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5th Grade Objective Analysis Standard 3: Critical Rdg and Wtg

Page history last edited by Tashe Harris 6 years, 4 months ago

 Oklahoma Academic Standards for

 English Language Arts |Grade Level Objective Analysis

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

Reading

Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

Writing

Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

Student Actions 

Teacher Actions 

5.3.R.1 Students will determine an author’s stated or implied purpose and draw conclusions to evaluate how well the author’s purpose was achieved.

  • Students will determine the author’s stated purpose of a text/passage using close reading to help identify the purpose.

 

 

 

 

  • Teachers explain that when the author’s purpose is stated, the author is directly telling the reader the reason why he/she is writing something.

  • Teachers model closely reading a text/passage to identify the author’s stated purpose.

  • Teachers provide opportunities for students to determine the author’s stated purpose of a text/passage.
  • Students will determine the author’s implied purpose of a text/passage using clues in the text to help identify the purpose.
  • Teachers explain that when the author’s purpose is implied, the purpose is not directly stated and the reader must use clues to determine why the author is writing something.

  • Teachers share common clues that students should look for to determine the author’s implied purpose (e.g. “should” or “must” often indicate persuasion, reports, and facts often indicate informative writing, emotion words, and elaborate descriptions often indicate entertainment).

  • Teachers model identifying clues in a text/passage that help determine the author’s implied purpose.

  • Teachers provide opportunities for students to determine the author’s implied purpose of a text/passage.

  • Teachers check for student understanding and provide feedback as students determine the author's implied purpose.
  • Students will draw conclusions to figure out how well the author’s purpose was achieved. 

 

 

 

 

 

 

  • Teachers model how to evaluate an author’s effectiveness by drawing conclusions.  For example, the author’s purpose was to entertain readers through humor.  As students read the text, they noted places where the author told jokes or included puns. Many students laughed at the jokes and puns included in the text, therefore the author was effective in entertaining this group of students.

  • Teachers provide opportunities for students to draw a conclusion about the author’s effectiveness of other texts.

  • Teachers monitor and provide feedback regarding the students’ conclusions.

5.3.R.2 Students will determine the point of view and describe how it affects grade-level literary and/or informational text.

  • Students will identify and describe the features of a passage narrated in first person point of view.

 

 

 

  • Teachers explain that point of view is the way in which an author reveals a viewpoint or perspective using characters and narration.

  • Teachers explain that a passage narrated in first person point of view is when he or she is speaking directly about himself or herself (singular = I, me; plural = we, us).

  • Teachers provide opportunities for students to identify the features of a passage narrated in first person point of view.

  • Students will identify and describe the features of a story narrated in third person point of view.
  • Teachers explain that a passage narrated in third person point of view is when the narrator tells a story from someone else’s viewpoint and is not a character in the story (singular = he, him, she, it; plural = his, hers, its).

  • Teachers provide opportunities for students to identify the features of a passage narrated in third person point of view.

  • Students will use features from the text to describe how it affects grade-level literary and/or informational text. 
  • Teachers explain how to use features from the text to describe how they affect grade-level literary and/or informational text.

  • Teachers model how to use features from the text to describe how it affects grade-level literary and/or informational text.

  • Teachers provide opportunities for students to use features from the text to describe how it affects grade-level literary and/or informational text.

5.3.R.3 Students will describe and find textual evidence of key literary elements:

  • setting

  • plot

  • characters (i.e., protagonist, antagonist)

  • characterization

  • theme

  • Students will describe the setting (where and when it takes place, or descriptive) of a text.
  • Teachers review what the setting of a story is.

  • Teachers model how to describe the setting of a text.

  • Teachers provide opportunities for students to describe the setting of a text.

  • Students will describe the plot (sequence of events or actions) of a text.
  • Teachers review what the plot of a story is.

  • Teachers model how to describe the plot of a text.

  • Teachers provide opportunities for students to describe the plot of a text.

  • Students will describe characters (protagonist-central character/antagonist-character who stands directly opposed to the protagonist) of a text.
  • Teachers explain how to describe characters (protagonist/antagonist) of a text.

  • Teachers model how to describe characters (protagonist/antagonist) of a text.

  • Teachers provide opportunities for students to describe characters (protagonist/antagonist) of a text. 
  • Students will describe the characterization (the creation or construction of a character) in a text. 
  • Teachers review what characterization in a text is.

  • Teachers model how to describe characterization in a text.

  • Teachers provide opportunities for students to describe characterization in a text.

  • Students will describe the theme (central meaning) of a text. 
  • Teachers review what the theme of a text is.

