Fifth Grade

Trimester 2 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 2 Standards

• Identify and use the information found in the visual elements in a text.
• Determine two or more main ideas of a text and describe how they are supported by key details (including scientific or technical texts).
• Quote accurately from a text to defend an inference or analysis.
• Identify and use vocabulary that indicate different text structure (e.g. such as, as a result of, as a consequence, etc.).
• Determine an author’s perspective on a topic and explain his/her purpose for writing the text .
• Objectively summarize (no opinions or feelings) what a text says highlighting key points.
• Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.
• Identify the central question or problem in order to strategize and plan for reading/researching.
• Determine the most important and relevant information using evidence from multiple sources.
• Draw on information from multiple print or digital sources to locate an answer to a question or to solve a problem efficiently.

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 2 Standards

• Summarize information presented orally and visually by determining the main idea and supporting details from text read aloud or other media formats
  • Objectively summarize information gathered from multiple sources on the same topic
  • Identify more than one point of view on a specific topic
  • Compare and contrast the information presented in various media formats on the same topic
  • Use explicit text evidence from a variety of sources to develop and express one’s own opinion/point of view on the topic
• Identify and provide relevant support for a focused topic or opinion.
• Use appropriate academic language within the context of the topic.
• When viewing:
  • Identify and summarize a speaker’s argument: 
  • Determine the speaker’s position.
  • List specific claims he or she makes.
  • Explain how each claim is supported by reasons and evidence.

Writing

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

PowerStandards

Write explanatory texts about authentic topics using facts, details, and descriptions from multiple sources and incorporating appropriate academic language. (W5.2, 5.2a & L 5.1, 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 2 Standards

• Introduce my topic by providing my general observations/focus.
• Collect important and relevant information from various, credible resources.
• Develop the topic with explicit text evidence: facts, definitions, concrete details, quotations, and examples relevant to the topic.
• Link ideas within and across categories using words, phrases, and clauses.
• Write informative/explanatory texts that examine topics and convey information clearly.
• Use formatting structures, illustrations, and multimedia to clarify my topic.
• Acquire and accurately use general academic and domain-specific words and phrases including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
• 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 2 Standards

• Demonstrate understanding of… 
  • Figurative language
  • Word relationships
  • Nuances in word meanings.
• 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 2 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: 
  • Categorizan la palabra según su acento tónico (aguda, grave, esdrújula, sobreesdrújula). 
  • Reconocen cuando una vocal fuerte (a, e, o) y una vocal débil (i, u) o dos vocales débiles forman hiato y no diptongo. Ponen correctamente el acento escrito sobre la vocal en la que cae el acento tónico de acuerdo con su significado en contexto (hacia/hacía, sabia /sabía, rio/río).
• 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

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 2 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.
• Видеть в тексте синонимы, антонимы, многозначные слова