Fifth Reading Performance Standards

Demonstrating knowledge of words structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar)

Determine the meaning of unfamiliar words using knowledge of words families, phonetics, context and visual cues, structural elements (contractions, compound words, root words, prefixes, suffixes, plurals)

Obtaining information using text features including pictures, illustrations, text structure (e.g., bolded or italicize text, graphs, charts or headings)

Identifying relationships among words by categorizing (e.g., synonyms, antonyms, homophones, homographs) and [identifying shades of meaning (e.g., hot, warm)

Self-monitoring and self correcting while reading (e.g., sounding words out, adjusting reading pace, rereading difficult or relevant material)

Fluency- Read text aloud

Word Identification Skills-Use structural analysis; determine meaning of unfamiliar words.

Forming a General Understanding- Infer meaning. Retell or restate information. Support main idea. Follow multi-step directions.

Analysis of Content and Structure- Identify forms of text. Define story elements. Differentiate fact from opinion. Identify theme; make connections. Connect cultural influences

Locating information explicitly stated in narrative and informational text to answer literal comprehension questions.

Self-monitoring comprehension by formulating questions while reading (e.g., why is this character react to the same situation differently) or rereading (e.g., for clarification, confirmation, correction.)

Making inferences (e.g., predicts logical outcomes, such as how would the story have been different if, deduces missing outcomes or information, such as where a story takes place, if not directly stated)

Drawing conclusions based on information presented explicitly in the text (e.g., cause and effect charcater motivation)

Reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print.

Restating and summarizing main ideas or events in correct sequence after reading a text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text.

Identifying the main idea or central concept in various types of texts.

Locating information in narrative and informational text to answer questions related to main ideas or key details.

Identifying or describing related experiences and events to support understanding of a main idea (e.g., what event in history is similar to this one)

Completing a task by following written, multi-step directions (e.g., origami)

Identifying the sequence of steps in multi-step directions

Identifying or explaining the characteristics of the four major geners of fiction: short story, drama, novel, and poetry.

Identifying or explaining the characteristics of fiction and nonfiction.

Identifying or explaining use of literary elements and devices (i.e., dialogue, rhyme, alliteration, simile or metaphor)

Identifying the characteristics of pose ad poetry

Fifth Reading Performance Standards

Comparing and contrasting plots, settings, and characters in different stories across a variety of works by a variety of authors

Distinguishing fact from opinion in a text

Expressing own opinion about material read and supporting opinions with evidence from text

Identifying author's message, theme, or purpose, stated or implied (e.g., helping others brings great rewards)

Identifying themes in texts and making relevant connections to (personal experiences, experiences of others, or) other texts

Identifying cultural influences in texts (e.g., dialects, customs, traditions, geography)

Identifying common ideas, events, and situations in multiculural readings (e.g., trickster tales about [African] Anansi the Spider and [American Southwest] Coyote)

Drawing conclusions based on information presented explicitly in the text (e.g., cause and effect charcater motivation)

Reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print.

Restating and summarizing main ideas or events in correct sequence after reading a text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text.

Identifying the main idea or central concept in various types of texts.

Locating information in narrative and informational text to answer questions related to main ideas or key details.

Identifying or describing related experiences and events to support understanding of a main idea (e.g., what event in history is similar to this one)

Completing a task by following written, multi-step directions (e.g., origami)

Identifying the sequence of steps in multi-step directions

Identifying or explaining the characteristics of the four major geners of fiction: short story, drama, novel, and poetry.

Identifying or explaining the characteristics of fiction and nonfiction.

Identifying or explaining use of literary elements and devices (i.e., dialogue, rhyme, alliteration, simile or metaphor)

Identifying the characteristics of pose ad poetry

Identifying or describing in fiction -plot (e.g., main conflict or problem, sequence of events, resolution) - settings (e.g., how they affect the characters or plot) - characters (e.g., physical characteristics, personality traits, motivation) - point of view (who is telling the story)

Comparing and contrasting plots, settings, and characters in different stories across a variety of works by a variety of authors

Distinguishing fact from opinion in a text

Fifth Grade Writing Performance Standards

Writing more than one paragraph stating and maintaining a foucsed idea and including details that support the main idea of each paragraph.

Using paragraph form; indents or uses paragraph breaks

Writing a concluding statement

Write Using a Variety of forms- Write two paragraphs on a topic. Use a Variety of Forms.

