Standards for the following areas are set forth below:

Reading
Writing
Written and Oral English Language Conventions
Listening and Speaking

Content Standards

Assessment

Instructional Strategies

Instructional Resources

READING

1.0

Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition

1.1

Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, expression

Performance-based
Teacher observation

Book reports, round robin reading, plays, presentations

Books, text, plays

Vocabulary and Concept Development

1.2

Use word origins to determine the meaning of unknown words

1.3

Understand and explain frequently used synonyms, antonyms, and homographs. (Homophones)

Spelling tests
Vocabulary tests

Worksheets, bingo, whole class instruction

Lists, workbooks
Writers’ Express

1.4

Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).

Vocabulary tests

Lists, workbooks
Writers’ Express Reading Teachers, Book Of Lists

1.5

Understand and explain the figurative and metaphorical use of words in context.

Recognize in read aloud
Use in poetry & writing

Poets In The Schools
Whole class instruction Model

Books, poems

2.0

Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

Structural Features of Informational Materials

2.1

Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, and maps) make information accessible and usable.

Writing reports, state report

Write report, research, model, observe

Writers’ Express
Resource books
Scholastic News

2.2

Analyze text that is organized in sequential or chronological order.

Writing reports, state report

Write report, research, model, observe

Writers’ Express
Resource books
Scholastic News

Comprehension and Analysis of Grade-Level-Appropriate Text

2.3

Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

Reading For Concepts
Scott Foresman

Book reports, writing reports

Writers’ Express, encyclopedias, internet, Reading For Concepts

2.4

Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Reading For Concepts
Scott Foresman

Book reports, writing reports

Expository Critique

2.5

Distinguish facts, supported inferences, and opinions in text.

Reading For Concepts
Scott Foresman

Book reports, writing reports

3.0

Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

3.1

Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

Oral reports, written reports, plays, Readers’ Theater
Scott Foresman, Reading For Concepts

Narrative Analysis of Grade-Level-Appropriate Text

3.2

Identify the main problem or conflict of the plot and explain how it is resolved.

Portfolios
Assignments
Teacher observation

Discussions, oral reading, reports, plays, Readers’ Theatre

Reading For Concepts
Books, class novels, plays

3.3

Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

Portfolios
Assignments
Teacher observation

Discussions, oral reading, reports, plays, Readers’ Theatre

Reading For Concepts
Books, class novels, plays

3.4

Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works

Portfolios
Assignments
Teacher observation

Discussions, oral reading, reports, plays, Readers’ Theatre

Reading For Concepts
Books, class novels, plays

3.5

Describe the function and effect of common literary devices (e.g., imagery, metaphor, and symbolism).

Portfolios
Assignments
Teacher observation

Literary Criticism

3.6

Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.

Portfolios
Assignments
Teacher observation

3.7

Evaluate the author’s use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers’ perspectives.

Portfolios
Assignments
Teacher observation

WRITING

1.0

Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Organization and Focus

1.1

Create multiple-paragraph narrative compositions:

1. Establish and develop a situation or plot.
2. Describe the setting.
3. Present an ending.

Writing sample
Portfolio pieces

Read aloud, writer’s workshop authors chair

Writer’s Express
ETF materials
Language Arts
Teacher resource materials

1.2

Create multiple-paragraph expository compositions:

1. Establish a topic, important ideas, or events in sequence or chronological order.
2. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.
3. Offer a concluding paragraph that summarizes important ideas and details.

Speeches

Speeches
Presentations

Research and Technology

1.3

Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.)

Report Writing — book reports, explorer reports, colonial reports Science — great scientist projects

Science teacher,

Writer’s Express

1.4

Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks). (In technology)

Science — great scientist projects Computer class (Mr. Brain)

Computer class

1.5

Use a thesaurus to identify alternative word choices and meanings.

Teacher observation of student progress

Supplement writing vocabulary activities

Evaluation and Revision

1.6

Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Final draft evaluation

Writing process formalized

Teacher made

2.0

Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1

Write narratives:

1. Establish a plot, point of view, setting, and conflict.
2. Show, rather than tell, the events of the story.

Writing sample

Autobiographical incidents

2.2

Write responses to literature:

Magnify the Moment

Linda Chittendon workshops

1. Demonstrate an understanding of a literary work.

Book reports

Book reports/cook completion
Literature response activities
Class discussions

Literature guides and unit

2. Support judgments through references to the text and to prior knowledge.

3. Develop interpretations that exhibit careful reading and understanding.

Teacher observation

Sequels
Letters to author

2.3

Write research reports about important ideas, issues, or events by using the following guidelines:

1. Frame questions that direct the investigation.
2. Establish a controlling idea or topic.
3. Develop the topic with simple facts, details, examples, and explanations.

Teacher evaluation
ETF Rubric

Scientist report
Explorer report
Colonies and Revolutionary War report
State report

2.4

Write persuasive letters:

1. State a clear position in support of a proposal.
2. Support a position with relevant evidence.
3. Follow a simple organizational pattern.
4. Address reader concerns.

4th and 5th grades

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0

Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.

Directed lessons from Writers’ Express

Writers’ Express text & worksheets

Sentence Structure

1.1

Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Instruction, practice, homework, etc.

ETF

Grammar

1.2

Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns

Commercial or teacher-made assessments

Teacher resources

Writers’ Express

Punctuation

1.3

Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

Teacher resources

Writers’ Express

Capitalization

1.4

Use correct capitalization.

Writers’ Express

Spelling

1.5

Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Daily Oral Language (D.O.L.)

LISTENING AND SPEAKING

1.0

Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Assign speeches
Graded with ETF rubric
Oral reports

Comprehension

1.1

Ask questions that seek information not already discussed.

1.2

Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.

Persuasive
Informational

1.3

Make inferences or draw conclusions based on an oral report.

ETF portfolios
Binder

Organization and Delivery of Oral Communication

1.4

Select a focus, organizational structure, and point of view for an oral presentation.

1.5

Clarify and support spoken ideas with evidence and examples.

1.6

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

Analysis and Evaluation of Oral and Media Communications

1.7

Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages.

Teacher observation

1.8

Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

Teacher observation

2.0

Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:

2.1

Deliver narrative presentations:

1. Establish a situation, plot, point of view, and setting with descriptive words and phrases.
2. Show, rather than tell, the listener what happens.

Report presentations

Class presentations
Personal experiences

2.2

Deliver informative presentations about an important idea, issue, or event by the following means:

1. Frame questions to direct the investigation.
2. Establish a controlling idea or topic.
3. Develop the topic with simple facts, details, examples, and explanations.

Class presentations
Personal experiences

2.3

Deliver oral responses to literature:

1. Summarize significant events and details.
2. Articulate an understanding of several ideas or images communicated by the literary work.
3. Use examples or textual evidence from the work to support conclusions.

Teacher observation

Book reports
Book sharing
Response to reading Discussions