Mini-Map For ELA.EE.RL.5.1 Subject: ELA Reading Literature Grade: 5
Mini-Map for ELA.EE.RL.5.1Subject: ELAReading LiteratureGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RL.5.1 Identify words in the text to answer a questionabout explicit information.Grade-Level StandardELA.RL.5.1 Quote accurately from a text when explaining whatthe text says explicitly and when drawing inferences from thetext.Linkage Level DescriptionsInitial PrecursorThe student candemonstrate anunderstanding of objectnames by correctlyidentifying an object orperson.Distal PrecursorThe student can identifymajor observableevents that occur in afamiliar story.Proximal PrecursorThe student can identifythe major characters,setting, and majorevents in a storywithout the use ofadditional informationfrom pictures.TargetThe student can identifyspecific words in a storythat answer a questionabout informationexplicitly stated in thestory.DLM Essential Element: ELA.EE.RL.5.1 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorThe student can identifydetails that can answera question aboutexplicit information in astory.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?Identifying specific words in a text in order to answer questionsrequires students to know the meanings of words and theirrelationship to the topic of the text. This starts with being ableto recognize objects when they are referenced by name in atext or in an interaction about a text. In the context of sharedreading, teachers can work on this skill by pairing real objectswith the objects that appear in books. The DLM Familiar Textsthat are aligned with this linkage level highlight familiar settingsand routines that involve everyday objects that teachers canassociate with the names/labels used in the books.As students begin to know the names of objects and recognizedetails in familiar texts, they can work toward recognizing thethings that happen in a story. Unlike the objects and peoplewho are often pictured, identifying and remembering eventsoften takes a different level of attention to the words in the textrather than the pictures or tactile information. At the DistalPrecursor level, teachers can use repeated shared reading oftexts to help students first learn the names of objects, people,and places in the story and then identify the major events in thestory. The DLM Familiar Texts that are aligned with this linkagelevel feature characters who explore places, meet new people,and find things like missing animals. These are all examples ofmajor events that students can learn to identify by attending tothe words in the text during shared reading.DLM Essential Element: ELA.EE.RL.5.1Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorProximal PrecursorMary Home Alone*Dinner with the TucksHeidi Learns to ReadHeidi Goes HomeMary and Colin*The Spring*Visiting ClaraDLM Familiar TextsN/ATargetN/ASuccessorN/A*Texts with an * contain material that some students may find sensitive. Sensitive texts are optional in the InstructionallyEmbedded assessment and not used in the Year-End assessment.For more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Element: ELA.EE.RL.5.1Page 3 of 4
Link to Text-Only MapELA.EE.RL.5.1 Identify words in the text to answer a question about explicit information.DLM Essential Element: ELA.EE.RL.5.1Page 4 of 4
Mini-Map for ELA.EE.RI.5.1Subject: ELAReading Informational TextGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RI.5.1 Identify words in the text to answer a questionabout explicit information.Grade-Level StandardELA.RI.5.1 Quote accurately from a text when explaining whatthe text says explicitly and when drawing inferences from thetext.Linkage Level DescriptionsInitial PrecursorWhen prompted, thestudent is able toindicate theirpreference via a yes orno response througheither verbal ornonverbal means.Distal PrecursorThe student is able todemonstrate anunderstanding of afamiliar text byanswering simplequestions based offdetails of the text.Proximal PrecursorThe student can identifyconcrete details in aninformational text andcan answer simplecomprehensionquestions related tothose concrete details.TargetAfter reading or hearingan informational text,the student can identifywords that are relatedto a specific detail andcan use those words toanswer a questionabout explicitinformation.DLM Essential Elements: ELA.EE.RI.5.1 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorAfter reading aninformational text, thestudent can identifydetails from the text toanswer questions aboutexplicit informationstated within the text.