LANGUAGE ARTS
Fifth Grade
READING
The student will develop
reading and listening skills necessary for word recognition, comprehension,
interpretation, analysis, evaluation and appreciation of print and nonprint
texts.
Oral Language/Decoding
Key
|
Reporting
Category
|
|
|
M |
|
Listen attentively by facing the speaker,
asking questions, and paraphrasing what is said.
Paraphrasing ;
Paraphrasing ; |
|
M |
|
Use established rules for conversation
(e.g., do not interrupt, ask questions, and provide appropriate
feedback).
Learning About Conversation |
|
M |
|
Understand, follow, and give oral,
multi-step directions that may include illustrations.
Following Directions |
|
M |
|
Formulate and respond to questions from
teachers and other group members. |
|
M |
|
Participate in creative responses to text
(e.g., choral reading, discussion, dramatization, and oral
presentations). |
|
M |
|
Summarize orally what has been learned or
accomplished after completing an activity or assignment.
Reading Quest Strategies |
|
D |
|
Create and deliver an oral presentation
(including an introduction and conclusion) that uses visual aids and
comes from several sources. |
|
D |
|
Use different voice levels and speech
patterns for informal discussions and formal reports. |
|
D |
|
Interpret and use a variety of nonverbal
communication (e.g., gestures, facial expression, and posture).
|
|
D |
|
Present and/or perform original or
published literary work with a group and/or individually. |
|
D |
|
Participate in recitations of
assigned/self-selected passages. |
|
A |
T |
Locate information using available text
features (e.g., maps, charts, graphics, indexes, glossaries, and tables
of content)
Headings
Lesson |
|
A |
T |
Select and use common text features to
make meaning from text (e.g., headings, key words, graphics, captions,
and sidebars).
Graphic Organizer |
|
D |
|
Recognize different forms of text (e.g.,
poems, plays, drama, letters, ads, journalism, historical fiction,
biographies, and autobiographies). |
|
D |
|
Develop awareness of the sounds of
language through repeated exposure to a variety of auditory experiences
(e.g., poetry, music lyrics, sound effects, books on tape, and read
alouds). |
|
D |
|
Understand rhyming patterns in printed
materials.
Giggle Poetry |
|
A |
T |
Identify the effect of sound within
context (e.g., onomatopoeia, alliteration, rhyme and repetition).
Onomatopoeia
alliteration
simile
metaphor |
|
A |
V |
Recognize root words, prefixes, suffixes
and syllabication as aids in determining meaning within context.
Rooting
Out Words
Root Words
Prefix/Suffix Game,
Root Word practice,
Root Word Game,
Suffix Game
Prefix Game |
|
D |
|
Understand, recognize, and use spelling
patterns and word families to decode words. |
|
D |
|
Decode unknown grade level words using
learned strategies and verify word meaning within the context.
Words-In-Context |
|
A |
V |
Recognize and use grade appropriate
vocabulary within context.
Word Jungle,
Homophone Challenge,
Adjective/Adverb Quiz,
Word Meaning Quiz |
|
D |
|
Increase confidence and poise in reading
aloud (e.g., paired reading, shared reading, choral reading, echo
reading, and reader’s theater). |
|
D |
|
Read with fluency and confidence from a
variety of text, (e.g., poetry, drama, newspapers, novels, and
textbooks). |
|
D |
|
Participate in guided oral reading. |
|
D |
|
Read orally using appropriate
pronunciation, expression, and rate. |
|
D |
|
Adjust speed based on the purpose for
reading and reading level. |
|
D |
|
Read independently daily. |
Comprehension
|
D |
|
Build vocabulary by listening to
literature, participating in discussions, and reading self-selected
texts. |
|
D |
|
Build vocabulary through frequent read
alouds. |
|
D |
|
Infer word meaning using roots, prefixes,
and suffixes. |
|
A |
V |
Determine word meanings within context.
Context Clues
Context is Key
Multiple Meanings
More Multiple Meanings |
|
A |
V |
Identify compound words, contractions,
and common abbreviations within text.
Compound Words
Compound Words
Compound Words
Compound Words WS
Contractions Lesson and Quiz |
|
A |
V |
Select appropriate synonyms, antonyms and
homonyms within context.
Synonyms
Antonyms
Antonyms
Homonyms
Homonyms |
|
D |
|
Foster word consciousness (e.g., word
play, word walls, and word sorts).
|
|
A |
V |
Determine the correct meaning/usage of
multiple-meaning words within
context.
Get to the Meaning,
Find the Right Word
Word Clues |
|
A |
V |
Select a logical word to complete an
analogy using synonyms, antonyms, categories, and subcategories.
