Reading

Word Study - Vocabulary & Word Recognition:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:

• • [5] 2.1.1 Demonstrating knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar)

  • [5] 2.1.2 Determining the meaning of unfamiliar words using knowledge of word families, phonetics, context and visual cues, structural elements (contractions, compound words, root words, prefixes, suffixes, plurals)*

  • [5] 2.1.4 Identifying relationships among words by categorizing (e.g., synonyms, antonyms, homophones, homographs) and [identifying shades of meaning (e.g., hot, warm) (L) 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Fifth graders who lack the early literacy skills of phonics and phonemic awareness should receive immediate review and practice.

Phonics: instruction that teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.

Phonemic Awareness: the ability to hear, identify, and manipulate the individual sounds-phonemes in spoken words.

• Know and apply a variety of strategies to decode and learn new words (ES)

• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words in context and out of context

Word Recognition

• Add new vocabulary learned by listening, reading, to known words and use them when discussing a variety of genres and in writing

• Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math)

• Develop fluency with multiple meaning words and words that can be used in multiple contexts (ES)

• Use multiple resources to learn new words by relating them to known words and/or concepts

• Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, thesauruses)

• Determine the meanings between related words and concepts (e.g. ambassador: official, representative

• Use structural analysis and context clues to determine meanings of words

• Identify meanings of words using roots and affixes

• Use words, sentences, and paragraphs as context clues to determine meaning of unknown key words, similes, metaphors, idioms, proverbs, and clichés

• Use context to determine meanings of synonyms, antonyms, homonyms (e.g., your/you’re) and multiple-meaning words (e.g., beat) 

Fluency:

Alaska Grade Level Expectations (GLEs):

• [5] 2.1.5 Self-monitoring and self-correcting while reading (e.g., sounding words out, adjusting reading pace, rereading difficult or relevant material)*(L)

The student reads text aloud by:

• [5] 2.3.1 Reading orally with rhythm, flow and expression, showing understanding of punctuation and other conventions of print*(L) 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• • • Read grade level text, aloud and silently with appropriate speed and accuracy to support comprehension

    • Read grade level text at a fluency rate based on the district’s currently adopted Reading Curriculum Based Measure (R-CBM) instrument (ES)

    • Read grade level text with an accuracy rate of 98-100%

    • Read grade level text in meaningful phrases using intonation, expression, and punctuation cues (ES)

    • Read grade level words with automaticity

    • Use context to confirm or self-correct word recognition and understanding, rereading as necessary 

Comprehension:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:

• [5] 2.1.3 Obtaining information using text features including pictures, illustrations, text structure (e.g., bolded or italicized text, graphs, charts, or headings)*

The student comprehends literal or inferred meaning from text by:

• • [5] 2.2.1 Locating information explicitly stated in narrative and informational text to answer literal comprehension questions*

  • [5] 2.2.2 Self-monitoring comprehension by formulating questions while reading (e.g., why do characters react to the same situation differently) or rereading (e.g., for clarification, confirmation, correction)*(L)

  • [5] 2.2.3 Making inferences (e.g., predicts logical outcomes, such as how would the story have been different if ____ , deduces missing outcome or information, such as where a story takes place, if not directly stated)

  • [5] 2.2.4 Drawing conclusions based on information presented explicitly in the text (e.g., cause and effect, character motivation)*

The student restates/summarizes information by

• [5] 2.4.1 Restating and summarizing main ideas or events in correct sequence after reading a text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text

The student demonstrates an understanding of main idea by

• [5] 2.5.1 Identifying the main idea or central concept in various types of texts*

• [5] 2.5.2 Locating information in narrative and informational text to answer questions related to main ideas or key details*

• [5] 2.5.3 Identifying or describing related experiences and events to support understanding of a main idea (e.g., what event in history is similar to this one) (L)

The student follows written directions by

• [5] 2.61 Completing a task by following written, multi-step directions (e.g., origami) (L)