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?As students work toward being able to answer questions aboutinformation in a text, they begin by answering questions abouttheir preference for objects and actions in a text. Teachers canwork on this during shared reading using the DLM Familiar Textsaligned with this Essential Element and linkage level. Thesebooks feature familiar routines with familiar actions and objectsthat students that can be the focus of yes/no preferencequestions.As students work toward using words and details from the textto answer questions about explicit information in new texts,they learn to answer questions about details in familiar texts.Teachers can use the DLM Familiar Texts aligned with thisEssential Element and linkage level during shared reader towork on answering questions about the details that areexplicitly called out in the text.DLM Essential Elements: ELA.EE.RI.5.1Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorWeather Is AmazingMovingDLM Familiar TextsToadsProximal PrecursorN/ATargetN/ASuccessorN/AFor more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Elements: ELA.EE.RI.5.1Page 3 of 4
Link to Text-Only MapELA.EE.RI.5.1 Identify words in the text to answer a question about explicit information.DLM Essential Elements: ELA.EE.RI.5.1Page 4 of 4
Mini-Map for ELA.EE.RI.5.5Subject: ELAReading Informational TextGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RI.5.5 Determine if a text tells about events, givesdirections, or provides information on a topic.Grade-Level StandardELA.RI.5.5 Compare and contrast the overall structure (e.g.,chronology, comparison, cause/effect, problem/solution) ofevents, ideas, concepts, or information in two or more texts.Linkage Level DescriptionsInitial PrecursorWhen provided withlanguage cues, thestudent can payattention to the entireobject, a characteristicof the object, or anaction the object canperform.Distal PrecursorWhen provided withillustrations that arerelated and unrelatedto a familiar text, thestudent can identify theillustrations that relateto aspects of thefamiliar text, such aspeople, places, things,and ideas.Proximal PrecursorWhile reading a text,the student is able toidentify and understandhow illustrations orgraphics thataccompany the textprovide additionaldetails.TargetThe student can identifythat the structure of atext can determine if itspurpose is to give moreinformation about anevent, directions, orinformation on a topic.DLM Essential Elements: ELA.EE.RI.5.5 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorThe student is able tounderstand how thetitle from aninformational textprovides informationabout the content ofthe text.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?Determining if an informational text is telling about events,giving directions, or providing information about a topicrequires a reader to attend to and remember the whole text.Students working at the Initial Precursor linkage level can worktoward that by learning to attend to objects and actions thatrelate to their names or labels. The DLM Familiar Texts alignedwith this Essential Element and linkage level are about commonroutines that employ everyday objects that are labeled ornamed in the text. During repeated shared reading of thesetexts, teachers can help students learn to associate labels withthe common objects and actions.Determining if an informational text is telling about events,giving directions, or providing information about a topicrequires a reader to attend to and remember the whole text.Students working at the Distal Precursor linkage level can worktoward this by identifying the people, places, ideas, and objectsthat appear in informational text and then identifyingillustrations, tactile graphics, or objects that are related tothem. Teachers can support this through repeated sharedreading of DLM Familiar Texts that align with this EssentialElement and linkage level. These texts include mostly familiarcontexts (e.g., home, school, or neighborhood), and thepeople, objects, and events are depicted in pictures orrepresented with tactile graphics. For example, a text abouthome includes family members and home-based routines, likegetting ready in the morning or helping with dinner.DLM Essential Elements: ELA.EE.RI.5.5Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorProximal PrecursorMovingWeather Is AmazingFamilies EverywhereChoicesArts and CraftsWeather Is AmazingDLM Familiar TextsN/ATargetN/ASuccessorN/AFor more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Elements: ELA.EE.RI.5.5Page 3 of 4
Link to Text-Only MapELA.EE.RI.5.5 Determine if a text tells about events, gives directions, or provides information on a topic.DLM Essential Elements: ELA.EE.RI.5.5Page 4 of 4
