fifth grade quarter 4 reading standards literature ... 5... · fifth grade quarter 4 reading ......

Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org

Fifth Grade Quarter 4

Reading Standards Literature, Informational and Foundational Skills

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Ready Standards Explanation and Instructional Vocabulary

5 RL 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Q1-Q4) Student friendly: I can accurately quote from a fiction text when I am explaining or supporting inferences that I have made.

Students will:

Understand and explain what is directly stated in a text by citing specific details and examples from the text.

Understand and explain inferences, generalizations, and conclusions formed about a text, by citing specific details and examples from that text.

Synthesize information and ideas after reading a text.

Use quotations from the text in their writing. Teacher Strategies:

Use the RACE strategy: Restate, answer, cite evidence and explain

Use close reading strategies and annotations

Use Thinking Map (Tree Map) to organize main idea and key details

Use sentence starters to cite evidence; “The author states that…”

Instructional Vocabulary:

Explicit

Inference



Reading Standards

Literature, Informational and Foundational Skills G

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Career Ready Standards

Explanation and Instructional Vocabulary

5 RL 2 Determine a theme of a

story, drama, or poem from

details in the text, including

how characters in a story or

drama respond to

challenges or how the

speaker in a poem reflects

upon a topic; summarize

the text. (Q1-Q4)

Student Friendly:

I can determine the theme

of a fiction text or poem.

I can summarize a fiction

text in my own words.

Students will:

Summarize a text orally and in writing.

Identify and understand the theme of a

fictional text or poem.

Teacher Strategies:

Use the RACE strategy:

Restate, answer, cite evidence and explain

Use close reading strategies and

annotations

Use Thinking Map (Tree Map) to organize

main idea and key details

Instructional

Vocabulary:

Theme

Summarize



Reading Standards

Literature, Informational and Foundational Skills

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5 RL 3 Compare and contrast two

or more characters,

settings, events in a story or

drama, drawing on specific

details in the text.

(Q1-Q4)

Student Friendly:

I can compare and contrast

characters, setting, or

events using details in the

text.

Students will:

Understand and explain similarities and

differences between literary elements.

Teacher Strategies:




annotations




Compare

Contrast



Reading Standards


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Ready Standards


5 RL 4 Determine the meaning of

words and phrases as they

used in a text, including

figurative language such as

metaphors and similes.

Student Friendly:

I can explain the meaning of

words and phrases used in a

text.

I can identify figurative

language and the meaning

stated in a text.

Students will:

Distinguish between literal and figurative

language.

Understand and explain how word choice

affects the meaning of a text.

Use context clues, reference materials,

knowledge of roots, and prefixes. Etc., to

determine meanings of unknown words or

phrases.

Examine the types of figurative language and

imagery an author uses to determine the effect

they are trying to portray to the reader.

Teacher Strategies:



Close reading strategies and annotations.

Use thinking map (partial flow map) to organize

main idea and key details.


Metaphor

Figurative language

Simile

Imagery

Context clues

Idiom

Personification



Reading Standards


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5 RL 5 Explain how a series of

chapters, scenes, or

stanzas fit together to

provide the overall

structure of a particular

story, drama, or poem.

(Q1-Q4)

Student Friendly:

I can explain how a series

of chapters, scenes, or


provide the overall



Students will:

Identify structural elements including

exposition, rising action, climax, falling

action, and resolution.

Understand and explain the relationships

among structural elements in a text.

Teacher Strategies:


annotations




Stanza

Scene

Drama

Plot

Exposition

Rising Action

Climax

Falling Action

Resolution



Reading Standards


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provide the overall



(Q1-Q4)

Student Friendly:




provide the overall



Students will:






Teacher Strategies:


annotations




Stanza

Scene

Drama

Plot

Exposition

Rising Action

Climax

Falling Action

Resolution



Reading Standards


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provide the overall



(Q1-Q4)

Student Friendly:




provide the overall



Students will:






Teacher Strategies:


annotations.


main idea and key details.


Stanza

Scene

Drama

Plot

Exposition

Rising Action

Climax

Falling Action

Resolution



Reading Standards


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provide the overall



(Q1-Q4)

Student Friendly:




provide the overall



Students will:






Teacher Strategies:


annotations




Stanza

Scene

Drama

Plot

Exposition

Rising Action

Climax

Falling Action

Resolution



Reading Standards


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Ready Standards


5 RL 9 Compare and contrast stories in

the same genre (e.g., mysteries

and adventure stories) on their

approaches to similar themes and

topics .