  • Teachers model how to describe the theme of a text.

  • Teachers provide opportunities for students to describe the theme of a text.

5.3.R.4 Students will evaluate literary devices to support interpretations of literary texts:

  • simile

  • metaphor

  • personification

  • onomatopoeia

  • hyperbole

  • imagery

  • symbolism*

  • tone*

*Students will find textual evidence when provided with examples. 

  • Students will explain how the literary devices contribute to their understanding of the text.

 

 

  • Teachers explain that literary devices contribute to the understanding of the text.

  • Teachers model how literary devices contribute to the understanding of the text.

  • Students will judge how a combination of two things that are unlike, usually using the words like or as support the understanding of the text.

 

 

  • Teachers review simile.

  • Teachers explain how to judge a combination of two things that are unlike, usually using the words like or as support the understanding of the text.

  • Teachers model how to judge a combination of two things that are unlike, usually using the words like or as support the understanding of the text.

  • Teachers provide opportunities for students to judge how a combination of two things that are unlike, usually using the words like or as support the understanding of the text. 

  • Students will judge how a direct comparison of two unlike things will support their understanding of the text.
  • Teachers review metaphor.

  • Teachers explain how a direct comparison of two unlike things will support their understanding of the text.

  • Teachers model how to judge a direct comparison of two unlike things in order to support their understanding of the text.

  • Teachers provide opportunities for students to judge how a direct comparison of two unlike things will support their understanding of the text.

  • Students will explain how human qualities on animals, ideas, or things contribute to their understanding of the text.
  • Teachers review personification.

  • Teachers explain how human qualities on animals, ideas, or things contribute to their understanding of the text.

  • Teachers provide opportunities for students to explain how human qualities on animals, ideas, or things contribute to their understanding of the text.

  • Students will explain the use of words that mimic the sounds they describe support their understanding of the text.
  • Teachers review onomatopoeia.

  • Teachers explain that the use of words that mimic the sounds they describe support their understanding of the text.

  • Teachers provide opportunities for students to explain that the use of words that mimic the sounds they describe support their understanding of the text.

  • Students will assess how obvious and deliberate exaggeration contribute to the understanding of the text.
  • Teachers review hyperbole.

  • Teachers explain how obvious and deliberate exaggeration contribute to the understanding of the text.

  • Teachers provide opportunities for students to explain how obvious and deliberate exaggeration contribute to the understanding of the text.

  • Students will prove how multiple words or a continuous phrase that a writer uses to represent persons, objects, actions, feelings, or ideas descriptively by appealing to the senses support their understanding of the text.
  • Teachers review imagery.

  • Teachers model how to find examples of imagery in a text.

  • Teachers provide opportunities for students to prove how multiple words or a continuous phrase that a writer uses to represent persons, objects, actions, feelings, or ideas descriptively by appealing to the senses support their understanding of the text.

  • Students will find evidence of symbolism and tone within the text when provided with examples.

 

 

  • Teachers review symbolism and tone.

  • Teachers model how to find evidence of symbolism and tone within the text.

  • Teachers provide opportunities for students to find evidence of symbolism and tone within the text

5.3.R.5 Students will distinguish fact from opinion in non-fiction text and investigate facts for accuracy.
  • Students will describe the difference between fact and opinion in a non-fiction text.
  • Teachers review the difference between fact and opinion in a text.

  • Teachers explain how to describe the difference between fact and opinion in a non-fiction text.

  • Teachers provide opportunities for students to describe the difference between fact and opinion in a non-fiction text.

  • Students will identify signal words that distinguish a fact or opinion in non-fiction text.  (e.g. I think = opinion, proof = fact)
  • Teachers identify signal words that distinguish fact from opinion in a non-fiction text.  

  • Teachers provide opportunities for students to identify signal words that distinguish fact from opinion in a non-fiction text.

  • Students will research facts in non-fiction text for accuracy. 
  • Teachers explain how to research facts in a non-fiction text for accuracy.

  • Teachers model how to research facts in a non-fiction text for accuracy.

  • Teachers provide opportunities for students to research facts in a non-fiction text for accuracy.

5.3.R.6 Students will distinguish the structures of texts (e.g., description, compare/contrast, sequential, problem/solution, cause/effect) and content by making inferences about texts and use textual evidence to support understanding.
  • Students will closely inspect the structure and content of the text.  
  • Teachers review different structures of texts.

  • Teachers explain how to closely inspect the structure and content of the text.

  • Teachers provide opportunities for students to closely inspect the structure and content of the text.

  • Students will make inferences about the text. 
  • Teachers model how to make inferences using textual evidence to distinguish the structures of texts.

