Curriculum » Language Arts » Grade 5
Standard 3.1 Reading
STANDARD 3.1 - READING The learner will be able to understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Concepts About Print: Glossary/Index/Use The learner will be able to use a text index and glossary appropriately.
Concepts About Print: Text Features The learner will be able to survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).
Decoding/Word Recognition: Pronun. Key The learner will be able to use the pronunciation key of a dictionary to decode new words.
Decoding/Word Recognition: Context Clues The learner will be able to use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
Decoding/Word Recognition: New Words The learner will be able to interpret new words correctly in context.
Decoding/Word Recognition: Apply/Rules The learner will be able to apply spelling and syllabication rules that aid in decoding and word recognition.
Fluency: Adjust Speed The learner will be able to adjust reading speed appropriately for different purposes and audiences.
Fluency: Apply/Knowledge/Strategies The learner will be able to apply knowledge of letter-sound associations, language structures, and context to recognize words.
Fluency: Phrasing/Intonation The learner will be able to read aloud in ways that reflect understanding of proper phrasing and intonation.
Fluency: Read Silently The learner will be able to read silently for the purpose of increasing speed, accuracy, and reading fluency.
Fluency: Strategies/Apply The learner will be able to apply self-correcting strategies to decode and gain meaning from print both, orally and silently.
Reading Strategies: Prior Knowledge The learner will be able to activate prior knowledge and anticipate what will be read or heard.
Reading Strategies: Vary/For Purpose The learner will be able to vary reading strategies according to their purpose for reading and the nature of the text.
Reading Strategies: Reread/Difficulties The learner will be able to reread to make sense of difficult paragraphs or sections of text.
Reading Strategies: Revise/Predictions The learner will be able to make revisions to text predictions during and after reading.
Reading Strategies: Graphic Organizers The learner will be able to apply graphic organizers to illustrate key concepts and relationships in a text.
Vocabulary/Concept Develop: Meanings The learner will be able to infer word meanings from taught roots, prefixes, and suffixes.
Vocabulary/Concept Develop: Meaning The learner will be able to infer specific word meanings in the context of reading passages.
Vocabulary/Concept Develop: Identify/Use The learner will be able to identify and correctly use antonyms, synonyms, homophones, and homographs.
Vocabulary/Concept Develop: Dictionary The learner will be able to use a grade-level appropriate dictionary independently to define unknown words.
Vocabulary/Concept Develop: Thesaurus The learner will be able to use a thesaurus to identify alternative word choices and meanings.
Comprehend/Respond: Author's Purpose The learner will be able to identify author's purpose, views, and beliefs.
Comprehend/Respond: Genre/Elements The learner will be able to identify genre by their distinctive elements (e.g. tall tale-exaggeration).
Comprehend/Respond: Cause/Effect The learner will be able to use cause and effect and sequence of events to gain meaning.
Comprehend/Respond: Construct Meaning The learner will be able to anticipate and construct meaning from text by making conscious connections to self, an author, and others.
Comprehend/Respond: Influence Readers The learner will be able to recognize persuasive and propaganda techniques used to influence readers.
Comprehend/Respond: Biases/Point/View The learner will be able to recognize historical and cultural biases and different points of view.
Comprehend/Respond: Theme The learner will be able to understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly.
Comprehend/Respond: Details/Distinguish The learner will be able to distinguish between major and minor details.
Comprehend/Respond: Inferences/Support The learner will be able to make inferences using textual information and provide supporting evidence.
Comprehend/Respond: Patterns/Support The learner will be able to recognize common organizational patterns in text that support comprehension (e.g., headings, captions).
Comprehend/Respond: Analyze/Types The learner will be able to identify and analyze text types, formats, and elements in nonfiction.
Comprehend/Respond: Literary Elements The learner will be able to recognize literary elements in stories, including setting, characters, plot, and mood.
Comprehend/Respond: Figurative Language The learner will be able to recognize figurative language in text (e.g. simile, metaphor, personification, alliteration).
Comprehend/Respond: Structure/Poetry The learner will be able to identify and respond to the elements of sound and structure in poetry.
Comprehend/Respond: Structures/Drama The learner will be able to identify the structures in drama.
Comprehend/Respond: Independent Level The learner will be able to read regularly in materials appropriate for their independent reading level.
Comprehend/Respond: Idiomatic Expression The learner will be able to interpret idiomatic expressions.
Inquiry/Research: Locate Information The learner will be able to use library classification systems, print or electronic, to locate information.
Inquiry/Research: Revise Questions The learner will be able to develop and revise questions for investigations prior to, during, and after reading.
Inquiry/Research: Sources/Research The learner will be able to use multiple sources to locate information relevant to research questions.
Inquiry/Research: Variety Materials The learner will be able to read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.
