FIFTH GRADE

(minimum standards)

Reading

5.1.01 Continue to develop oral language and listening skills.

1. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said.
2. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback).
3. Understand, follow, and give oral multi-step directions that may include illustrations.
4. Formulate and respond to questions from teachers and other group members.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Create and deliver an oral presentation that includes an introduction and conclusion.
8. Create and deliver an oral presentation that uses visual aids or props and incorporates several sources.
9. Use different voice levels and speech patterns for small groups, informal discussions, and reports.
10. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture).
11. Present and/or perform original or published literary work with a group and/or individually.
12. Participate in recitations of assigned/self-selected passages.

5.1.02 Demonstrate knowledge of concepts of print.

1. Use parts of text (e.g., title, title page, table of contents, chapter titles, glossary, appendix, and index).
2. Use common text features to enhance understanding (e.g., headings, keywords, graphics, captions, side bars, footnotes).
3. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, autobiographies).

5.1.03 Expand reading skills through phonemic awareness.

1. Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books on tape, read alouds).
2. Understand rhyming patterns in printed materials.
3. Respond and analyze the effects of sound in language. (e.g., alliteration, onomatopoeia, rhythm, beat).

5.1.04 Use decoding strategies to read unfamiliar words.

1. Continue to use knowledge of letter-sound correspondence knowledge and structural analysis to decode words.
2. Expand understanding and use of root words, prefixes, and suffixes to decode words.
3. Use syllabication to decode words.
4. Understand, recognize, and use spelling patterns and word families to decode words.
5. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.

5.1.05 Read to develop fluency, expression, accuracy, and confidence.

1. Increase confidence and poise in reading aloud (e.g., paired reading, shared reading, choral reading, echo reading, and reader’s theater).
2. Read with fluency and confidence from a variety of text (e.g., poetry, drama, newspapers, novels, textbooks).
3. Participate in guided oral reading.
4. Read orally using appropriate pronunciation, expression, and rate.
5. Adjust speed based on the purpose for reading and reading level.
6. Read independently daily.

5.1.06 Expand reading vocabulary.

1. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.
2. Build vocabulary through frequent read alouds.
3. Infer word meanings using roots, prefixes, and suffixes.
4. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5. Use appropriate synonyms, antonyms, and homonyms.
6. Foster word consciousness (e.g., word play, word walls and word sorts).
7. Use context clues and pronunciation cues when appropriate to determine the correct meaning/usage of multiple meaning words.
8. Select the correct word to complete an analogy.
9. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
10. Use word origins to determine the meaning of unknown words (e.g., Latin and Greek roots, meanings of commonly used foreign words).
11. Build vocabulary by reading from a wide variety of text and literary genres.

5.1.07 Employ pre-reading strategies to facilitate comprehension.

1. Set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to locate specific information/facts, to discover models for writing).
2. Utilize reference sources to build background for reading.
3. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining).
4. Explore significant words to be encountered in selected/assigned text.
5. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
6. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
7. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

5.1.08 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. Derive meaning while reading by
1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjusting appropriately.
3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading).
4. creating mental images.
5. expressing reactions and personal opinions to a selection or relating the selection to a personal experience.
6. making inferences and recognizing unstated assumptions.
7. verifying or modifying the pre-reading purpose.
8. drawing conclusions based on evidence gained.

b. Check for understanding after reading by

1. indicating sequence of events in fiction and nonfiction text.
2. selecting main idea and supporting details from text.
3. identifying the author’s purpose (e.g., to entertain, to inform, to explain, to persuade).
4. discussing similarities and differences in events and/or characters using evidence cited in three or more texts.
5. selecting, prioritizing, and organizing information to meet a specific purpose.
6. stating reasonable generalizations in reference to two or more pieces of text on a similar topic.
7. locating information to support opinions, predictions, and conclusions.
8. identifying cause and effect relationships.
9. distinguishing between fact/opinion and reality/fiction.
10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, hyperboles, personification, imagery).
11. recognizing a common theme between two passages.
12. reflecting upon comprehension strategies utilized to make meaning from text.

5.1.09 Develop appropriate informational skills and study skills to facilitate learning.

1. Use and discern appropriate reference sources in various formats (e.g., interviews with family, community leaders and government leaders; encyclopedias, card/electronic catalogs, almanacs, newspapers, and periodicals).
2. Use media (e.g., photographs, videos, films, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information.
3. Use current technology as a research and communication tool for personal interest, research, and clarification.
4. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites).
5. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
6. Skim materials to develop a general overview of content or to locate specific information.
7. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines).
8. Develop notes that include important concepts, paraphrase, summaries, and identification of reference sources.
9. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, newspapers, periodicals) on daily life.
10. Identify the techniques of propaganda (i.e., bandwagon, loaded words, testimonials).
11. Gather and record information on a research topic using three or more sources.

