English Language Arts For Grades 3-5 (Assignment) ELA Common Core Standards

Name: Due:

Please read over the English Language Arts Standards (Grades 3, 4, and 5) located on the main page
of our class portal and select a grade level to focus on (3rd, 4th, or 5th). After selecting the grade
level that most interests you please identify two standards that interest you and two standards that
you feel will be difficult for you to teach. After identifying those standards you must provide a brief
(2-4 sentence) explanation to justify your selection. Please use the template attached below.

Standards of Interest:

1)
Determine a theme of a story, drama,
or poem from details in the text,
including how characters in a story or
ELA.5.RL.2 drama respond to challenges or how
the speaker in a poem reflects upon a
topic; summarize the text.
Compare and contrast two or more
characters, settings, or events in a story
ELA.5.RL.3 or drama, drawing on specific details in
the text (e.g., how characters interact).
Craft and Structure
Determine the meaning of words and
phrases as they are used in a text,
ELA.5.RL.4 including figurative language such as
metaphors and similes.
Explain how a series of chapters,
scenes, or stanzas fits together to
ELA.5.RL.5 provide the overall structure of a
particular story, drama, or poem.
Describe how a narrators or speakers
ELA.5.RL.6 point of view influences how events are
described.

2)
Read with sufficient accuracy and fluency
to support comprehension.
a. Read on-level text with purpose and
understanding.
ELA.5.RF.
b. Read on-level prose and poetry orally
4 with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct
word recognition and understanding,
English Language Arts For Grades 3-5 (Assignment) ELA Common Core Standards

Name: Due:
rereading as necessary.

Explanation:

1. Key Ideas and Craft and Structure.

I cant chose one particular standard in this range, because Im highly interested
in all of it. I have extensive knowledge on stories and literature and am extremely
interested in getting to share stories with children and having children grow in
their interest and comprehension of stories. My thinking and teaching style tends
to be more on the higher level thinking, processing, and comprehension when it
comes to education. And with respect to this, the desire to see students abilities
increase. I have emense passion and desire to see childrens reading levels to go
up in America, and it would be great to one day help children to advance their
reading level to lets say two to three grade levels ahead. An example would be
C.S. Lewis, who at age 9 was able to read and comprhend most of Shakespeares
plays, whereas today the average grown up has only maybe read 2 or 3 of
Shakespeares plays in their whole life, and research shows that most adults stop
reading novels altogether after they finish highschool or college. Using
Shakespeare as my example, for the most part, he is only introduced to students
in Highschool (in mine, we only read Romeo and Juliet). The brief point I am trying
to make is if we want to change this dynamic, where reading in highschool is
difficult or uninteresting for students, and after college American adults are least
likely to finish a novel again, then it would seem to me a way to prevent this
would be to win students over when they are young. Get them interested in
reading in primary school, and pull out from them their desire to increase their
ability and instill a want to read harder books by the time they are ready to enter
six grade. If this type of education culture and atmosphere could be created, then
we could see this phanamia decrease, and the hope would be, too, that
intellegience would also go up.
English Language Arts For Grades 3-5 (Assignment) ELA Common Core Standards

Name: Due:
2. Fluency
I was a slow reader, too, until maybe only recently, to be quite honest. So I
can feel a lot of empathy for the student in my class who maybe reads the
slowest. I would greatly enjoy to work with readers, on any spectrum of fluency,
one on one. I wouldnt say Ive mastered how to increase that student who needs
help when it comes to teaching to a whole class, verses one-on-one, so I can I see
a struggle there. How does one properly spend the right amount of time per
student and how to help that one student when youre trying to help all students.
But if Im given the chance to work one to one in a low key invoroment where
theres no pressure for the student, Im pretty confident that I can get that
students abliity to increase by the end of the semester, but hopefully increase is
shown within just weeks. Its really hard to in just a short writing piece to convey
my thoughts so that I dont come across prideful, and you havent met me in
person but I think if you had and had the chance to see what happens when I get
the chance to work side by side a child when it comes to reading, something just
happens. Mrs. Best, I dont know if you know of her or not, she was the head of
the Ed department when I entered Freshmen year. There used to be a Charter
School on campus and a workplacemet there and got the chance to do what I am
trying to describe above and kind of stumbled upon a gift. And it was those talks
with Mrs. Best, when she talked with me about those talents, that were the
encouraging talks that lead me down the path of entering Education as my second
major, which suprisingly was 8 years ago. Its been a bumpy road, but I really hope
one day I get the chance to be placed in an enviroment with chidren and I get the
oppurtunity to do some good and help out.

Standards That May Be Difficult To Teach:

1)
With guidance and support from peers
and adults, develop and strengthen
writing as needed by planning, revising,
ELA.5.W.5 editing, rewriting, or trying a new
approach. (Editing for conventions
should demonstrate command of
Language standards 13 up to and
English Language Arts For Grades 3-5 (Assignment) ELA Common Core Standards

Name: Due:
including grade 5 on pages 28 and 29.)

2)

ELA.5.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. 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., Its true, isnt it?), and to indicate
tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is
that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.

Explanation:
1.Editing

I have never been that good at the technical side of things, such as formating, grammar,
sentence sttructure and other technical things. My strengths come in organzation of thought
process and flow and strucutre. Is the topic sound? Is this the best way they could have said this?
That sort of thing, verses, going in and grading all of their technical mistakes.

2. Spelling

Grammar and technical things about writing is one weakness, and another big one is
spelling. So if I struggle with spelling words, and if the written document is printed, I am
currious how effictive Im going to be at catching all of their spelling mistakes. Obviously Ill
catch big ones, but I just know I will be better at being able to see their overall structure and flow
of thought verses their techincal ability and spelling skills.