Inquiry/Research: Draw Conclusions/Multi The learner will be able to draw conclusions from information gathered from multiple sources.
Inquiry/Research: Graphic Sources The learner will be able to interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.
Inquiry/Research: Summarize The learner will be able to summarize and organize information by taking notes, outlining ideas, and/or making charts.
Inquiry/Research: Visuals/Media/Tech The learner will be able to produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.
Reading Operations
Comprehension: Display Skills The learner will be able to display comprehension skills.
Monitor: Strategies/Develop The learner will be able to develop strategies for monitoring his/her reading process.
Reading Behaviors: Apply The learner will be able to apply meaning while reading.
Cause/Effect: Understanding The learner will be able to understand the relationship between cause and effect.
Compare/Contrast: Reading Materials The learner will be able to compare and contrast reading materials.
Compare: Reading Material The learner will be able to make comparisons between reading material.
Critical Thinking: Reading Materials The learner will be able to critically examine reading materials.
Detail: Identify The learner will be able to identify details from reading passages.
Draw Conclusion: Reading Material The learner will be able to draw conclusions about reading materials.
Fact/Opinion The learner will be able to distinguish between fact and opinion.
Graphic Feature: Use The learner will be able to use common graphical features to increase understanding of reading materials.
Inference: Information The learner will be able to make inferences from information in written material.
Main Idea: Stated The learner will be able to determine the main idea stated in a passage.
Plot: Climax The learner will be able to recognize plot climax in reading selections.
Predict Outcome: Information The learner will be able to make predictions from information in written material.
Prior Knowledge: Understand Text The learner will be able to use prior knowledge to understand texts.
Questions: Aid Understanding The learner will be able to generate questions to aid understanding while reading.
Reading Behaviors: Initial Understanding The learner will be able to demonstrate an initial understanding of a text.
Reality/Fantasy The learner will be able to distinguish between reality and fantasy.
Sequence: Identify Order The learner will be able to identify the order of events which occur within a reading selection.
Story Elements: Character/Identify The learner will be able to identify story elements, such as characters.
Story Elements: Identify The learner will be able to identify story elements.
Story: Elements/Identify The learner will be able to identify story elements, such as setting, plot, and characters.
Strategies: Critical Thinking The learner will be able to apply critical thinking when reading materials.
Strategies: Extend Information The learner will be able to extend information beyond passage ideas while reading.
Strategies: Knowing The learner will be able to know of a variety of strategies which aid comprehension.
Strategies: Vocabulary/Using The learner will be able to use vocabulary to understand what is read.
Structure: Increase Understanding The learner will be able to use text structure to increase understanding of reading materials.
Summary: Strategies The learner will be able to summarize material while he/she reads.
Theme: Identify The learner will be able to identify the theme of a given reading passage.
Vocabulary
Vocabulary: Read/Identify/Understand The learner will be able to read, identify, and understand grade specific vocabulary words.
Strategies: Variety The learner will be able to apply a variety of vocabulary strategies.
Genres
Author Intention: Evaluate The learner will be able to evaluate the author's purpose in a given work.
Author Technique: Evaluate The learner will be able to evaluate the effectiveness of author technique.
Point of View: Evaluate The learner will be able to evaluate how author point of view influences reading materials.
Standard 3.2 Writing
STANDARD 3.2 - WRITING The learner will be able to write in clear, concise, organized language that varies in content and form for different audiences and purposes.
Writing Process: Multiple Paragraphs The learner will be able to write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.
Writing Process: Informational Comp The learner will be able to write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.
Writing Process: Generate Ideas The learner will be able to generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
Writing Process: Aware/Form/Structure The learner will be able to develop an awareness of form, structure, and author's voice in various genres.
Writing Process: Graphic Organizers The learner will be able to use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
Writing Process: Draft/With Structure The learner will be able to draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.
Writing Process: Precise Language/Use The learner will be able to make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
Writing Process: Revise Drafts The learner will be able to revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.
Writing Process: Revise/Writings/Peers The learner will be able to review own writing with others to understand the reader's perspective and to consider and incorporate ideas for revision.
Writing Process: Edit Work The learner will be able to review and edit work for spelling, usage, clarity, organization, and fluency.
Writing Process: Reference/Use/Variety The learner will be able to use a variety of reference materials to revise work.
Writing Process: Computer Applications The learner will be able to use computer writing applications during the writing process.
Writing Process: Apply/Elements/Rubrics The learner will be able to understand and apply elements of scoring rubrics to improve and evaluate writing.
Writing Process: Reflect/Writing The learner will be able to reflect on own writing, noting strengths and setting goals for improvement.
Writing Product: Characteristics/Genres The learner will be able to expand knowledge of characteristics and structures of selected genres.
Writing Product: Essays/Across Subjects The learner will be able to write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based).
Writing Product: Multi-Paragraph The learner will be able to write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).
