Fifth Grade

Instructional Legend:
I-Introduction Level
R-Reinforcement Level
A-Application Level

For more information, click on one of the following: JReading JWriting JResearch JCommunication JIndividual Competencies

Reading

1.Reading Structure Standard: Students use the systems of language (patterns, rules, and conventions) to derive meaning from print as they read in a variety of genres.

Performance Standard: Integrate language structure (syntax), meaning clues (semantics), graphophonic strategies, and word attack skills when reading orally and silently.

Student Literacy Expectations:

• Sentence Structure (syntax):
  A- Use sentence structure to read.
• Phonics (letter/sound relationships-graphophonics):
  A- Decode multiple syllable words.
  A- Divides words into syllables.
  A- Apply phonetic strategies to read by:
  A- Using initial consonant substitution in rhyming words and word families.
  A- Using beginning, medial, and ending consonants to orally decode words.
  A- Using short, long, and "r" controlled vowel sounds to orally decode words.
  A- Using consonant blends, digraphs, and diphthongs to orally decode words.
  - Pronunciation rules:
  A- In most two-syllable words, the last syllable is unaccented.*
  A- If a, in, re, ex, de, or be is the first syllable in a word it is usually unaccented.*
  R- In most two syllable words that end in a consonant followed by y, the first syllable is accented and the last syllable is unaccented.*
  R- If the last syllable ends in le, the consonant preceding the le usually begins the last syllable.*
  R- When the last syllable is the sound of r, it is unaccented.*
  A- Read with accuracy and fluency
• Meaning Clues (semantics):
  A- Recognize words in familiar context.
  A- Use prior knowledge.
  A- Use of synonyms and antonyms as reading aids.
  A- Use homophones as reading aids:
  - to, two, too
  - there, their, they're
  - your, you're
  - hear, here
  - know, no
  - knew, new
  - through, thru
  - its, it's
  -close, clothes
  A- Recognize and read compounds, contractions, possessives and words ending in ing, ed, s, and es.
  A- Use word recognition strategies to recognize words (prefixes: re, un, dis, im, non, mis, en, pre; suffixes: er, or, less, ly, ily, y, ful, able/ible, ment; affixes, roots, and compounds.)
  I- Use word recognition strategies to recognize words (prefixes: anti, co, il, ir, inter, mid, post, semi; suffixes: ist, ish, ness, tion, sion; affixes, roots, and compounds.)
  A- Use word recognition strategies to acquire new vocabulary (prefixes: re, un, dis, im, non, mis, en, pre; suffixes: er, or, less, ly, ily, y, ful, able/ible, ment; affixes, roots, and compounds.)
  I- Use word recognition strategies to acquire new vocabulary (prefixes: anti, co, il, ir, inter, mid, post, semi; suffixes: ist, ish, ness, tion, sion; affixes, roots, and compounds.)
  R- Build sight word vocabulary.

*One of 23 most productive phonics rules (See Clymer study in Appendices.)

2.Reading/Thinking Standard: Students use the process of inquiry to construct meaning from textual information.

Performance Standard: Demonstrate comprehension of fiction and non-fiction selections by using critical reading skills and strategies.

Student Literacy Expectations:

• Critical Reading Skills:
  A- Recognize implicit main idea.
  A- Recognize explicit main idea.
  A- Recall implicit and explicit sequence of events.
  A- Respond to literal questions from text.
  A- Recall explicit and implicit details.
  A- Make comparisons.
  A- Draw conclusions.
  A- Recognize explicit and implicit cause and effect relationships.
  R- Make generalizations.
  R- Respond to evaluative and inferential questions.
  R- Recognize common elements in poetry (rhyme, rhythm, stanza and line).
  A- Recognize uses of various fonts (bold, italic, etc.) to enhance comprehension.
  R- Determine the literal meaning of words.
  A- Discriminate between fact and opinion.
  R- Recognize and utilize formats of different texts.
• Critical Reading Strategies:
  A- Read for a variety of purposes in different kinds of text.
  A- Ask questions about text (predict, clarify, and focus):
  A- Make predictions about story/content selections.
  A- Activate relevant prior knowledge (schema) before, during, and after reading.
  A- Reread a selection as directed.
  A- Apply reading strategies to specific content area materials.
  R- Determine most important ideas/themes in text:
  R- Determine focus of text.
  R- Exclude unimportant details.
  R- Create visual, auditory, and other sensory connections to text.
  R- Draw conclusions, make critical judgments, and form unique interpretation from text by activating prior knowledge, making predictions, drawing inferences, developing new ideas, making connections-text to self, text to text, text to world.
  R- Develop strategies and study techniques for reading text and taking tests in different formats:
  R- Use SQ3R (survey, question, read, review, report).
  R- Use PQRST (preview, question, read, study, test)
  R- Use PQ4R (preview, question, research, read, review, report)
  R- Use 4R (research, read, review, report)
  R- Use test-taking strategies.

