Introduction to Debate Grade 5 (#5010105) 


This document was generated on CPALMS - www.cpalms.org
You are not viewing the current course, please click the current year’s tab.

Course Standards


Name Description
ELA.5.C.1.1: Demonstrate fluent and legible cursive writing skills.
Clarifications:
Clarification 1: Students will use cursive writing to produce legible works within the same timeframe as they would use for writing in print.
ELA.5.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.
Clarifications:
Clarification 1: See Writing Types.
ELA.5.C.1.3: Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.5.C.1.4: Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.5.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.
ELA.5.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
Clarifications:
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This is the initial grade level that introduces appropriate pacing. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations. 

Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

ELA.5.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Use principal modals to indicate the mood of a verb.
  • Use appositives, main clauses, and subordinate clauses. 
  • Recognize and correct inappropriate shifts in tense and number.
  • Use conjunctions correctly to join words and phrases in a sentence. 
Skills to be implemented but not yet mastered are as follows:
  • Use verbals including gerunds, infinitives, and participial phrases.
  • Use comparative and superlative forms of adjectives.
  • Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.
  • Vary sentence structure. 

Clarification 2: See Convention Progression by Grade Level for more information.

ELA.5.C.4.1: Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.
Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
ELA.5.C.5.1: Arrange multimedia elements to create emphasis in oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and emphasize or clarify a point made within the task, perhaps by showing examples to clarify a claim or data to emphasize a point. The elements should be smoothly integrated.
ELA.5.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.
ELA.5.R.1.1: Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
ELA.5.R.1.2: Explain the development of stated or implied theme(s) throughout a literary text.
Clarifications:
Clarification 1: Where the development of multiple themes is being explained, the themes may come from the same or multiple literary texts.
ELA.5.R.1.3: Describe how an author develops a character’s perspective in a literary text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
ELA.5.R.1.4: Explain how figurative language and other poetic elements work together in a poem.
Clarifications:
Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, imagery, and idiom. Other examples can be used in instruction. Clarification 2: Poetic elements to be used for the purposes of this benchmark are form, rhyme, meter, line breaks, and imagery.
ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.
Clarifications:
Clarification 1: For more information, see Text Structures and Text Features.
ELA.5.R.2.2: Explain how relevant details support the central idea(s), implied or explicit.
ELA.5.R.2.3: Analyze an author’s purpose and/or perspective in an informational text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
ELA.5.R.2.4: Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.
Clarifications:
Clarification 1: A claim is a statement that asserts something is true. A claim can either be fact or opinion. Claims can be used alone or with other claims to form a larger argument.
ELA.5.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarifications:
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

Introduction to Debate Fifth Grade is to be a course to develop students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings. A majority of Fifth Grade English Language Arts standards have been included.


GENERAL NOTES

The content should include, but not be limited to, the following:

• learning and practicing a variety of speech formats

• learning and demonstrating appropriate formal and informal public speaking techniques for audience, purpose, and occasion

o eye contact and body movements

o voice register and choices of language

o use of standard English

• using research and writing skills to support selected topics and points of view

o across a range of disciplines

o usihg a range of sources, including digital

• collaboration amongst peers, especially during the drafting and practicing stages


General Information

Course Number: 5010105 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
Abbreviated Title: INTRO TO DEBATE GR 5
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 5



Educator Certifications

Elementary Education (Elementary Grades 1-6)
Elementary Education (Grades K-6)
English (Elementary Grades 1-6)
Middle Grades English (Middle Grades 5-9)


There are more than 677 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22058