Writing Product: Types/Prose The learner will be able to write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements.
Writing Product: Main Idea/Topic/Theme The learner will be able to support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
Writing Product: Sharpen Focus The learner will be able to sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
Writing Product: Sentences The learner will be able to write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.
Writing Product: Works Consulted Page The learner will be able to prepare a works consulted page for reports or research papers.
Writing Product: Sequence/Purpose The learner will be able to provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.
Writing Product: Engage Reader The learner will be able to engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
Mechanics/Spelling/Handwriting: Convent. The learner will be able to use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
Mechanics/Spelling/Handwriting: Syntax The learner will be able to use increasingly complex sentence structure and syntax to express ideas.
Mechanics/Spelling/Handwriting: Grammar The learner will be able to use knowledge of English grammar and usage to express ideas effectively.
Mechanics/Spelling/Handwriting: Punc/Cap The learner will be able to use correct capitalization and punctuation, including commas and colons, throughout writing.
Mechanics/Spelling/Handwriting: Punc. The learner will be able to use quotation marks and related punctuation correctly in passages of dialogue.
Mechanics/Spelling/Handwriting: Patterns The learner will be able to use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
Mechanics/Spelling/Handwriting: Indents The learner will be able to study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
Mechanics/Spelling/Handwriting: Edit The learner will be able to edit writing for correct grammar usage, capitalization, punctuation, and spelling.
Mechanic/Spelling/Handwriting: Reference The learner will be able to use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.
Mechanics/Spelling/Handwriting: Legible The learner will be able to write legibly in manuscript or cursive to meet district standards.
Forms/Audiences/Purposes: Purposes The learner will be able to write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).
Forms/Audiences/Purposes: Organize The learner will be able to gather, select, and organize information appropriate to a topic, task, and audience.
Forms/Audiences/Purposes: Genres/Know The learner will be able to develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.
Forms/Audiences/Purposes: Response/Org. The learner will be able to organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
Forms/Audiences/Purposes: Transitions The learner will be able to use transitions between and within paragraphs.
Forms/Audiences/Purposes: Topic Sent. The learner will be able to organize paragraphs using topic sentences.
Forms/Audiences/Purposes: Narratives The learner will be able to write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
Forms/Audiences/Purposes: Narr/Technique The learner will be able to use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
Forms/Audiences/Purposes: Reports The learner will be able to write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page.
Forms/Audiences/Purposes: Persuasive The learner will be able to write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
Forms/Audiences/Purposes: Letters The learner will be able to demonstrate the ability to write friendly/business letters in correct format and coherent style.
Forms/Audiences/Purposes: Strategies The learner will be able to use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
Forms/Audiences/Purposes: Think Skills The learner will be able to demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
Forms/Audiences/Purposes: Graphics/Use The learner will be able to use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
Forms/Audiences/Purposes: Style/Voice The learner will be able to demonstrate the development of a personal style and voice in writing.
Forms/Audiences/Purposes: Writing Rubric The learner will be able to review scoring criteria of a writing rubric.
Forms/Audiences/Purposes: Collection/Dev The learner will be able to develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
Writing
Clarity/Focus: Relevant Information The learner will be able to include relevant information in his/her writing.
Edit: Adjectives/Adverbs The learner will be able to edit for correct use of adverbs and adjectives.
Conclusion: Use The learner will be able to use a conclusion in a written work.
Edit: Capitalization The learner will be able to edit sentences for capitalization errors.
Edit: Punctuation The learner will be able to edit for correct use of punctuation.
Edit: Verb Form The learner will be able to edit written works for correct verb forms.
Expository: Essay The learner will be able to write an expository essay.
Organization: Information The learner will be able to use writing as a way to organize information.
Sequence: Ideas The learner will be able to order ideas sequentially when writing.
Sequence: Identify The learner will be able to identify correct sentence sequence.
Strategies: Apply/Variety The learner will be able to apply a variety of prewriting strategies.
Strategies: Outline/Understand The learner will be able to understand how to use an outline as a prewriting strategy.
Strategies: Understand/Use Sources The learner will be able to understand how to use information sources as a prewriting strategy.
Support: Write Text The learner will be able to write a supported text.
Topic Sentence: Identify/Best The learner will be able to select the best topic sentence for a given paragraph.
Transition: Conjunction/Use The learner will be able to use transitional conjunctions in his/her writing.
Transition: Phrase/Use The learner will be able to use transitional phrases in his/her writing.
Transitions: Use Effective The learner will be able to use effective transitions (and, but, or) in his/her writing.
Usage: Edit The learner will be able to edit written works for usage.
Language Mechanics
Punctuation: Apply The learner will be able to apply fundamental punctuation rules to written works.
Capitalization: Use Correctly The learner will be able to use capitalization correctly.
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