FIFTH GRADE

 

STANDARD 1: LITERARY GENRE

 

   Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

 

   Reading is a rich and complex human activity. It allows students to create and explore new ideas. They gain the capability to learn about different subjects, find information, participate effectively in the workplace, and have a better understanding of the world. Students need to read for a range of purposes within a variety of contexts.

 

· Read, respond to, and study a variety of texts

· Discuss texts for several purposes

· Study and create nonprint (oral and picture) texts

· Develop as an independent reader

· Read primary texts from many regions

· Discover information, connections, and themes to form new insights

 

 

FIFTH GRADE

1.  Read and respond to drama and poetry

2.  Identify, read and discuss various types of literature in fiction and nonfiction

3.  Analyze the characteristics of fiction and nonfiction for author’s purpose 

4.  Read and discuss literal and inferential meanings of text

5.  Read independently every day in class

 

STANDARD 2: LITERATURE AND CRITICAL THINKING

 

   Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

   Literature plays a vital role in developing critical thinking. As students learn to read and respond to literary texts, they utilize terms and concepts of literary analysis necessary to and explore worlds (actual and imagined) from perspectives other than their own.

· Read and study characteristics of various genres

· Reflect critically on classic and contemporary works

· Learn and use specialized terms and concepts of literary analysis

· Explore the complexities of the human experience through literature

 

 

FIFTH GRADE

1. Recognize the function of key literary devices, such as imagery and symbolism in literary works

2. Interpret, analyze, and summarize a variety of reading materials

3. Distinguish between fact and fiction

4.  Identify main problem or conflict of the plot and how the author uses various techniques to resolve it

5. Recognize how characters, plots, and settings are developed

6.  Compare and discuss the actions, motives, and appearances of characters in a work of fiction

7. Understand that theme refers to the meaning or the moral of a selection and recognize themes (implied or stated directly)

 

STANDARD 3: READING COMPREHENSION

 

   Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

   Interpreting and evaluating texts is a key element in helping readers explore their own responses, feelings, and values. This takes time and experience with a variety of texts. Students draw on prior knowledge and recognize strategies and conventions that guide them toward comprehension.

 

· Use graphic, phonological, syntactic, and semantic cues

· Form expectations and make predictions about a text

· Build on previous reading and life experiences

· Create meaning from the text

· Change strategies when moving from one genre or context to another

· Question, summarize, and restate the text

· Reflect on textual meaning from personal perspective

· Evaluate text elements such as purpose or emotional appeal

· Explore personal responses, feelings, and values to ideas presented

 

 

FIFTH GRADE

1. Identify and correctly use common synonyms, antonyms, and homonyms

2. Draw inferences, conclusions, or generalizations (main idea) about text; support with textual evidence and experience

3. Use word origins, roots, and affixes to determine meaning of unknown words

4. Use sentence and word context to find meaning of unknown words

5. Identify and evaluate main ideas and concepts presented in texts

6. Identify and use common expository organizational structures (e.g., compare and contrast, cause and effect, chronological order) to gain meaning from the text

7. Respond to literature that connects the reader to the text and related works

8. Explore and discuss alternative meanings to text

9. Recognize the writer’s purpose

10. Read fluently using reading cueing systems such as word usage, meaning, and phonetic analysis

11. Adjust speed of reading e.g., skimming and rereading to suit purpose and difficulty of material

12. Read and follow written directions

13. Distinguish among fact, supported inference, and opinion

14. Understand how graphic text features make information accessible

 

STANDARD 4: LANGUAGE AND COMMUNICATION

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

   Language is used as expression in differing social arenas. Students need to study how language conventions vary from one context to another. Students acknowledge the audience as they compose different types of literary texts.

