Trimester 3 Standards
Reading Literature and Informational Text
CCSD 21 offers programs that provide instruction in English, Spanish & Russian. These standards apply to all languages of instruction.
PowerStandards
Develop an answer to a question or solve a problem by drawing inferences from the text and using explicit text evidence. (RL & RI 5.1, 5.7 & SL 5.4)
Analyze and integrate information from several sources in order to display supported knowledge of the topic/concept when speaking or writing. (RL & RI 5.5, 5.9)
Year Long Standards
- Determine and use reading strategies (ask questions, make connections, take notes, make inferences, visualize, reread) to understand difficult, complex text.
- Describe the characteristics of text structures such as chronology, comparison, cause/effect, and problem/solution.
- Recognize and identify that authors use various formats when presenting information (e.g., graphs, pictures, diagrams, charts, media clips).
- Use explicit evidence when discussing text – direct quotes, graphic details, paraphrasing, summary of author’s words/ideas.
- Read closely to find answers explicitly in text and answers that require an inference.
- Determine an author’s perspective on a topic and explain his/her purpose for writing the text.
- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Tri 3 Standards
- Objectively summarize what a text says highlighting key points, explicit text evidence without opinions or feelings.
- Locate relevant and important information from several texts on the same topic.
- Use relevant information from various types of resources to answer questions and solve problems quickly and efficiently.
- Locate and determine which reasons and evidence support which point in a text.
- Identify, explain, and use various forms of figurative languages (e.g., simile, metaphor, personification, alliteration, onomatopoeia).
- Identify the differences between and the purpose between using literal language and figurative language.
- Analyze how visual elements add meaning, create tone, and/or contribute to the beauty of a text.
- Determine a theme of a story, drama, or poem from details in the text, including how a poet reflects on a topic.
- Analyze how various authors develop the same event or topic and determine how each author’s point of view affects the text.
Speaking and Listening
CCSD 21 offers programs that provide instruction in English, Spanish & Russian. These standards apply to all languages of instruction.
PowerStandards
Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners, listening actively, building on others’ ideas, and expressing ideas clearly. (SL 5.1, 5.2, 5.3)
Report on a topic or present an opinion, sequencing ideas logically, using appropriate facts and effective presentation skills. (SL 5.4, 5.5, 5.6)
Year Long Standards
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
- Determine the main idea and key details of information presented orally and visually in order to summarize it accurately.
- Engage in a range of collaborative discussions (1-1, small group, teacher-led) with diverse partners on grade level texts/topics.
- Identify and follow the agreed upon rules for discussion.
- Link relevant comments and text evidence to others’ remarks.
- Appropriately use academic language.
- Read grade level text (i.e. prose, stories, poetry) fluently and show comprehension through accuracy, appropriate rate, and expression.
- Use appropriate and active listening skills.
Tri 3 Standards
- Overarching: Create and present speeches for a variety of audiences and purposes on various topics.
- Identify various structures and reasons for formal and informal speaking:
- Purpose: informational, descriptive, argumentative, entertainment, etc.
- Audience: peers, adults, family, community, politicians, etc.
- Include clear main ideas and/or themes.
- Use academic language appropriate for the topic.
- Identify and provide relevant support for a focused topic or opinion.
- Adjust the structure/organization of the speech appropriately for the purpose and audience.
- Adapt and use appropriate language grammar and structures for the audience and purpose.
- Enhance the content of presentations by incorporating multimedia and visual components.
- Identify and use appropriate verbal (volume, fluency) non-verbal (body language) communication skills
Writing
CCSD 21 offers programs that provide instruction in English, Spanish & Russian. These standards apply to all languages of instruction.
PowerStandards
Write opinion pieces using logically ordered evidence gathered from multiple sources on an authentic topic incorporating appropriate academic language. (W5.1, 5.1a & L 5.1, 5.2, 5.4, 5.6)
Year Long Standards
- Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
- Plan, develop, and organize writing according to purpose and task.
- Develop and strengthen writing as needed by planning, revising, and editing.
- Identify questions and strategies for improving drafts based on self-assessment and reflection in writing conferences with a teacher.
- Use appropriate transition words and phrases to link ideas.
- Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- Identify and use appropriate academic language specific to the topic.
- Use technology to research, produce and publish writing, and to interact and collaborate with others.
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (See each trimester for specific critical content).
- Spell correctly, and identify misspelled words, using a reference guide or other resource if necessary.
Tri 3 Standards
- Create a clear introduction to a focused topic and opinion.
- Write opinion pieces that support arguments with reason and information.