  • Teachers provide opportunities for students to make inferences using textual evidence to distinguish the structures of texts.

  • Students will support their understanding with textual evidence. 
  • Teachers model how to support understanding of different text structures by using textual evidence.

  • Teachers provide opportunities for students to support understanding of different text structures by using textual evidence.

5.3.R.7 Students will compare and contrast texts and ideas within and between texts.
  • Students will compare (state how they are alike) texts and ideas within and between texts. 
  • Teachers review how to compare texts and ideas within and between texts.

  • Teachers provide opportunities for students to compare texts and ideas within and between texts.

  • Students will contrast (state how they are different) texts and ideas within and between texts.  
  • Teachers review how to contrast texts and ideas within and between texts.

  • Teachers provide opportunities for students to contrast texts and ideas within and between texts.

 

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

Student Actions 

Teacher Actions 

5.3.W.1 NARRATIVE Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.

The following statements are elements of a narrative piece of writing.  While composing, teachers and students need to keep in mind the writing process (5.2.W), word choice (5.4.W), and language (5.5.W)

  • Students will write a real or imaginary story.
  • Teachers describe the elements of a strong narrative writing piece.

  • Teachers share mentor texts to show how authors

    • Establish characters

    • Establish setting (place and time)

    • Establish point of view

    • Develop a plot (beginning, internal and external conflict and resolution, rising action, climax, falling action, resolution)

    • Include character dialogue.

  • Teachers model how to write a narrative by thinking aloud through a piece of their own writing.

  • Teachers allow time for students to practice composing narratives while realizing not every piece needs to be taken completely through the writing process.

  • Teachers monitor and provide opportunities for students to receive feedback on their writing regarding characters, plot, setting, point of view, and conflict.

  • Students will create characters and establish a setting (place and time) for their story.
  • Students will establish a point of view, determining if a narrator or other character is telling the story.
  • Students will develop a plot including an internal or external conflict and resolution.
  • Students will include character dialogue in their story.

5.3.W.2 INFORMATIVE-Grade Level Focus Students will introduce and develop a topic, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

The following statements are elements of an informative piece of writing.  While composing, teachers and students need to keep in mind the writing process (5.2.W), word choice (5.4.W), language (5.5.W) and research (5.6.W).

  • Students will compose an informational piece of writing to explain ideas. 
  • Teachers describe the elements of a strong informative writing piece.

  • Teachers share mentor texts to show how authors

    • Maintain an appropriate text structure

    • Establish a topic and well-developed introduction

    • Include supporting evidence and details

    • Use transitional and signal words

  • Teachers model how to:

    • select a topic and compose a well-developed introduction.

    • include relevant facts, examples, and details to develop the topic.

    • use transitions between ideas and concepts using appropriate words and phrases.

    • write a conclusion to bring all ideas to a close.

  • Teachers allow time for students to practice composing informative texts while realizing not every piece needs to be taken completely through the writing process.

  • Teachers monitor and provide opportunities for students to receive feedback on their writing regarding the main idea, supporting details, the inclusion of facts, and use of transitional and signal words.  

  • Students will select and maintain an appropriate text structure for their topic.
  • Students will select a topic and compose a well-developed introduction. 
  • Students will include supporting evidence (i.e., relevant facts, examples, and details) to develop the topic.
  • Students will transition between ideas and concepts using appropriate words and phrases.
  • Students will write a conclusion to bring all ideas to a close.

5.3.W.3 OPINION Students will clearly state an opinion supported with facts and details.

The following statements are elements of an opinion piece of writing.  While composing, teachers and students need to keep in mind the writing process (5.2.W), word choice (5.4.W), and language (5.5.W)

  • Students will express an opinion about a topic.
  • Teachers describe the elements of a strong opinion writing piece.

  • Teachers share mentor texts to show how authors

    • Express an opinion about a topic

    • Provide fact-based reasons to support the topic

  • Teachers model how to write an opinion piece by thinking aloud through a piece of their own writing.

  • Teachers allow time for students to practice composing opinion texts while realizing not every piece needs to be taken completely through the writing process.

  • Teachers monitor and provide opportunities for students to receive feedback on their writing regarding expressing their opinion and supporting it with reasons.

  • Students will provide fact-based reasons to support their opinion.
5.3.W.4 Students will show relationships among facts, opinions, and supporting details.
  • Students will be able to identify differences and similarities between facts, opinions, and supporting details.
  • Teachers explain how to identify differences and similarities between facts, opinions, and supporting details.

  • Teachers provide opportunities for students to identify differences and similarities between facts, opinions, and supporting details.

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