Mini-Map for ELA.EE.RI.5.7Subject: ELAReading Informational TextGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RI.5.7 Locate information in print or digital sources.Grade-Level StandardELA.RI.5.7 Draw on information from multiple print or digitalsources, demonstrating the ability to locate an answer to aquestion quickly or to solve a problem efficiently.Linkage Level DescriptionsInitial PrecursorThe student candemonstrateunderstanding of anobject's functionthrough demonstration,pointing to pictures, orverbally explaining thefunction.Distal PrecursorWhen provided withillustrations that arerelated and unrelatedto a familiar text, thestudent can identify theillustrations that relateto aspects of thefamiliar text, such aspeople, places, things,and ideas.Proximal PrecursorWhile reading a text,the student is able toidentify and understandhow illustrations orgraphics thataccompany the textprovide additionaldetails.TargetThe student is able torecognize and use basictext features to locateand identify specificinformation in a text.DLM Essential Elements: ELA.EE.RI.5.7 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorThe student canrecognize specific textfeatures, including boldprint, captions, andsubheadings, and usethose text features tolocate and identifyspecific information.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?Locating information in text using familiar and predictablefeatures of the text (e.g., bold words, captions, headings)requires students to understand that these features have afunction. Students working at the Initial Precursor linkage levelcan work toward this by learning that many objects havefunctions. Teachers can support during ELA instruction throughrepeated shared reading of the DLM Familiar Texts aligned withthis Essential Element and linkage level. These texts addressmostly familiar contexts and routines and explicitly name anddescribe objects associated with those contexts and routines.During shared reading, teachers can demonstrate and explainthe function of the objects and as the texts become familiarstudents can identify the objects that are associated with eachfunction.Locating information in text using familiar and predictablefeatures of the text (e.g., bold words, captions, headings)requires students to identify those features. Students workingat the Distal Precursor linkage level can work toward this byidentifying the people, places, ideas, and objects that appear ininformational text and then identifying illustrations, tactilegraphics, or objects that are related to them. Teachers cansupport this through repeated shared reading of DLM FamiliarTexts that align with this Essential Element and linkage level.These texts include mostly familiar contexts (e.g., home, school,or neighborhood), and the people, objects, and events aredepicted in pictures or represented with tactile graphics. Forexample, a text about home includes family members andhome-based routines, like getting ready in the morning orhelping with dinner.DLM Essential Elements: ELA.EE.RI.5.7Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorProximal PrecursorFamilies EverywhereChoicesLiving on the MountainMovingKinds of GardensMovingCarpentersDLM Familiar TextsN/ATargetN/ASuccessorN/AFor more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Elements: ELA.EE.RI.5.7Page 3 of 4
Link to Text-Only MapELA.EE.RI.5.7 Locate information in print or digital sources.DLM Essential Elements: ELA.EE.RI.5.7Page 4 of 4
Mini-Map for ELA.EE.RL.5.2Subject: ELAReading LiteratureGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RL.5.2 Identify the central idea or theme of a story,drama or poem.Grade-Level StandardELA.RL.5.2 Determine a theme of a story, drama, or poem fromdetails in the text, including how characters in a story or dramarespond to challenges or how the speaker in a poem reflectsupon a topic; summarize the text.Linkage Level DescriptionsInitial PrecursorWhen presented withfamiliar and unfamiliarrepresentations ofpeople, objects, places,and events, the studentcan correctly identifythe familiarrepresentations.Distal PrecursorAfter reading or hearinga familiar story, thestudent can correctlyidentify the behaviorand actions of thecharacters in the story.Proximal PrecursorThe student can identifya character's actions ina familiar story andrecall the consequencesof those actions.TargetAfter reading a story,the student is able torecognize that the storyhas an overall messageor meaning and canidentify the theme.DLM Essential Element: ELA.EE.RL.5.2 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorAfter reading a story,the student can identifythe details thatcontribute to the themeof the story.