Examples:

- Mysteries or adventure

- Poetry or song

- Autobiography or

biography

- Realistic fiction, non-

fiction, historical fiction

- Sci-fi or fantasy

Student Friendly:

I can compare and contrast

stories in the same genre.

Students will:

Know the differences between genres and

sub-genres of a text (mystery, adventure,

biography, science fiction, etc.)

Implement strategies to identify the theme in

order to prepare the themes of different texts

Use prior knowledge of setting, plot,

characterization, and other elements of a

story in order to compare different stories of

the same genre

Teacher Strategies:

Use the RACE strategy: Restate, answer, cite

evidence and explain

Close reading strategies and annotations

Use Thinking Maps (double bubble map, tree

map) to organize main idea and key details

and to compare and contrast themes and

topics.


Setting

Plot

Fantasy

Realistic fiction

Horror

Mystery

Romance

Poetry/song

Compare/contrast

Sci-fi

Biography

Autobiography

Mood

Tone

Rising action

Falling action

Climax

Resolution



Reading Standards


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5 RL 10 By the end of the year, read

and comprehend literature,

including stories, dramas,

and poetry, at the high end

of the grades, 4-5 text

complexity band

independently and

proficiently. (Q1-Q4)

Student Friendly:

I can read and understand

fifth grade stories, plays and

poems independently.

Students will:

Read a wide variety of texts that

challenges them as a reader.

4-5th Grade Lexile Band 770-980


Proficient




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5 RI 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Student friendly: I can accurately quote from an informational text when I am explaining or supporting inferences that I have made.

Students will:

Explain the main ideas (either explicit or inferred) of a text and summarize the overall text.

Understand and explain what is directly stated in a text by citing specific details and examples.

Use evidence from the text to support your opinions about the text.

Determine when it’s best to paraphrase vs. quote directly when responding to questions about a text.

Teacher Strategies:



Use Thinking Maps (tree map) to organize main idea and key details


Inference

Inferring

Accurately

Conclude




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5 RI 2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Student Friendly: I can summarize a text by determining two or more main ideas and explaining how they are supported by key ideas.

Students will:

Summarize a text in order to find the main idea and supporting information.

Connect details or information and explain how they develop one or more main ideas.

Connect inferred and/or explicitly stated ideas from across texts to determine two or more main ideas.

Teacher Strategies:



Use thinking map (flow map) to organize main idea and key details.


Summarize

Main Idea




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5 RI 3 Explain the relationship or interactions between two or more individuals, events, ideas or concepts in a historical, scientific, or technical text based on specific information in a text. Student Friendly: I can explain relationships between multiple individuals, events or ideas based on specific information from the text.

Students will:

Connect and explain the different types of relationships in a text.

Understand the text structure (e.g., text features and organizational structure) in a text.

Use information and language from a text to explain the connections between or among events, ideas or concepts in a text.

Determine the reasons for interactions between elements of a text (is one thing meant to show contrast to the other, complement it, explain it?)

Teacher Strategies:



Use thinking map (double bubble) to organize main idea and key details.


Affix

Cite




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5 RI 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic of subject area. Student Friendly: I can use context clues to determine the meaning of words or phrases in different information text.

Students will:

Use sentence level context clues to figure out the meaning of unknown words and phrases in a text

Determine the meaning of a new word formed when a known affix is added to a known root word

Consult reference materials to find the pronunciation of a word to clarify its meaning.

Understand and explain the difference between the literal meaning (denotation) of a word and the feelings or mood attached to the word (connotation)

Teacher Strategies:



Use thinking map (partial flow-map) to organize main idea and key details


Denotation

Connotation

Appropriate




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Arizona College and Career Ready Standards


5 RI 5 Compare and contrast the overall structure (e.g, chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. Student Friendly: I can compare and contrast the overall structure or information in two or more texts.

Students will:

Determine how a text is organized.

Understand and explain text features in order to compare and contrast the text structure of two or more texts.

Explain where the organization of a text changes in a particular passage.

Compare and contrast the organizational structures in two or more texts.

Teacher Strategies:



Use Thinking Maps (double bubble) to organize main idea and key details and to compare and contrast.


Compare/contrast

Problem/solution

Cause/effect

Similarities

Differences




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5 RI 6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Student Friendly: I can analyze the same event or topic using different versions of the story to find the important things that are alike and different.

Students will:

Recognize bias and learn about strategies that people use to attempt to mislead their readers and viewers.

Explain the relationships between how an event or topic is presented and what can be inferred about the author’s point of view.

Gather evidence from a text in order to compare and contrast two or more accounts of the same event or topic.

Make judgments about sources they find trustworthy.

