Fifth Grade Language
Arts |
||||
| Objective | Student & Parent | ILS Benchmark | Teacher Clarifications | Cycle |
| 501 | I figure out new words and phrases and what they mean when I read. | 1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations. 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. | ~Read unfamiliar words in context using phonics and/or other word identification strategies. ~Use context, what they already know, and other resources to check their understanding of words and phrases. | f |
| 502 | I preview the material I will be reading and predict what will happen. | 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. | Preview materials, ask questions, clarify and extend ideas. | f |
| 503 | I use the organization of nonfiction text to help me understand what I read. | 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension | Identify and use titles, headings, illustrations, text structure and other organizing elements of non-fiction texts when finding information. | w |
| 504 | I check that I understand what I read. | 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). | ~Continuously check and clarify for understanding while reading. Seek additional information and/or stop to clarify information at points of confusion. | f |
| 505 | I can read Grade Five material aloud with fluency and accuracy. | 1.B.2d Read age-appropriate material aloud with fluency and accuracy. | Read Grade Five material aloud with fluency and accuracy. | w |
| 506 | I ask and answer questions, and I make and check predictions from reading material or selections. | 1.C.2a Use information to form and refine questions and predictions. | Use information from the reading to verify predictions and inferences and to form and refine questions. | f |
| 507 | I can explain the main idea in a variety of selections I read. | 1.C.2b Make and support inferences and form interpretations about main themes and topics. | Interpret main ideas and topics in a variety of selections. | f |
| 508 | I can compare and contrast the content of a variety of reading selections. | 1.C.2c Compare and contrast the content and organization of selections. | Compare and contrast the content of a variety of reading selections. | s |
| 509 | I can summarize what I read and apply it to my own life. | 1.C.2d Summarize and make generalizations from content and relate to purpose of material. 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor). | Summarize the content of the reading selections and applying it to real life. | f |
| 510 | I can identify different types of literature. | 2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). 2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works. | Distinguish among types of literature. | s |
| 511 | I make inferences, draw conclusions, and compare what I read with my own experiences. | 2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts. 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor). | Respond to literature by drawing inferences and conclusions, interpreting the authors ideas, identifying the illustrator's contributions and by making comparisons with the student's prior experiences or with other readings. | f |
| 512 | I can identify and explain themes from different types of literature. | 2.B.2b Identify and explain themes that have been explored in literature from different societies and eras. 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning. | Identify and explain themes that have been explored in literature from different societies and eras. | s |
| 513 | I can relate the characters, settings and plots of the literature I read to current and historical events and points of view. | 2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives. | Relate characters, settings and plots to current and historical events, people and perspectives. | s |
| 514 | I can write paragraphs that include a variety of sentence types with appropriate use of parts of speech, capitalization, punctuation, and correct spelling. | 3.A.2a Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. | Construct paragraphs that include a variety of sentence types with appropriate use of the parts of speech, capitalization and punctuation, and with correct spelling of Grade Five words | f |
| 515 | I plan and organize my ideas before I begin to write. | 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting). | Generate and organize ideas before writing using a variety of planning strategies (e.g., mapping, outlining, drafting). | f |
| 516 | I can organize and add details to my planned topic so that a reader will understand my writing. | 3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience. 3.B.2c Expand ideas by using modifiers, subordination and standard paragraph organization. | Organize, stay on topic and provide details to communicate clearly to different audiences. | f |
| 517 | I can edit my writing. | 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. | Evaluate the integration of writing with respect to focus, organization, conventions, and elaboration. | w |
| 518 | Create narrative writings. | 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persua-sive writings (e.g., editorials, advertisements). | Compose grade-level appropriate narrative, expository and persuasive writings for specified audiences. | f |
| 519 | Create expository writings. | 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persua-sive writings (e.g., editorials, advertisements). | Compose grade-level appropriate narrative, expository and persuasive writings for specified audiences. | s |
| 520 | Create persuasive writings. | 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persua-sive writings (e.g., editorials, advertisements). | Compose grade-level appropriate narrative, expository and persuasive writings for specified audiences. | w |
| 521 | Use different ways to share my ideas and experiences. | 3.C.2b Produce and format compositions for specified audiences using available technology. | Use a variety of media and technologies to express ideas, experiences and emotions. | s |