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?Identifying the theme of a text requires the readers toremember and recall details from the text. At the InitialPrecursor level, this recollection can focus on recognizingfamiliar people, objects, places, and events. In the context ofshared reading, this can involve recognizing the same familiarcharacters when they appear page after page or recognizing areal object that appears repeatedly in the story. The DLMFamiliar Texts aligned with this Essential Element and linkagelevel involve familiar routines that include people, objects,places, and/or events that should be in the experience of mostchildren and provide teachers with a way to engage students inpurposefully remembering and recognizing these familiar thingswhen they appear in the story.Identifying the theme of a text requires the readers toremember and recall details from the text, including detailsregarding the things the characters do. At the Distal Precursorlevel, students are not expected to identify the theme, but theyare expected to identify the way familiar characters behave orthe things characters do in familiar texts. The DLM FamiliarTexts aligned with this Essential Element and linkage levelspecifically call out characters and the actions they perform.Teachers can help students at the Distal Precursor learn toidentify behaviors and actions of characters by engaging inrepeated shared reading of the DLM Familiar Texts aligned withthis Essential Element and linkage level. During the initialreadings of the book, teachers can describe the characters andwhat they do, and over time, they can ask students to beginidentifying the names of characters who perform each action.DLM Essential Element: ELA.EE.RL.5.2Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorProximal PrecursorMary Goes Exploring*Winnie Goes ExploringHeidi in the City*Heidi Goes HomeMary and Colin*The Spring*Visiting ClaraDLM Familiar TextsN/ATargetN/ASuccessorN/A*Texts with an * contain material that some students may find sensitive. Sensitive texts are optional in the InstructionallyEmbedded assessment and not used in the Year-End assessment.For more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Element: ELA.EE.RL.5.2Page 3 of 4
Link to Text-Only MapELA.EE.RL.5.2 Identify the central idea or theme of a story, drama or poem.DLM Essential Element: ELA.EE.RL.5.2Page 4 of 4
Mini-Map for ELA.EE.RL.5.4Subject: ELAReading LiteratureGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RL.5.4 Determine the intended meaning of multimeaning words in a text.Grade-Level StandardELA.RL.5.4 Determine the meaning of words and phrases asthey are used in a text, including figurative language such asmetaphors and similes.Linkage Level DescriptionsInitial PrecursorWhen presented withfamiliar and unfamiliarrepresentations ofpeople, objects, places,and events, the studentcan correctly identifythe familiarrepresentations.Distal PrecursorWhen the student isgiven a descriptive orfamiliar word, thestudent candemonstrate priorknowledge of the word.Proximal PrecursorThe student can providemore than onemeaning, or an atypicalmeaning, for a multimeaning word by usingcontextual and textualclues.TargetThe student can identifya singular meaning of amultiple-meaning wordusing contextual andtextual clues.DLM Essential Element: ELA.EE.RL.5.4 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorThe student can identifymore than one meaningof a multiple-meaningword when givenlimited examples thatcontain the word.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?Learning that words can have multiple meanings requiresstudents to understand how context impacts words. Learningabout context starts when students pay attention to attentionand recognizing familiar things that occur in the contexts theyencounter repeatedly. Students can work on this during sharedreading when teachers use DLM Familiar Texts aligned with thisEssential Element and linkage level. These books about contextsthat are familiar and have familiar people, objects, places,and/or events that appear throughout them.Learning that words can have multiple meanings related tocontext requires students to attend the ways words are used infamiliar contexts. Teachers can help students learn to makeconnections between words and their use during sharedreading. In the DLM Familiar Texts aligned with this EssentialElement and linkage level, objects are named and associatedwith familiar routines and settings so that students can makeconnections between words and their use to describe objectsand actions when these books are used during shared reading.DLM Essential Element: ELA.EE.RL.5.4Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorProximal PrecursorDLM Familiar TextsMary Home Alone*Toad EscapesOn the MountainBreakfast on the Mountain*Visiting FriendsHeidi Goes HomeMary Goes Exploring*Winnie Goes ExploringVisiting ClaraN/ATargetN/ASuccessorN/A*Texts with an * contain material that some students may find sensitive. Sensitive texts are optional in the InstructionallyEmbedded assessment and not used in the Year-End assessment.For more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Element: ELA.EE.RL.5.4Page 3 of 4