Structures & Conventions of Writing-Use a Variety of Sentences/Proofread.

Revise-Revise Writing/Provide Peer Feedback

Write an understandable story that incorporates setting, character, and basic plot.

Writing in a variety of nonfiction forms using appropriate information and structure (i.e., step-by-step directions, descriptions, observations, or report writing)

Using expressive language when responding to literature or producing text (e.g., writer's notebook, memoris, poetry, plays, or lyrics)

Varying the beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning of writing.

Identifying and/or correcting mistakes in spelling (e.g., grade appropriate, high frequency words, homophones, and contractions)

Identifying and/or correcting mistakes in punctuation (i.e., end of sentences, commas in dates, salutations and closings in letters, and commas in series) and capitalization

Identifying and/or correcting mistakes in usuage (i.e., subject/verb agreement, verb tense, sentence fragments and run-on sentences, and possessives.

Rearranging and/or adding details to improve focus and to support main ideas, and to make sequence clear

Giving/receiving appropriate feedback and using estalished criteria to review own and others' written work (e.g., peer conferences, checklists, scoring guides, or rubrics)

Giving credit for others' information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist)

Looking up spelling or definitions of words in dictionaries or correcting misspelling using software programs.

Using a thesaurus to find synonyms for common words

Writing using a word processor

Cite Sources-Give credit, Use Resources -

Listening

Listen attentively to a variety of texts read aloud

Listen attentively for different purposes and for an extended period of time

Identify own purpose(s) for listening

Respond appropriately to what is heard

Listen respectfully, and without interrupting, when others speak

Standard 1: Students will read, write, listen, and speak for information and understanding.

Follow instructions that provide information about a task or assignment

Identify essential details for note taking

Distinguish between fact and opinion

Identify information that is implicit rather than stated

   Connect new information to prior knowledge or experience

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Distinguish different genres, such as story, biography, poem, or play, with assistance

Identify a character’s motivation

Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme, in presentation of literary texts

Use personal experience and prior knowledge to interpret and respond to literary texts and performances

Identify cultural and historical influences in texts and performances, with assistance

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations

Recognize and use the perspective of others to analyze presentations

Use prior knowledge and experiences to analyze the content of presentations

Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance

Evaluate the quality of the speaker’s presentation style by using criteria such as volume, tone of voice, and rate

Standard 4: Students will read, write, listen, and speak for social interaction.

Respect the age, gender, position, and cultural traditions of the speaker

Recognize friendly communication on the basis of volume and tone of the speaker’s voice

Recognize that social communication may include informal language such as jargon

Recognize the meaning of the speaker’s nonverbal cues

Speaking

Speak in response to the reading of a variety of texts

Use appropriate and specific vocabulary to communicate ideas

Use grammatically correct sentences when speaking

Include details that are relevant for the audience

Communicate ideas in an organized and coherent manner

Vary the formality of language according to the audience and purpose for speaking

Speak with expression, volume, pace, and gestures appropriate for the topic, audience, and purpose of communication

Respond respectfully to others

    Participate in group discussions on a variety of topics

Offer feedback to others in a respectful and responsive manner

Standard 1: Students will read, write, listen, and speak for information and understanding.

Ask probing questions

Interview peers

Share information from personal experience

Share information from a variety of texts

State a main idea and support it with facts, details, and examples

Present reports of approximately five minutes for teachers and peers

Summarize main points

Use notes, outlines, and visual aids appropriate to the presentation

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Present original works, such as stories, poems, and plays, to adults and peers, using audible voice and pacing appropriate to content and audience

Share book reviews

Summarize the plot and describe the motivation of characters

Connect a personal response to literature to prior experience or knowledge

Recognize the importance of cultural and historical characteristics in texts and performances

Ask questions and respond to questions for clarification

Use notes or outlines appropriately in presentations

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Ask questions and respond to questions for clarification

Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements

Analyze an event or issue by using role play as a strategy

Use information and ideas from personal experiences to form and express opinions and judgments

Use notes or outlines appropriately in presentations

Standard 4: Students will read, write, listen, and speak for social interaction.

Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other

Use the informal language of social communication

Respect the age, gender, position, culture, and interests of the listener

Use the rules of conversation, such as avoid interrupting and respond respectfully