Standard 1: Listening and Speaking

Students will listen and speak effectively in a variety of situations.

Listening
Students will develop and apply effective

communication skills through active listening.

Speaking
Students will develop and apply effective

communication skills to share ideas through speaking.

5.1.L.1

​Students will actively listen using agreed upon discussion rules with awareness of verbal and nonverbal cues. 

5.1.S.1

​Students will work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.  

5.1.L.2

​Students will​ ​actively listen and interpret a speaker’s verbal messages and ask questions to clarify the speaker’s purpose.  

5.1.S.2

Students will engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly in pairs, diverse groups, and whole-class settings. 

5.1.S.3

Students will give formal and informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.

Standard 2: Reading and Writing Foundations

Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

 Phonological Awareness
Students will recognize, count, and manipulate the parts of spoken words,

including syllables, onset/rimes, and phonemes without using text.

 Students will continue to review and apply earlier grade-level expectations for this standard.

If phonological skills are not mastered, students will address skills from previous grades. 

Print Concepts

Students will demonstrate their understanding of the organization and basic features of print.

Phonics and Word Study
Students will decode and encode words by applying phonics

and word analysis skills in context and isolation.

Students will continue to review and apply earlier grade-level expectations for this standard. 

If phonics and word study skills are not mastered, students will address skills from previous grades. 

Spelling/Encoding
Students will encode and write words in context and isolation

by applying phonics, spelling patterns, and structural analysis skills.

Standard 2: Reading and Writing Process

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

5.2.R.1

Students will explain how key supporting details support the main idea of a text. 

5.2.W.1

Students will routinely use a recursive process to prewrite, organize, and draft multi-paragraph narrative, informative, and opinion drafts.  

5.2.R.2

​Students will identify details in fiction, poetry, and nonfiction texts to distinguish various genres.

5.2.W.2

Students will​ ​routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions). 

5.2.R.3

Students will summarize and sequence the important​ ​events of a story. 

5.2.W.3

Students will routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed. 

5.2.R.4

Students will summarize facts and details from an informational text. 

5.2.W.4

Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

5.3.R.1​

Students will determine​ ​the author’s purpose (i.e., entertain, inform, persuade), and draw conclusions to determine if the author’s purpose was achieved.

5.3.W.1​

Students will compose narratives​ ​reflecting real or imagined experiences that: 

● include plots with a climax and resolution

● include developed characters who overcome conflicts and use dialogue

● use a consistent point of view

● unfold in chronological sequence

● use sentence variety, sensory details, and vivid language to create interest

● model literary elements and/or literary devices from mentor texts

​

5.3.R.2

Students will determine whether a grade-level literary text is narrated in first- or third-person point of view (limited and omniscient) and describe its effect.

5.3.R.3​

Students will determine how literary elements contribute to the meaning of a literary text: 

● setting

● plot

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

● characterization

● conflict

● theme

5.3.W.2

● introduce and develop a topic

● incorporate evidence (e.g., specific facts, examples, charts, and graphs)

● maintain an organized structure with transitional words and phrases

● use sentence variety and word choice to create interest

● model literary devices from mentor texts

5.3.R.4

Students will determine how literary devices contribute to the meaning of a text: 

● imagery

● metaphor

● idiom

● personification

● hyperbole

● simile

● alliteration

● onomatopoeia

Students will write opinion essays that: 

● introduce a topic and state a clear opinion

● incorporate relevant, text-based evidence to support the opinion

●use sentence variety and word choice to create interest

●organize writing in a logical sequence with transitional words and phrases

5.3.R.5

Students will analyze ideas in one or more texts, providing textual evidence to support their inferences.

5.3.R.6

Students will distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.

5.3.R.7​

Students will distinguish the structures of informational texts:

● compare/contrast

● cause/effect

● problem/solution

● description

● sequential

Standard 4: Vocabulary

Students will expand and apply their spoken and reading vocabularies to speak, read, and write effectively.