Teacher strategies:

Use Thinking Maps (double bubble) to organize main ideas, key details and to compare and contrast.

Use a variety of newspaper articles, magazines, etc. that report the same story/event for compare/contrast strategies.

Use examples of primary secondary sources.





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Ready Standards


5 RI 7 Draw on information from

multiple print or digital

sources, demonstrating the

ability to locate an answer to

a question quickly or to solve

a problem efficiently.

Student Friendly:

I can interpret different

sources and the validity of the

source while researching the

topic.

Students will:

Interpret the relationship between text

features and the meaning of purpose of a text

Reason why sources are trustworthy and why

some resources are not

Use different media types/programs

Teacher Strategies:




Use thinking map (double bubble map) to

organize main idea and key details

Instructional

Vocabulary:

Research

Context Clues

Decode

Root word




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5 RI 8 Explain how an author uses

reasons and evidence to

support particular points in a

text, identifying which

reasons and evidence

support which point(s).

Student Friendly:

I can interpret a text and

identify supporting

evidence.

Students will:

Read a variety of text to build knowledge on

a given topic

Investigate multiple sources before drawing

a conclusion on a subject

Explain how evidence ins organized and how

this evidence contributes meaning or

purpose of a text

Teacher Strategies:




Use thinking map (tree map) to organize



Conclusion

Patterns

Text structure

Support

Evidence




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Standards


5 RI 9 Integrate information from

several texts on the same

topic in order to write or

speak about the subject

knowledgeably.

Student Friendly:

I can combine information

from multiple texts to present

on a topic.

Students will:

Create a list of main points in several texts on

a particular topic

List key details in several texts on the same

topic

Use evidence from informational text to

support analysis, reflection, and research

Teacher Strategies:




Use thinking map (tree map) to organize main

idea and key details


Synthesize

Reflect

Research

Analyze




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Ready Standards


5 RI 10 By the end of the year, read

and comprehend

informational texts, including

history/social studies, science,

and technical texts, at the

high end of the grades 4–5

text complexity band

independently and

proficiently. (Q2-Q4)

Student Friendly:

I can read and understand

fifth grade informational text.

Students will:

Read a wide variety of texts, including a variety

of styles, genres, literary periods, authors,

perspectives, and subjects.

Choose texts from multiple genres, cultures,

and historical periods.

Demonstrate an understanding of complex,

information texts with diverse content,

perspective and time periods.


Informational Text

Comprehend

Text Complexity



Reading Standards


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Arizona College and Career

Ready Standards


5 RF 3 Know and apply grade-level

phonics and word analysis

skills in decoding words.

(a.) Use combined knowledge

of all letter-sound

correspondences, syllabication

patterns, and morphology

(e.g., roots and affixes) to read

accurately unfamiliar

multisyllabic words in context

and out of context. (Q1-Q4)

Student Friendly:

I can read unfamiliar words

that have more than one

syllable.

Students will:

Use phonics to pronounce unfamiliar

multisyllabic words.

Apply knowledge of roots and affixes in

order to decode words and define words.

Understand that when an affix is added to a

root word, the affix will change the meaning

of the entire word or the part of speech.

Prefixes- un, sub, post, bi, pre, dis, de, bio,

multi, non, centi, mili, hydro, micro,

Roots- rupt, geo, auto, graph, struct,

Suffixes- able, cycle, ant, logy,


Syllabication

Morphology

Roots

Affixes

Multisyllabic



Reading Standards


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Ready Standards


5 RF 4abc Read with sufficient accuracy

and fluency to support

comprehension.

(a) Read grade-level text with

purpose and understanding. (b)

Read grade-level prose and

poetry orally with accuracy,

appropriate rate, and expression

on successive readings.

(c) Use context to confirm or

self-correct word recognition

and understanding, rereading as

necessary. (Q1-Q4)

Student Friendly:

I can read and understand fifth

grade texts.

I can read fifth grade books and

poems aloud accurately, at the

right speed and with expression.

I can use context clues to help

me figure out or correct words I

Students will:

Adjust reading rate according to the purpose for

the reading.

Demonstrate fluent reading in order to

comprehend a text.

Use context clues and visual clues to guide self-

correction.

Teacher Strategies:

Teacher Read-Alouds

Small group reading instruction

Read Naturally for fluency (Teacher Resource –

District Shared Drive)

Six Minute Solution (Teacher Resource – District

Shared Drive)


Fluency

Context Clues

Comprehension

Prose

Poem


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fifth grade quarter 4 reading standards literature ... 5... · fifth grade quarter 4 reading ......

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