples or textual evidence from the work to support conclusions.
Braille Standard

Same as state Content standard as written above

SEACO

Standard 23 - Recount experiences in a logical sequences.

  • identify next event in a sequence (FPI 23.2)
  • respond to questions about events or experiences (FPI 23.3)
  • recount events of past experiences in logical, sequential order (FPI 23.4)
CSB Activities
  • After students have completed a variety of grade-level literature, have them present a book report and/or literary response to the book they have selected to read. (Academic)
  • Have students debate a particular issue from a literary work and support their position with understanding and textual; evidence. (Academic)
  • During morning meeting or during a communications skills class, have students present an oral report on a book they have read or listened to on audio tape. (Compensatory)
  • After watching a movie or video about a famous person or event, have individual students present an oral report describing the factual information presented in the movie or video. (Speaking/Compensatory)

ACSA Selected Standards for Grade Five

Reading

Word Analysis, Fluency, Voc. Dev.

Decoding and Word Recognition

5.1.1

Vocabulary and Concept Development

5.1.2

5.1.3

Reading Comprehension

5.2.2

5.2.3

5.2.4

5.2.5

Literary Response and Analysis

5.3.2

Writing

Writing Strategies

5.1.1

5.1.2

Research and Technology

5.14

Evaluation and Revision

5.1.6

Writing Applications

4.2.3

Written and Oral English language Conventions

Sentence Structure

5.1.1

Grammar

5.1.2

Punctuation

5.1.3

Capitalization

5.1.4

Spelling

5.1.5

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