3.Reading/Literature Standard: Students use the process of inquiry to construct meaning from literature.

Performance Standard: Interpret narratives by identifying how structure, characterization, and elements influence story development.

Student Literacy Expectations:

• Structure:
  A- Identify story problem and solution.
  A- Identify story setting.
  R- Define plot.
• Characterization:
  A- Identify the main characters.
  A- Identify characters' actions, motives, emotions, traits, and feelings.
• Elements:
  A- Identify, discuss, and comprehend literary forms (e.g., fiction, non-fiction, poetry, and drama.)
  R- Discuss literary techniques (imagery, figurative language).
  I- Define point of view.
  I- Identify point of view of a story/selection.
• Thinking/Interpretation:
  A- Respond to literal, inferential, and evaluative questions about literature.
  A- Discuss how the characters are developed in the selection.
  R- Discuss how an author developed a story plot.
  R- Discuss author's purpose in writing a selection.

Writing

4.Writing Structure Standard: Students use the systems of language (patterns, rules, and conventions) to convey information, ideas, and opinions through the writing process.

Performance Standard: Apply grammatical rules and conventions of language in the writing process.

Student Literacy Expectations:

• Grammar:
  R- Identify and correctly use past, present, and future tenses of regular and irregular verbs.
  R- Use conventions: subject-verb agreement, cases of personal pronouns, principal parts of verbs, comparisons of adjectives (er, est).
  R- Identify subjective, objective cases of pronouns.
  R- Identify adverbs.
  I- Begin to identify prepositions and prepositional phrases.
  R- Identify the parts of a sentence in various patterns:
  R- subjects (simple and compound)
  R- predicates (simple and compound)
  R- modifiers.
  A- Correctly use subjective/objective/possessive cases of pronouns (me, I).
  R- Form singular, plural, possessive, proper and common nouns.
• Usage/Expression:
  R- Avoid the use of double negatives.
  R- Avoid slang.
  R- Avoid redundancies.
• Composition/Structure:
  A- Write complete and varied sentences.
  A- Write compound sentences.
  R- Write selections of three or more paragraphs about a topic.
  R- Indent paragraphs.
  R- Explore transitions within and between paragraphs.
  R- Explore dialogue in writing.
  R- Avoid run-on sentences.
  R- Avoid sentence fragment.
  R- Produce a clear statement of an idea.
  A- Use the four types of sentences according to purpose and with appropriate ending punctuation (declarative, interrogative, imperative, and exclamatory).
• Mechanics:
  A- Handwriting (write legibly).
  - Capitalization Content:
  A- Proper names of people, pets, products, businesses, organizations, places and monuments.
  A- Addresses
  R- Country
  A- Elements of a letter
  R- Direct quotations
  A- Titles of literary works (books and movies)
  A- Abbreviations (Mr., Mrs., Ms., Dr., Jr., Rd., St., initials).
  - Punctuation Content:
  A- Dates
  A- Time
  A- Ending of sentences punctuation (period, question mark, and exclamation point)
  A- Contractions
  A- Letter writing (correspondence-personal-indented and computer blocked format)
  R- Possessives
  A- Contractions
  R- Direct quotations
  A- Commas in a series
  A- Titles (books, movies, songs, speeches)
  R- Comma usage (beginning/ending phrases)
  A- Addresses
  R- Appositives
  R- Adjectives in a series.
  A- Abbreviations (Mr., Mrs., Ms., Jr., ft., in., lb., U.S.A., state names, and initials).
• Spelling:
  A- Spell phonetically regular words correctly.
  A- Spell frequently used sight words correctly.
  A- Apply common spelling patterns and rules.
  A- Correctly spell frequently used words.
  A- Correctly spell commonly confused words.
  A- Word Families
  - Spell words with:
  A- Final y rule
  A- Double consonants
  A- Words with diphthongs (ee, ea, ou, ow, oo, oa)
  A- Words with blends.
  I- Words with ence/ance sound.
  R- Words with le.
  A- r-controlled vowels.
  A- Words with hard and soft g and c.
  R- Final ck, tch sounds.
  R- ail vs. ale.
  R- gh sound.
  A- Words with medial consonant sound.
  A- Words with final consonant sound.
  A- Plurals (s, y, f, ss, sh, ch, x endings).