 

• Use various speaking and writing styles to fit different purposes and audiences

• Use standard English for speaking and writing

• Experience dialects and other forms of English

• Develop confidence and versatility in the use of language by exploring connections between voice and audience, purpose and form   

 

 

FIFTH GRADE

1.  Participate in group discussions by being a cooperative listener and active contributor; ask perceptive questions

2. Engage in exploratory discussion about literature

3. Demonstrate fluency when reading grade level material orally

4. Follow complex oral directions

5. State point of view and listen to others

6. Engage audience with appropriate verbal cues, facial expressions, and gestures

7. Use new vocabulary in oral presentations and discussions

8. Respond with relevant and informative answers when asked about topics or events

9. Organize and express ideas clearly

 

STANDARD 5: WRITING STRATEGIES

 

  Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, and news photographers) present events and communicate information.

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

• Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities

• Write frequently about different topics for a variety of audiences and purposes

• Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences

• Utilize standard English as appropriate

• Demonstrate the ability to be flexible and adapt to different writing situations

• Read a variety of authors to learn the craft of writing

 

FIFTH GRADE

1. Write daily for 30 minutes on self-selected topics (including mini lessons on)

techniques and mechanics

2. Writing Domain: Evaluation, Report of Information, Autobiographical

Incident, Story, Problem Solution

3. Participate in writing response groups

4. Revise and edit writing including adding, deleting, clarifying and rearranging words and sentences to improve the meaning and focus of writing

5. Write in response to a prompt (e.g., Quick Writes)

6. Write a short story that shows a clear introduction, body, and conclusion

7. Use reflective writing

8. Formulate a clear and complete written answer in response to a specific

question

9. Write reports that include a central idea with supporting detail, awareness of

purpose, and intended audience

 

STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES

 

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively.

 

• Spell frequently used words correctly

• Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell

check, etc.

• Write with command of standard English: capitalization, punctuation, sentence structure, and

grammar

• Evaluate and discuss the structure of language in a variety of print and graphics

Evaluate and discuss a variety of print and graphics

 

 

 

 

FIFTH GRADE

1. Use language conventions including correct spelling, punctuation, grammar, and descriptive language

2. Use word origins, prefixes, and suffixes to determine meanings of words

3. Use correct capitalization

4. Use correct punctuation: Use a colon to separate hours from minutes and to introduce a list: use quotation marks around exact words of a speaker and some titles (e.g., poems, songs, and short stories)

5. Use correct grammar: Identify and use verbs that are often misused (lay/lie, sit/set, rise/raise), modifiers and pronouns, prepositional phrases, appositives, independent and dependent clauses

6. Spell roots, suffixes, prefixes and contractions correctly  

7. Divide syllables correctly

8. Spell high frequency words

9. Read and write in cursive and manuscript

 

STANDARD 7: RESEARCH AND COMMUNICATION

 

      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

 

     Investigation, discussion, and reflection help students to look at and make sense of the world to develop questions, identify issues, address problems, and seek answers. Students acquire a range of tools to accomplish these tasks.

 

· Formulate engaging questions from life and classroom experiences

· Discuss, hypothesize and plan steps to find answers

· Gather data from a variety of sources

· Analyze and synthesize data in a way that clearly shows new knowledge

· Communicate what has been learned to suit purposes and audience

     

 

FIFTH GRADE

1. Give oral presentations using research materials and multimedia

2. Interpret speakers’ messages (both verbal and nonverbal), purposes, and perspectives

3. Develop skills in using a variety of reference materials and sources

4. Demonstrate use of table of contents, glossary, title page, dictionary, and index

5. Read a variety of materials related to content area curriculum 

6. Ask questions that seek information not already discussed

7. Clarify and support spoken ideas with evidence, elaboration, and examples

8. Analyze how media transmits culture through information, entertainment, persuasion, etc.

 

STANDARD 8: TECHNOLOGY AND RESOURCES

 

    Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

 

    Technology has opened new worlds to students. To utilize these valuable resources, they use computers and other interactive media. This knowledge equips them to attain their goals and career choices. Access to a wealth of information, ideas, and visual images enhances academic success and empowers students as lifelong learners.

 

· Students will demonstrate competence in using technology as a production tool in many disciplines to solve problems and communicate ideas.

· Students will demonstrate ability to access and synthesize information with available

    technologies.

· Students will use technology responsibly, legally and ethically.