5.1.10 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain vocabulary specific to content and to current events.
2. Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of contents).
3. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension).
4. Use self correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help).
5. Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).

5.1.11 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

5.1.12 Experience various literary and media genres.

1. Read and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, film, video) genres.
2. Predict and determine the sequence of events in a story including possible problems and solutions.
3. Identify the conflict of the plot.
4. Interpret a character’s feelings and identify his motives.
5. Trace changes in the main character and describe how this affects the plot.
6. Make inferences about print and non-print text.
7. Identify how culture, ethnic, and historical eras are represented in print and non-print texts.
8. Compare and contrast events and characters using evidence cited from print and non-print text(s).
9. Compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives.
10. Summarize selected passages.
11. Retell a story from a different point of view.
12. Understand the way in which figurative language is used to derive meaning from text (e.g., personification, simile, metaphor, imagery, hyperbole).

5.1.13 Develop and sustain a motivation for reading.

1. Visit libraries/media centers and book fairs to explore books.
2. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others).
3. Read daily from self-selected materials.
4. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions).
5. Maintain a personal reading list or reading log/journal to reflect reading progress and accomplishments.
6. Experience and develop an awareness of literature that reflects a diverse society.
7. Choose to read as a leisure activity.

Writing

5.2.01 Engage in prewriting using a variety of strategies.

1. Generate and focus ideas through brainstorming and peer discussions.
2. Use print and non-print materials along with prior knowledge to provide background for writing.
3. Arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, and webs).
4. Develop notes that include important concepts.
5. Construct an outline with main ideas and supporting details.
6. Select and refine a topic.
7. Determine appropriate audience.
8. Establish a purpose for writing.

5.2.02 Write for a variety of audiences and purposes.

1. Compose narratives (e.g., to entertain, to inform, to report)
2. Write frequently in the narrative mode.
3. Write in response to a standard prompt and/or select a prompt from a varied group.
4. Write to inform a particular audience about a specific issue.
5. Write a descriptive paragraph to create a visual image.
6. Explore and experience frequent opportunities for writing in the expository mode.
7. Write to acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).

5.2.03 Show evidence of drafting and revision with written work.

1. Select format based on purpose.
2. Write with a sense of audience.
3. Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.
4. Maintain focus of topic with specific relevant supporting details.
5. Explain and/or illustrate key ideas.
6. Demonstrate syntactic variety.
7. Arrange multi-paragraph work in a logical and coherent order.
8. Write using appropriate time order words or transitional words/phrases.
9. Use correct page format (e.g., paragraphs, margins, indentations, and titles).
10. Revise to clarify thought, to refine ideas and to distinguish between important and unimportant information.
11. Use precise language including vivid words and figurative language.
12. Produce multiple drafts.

5.2.04 Include editing before the completion of finished work.

1. Edit for elements of language
2. Proofread using reference materials and technology.
3. Create readable documents.

5.2.05 Evaluate own and others’ writing.

1. Develop and use classroom rubrics for written work.
2. Use the state assessment rubric to make appropriate suggestions for improvement.
3. Participate in peer review and editing.
4. Review personal collection to determine progress.
5. Acknowledge and discuss diversity of individual writing styles.

5.2.06 Experience numerous publishing opportunities.

1. Produce a variety of written works (e.g., literature response, essays, "published" books, literary collections).
2. Incorporate photos, illustrations, charts, tables, or graphs.
3. Use technology for publishing individual and group work.
4. Identify and explore opportunities for publication (e.g., local and national contests, internet web sites, newspapers/periodicals).

5.2.07 Write narrative accounts.

1. Write in response to narrative prompts, including frequent opportunities for timed writing.
2. Write with developed characters, setting, and plot.
3. Write with well-developed organizational structure, sequence of events, and details.
4. Maintain focus of topic with specific relevant supporting details.
5. Elaborate through the use of sensory details, vivid words, and figurative language to establish a context that enables readers to visualize an event or experience.
6. Explain and/or illustrate key ideas.
7. Demonstrate syntactic variety (i.e., vary sentence structure).
8. Demonstrate facility in use of language (i.e., unique word choice).
9. Develop an identifiable voice.
10. Use classroom/state rubric as a guide for writing narrative accounts.

5.2.08 Write frequently across all content areas.

1. Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor, historical fiction).
2. Compose and respond to original questions and/or problems from all content areas.
3. Explain procedures used to solve problems encountered in content areas (e.g., science experiments, math problems, map and globe activities).
4. Investigate content specific topics to gather information and write.
5. Use experiences from the arts to write creatively and expressively.

5.2.09 Write expressively using original ideas, reflections, and observations.

1. Express thoughts and feelings using colorful, fully elaborated descriptions.
2. Incorporate vivid words and figurative language.
3. Write poems and stories based upon personal reflections, observations, and experiences.
4. View, read, or listen to examples of various writing styles.