5.Writing Process Standard: Students use the process of inquiry to construct meaning through writing.

Performance Standard: Write in a variety of genres to produce paragraphs and compositions.

Student Literacy Expectations:

• Process:
  - Communicate ideas by using the writing process:

PREWRITING
R- Generate ideas

DRAFTING
R- Focus on topic
R- Use prewriting ideas to complete first draft

REVISING
R- Expand use of descriptive words.
R- Improve sequence
R- Add variety of sentence types
R- Organize writing to include a clear beginning, middle, and ending

EDITING
R- Begin each sentence and proper noun with a capital letter
R- Use correct spelling
R- Use appropriate punctuation
R- Use complete sentences

PUBLISHING
R- Share writing with others
A- Use technology

• Composition Organization:
  A- Indent
  R- Include beginning, middle, and end of story.
  A- Include details.
  I- Include examples.
  R- Include topic sentence.
  R- Include closing sentence.
  R- Organize logically.
• Explore Writing - Personal Purpose:
  A- Write personal letters and address envelopes.
  A- Write personal narrative compositions.
  A- Write thank-you notes.
  R- Write invitations.
• Explore Writing - Variety of Purposes:
  A- Write responses to literature.
  A- Write responses to content area concepts, skills, or ideas.
  R- Write descriptive compositions.
  R- Write expository compositions.
  A- Write imaginative stories.
  R- Write tall tales.
  I- Write fables
  I- Write myths.
  I- Write business letters.

Research

6.Information Structure Standard: Students use information systems to collect and record information from a variety of sources, including people, print/other media, and technology, for research.

Performance Standard: Explore the uses of media for the purpose of gathering information through listening, speaking, viewing, reading, and writing.

Student Literacy Expectations:

• A- Seek information from expert/media.
  R- Conduct an interview.
  A- Ask the same question of several individuals.
  R- Use call numbers to locate information in the media center.
  A- Use media to answer questions: newspapers, periodicals, abridged dictionaries, encyclopedias, thesauri, atlases, variety of genres, audio-visual resources, and available technology as sources of information.
• A- Use book parts as location aids in dictionaries and encyclopedias:
  A- Guide words.
  A- Alphabetical Order.
  R- Use maps, charts, and photos.
  A- Identify appropriate word meanings or spellings in dictionaries.
• A- Record information gathered from sources.
  I- Judge/evaluate appropriateness and credibility of source.
  A- List sources: include author, title, publisher/producer, place of publication, and copyright date.
  A- Record information using visual/graphic organizers.

7.Research Process Standard: Students use the process of inquiry to construct meaning from information and experiences.

Performance Standard: Use the research process by selecting topic, formulating questions, identifying key words, selecting sources, skimming, paraphrasing, taking notes, organizing, and presenting.

Student Literacy Expectations:

• Question:
  A- Recall and interpret orally presented information.
  A- Raise a question that requires consulting reference materials.
• Organize/Plan:
  R- Classify and categorize topical information.
  R- Classify and categorize words into sets and groups with common characteristics.
  A- Select a topic of interest to research.
  R- Formulate questions to research.
  A- Identify key words to research.
  R- Select sources of information.
• Do:
  R- Organize information about a selected topic.
  R- Skim materials for information.
  R- Paraphrase information.
  R- Interpret and summarize information.
  R- Take notes about a selected topic.
  R- Interpret and summarize information.
  R- Create a simple outline.
• Present:
  R- Organize information in a logical manner.
  R- Write a report on a researched topic.
  R- Create a project.

Communication

8.Collaboration Process Standard: Students recognize the social nature and power of language and use it to collaborate successfully.

