|
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
|