Analogies
Analogies(more) |
|
D |
|
Explore the impact of vocabulary in
evaluating ideas, information, and experience. |
|
I |
|
Use word origins to determine the meaning
of unknown words (e.g., Latin and Greek roots, meanings of commonly used
foreign words). |
|
D |
|
Build vocabulary by reading from a wide
variety of text and literary genres. |
|
D |
|
Set a purpose for reading (e.g., to
understand, to interpret, to enjoy, and to solve problems to locate
specific information to discover models for writing). |
|
D |
|
Utilize reference sources to build
background for reading. |
|
D |
|
Organize prior knowledge using a variety
of strategies (e.g., webbing, mapping, brainstorming, listing, and
outlining). |
|
D |
|
Explore significant words to be
encountered in selected/assigned text. |
|
M |
|
Preview text using text features (e.g.,
illustrations/pictures, captions, graphs, diagrams, and headings). |
|
D |
|
Make predictions about text using text
features (e.g., title, author, illustrations, and text format). |
|
A |
MG |
Recognize reasonable predictions of
future events within a given context.
Predictions
Lesson Plan,
Graphic Organizer
Story Board |
|
D |
|
Relate text to prior personal and
historical experiences, current events, as well as previously read print
and nonprint media. |
|
A |
MG |
Select questions used to focus and
clarify thinking before, during, and after reading the text.
Before, During, After Reading Strategies ;
Questions |
|
D |
|
Predict outcomes based upon prior
knowledge and adjust appropriately. |
|
D |
|
Use metacognitive and self-monitoring
strategies to improve comprehension (e.g., rereading identifying
miscues, reading ahead, asking for help, and drawing on earlier reading. |
|
D |
|
Create mental images. |
|
D |
|
Express reactions and personal opinions
to a selection. |
|
D |
|
Make inferences and recognize unstated
assumptions. |
|
D |
|
Verify or modify the pre-reading purpose. |
|
D |
|
Draw conclusions based on evidence
gained. |
|
A |
C |
Identify the sequence of events in
fiction and nonfiction selections.
Sequencing Activities
Chronological Order
Sequencing Fun |
|
A |
MG |
Select stated or implied main idea and
supporting details from text.
Find the Main Idea,
Identify Main Idea
Quiz |
|
A |
C |
Identify the author’s purposes (i.e., to
inform or to entertain).
Author’s Purpose |
|
D |
|
Discuss similarities and differences in
events and/or characters using evidence cited in three or more texts.
|
|
D |
|
Select, prioritize, and organize
information to meet a specific purpose. |
|
D |
|
State reasonable generalizations in
reference to two or more texts on a similar topic. |
|
A |
T |
Identify information to support opinions,
predictions, and conclusions.
Game |
|
A |
MG |
Identify stated or implied cause and
effect relationships.
Cause and Effect |
|
A |
MG |
Distinguish between elements of
fact/opinion and reality/fiction.
Fact or Opinion Quiz
Fact/Opinion Quiz2,
Fact/Opinion |
|
A |
T |
Identify similes, metaphors,
personification, and hyperbole in context.
Metaphors
Alliteration or Simile?
Personification
Examples
Hyperbole Ideas |
|
D |
|
Identify idioms and imagery.
Imagery
Lesson Plans and Resources, |
|
D |
|
Recognize a common theme between two
passages. |
|
A |
C |
Determine whether the theme is stated or
implied within a passage.
PPT |
|
D |
|
Reflect upon comprehension strategies
utilized to make meaning from text. |
|
D |
|
Use appropriate reference sources in
various formats (e.g., interviews with family, community leaders, and
government leaders; encyclopedias; card/electronic catalogs; almanacs;
newspapers; and periodicals. |
|
D |
|
Use media (e.g., photographs, videos,
films, the arts, on-line catalogs, nonfiction books, encyclopedias,
CD-ROM references, and internet) to view, read, and represent
information. |
|
D |
|
Use current technology as a research and
communication tool for personal interest, research, and clarification. |
|
D |
|
Understand a variety of informational
texts which include primary sources (e.g., autobiographical sketches,
letters and diaries, directions, and internet sites). |
|
D |
|
Use the dictionary, glossary, thesaurus,
and other word-referenced materials. |
|
D |
|
Skim materials to develop a general
overview of content or to locate specific information. |
|
D |
|
Retrieve, organize, and represent
information (e.g., charts, maps, graphs, forms, timelines, and
outlines). |
|
D |
|
Develop notes that include important
concepts, summaries, paraphrase, and identification of reference
sources. |
|
D |
|
Develop an awareness of the effects of
media (e.g., television, print materials, radio, internet, newspapers,
and periodicals) on daily life. |
|
I |
|
Identify the techniques of propaganda
(i.e., bandwagon, loaded words, and testimonials). |
|
D |
|
Gather and record information on a
research topic using three or more sources. |
|
D |
|
Develop and maintain vocabulary specific
to content and to current events. |
|
D |
|
Apply comprehension skills and strategies
to informational text (e.g., pre-reading and active comprehension). |
|
D |
|
Use self correction strategies while
reading (e.g., pausing, rereading, consulting other sources, and asking
for help). |
|
D |
|
Determine and evaluate the reliability of
sources on a given topic (e.g., editorials, newspapers, magazines,
biographies, news reports and films). |
|
D |
| |