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5th Grade Objective Analysis Standard 2: RdgWtgProc
Page history
last edited
by Tashe Harris 6 years, 5 months ago
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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Reading
Students will read and comprehend increasingly complex literary and informational texts.
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Writing
Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
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READING: Students will read and comprehend increasingly complex literary and informational texts. |
Student Actions
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Teacher Actions
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5.2.R.1 Students will create an objective summary, including main idea and supporting details while maintaining meaning and a logical sequence of events.
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- Students will summarize showing no bias, emotion, or opinion.
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Teachers model an objective summary making sure not to include the reader’s personal opinions or thoughts.
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Teachers provide multiple opportunities for students to practice summarizing with literary and informational texts.
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Teachers monitor and provide opportunities for students to receive feedback about their objective summaries.
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- Students will include the main idea and supporting details in the summary of a text.
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Teachers provide and model different strategies for organizing the main idea and supporting details to summarize a text.
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Teachers provide opportunities for students to summarize a text including the main ideas and supporting details.
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Teachers monitor and provide opportunities for students to receive feedback about including the main ideas and supporting details in their summaries.
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- Students will use order and logical sequences in the summary of a text.
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Teachers provide and model different strategies for using order and logical sequences in the summary of a text.
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Teachers provide multiple opportunities for students to use order and logical sequences in the summary of a text.
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Teachers monitor and provide opportunities for students to receive feedback on the use of order and logical sequences in the summary of a text.
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5.2.R.2 Students will compare and contrast details in literary and nonfiction/informational texts to distinguish genres. |
For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents). |
- Students will describe the differences between literary and nonfiction/informational texts.
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Teachers explain the differences between literary and nonfiction/informational texts.
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Teachers provide opportunities for students to describe the differences between literary and nonfiction/informational texts.
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- Students will understand the differences between genres.
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- Students will compare and contrast the details in nonfiction/informational texts to decide the genre.
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Teachers model how to find the similarities and differences among the details of a nonfiction/informational text to determine the genre.
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Teachers provide opportunities for students to find similarities and differences among the details in a nonfiction/informational text to determine the genre.
- Teachers model and provide opportunities for students to receive feedback regarding their explanations of the similarities and differences among the details in a nonfiction/informational text to determine the genre.
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5.2.R.3 Students will begin to paraphrase main ideas with supporting details in a text.
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- Students will begin to paraphrase the main idea of a text using supporting details.
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Teachers explain that paraphrase means to sum something up or clarify a statement by rephrasing it.
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Teachers model how to use the main idea and key supporting details to paraphrase a text.
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Teachers provide opportunities for students to use the main idea and key details to paraphrase a text.
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Teachers provide student feedback on the use of the main idea and details to paraphrase a text.
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WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
Student Actions
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Teacher Actions
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5.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
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- Students will use components of a recursive writing process.
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Teachers model prewriting, drafting, revising, editing, and publishing, revisiting each stage as needed.
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Teachers continually provide opportunities for students to engage in the writing process.
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- Students will write for many different purposes.
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- Teachers model how to write for different purposes.
- Teachers provide students with multiple opportunities to write for a variety of purposes.
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- Students will create a direct, well organized, and easy to understand piece of writing.
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- Teachers provide a variety of organizational materials, such as graphic organizers, rubrics, templates, etc.
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- Students will use the writing process to improve word choice, sentences, paragraphs, grammar, usage, and mechanics.
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- Teachers provide students with opportunities to edit and revise in order to create to writing that is clear and concise.
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- Students will repeat steps of the writing process as necessary.
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- Teachers provide opportunities for students to engage in each stage of the writing process, multiple times if needed.
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5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
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- Students will develop a plan to organize their writing.
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Teachers model how to use a variety of organizational strategies (e.g. graphic organizers, rubrics, templates, etc.) to develop a writing plan.
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Teachers provide opportunities for students to use a variety of organizational strategies to develop a writing plan.
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- Students will prewrite as necessary.
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Teachers model a variety of brainstorming strategies.
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Teachers guide students to think about and narrow a topic.
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Teachers provide multiple opportunities to prewrite.
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- Students will write a first draft as necessary.
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5.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
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- Students will decide what organization is most effective for purpose, audience, and task.
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- Students will categorize ideas and organize them into paragraphs.
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- Students will build on ideas by making them into multi-paragraph essays.
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- Students will use appropriate transitions to link together sections, ideas, and/or paragraphs within the compositions.
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5.2.W.4 Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, and coherence. |
- Students will revise drafts to maintain purpose and stay on topic.
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Teachers model how to revise a draft to maintain purpose and stay on topic.
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Teachers provide opportunities for students to revise drafts to maintain purpose and stay on topic.
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Teachers monitor and provide opportunities for students to receive feedback on maintaining purpose and staying on the topic of a revised draft.
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- Students will revise drafts to maintain organization and a logical sequence of events.
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Teachers model how to revise a draft to maintain organization and a logical sequence of events.
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Teachers provide opportunities for students to revise drafts to maintain organization and a logical sequence of events.
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Teachers monitor and provide opportunities for students to receive feedback on the organization and logical sequence of events of a revised draft.
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- Students will revise drafts to maintain clarity and cohesiveness.
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Teachers model how to revise a draft to maintain clarity and cohesiveness. Teachers provide opportunities for students to revise drafts to maintain clarity and cohesiveness.
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Teachers monitor and provide opportunities for students to provide feedback on the clarity and cohesiveness of a revised draft.
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5.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check). |
- Students will use available resources to find correct spellings of words.
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Teachers identify resources available for students to find correct spellings (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell check).
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Teachers model how to appropriately use available resources.
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Teachers provide opportunities for students to use available resources to find correct spellings.
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5th Grade Objective Analysis Standard 2: RdgWtgProc
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