5th Grade Staar Connections 1st Grading Period (Page 2 of 3) in pdf

grade STAAR Connections- 1

grading period

TEKS

Instructional Implication

Vertical Alignment

Bloom’s Taxonomy

5.6 (B) explain

Characters bring the plot to life as they

In 3

and 4

grade, students

 What did _______ (character) do after he first saw the

the roles and

respond to events, relationships, and

described the relationships and

____? Why did he react that way?

functions of

conflicts This standard requires students

changes characters undergo in a

 Read the following interaction between two characters.

characters in

to use their prior knowledge about

story.

various plots,

relationships along with an understanding

including their

of conflicts to support understanding of

This standard provides a

relationships and

the function/roles characters play in the

foundation for 7

grade (7.6B)

Understand

conflicts (RS)

plot. This is the first time students

where students analyze plot

Who is the conflict between? What is the cause of the

explore basic character conflicts (man vs.

development through the

conflict?

man, man vs. self).

responses of the characters.

(weeks 1.5 & 1.6)

5.8 (A) evaluate

In order to evaluate the impact of literary

In 3

grade students identified

 In paragraph 3, the sentence “Tim felt a knot twisting in

imagery in poetry. In 4

grade,

the impact of

language, students must be able to

his stomach” means that he is –

students identified how authors

sensory details,

identify imagery, sensory language,

 According to the story, Kay “got her fill” of books

used specific language such as

imagery, and

similes, and metaphors. Students then

during the school year. The author compares Kay’s

similes and metaphors to create

figurative

determine if the language stirred emotions

feelings about reading books to --

imagery. This standard increases in

language in

or evoked mental images. Next, students

complexity as students identify and

literary text (RS)

evaluate the effectiveness to clarify,

Evaluate

 Read these lines from the poem.

evaluate the impact of language. It

compare, create meaning for the reader.

provides foundation for 6

and 7

grade where students analyze the

author’s use of language, how it

creates imagery and suggests mood.

The poet most likely uses these words to show that the

__________--

(weeks 1.6 & 1.7)

5.6 (A) describe

The ability to infer, make connections and

In 4

grade, students sequenced

 Which of the following lines from “title of story” is an

events and explained how the

incidents that

apply background knowledge is necessary

example of foreshadowing?

events influenced other events. This

advance the story

in order to recognize and understand how

 Which of the following sentences from “title of story”

standard increases in complexity as

or novel,

clues (through events, details, and

foreshadows what happens to “name of character”?

students recognize and explain the

explaining how

dialogue) provide the reader insight as to

clues that foreshadow future events.

each incident

what is coming next (foreshadow).

Understand

This standard prepares students in

gives rise to or

grade (6.6A) to examine the

foreshadows

elements in plot and in 7

grade

future events (RS)

(7.6A) where students explain the

influence of setting on the plot.

(weeks 1.7 & 1.8)

Adapted f rom: l ead4ward E LAR G rade 5 S TAAR F ield G uide

5th Grade Staar Connections 1st Grading Period Page 2

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