Grade Five
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R-5-2.1: Students identify the meaning of unfamiliar
vocabulary by using strategies to unlock
meaning
(e.g., Knowledge of word structure, including prefixes/ suffixes and base
words; or context clues; or other resources, such as dictionaries, glossaries;
or prior knowledge)
·
R-5-3.1: Shows breadth of vocabulary knowledge
through demonstrating understanding of
word
meanings or relationships by identifying synonyms, antonyms,
homonyms/homophones, or shades of meaning.
(Example of shades of
meaning: tired, exhausted)
·
R-5-3.2 Shows breadth of vocabulary knowledge
through demonstrating understanding of
word
meanings or relationships by Selecting appropriate words or explaining the use
of words in context including, content specific vocabulary, words with multiple
meanings, or precise vocabulary.
Example
of multiple meanings: Students explain the intended meanings of words found in
text – Based on the way “spring” is used in this passage, would having a
“spring” be necessary for survival?
Explain how you know.
·
R-5-4.1: Demonstrate initial understanding of
elements of literary texts by identifying or
describing
character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any
significant changes in character(s) over time.
·
R-5-4.2 Demonstrate initial understanding of
elements of literary texts by paraphrasing or summarizing key ideas/plot,
with major events sequenced, as appropriate to text.
·
R-5-4.3 Demonstrate initial understanding of
elements of literary texts by generating questions before, during, and after
reading to enhance recall, expand understanding and/or gain new
information.
·
R-5-5.3 Analyze and interpret elements of literary
texts, citing evidence where appropriate by making inferences about
problem, conflict, solution, or the relationship among
elements (plot, character, setting) within text.
·
R-5-5.5 Analyze and interpret elements of literary
texts, citing evidence where appropriate by identifying author’s message
or theme (implied or stated, as in a fable).
·
R-5-7.1 Demonstrate initial understanding of
informational texts (expository and practical texts) by obtaining information
from text features 7.1a: (table of contents, glossary,
index, transition words/phrases, bold or italicized
text, headings, subheadings, graphic organizers, charts,
graphs, or illustrations, and 7.1b:
(maps,
diagrams, tables, captions, timelines and citations.)
·
R-5-7.2 Using information from the text to answer
questions related to main/central ideas or key details.
·
R-5-7.3 Organizing information to show
understanding (e.g., representing main/central ideas or details within text
through
charting, mapping, paraphrasing, summarizing, or comparing/contrasting).
·
R-5-7.5 Identifying the characteristics of a
variety of types of text (e.g., reference: dictionaries, glossaries, reports,
encyclopedias, children’s magazines, content trade books,
textbooks, student newspapers, Internet
websites, biographies, and practical/functional texts:
procedures, instructions, book orders,
announcements, invitations, recipes, menus.
·
R-5-8.3 Drawing inferences about text, including
author’s purpose (e.g. to inform, explain, entertain, persuade) or message:
or forming and supporting opinions/judgements and assertions
about central ideas that are relevant.