           

 

FIFTH GRADE

1. Use word processing on the computer

2.  Create documents using word-processing skills and publishing programs

3.  Introduce organizational features of electronic texts such as bulletin boards, key word searches and e- mail addresses to locate information

4. Use classroom, school, and public library (including CD ROM) to gather information on a selected topic

 

STANDARD 9: DIVERSITY

 

   Students see, understand, and respect different perspectives and communicate effectively with those whose lives, languages, and cultures vary from their own.

 

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.

 

    Language can foster understanding, both socially and culturally. Students bring a diverse heritage into the classroom. They build the groundwork for unity by understanding and respecting differences. Students deserve and need learning environments that encourage respect for culture, age, race, gender, religious and ethnic diversity.

 

· Investigate shared beliefs and traditions, and honor what is distinctive about individuals and groups

· Read and discuss stories and texts that explore diversity

· Recognize how linguistic diversity influences language and perceptions of the world

· Participate in creating a safe, accepting environment

· Develop an appreciation for the complexities of language and dialect

 

 

FIFTH GRADE

1. Respond to diverse literature, art, music, and movement to create an awareness of values, ethics, and customs

2. Evaluate the meaning of language patterns and symbols found in fiction and nonfiction from different times and places

3. Share common beliefs and customs; explore how they relate to literature from

different eras and cultures

 

STANDARD 10: ENGLISH LANGUAGE LEARNERS (pre-Proposition 227, awaiting California State Department of Education direction)

 

   Students whose first language is not English use their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  

 

   This standard provides access to the core curriculum for students who are not part of the Bilingual/Immersion Program. Please refer to the English Language Development (ELD) Bilingual Master Plan for more specific details on ELD learning strategies.

   Linguistic diversity is a factor in today’s classrooms as it is in the nation. Our focus is to enable students who are not proficient in English to become so. It is important that these students develop academic competency in both languages.

 

The following may be used throughout the grade levels:

1. Read appropriate leveled primary language content material when available

2.  Read, write, and speak using primary language when appropriate

3. Demonstrate understanding by using an agreed upon signal

4. Work with English speaking partner for difficult tasks

5. Participate actively and collaboratively in group work

6. Participate in discussions with partner or in small groups

7. Interact appropriately in social situations within the classroom

8. Display awareness of common cultural markers (e.g., historical, geographical sites, pastimes, foods, and schedules)

9. Pursue acquisition of English through available activities, resources, and personnel  (e.g., listening centers, computers, TV and libraries)

10. Listen and respond to diverse literature

11. Participate in language arts activities that incorporate different learning styles/modalities

12. Use oral language and models or pictures to explain thinking

13. Listen and respond to literature that reinforces thematic units

14. Write science and social studies reports with format provided

15. Understand written texts through discussion, illustrations and visuals

16. Make oral presentations in English

17. Practice oral language exercises and communicative language functions

18. Develop academic vocabulary

19. Participate in sheltered language activities in content areas

 

STANDARD 11: LITERACY COMMUNITIES

 

   Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

   Students are members of a variety of literacy communities including peers, teachers, friends, family members, as well as, communities within the technological world. Students develop awareness of their own roles within these communities and can see how language usage varies. This idea of community emphasizes the collaborative approach of language learning.

 

 

FIFTH GRADE

1. Explore dialects and expressions that enrich language and meaning

2. Share insights to enable readers to imagine a diverse world of events and experiences

3. Share ideas, opinions, and information with a group; communicate messages clearly

 

STANDARD 12: LIFELONG LEARNING

 

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

    Students developing strong learning habits and positive attitudes towards language, will chose to read widely, discuss issues, and question others thoughtfully. Students need to be well motivated to become responsible for their own lifelong learning. We are all lifelong learners.

 

 

FIFTH GRADE

1. Read independently and fluently for meaning and enjoyment

2. Read and write for a variety of purposes: how-to manuals, recipes, game directions, etc.

3. Generate writings related to career development and personal interest

4. Work independently as well as collaboratively for enjoyment and to acquire knowledge

5. Practice appropriate social awareness