Link to Text-Only MapELA.EE.RL.5.4 Determine the intended meaning of multi-meaning words in a text.DLM Essential Element: ELA.EE.RL.5.4Page 4 of 4
Mini-Map for ELA.EE.RL.5.6Subject: ELAReading LiteratureGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RL.5.6 Determine the point of view of the narrator.Grade-Level StandardELA.RL.5.6 Describe how a narrator’s or speaker’s point of viewinfluences how events are described.Linkage Level DescriptionsInitial PrecursorWhen presented withfamiliar and unfamiliarrepresentations ofpeople, objects, places,and events, the studentcan correctly identifythe familiarrepresentations.Distal PrecursorAfter reading or hearinga story, the student cancorrectly identify thebehavior and actions ofthe characters in thestory.Proximal PrecursorWhen reading the story,the student is able toidentify the narrator ofthe story.TargetAfter reading the story,the student can identifythe narrator of thestory, in addition todetermining the pointof view of the narratorand that of variousstory characters.DLM Essential Element: ELA.EE.RL.5.6 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorWhen reading a story,the student is able toidentify what thenarrator is thinking orfeeling by referencingspecific words orphrases used by thenarrator.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?Determining the narrator's point of view requires students tofirst identify the narrator as distinct from other characters inthe text. For students working at the Initial Precursor linkagelevel, this starts with recognizing familiar people, objects,places, and events when they are related to texts they arereading with others. The DLM Familiar Texts aligned with thisEssential Element and linkage level specifically call out thesefamiliar people, objects, places, and events that are part of thefamiliar routines featured in the stories. Teachers can use thesetexts in shared reading to help students develop these skills.Determining the narrator's point of view requires students tofirst identify the narrator as distinct from other characters inthe text. As students learn to identify characters, they thenconnect those characters with actions. Teachers can use theDLM Familiar Texts aligned with this Essential Element andlinkage level to help students learn to identify characters andthe actions they take. In these texts, character names andactions are explicitly stated to support students as they learn tomake these important connections.DLM Essential Element: ELA.EE.RL.5.6Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorDinner with the TucksVisiting FriendsHeidi Goes HomeDLM Familiar TextsN/AProximal PrecursorN/ATargetN/ASuccessorN/AFor more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Element: ELA.EE.RL.5.6Page 3 of 4
Link to Text-Only MapELA.EE.RL.5.6 Determine the point of view of the narrator.DLM Essential Element: ELA.EE.RL.5.6Page 4 of 4
Mini-Map for ELA.EE.RI.5.2Subject: ELAReading Informational TextGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RI.5.2 Identify the main idea of a text when it is notexplicitly stated.Grade-Level StandardELA.RI.5.2 Determine two or more main ideas of a text andexplain how they are supported by key details; summarize thetext.Linkage Level DescriptionsInitial PrecursorWhen presented withfamiliar and unfamiliarrepresentations ofpeople, objects, places,and events, the studentcan correctly identifythe familiarrepresentations.Distal PrecursorWhen provided withillustrations that arerelated and unrelatedto a familiar text, thestudent can identify theillustrations that relateto aspects of thefamiliar text, such aspeople, places, things,and ideas.Proximal PrecursorAfter hearing or readinga beginner-levelinformational text, thestudent can identify aconcrete detail in thetext.TargetAfter reading aninformational text, thestudent is able to inferthe main idea throughtotal context of thetext.DLM Essential Elements: ELA.EE.RI.5.2 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)SuccessorAfter