Revised May 2012

Symbols: * - Introduced, → - Continuing, ◊ - Assessed, Ω - Key Focus Grade 5 Marking Period 3 Writing Pieces: Narrative Imagined (Weeks 19 -24) Informative/Explanatory (Weeks 25 - 30)FOUNDATIONA

LSKILLS

READING STANDARDS FOR

LITERATURE

WRITING STANDARDS READING STANDARDS FOR INFORMATIONAL

TEXT

LANGUAGE STANDARDS SPEAKING AND LISTENING

Phonics and WordRecognition3. Know and applygrade level phonics‐and word analysisskills in decodingwords.a. Use combinedknowledge of allletter sound‐correspondences,syllabicationpatterns, andmorphology (e.g.,roots and affixes)to read accuratelyunfamiliar multisyllabicwords in contextand out of context. →

Fluency4. Read withsufficient accuracyand fluency to supportcomprehension.a. Read on level‐text with purposeand understanding. →b. Read on level‐prose and poetryorally with accuracy,appropriate rate,and expressionon successive readings. →c. Use context toconfirm or self-correctword recognition andunderstanding,rereading asnecessary. →

Key Ideas and Details2. Determine a theme of a story,drama, or poem from details in thetext, including how characters in astory or drama respond tochallenges or how the speaker in apoem reflects upon a topic;summarize the text. ◊3. Compare and contrast two ormore characters, settings, or eventsin a story or drama, drawing onspecific details in the text (e.g., howcharacters interact). ◊ Ω

Craft and Structure5. Explain how a series of chapters,scenes, or stanzas fits together toprovide the overall structure of aparticular story, drama, or poem. * Ω6. Describe how a narrator’s orspeaker’s point of view influenceshow events are described. → Ω

Integration of Knowledge and Ideas7. Analyze how visual andmultimedia elements contribute tothe meaning, tone, or beauty of atext (e.g., graphic novel, multimediapresentation of fiction, folktale,myth, poem). * Ω9. Compare and contrast stories inthe same genre (e.g., mysteries andadventure stories) on theirapproaches to similar themes andtopics. ◊ Ω

Range of Reading and Level of Text Complexity10. By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, at thehigh end of the grades 4–5 textcomplexity band independently andproficiently. →

Text Types and Purposes2. Write informative/explanatory texts to examine a topic and convey ideas/information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group relatedinformation logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. ◊b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. ◊c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). ◊d. Use precise language and domain specific vocabulary to inform about or explain the topic. ‐ ◊e. Provide a concluding statement or section related to the information or explanation presented.◊3. Write narratives to develop real or imagined experiences or events using effective technique,descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. ◊b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. ◊c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. ◊d. Use concrete words and phrases and sensory details to convey experiences and events precisely. ◊e. Provide a conclusion that follows from the narrated experiences or events. ◊

Production and Distribution of Writing4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in ‐standards 1–3 above.) →5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) →6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. →

Research to Build and Present Knowledge7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. →8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. → Ω9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or morecharacters, settings, or events in a story or a drama, drawing on specific details in the text[e.g., how characters interact]”). → Ωb. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons andevidence support which point(s)”). → Ω

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, ‐purposes, and audiences. →

Key Ideas and Details3. Explain the relationships orinteractions between two or moreindividuals, events, ideas, or conceptsin a historical, scientific, or technicaltext based on specific information inthe text. ◊ Ω

Craft and Structure5. Compare and contrast the overallstructure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. ◊ Ω6. Analyze multiple accounts of thesame event or topic, noting importantsimilarities and differences in the point of view they represent. → Ω

Integration of Knowledge and Ideas7. Draw on information from multipleprint or digital sources, demonstratingthe ability to locate an answer to aquestion quickly or to solve a problemefficiently. ◊ Ω8. Explain how an author uses reasonsand evidence to support particularpoints in a text, identifying whichreasons and evidence support whichpoint(s). → Ω9. Integrate information from severaltexts on the same topic in order towrite or speak about the subjectknowledgeably. * Ω

Range of Reading and Level of Text Complexity10. By the end of the year, read andcomprehend informational texts,including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. → Ω

Conventions of Standard English1. Demonstrate command of theconventions of standard English grammar and usage when writing or speaking.a. Explain the function of conjunctions, prepositions, andinterjections in general and their function in particular sentences. ◊d. Recognize and correctinappropriate shifts in verb tense.*e. Use correlative conjunctions (e.g., either/or, neither/nor). ◊2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.a. Use punctuation to separate items in a series.◊b. Use a comma to separate anintroductory element from the rest of the sentence. *e. Spell grade appropriate words ‐correctly, consulting references as needed. →

Knowledge of Language3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Expand, combine, and reducesentences for meaning, reader/listener interest, and style. *b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. *

Vocabulary Acquisition and Use4. Determine or clarify themeaning of unknown andmultiple meaning words and‐phrases based on grade 5 reading and content, choosing flexiblyfrom a range of strategies.b. Use common, grade appropriateGreek and Latinaffixes and roots as clues to themeaning of a word (e.g.,photograph, photosynthesis). ◊c. Consult reference materials(e.g., dictionaries, glossaries,thesauruses), both print anddigital, to find thepronunciation and determine orclarify the precise meaning ofkey words and phrases. *5. Demonstrate understanding offigurative language, wordrelationships, and nuances inword meanings.b. Recognize and explain themeaning of common idioms,adages, and proverbs. *6. Acquire and use accuratelygrade appropriate general‐academic and domain specific‐words and phrases, includingthose that signal contrast,addition, and other logicalrelationships (e.g., however,although, nevertheless, similarly,moreover, in addition). →

Comprehension and Collaboration1. Engage effectively in a range ofcollaborative discussions (one on‐one, in groups, and teacher led) withdiverse partners on grade 5 topicsand texts, building on others’ ideasand expressing their own clearly.a. Come to discussions prepared,having read or studied requiredmaterial; explicitly draw on thatpreparation and other informationknown about the topic to exploreideas under discussion. ◊2. Summarize a written text readaloud or information presented indiverse media and formats, includingvisually, quantitatively, and orally. ◊3. Summarize the points a speakermakes and explain how each claim issupported by reasons and evidence. ◊

Presentation of Knowledge and Ideas4. Report on a topic or text or presentan opinion, sequencing ideas logicallyand using appropriate facts andrelevant, descriptive details tosupport main ideas or themes; speakclearly at an understandable pace. ◊5. Include multimedia components(e.g., graphics, sound) and visualdisplays in presentations whenappropriate to enhance thedevelopment of main ideas orthemes. *6. Adapt speech to a variety ofcontexts and tasks, using formalEnglish when appropriate to task andsituation. (See grade 5 Languagestandards 1 and 3 on pages 28 and 29for specific expectations.) →