Oklahoma Academic Standards for

English Language Arts |Grade Level Objective Analysis

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

Reading

Students will read and comprehend increasingly complex literary and informational texts.

Writing

Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

READING: Students will read and comprehend increasingly complex literary and informational texts.
Student Actions	Teacher Actions
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.
Students will summarize showing no bias, emotion, or opinion.	Teachers model an objective summary making sure not to include the reader’s personal opinions or thoughts. Teachers provide multiple opportunities for students to practice summarizing with literary and informational texts. Teachers monitor and provide opportunities for students to receive feedback about their objective summaries.
Students will include the main idea and supporting details in the summary of a text.	Teachers provide and model different strategies for organizing the main idea and supporting details to summarize a text. Teachers provide opportunities for students to summarize a text including the main ideas and supporting details. Teachers monitor and provide opportunities for students to receive feedback about including the main ideas and supporting details in their summaries.
Students will use order and logical sequences in the summary of a text.	Teachers provide and model different strategies for using order and logical sequences in the summary of a text. Teachers provide multiple opportunities for students to use order and logical sequences in the summary of a text. Teachers monitor and provide opportunities for students to receive feedback on the use of order and logical sequences in the summary of a text.

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.

Teachers explain the differences between literary and nonfiction/informational texts.
Teachers provide opportunities for students to describe the differences between literary and nonfiction/informational texts.

Students will understand the differences between genres.

Teachers explain the differences between genres using key characteristics from the text.
Teachers provide opportunities for students to explain the differences between genres.

Students will compare and contrast the details in nonfiction/informational texts to decide the genre.

Teachers model how to find the similarities and differences among the details of a nonfiction/informational text to determine the genre.
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.

5.2.R.3 Students will begin to paraphrase main ideas with supporting details in a text.

Students will begin to paraphrase the main idea of a text using supporting details.

Teachers explain that paraphrase means to sum something up or clarify a statement by rephrasing it.
Teachers model how to use the main idea and key supporting details to paraphrase a text.
Teachers provide opportunities for students to use the main idea and key details to paraphrase a text.
Teachers provide student feedback on the use of the main idea and details to paraphrase a text.

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
Student Actions	Teacher Actions
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.
Students will use components of a recursive writing process.	Teachers model prewriting, drafting, revising, editing, and publishing, revisiting each stage as needed. Teachers continually provide opportunities for students to engage in the writing process.
Students will write for many different purposes.	Teachers model how to write for different purposes. Teachers provide students with multiple opportunities to write for a variety of purposes.
Students will create a direct, well organized, and easy to understand piece of writing.	Teachers provide a variety of organizational materials, such as graphic organizers, rubrics, templates, etc.
Students will use the writing process to improve word choice, sentences, paragraphs, grammar, usage, and mechanics.	Teachers provide students with opportunities to edit and revise in order to create to writing that is clear and concise.
Students will repeat steps of the writing process as necessary.	Teachers provide opportunities for students to engage in each stage of the writing process, multiple times if needed.

5.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.

Students will develop a plan to organize their writing.	Teachers model how to use a variety of organizational strategies (e.g. graphic organizers, rubrics, templates, etc.) to develop a writing plan. Teachers provide opportunities for students to use a variety of organizational strategies to develop a writing plan.
Students will prewrite as necessary.	Teachers model a variety of brainstorming strategies. Teachers guide students to think about and narrow a topic. Teachers provide multiple opportunities to prewrite.
Students will write a first draft as necessary.	Teachers model how to write a complete draft by categorizing and organizing ideas from the prewriting process. Teachers provide opportunities for students to complete a draft.
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.
Students will decide what organization is most effective for purpose, audience, and task.	Teachers introduce multiple organizational methods. Teachers provide guidelines for choosing the organizational structure that fits the purpose of a writing task.
Students will categorize ideas and organize them into paragraphs.	Teachers model how to categorize and organize ideas into paragraphs. Teachers provide opportunities for students to categorize and organize ideas into paragraphs.
Students will build on ideas by making them into multi-paragraph essays.	Teachers model how to create multi-paragraph essays by building on ideas. Teachers provide opportunities for students to create multi-paragraph essays by building on ideas.
Students will use appropriate transitions to link together sections, ideas, and/or paragraphs within the compositions.	Teachers provide opportunities for students to practice using transitions. Teachers ensure students receive feedback about the effectiveness of their transitions and flow.
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.	Teachers model how to revise a draft to maintain purpose and stay on topic. Teachers provide opportunities for students to revise drafts to maintain purpose and stay on topic. Teachers monitor and provide opportunities for students to receive feedback on maintaining purpose and staying on the topic of a revised draft.
Students will revise drafts to maintain organization and a logical sequence of events.	Teachers model how to revise a draft to maintain organization and a logical sequence of events. Teachers provide opportunities for students to revise drafts to maintain organization and a logical sequence of events. Teachers monitor and provide opportunities for students to receive feedback on the organization and logical sequence of events of a revised draft.
Students will revise drafts to maintain clarity and cohesiveness.	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. Teachers monitor and provide opportunities for students to provide feedback on the clarity and cohesiveness of a revised draft.

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.	Teachers identify resources available for students to find correct spellings (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell check). Teachers model how to appropriately use available resources. Teachers provide opportunities for students to use available resources to find correct spellings.

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5th Grade Objective Analysis Standard 2: RdgWtgProc