Revised May 2012

Symbols: * - Introduced, → - Continuing, ◊ - Assessed, Ω - Key Focus Grade 5 Marking Period 1 Writing Pieces: Narrative Real (Weeks 1-6) Informative/Explanatory (Weeks 7-12)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 Details1. Quote accurately from a textwhen explaining what the text saysexplicitly and when drawinginferences from the text. * Ω2. 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. * Ω

Craft and Structure4. Determine the meaning of wordsand phrases as they are used in atext, including figurative languagesuch as metaphors and similes. * 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 Knowledge8. 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 literacy or informational texts to support analysis, reflection, and research.a. Apply grade 5 reading standards to literature (e.g., “Compare and contrast two or more characters, 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 and evidence 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. * Ω

Key Ideas and Details1. Quote accurately from a text whenexplaining what the text says explicitlyand when drawing inferences from thetext. * Ω2. Determine two or more main ideasof a text and explain how they aresupported by key details; summarizethe text. * Ω

Craft and Structure4. Determine the meaning of generalacademic and domain specific words‐and phrases in a text relevant to agrade 5 topic or subject area. * 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. *

Conventions of Standard English1. Demonstrate command of theconventions of standard English grammar and usage when writing or speaking.b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. * c. Use verb tense to convey various times, sequences, states, and conditions. * 2. Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.d. Use underlining, quotation marks, or italics to indicate titles of works. *e. Spell grade appropriate words ‐correctly, consulting references as needed. *

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.a. Use context (e.g.,cause/effect relationships andcomparisons in text) as a clueto the meaning of a word orphrase. * 5. Demonstrate understanding offigurative language, wordrelationships, and nuances inword meanings.a. Interpret figurative language,including similes and metaphors,in context. * c. Use the relationship betweenparticular words (e.g., synonyms,antonyms, homographs) to betterunderstand each of the words. * 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.b. Follow agreed upon rules for‐discussions and carry out assignedroles. *c. Pose and respond to specificquestions by making commentsthat contribute to the discussionand elaborate on the remarks ofothers. *d. Review the key ideas expressedand draw conclusions in light ofinformation and knowledge gainedfrom the discussions. *2. Summarize a written text readaloud or information presented indiverse media and formats, includingvisually, quantitatively, and orally. *

Presentation of Knowledge and Ideas6. 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.)*