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Fifth Grade

Trimester 1 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 1 Standards

  • Quote accurately from a text to explain what the text says.
  • Quote accurately from a text to defend an inference or analysis.
  • Compare and contrast two or more characters, setting, or events in a story using explicit details from the text.
  • Describe how a narrator’s or speaker’s point of view influences how events are described.
  • Identify similar themes and topics found in stories from the same genre.
  • Compare and contrast stories in the same genre in terms of how they treat a similar theme or topic.
  • Analyze details in a text (e.g., how characters respond to challenges or how the speaker in a poem reflects upon a topic) to determine a theme (author’s overall message).
  • Determine the theme of a story, drama, or poem from details in the text, including how the character responds to change.
  • Identify basic narrator/author points of view as first person, second person, or third person.

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)

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 1 Standards

  • Draw conclusions that are based on evidence from the texts used and the shared discussion.
  • Clearly explain one’s own ideas and conclusions using text evidence and/or enhance the discussion.
  • Use appropriate and active listening skills.

Writing

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Write narratives to develop authentic experiences or events precisely describing the events and characters using sensory language to convey an appropriate tone of voice. (W5.3, 5.3a & 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 1 Standards

  • Orient a reader by establishing a situation and introducing a narrator,  characters and/or setting.
  • Organize a series of events that unfold naturally and logically.
  • Use a variety of words, phrases, and clauses to manage the sequence of events.
  • Develop characters, events and/or experiences with sensory and/or descriptive language.
  • Write a conclusion that follows from the narrated experiences or events.
  • Show the effect of character development in response to events/actions through elements of narrative writing (e.g., dialogue, description, pacing, tone).
  • Use concrete words and phrases as well as sensory details to convey an appropriate tone.
  • GRAMMAR/CONVENTIONS:
    • Use correct capitalization.
    • Write in complete sentences (avoid fragments and run-ons).
    • 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 1 Standards

Use the relationship between particular words to understand each of the words:

  • Synonyms
  • Antonyms
  • Homographs
  • Homophones
  • Analogies

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 1 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. 

  1. 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. 
  2. Escriben correctamente las palabras con enclíticos (verbo + pronombre o artículo o ambos). (Ejemplo: cántamela, lávamelo, consíguemela). 
  3. Usan correctamente el acento escrito de acuerdo con el acento tónico en palabras al nivel de grado aplicando un análisis sistemático: 
  4. Cuentan el número de sílabas. 
  5. Nombrean la sílaba que lleva el énfasis (última, penúltima, antepenúltima). 
  6. Determinan el sonido o la letra en que termina la palabra (vocal, consonante, /n/ o /s/).

RF.5.4. Leen con suficiente precisión y fluidez para apoyar la comprensión. 

  1. Leen textos a nivel de grado con propósito y comprensión. 
  2. 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 1 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.
  • Подбирать к словам синонимы, антонимы, использовать их в речи