- Link opinion and reasons using words, phrases, and clauses.
- Write a concluding statement/section that supports the opinion.
- RESEARCH:
- Create/identify a central question.
- Analyze information found in various sources and determine if it provides enough support to answer the question.
- Collect explicit and relevant information on the topic and in support of the opinion from multiple sources.
- Summarize and/or paraphrase information when taking notes and preparing finished work.
- Prepare a list of sources used in resources.
- GRAMMAR/CONVENTIONS:
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
English Reading Foundations
PowerStandards
Know and apply word analysis skills and use context to confirm or self-correct word recognition and adjust reading rate or reread as necessary in order to support comprehension of grade level text. (RF 5.3 & 5.4)
Year Long Standards
- Read grade level text (i.e. prose, stories, poetry) fluently and show comprehension through accuracy, appropriate rate, and expression.
- Know and apply grade level phonics and word analysis skills in decoding words.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- Use various strategies (e.g., context clues, root words, affixes, accessing resources) to determine meaning of words.
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases choose from a range of strategies.
- Self monitor comprehension and fluency through
- Self-correcting miscues using context or word recognition.
- Rereading for clarification.
Tri 3 Standards
- Use common grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Spanish Reading Foundations
PowerStandards
Know and apply word analysis skills and use context to confirm or self-correct word recognition and adjust reading rate or reread as necessary in order to support comprehension of grade level text. (RF 5.3 & 5.4)
Year Long Standards
- RF.5.3. Conocen y aplican la fonética y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras.
- Usan el conocimiento combinado de todas las correlaciones entre fonemas y grafemas, patrones de división en sílabas, fijándose en el acento escrito según la morfología (ejemplo: raíces y afijos), para leer con precisión palabras multisilábicas desconocidas, en contexto y fuera de contexto.
- Usan correctamente el acento escrito de acuerdo con el acento tónico en palabras al nivel de grado aplicando un análisis sistemático
- RF.5.4. Leen con suficiente precisión y fluidez para apoyar la comprensión.
- Leen textos a nivel de grado con propósito y comprensión.
- Usan el contexto para confirmar o autocorregir el reconocimiento de las palabras y la comprensión, releyendo cuando sea necesario.
Tri 3 Standards
- RF.5.3. Conocen y aplican la fonética y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras.
- Usan el conocimiento combinado de todas las correlaciones entre fonemas y grafemas, patrones de división en sílabas, fijándose en el acento escrito según la morfología (ejemplo: raíces y afijos), para leer con precisión palabras multisilábicas desconocidas, en contexto y fuera de contexto.
- Usan correctamente el acento escrito de acuerdo con el acento tónico en palabras al nivel de grado aplicando un análisis sistemático:
- Escriben el acento ortográfico si es necesario.
- Justifican la acentuación de palabras de acuerdo a las reglas ortográficas.
- RF.5.4. Leen con suficiente precisión y fluidez para apoyar la comprensión.
- Leen textos a nivel de grado con propósito y comprensión.
- Leen oralmente prosa y poesía a nivel de grado con precisión, ritmo adecuado y expresión en lecturas progresivas.
- Usan el contexto para confirmar o autocorregir el reconocimiento de las palabras y la comprensión, releyendo cuando sea necesario.
Russian Reading Foundations
PowerStandards
Know and apply word analysis skills and use context to confirm or self-correct word recognition and adjust reading rate or reread as necessary in order to support comprehension of grade level text. (RF 5.3 & 5.4)
Year Long Standards
- Read grade level text (i.e. prose, stories, poetry) fluently and show comprehension through accuracy, appropriate rate, and expression.
- Know and apply grade level phonics and word analysis skills in decoding words.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- Use various strategies (e.g., context clues, root words, affixes, accessing resources) to determine meaning of words.
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases choose from a range of strategies.
- Self monitor comprehension and fluency through
- Self-correcting miscues using context or word recognition.
- Rereading for clarification.
Tri 3 Standards
- Read grade level text (i.e. prose, stories, poetry) fluently and show comprehension through accuracy, appropriate rate, and expression
- Independently decode, read and understand multi-syllabic words
- Using knowledge of structures of words by finding compound words, roots, prefixes, suffixes, and syllables
- Self monitor comprehension and fluency through
- Self-correcting miscues using context or word recognition
- Rereading for clarification.
- писать буквосочетание -тся–-ться в глаголах
- Находить и исправлять орфографические и пунктуационные ошибки на изученные правила
EMPOWERING EVERY STUDENT, EVERY DAY