Performance Standard: Adapt oral language to fit situation by following rules of conversation with peers and adults.

Student Literacy Expectations:

• Listen:
  A- Demonstrate active listening through eye contact.
  A- Picture ideas while listening to literary selections.
  A- Follow multiple oral and written directions.
  R- Listen for implied needs or concerns expressed in statements.
• Interpret:
  A- Develop an awareness of body language.
  A- Develop an awareness of facial expressions.
• Respond:
  R- Orally discuss and summarize information.
  R- Use descriptive language to communicate clearly.
  A- Use correct verb tense in oral communication.
  R- Use increasingly complex sentence structures in oral communication.
  R- Determine the literal meaning of words in oral contexts.
  A- Follow rules of conversation with peers.
  A- Follow rules of conversation with adults.
  R- Use grade/age appropriate standard American English when communicating orally.
  R- Develop an awareness of matching quality of language to audience.
  R- Make relevant contributions in class and group discussions.
  R- Ask questions for clarification.
  R- Use language to resolve conflicts.
  A- Respond to orally presented literal, inferential, and evaluative questions.
  R- Make an effort to have a clear point when speaking to others.
  R- Rephrase the statements of others to express understanding of the communications.

9.Presentation Process Standard: Students celebrate their language development by presenting to varied audiences.

Performance Standard: Perform for varied audiences, using presentation skills and prepared materials.

Student Literacy Expectations:

• Plan:
  A- Plan a content-related oral presentation.
  A- Use examples from literature to develop an individual or group story.
  R- Plan presentation using student-generated visual organizers.
• Prepare:
  R- Prepare note cards for an oral presentation.
  R- Explore use of presentation software.
• Practice:
  A- Incorporate planned content into an oral presentation.
  R- Summarize important points.
  R- Conclude topic appropriately.
• Present:
  A- Deliver a planned oral presentation.
  R- Demonstrate self-confidence when appearing before an audience.
  R- Demonstrate poise.
  A- Use limited props when speaking or presenting.
  A- Present to varied audiences.
  Establish Patterns/Entertain:
  A- Retell stories correctly.
  A- Recite short selections using emphasis and inflection.
  R- Demonstrate a sense of audience in preparing oral presentations.
  A- Read compositions to the class.

Individual Competencies

10.Diversity Standard: Students use individual language competencies to acknowledge contributions to our multicultural heritage.

Performance Standard: Experience, reflect upon, and respond to culturally diverse literature encountered through a variety of media.

Student Literacy Expectations:

• R- Experience cultural diversity in stories read aloud and independently.
• R- Demonstrate a familiarity with traditional pieces of literature.
• R- Demonstrate a familiarity with contemporary pieces of literature.
• R- Listen to and respond to various literary forms including regional/international examples.
• R- Recognize that literature reflects human experience.
• I- Recognize and respond to bias in media.
• R- Recognize and respond to stereotypes in media
• R- Recognize and respond to family issues found in reading and other experiences.
• R- Recognize and respond to community issues found in reading and other experiences.
• R- Respond and make connections to the work of classmates and others.

11.Personal Decisions/Goals Standard: Students use language to set goals, articulate action plans, and reflect upon personal growth.

Performance Standard: Make and act on decisions related to personal literacy growth.

Student Literacy Expectations:

• R- Expand listening, speaking, reading and writing vocabulary to reflect a growing range of interests and knowledge.
• R- Select and peruse a variety of media for information and pleasure.
• R- Determine literacy areas for personal growth.
• R- Demonstrate critical judgment in text selections.
• R- Apply proofreading/editing techniques.
• R- Demonstrate personal pride in work.

12.Language Appreciation Standard: Students appreciate the expressive nature of language and give personal interpretation to the work of others.

Performance Standard: Experience, respond to, and reflect upon the beauty of language through the use of rich word choice, sentence variety, rhythm, and poetic devices.

Student Literacy Expectations:

• A- Use rich word choice.
• A- Use varied sentence patterns.
• A- Use rhyme and rhythm
• R- Use poetic devices (alliteration, metaphor, and simile).
• I- Use poetic devices (idioms).
• R- Demonstrate an awareness of the richness and diversity of language through discussion.
• R- Demonstrate an appreciation for the richness and diversity of language through discussion.
• A- Orally read with expression.