reading aparagraph of aninformational text, thestudent can determinewhich details are key tosupporting theparagraph's main idea.Page 1 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the TargetHow is the Initial Precursor related to the Target?How is the Distal Precursor related to the Target?Identifying the main idea of an informational text requires thereaders to remember and recall details from the text. At theInitial Precursor level, this recollection can focus on recognizingfamiliar people, objects, places, and events. In the context ofshared reading, this can involve recognizing the same people,objects, places, or events when they appear page after page. Insome cases, this may involve recognizing the objects a teacherhas gathered to go with the information in a text that is readrepeatedly in a shared reading format. The DLM Familiar Textsaligned with this Essential Element and linkage level involvedaily routines that include people, objects, places, and/orevents that should be in the experience of most children andprovide teachers with a way to engage students in purposefullyremembering and recognizing these familiar things when theyappear in the story.Identifying the main idea of an informational text requires thereaders to remember and recall details from the text andrecognize information that is related to the main idea. At theDistal Precursor level, students are not expected to identify themain idea, but they are working toward recognizing illustrationsor tactile graphics or objects that reflect different aspects offamiliar people, places, things, and ideas that appear in aninformational text. The DLM Familiar Texts aligned to thislinkage level include information about familiar context androutines. They also feature graphics that relate directly to thepeople, places, things, and ideas that are included in the text.Teachers might work on this linkage level by naming the person,place, thing, or idea and asking students to identify theillustration, tactile graphic, or object that reflects or goes withit.DLM Essential Elements: ELA.EE.RI.5.2Page 2 of 4
Instructional ResourcesInitial PrecursorLinkage LevelDistal PrecursorProximal PrecursorBe Polite*Things That GrowLiving on the MountainBe Polite*GrowingLiving on the MountainDLM Familiar TextsN/ATargetN/ASuccessorN/A*Texts with an * contain material that some students may find sensitive. Sensitive texts are optional in the InstructionallyEmbedded assessment and not used in the Year-End assessment.For more comprehensive information, see Familiar Text Information – Grade 5.Released TestletsSee the Guide to Practice Activities and Released Testlets.Using Supporting (SP) and Untested (UN) NodesSee the document Using Mini-Maps to Plan Instruction.DLM Essential Elements: ELA.EE.RI.5.2Page 3 of 4
Link to Text-Only MapELA.EE.RI.5.2 Identify the main idea of a text when it is not explicitly stated.DLM Essential Elements: ELA.EE.RI.5.2Page 4 of 4
Mini-Map for ELA.EE.RI.5.4Subject: ELAReading Informational TextGrade: 5Learning OutcomeDLM Essential ElementELA.EE.RI.5.4 Determine the meanings of domain-specificwords and phrases.Grade-Level StandardELA.RI.5.4 Determine the meaning of general academic anddomain-specific words and phrases in a text relevant to a grade5 topic or subject area.Linkage Level DescriptionsInitial PrecursorWhen presented withfamiliar and unfamiliarrepresentations ofpeople, objects, places,and events, the studentcan correctly identifythe familiarrepresentations.Distal PrecursorWhen the student isgiven a descriptive orfamiliar word, thestudent candemonstrate priorknowledge of the word.Proximal PrecursorWhen given anunfamiliar word thathas only one meaning,the student can usetextual and contextualclues to determine theword's meaning.TargetWhen given anunfamiliar word orphrase that is used in aspecific informationalcontext, the studentcan use priorknowledge andcontextual clues
Identifying specific words in a text in order to answer questions requires students to know the meanings of words and their . Guide to Practice Activities and Released Testlets. Using Supporting (SP) and Untested (UN) Nodes . . DLM Essential Element Grade-Level Standard ELA.EE.RI.5.7: Locate information in print or digital sources.
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
MINI MINI (R50, R53) Cooper, MINI MINI (R50, R53) One, MINI MINI Convertible (R52) Cooper, MINI MINI Convertible (R52) One The steps may slightly vary depending on the car design. WWW.AUTODOC.CO.UK 1-27 Important! REQUIRED TOOLS: WWW.AUTODOC.CO.UK 2-27 Wire brush WD-40 spray Copper grease Combination spanner #16 Combination spanner #18