Reading
Students will expand their grade-level vocabularies

through reading, word study, and class discussion.

5.4.R.1

Students will identify relationships among words, including synonyms, antonyms, analogies, homophones, and homographs.  

5.4.W.1​

Students will use grade-level vocabulary in writing to clearly communicate ideas. 

5.4.R.2

Students will use context clues to clarify the meaning of words. 

5.4.W.2

Students will use precise and vivid vocabulary in writing for the intended mode and effect on the audience. 

5.4.R.3

Students will use word parts (e.g., affixes, Latin roots, stems) to define and determine the meaning of new words. 

5.4.R.4

Students will​ ​consult reference materials (e.g., dictionaries, glossaries, thesauruses) to comprehend the words in a text. 

5.4.R.5

Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts. 

Standard 5: Language

Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend texts and
communicate effectively.

5.5.R.1

Students will recognize simple, compound, and complex (i.e., independent and dependent clauses) sentences. 

5.5.W.1

Students will compose simple, compound, and complex (i.e., independent and dependent clauses) sentences. 

5.5.R.2

Students will recognize and explain the impact on meaning of parts of speech in sentences:

● nouns

● verb tense to identify settings, times, sequences, and conditions

● subject and verb agreement

● adjectives

● prepositional phrases

● intensive pronouns and their antecedents

● coordinating conjunctions

● adverbs

● interjections

5.5.W.2

Students will use nouns, verbs, adjectives, prepositions, adverbs, and pronouns to add clarity and variety to their writing.

5.5.W.3

Students will recognize and correct the following: run-ons, errors in subject and verb agreement, inappropriate shifts in verb tense, and inappropriate shifts in pronoun number and person. 

5.5.W.4

Students will write using correct capitalization mechanics.  ​

Grade of Mastery: 4 

5.5.W.5

​Students will write using correct end mark mechanics.

Grade of Mastery: 4 

5.5.W.6

​Students will use the correct forms of ​it's/its,​ ​you’re/your, and they’re/there/their. 

5.5.W.7

​Students will use commas to separate individual words in a series, to indicate dialogue, and to separate the independent and dependent clauses in a complex sentence. 

5.5.W.8

Students will use a colon to introduce a list. 

5.5.W.9

Students will use quotation marks to indicate dialogue, quoted material, and titles of works.

5.5.W.10

Students will use underlining or italics to indicate titles of works.

5.5.W.11

Students will use a semicolon to punctuate compound sentences.

Standard 6: Research

Students will engage in inquiry to acquire, refine, and communicate accurate information.

5.6.R.1​

Students will conduct research to answer questions, including self-generated questions, and to build knowledge, using multiple sources (e.g., visual and text reference sources, electronic resources, and/or interviews). 

5.6.W.1​

Students will formulate a viable research question.

5.6.R.2

Students will identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to analyze the structure of informational texts.  

5.6.W.2​

Students will organize information found during research, following a modified citation style (i.e., author, title, publication date).  

5.6.R.3

Students will determine the relevance and reliability of the information gathered.  

5.6.W.3

Students will write informative texts independently for short timeframes (e.g., a single sitting or a day or two) that organize related information logically and convey key details, quotations, or other relevant information from multiple sources.  

Standard 7: Multimodal Literacies

Students will comprehend and communicate knowledge through alphabetic, aural, visual, spatial, and/or gestural
content.

5.7.R

Students will analyze the characteristics and effectiveness of a variety of alphabetic, aural, visual, spatial, and/or gestural content from various perspectives.

5.7.W

Students will create multimodal content (i.e., alphabetic, aural, visual, gestural and/or spatial) that communicates ideas, thoughts, and feelings for an intended audience. 

Standard 8: Independent Reading and Writing

Students will read and write independently for a variety of purposes and periods of time.

5.8.R

Students will read selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes.  

5.8.W

Students will write independently using print, cursive, and/or typing for various lengths of time, choosing modes and genres to suit their audience and purposes.