• [5] 2.6.2 Identifying the sequence of steps in multi-step directions*

The student analyzes content of text to differentiate fact and opinion by

• [5] 2.9.1 Distinguishing fact from opinion in a text*

• [5] 2.9.2 Expressing own opinion about material read and supporting opinions with evidence from text*

The student connects themes by

• • [5] 2.10.1 Identifying author’s message, theme, or purpose, stated or implied (e.g., helping others brings great rewards)

  • [5] 2.10.2 Identifying themes in texts and making relevant connections to [personal experiences, experiences of others or L] other texts* 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Before-Reading Strategies

• • Set own purposes for reading

  • Use prior knowledge, illustrations, title, topic sentences, headings, and subheadings to make predictions (ES)

  • Build background knowledge

During-Reading Strategies

• • Create mental images to aid comprehension (ES)

  • Use background and prior knowledge to make connections with the text (e.g., text to text, text to self, and text to world) and enhance understanding (ES)

  • Generate questions before, during and after reading to clarify meaning, focus attention to important details, and answer questions about the text (ES)

  • Identify the main ideas, themes and author's purpose

  • Synthesize (gather, analyze and evaluate) the information in the text to grasp the overall meaning

  • Monitor comprehension and use fix-up strategies (e.g., reread, ask questions, use a dictionary, skip ahead) to increase understanding (ES)

  • Restate and summarize the main ideas or events in correct sequence after reading a text (ES)

  • Recognize and understand analogies, similes, and metaphors

  • Recognize relationships of characters, events, and themes to determine main idea

  • Begin to recognize persuasion, bias, and prejudice

  • Use prior knowledge, illustrations, graphs, title, topic sentences, headings, and subheading to make and confirm predictions and gather information (ES)

After-Reading Strategies

• • Use information in narrative and informational text to answer questions and evaluate author’s purpose (ES)

  • Follow multi-step directions to complete a task (ES)

Fiction

• • Distinguish fact from opinion in a text (ES)

  • Form and express own opinion about material read and support the opinion with evidence from the text

  • Draw inferences and accurately refer to the text to support inference (ES)

  • 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

  • Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)

Non-Fiction

• • Determine two or more main ideas of a text and explain how they are supported by key details

  • Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text 

Craft & Structure:

Alaska Grade Level Expectations (GLEs):

The student analyzes content and structure of genres by

• • [5] 2.7.1 Identifying or explaining the characteristics of the four major genres of fiction: short story, drama, novel, and poetry (L)

  • [5] 2.7.2 Identifying or explaining the characteristics of fiction and non-fiction*

  • [5] 2.7.3 Identifying or explaining use of literary elements and devices (i.e., dialogue, rhyme, alliteration, simile, or metaphor)

  • [5] 2.7.4 Identifying the characteristics of prose and poetry (L)

The student analyzes literary elements and devices by

• • [5] 2.8.1 Identifying or describing in fiction

    • • plot (e.g., main conflict or problem, sequence of events, resolution)

      • settings (e.g., how they affect  the characters or plot)

      • characters (e.g., physical characteristics, personality traits, motivation)

      • point of view (who is telling the story)

  • [5] 2.8.2 Comparing and contrasting plot, setting and characters in different stories across a variety of works by a variety of authors* 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• • Apply cause and effect relationship to analyze text selection (ES)

  • Evaluate characters, authors, and books

  • Compare and contrast elements of different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction, science fiction, mystery

  • Compare and contrast the setting, characters, or events in different stories, drawing on specific details in the text (e.g., how characters interact)

  • Describe how a narrator’s or speaker’s point of view influences how events are described

Non-Fiction

• • Determine the meaning of content-specific words and phrases in a text

  • Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts

  • Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent 

Integration of Knowledge and Ideas:

Alaska Grade Level Expectations (GLEs):

The student analyzes content of text to differentiate fact and opinion by:

• [5] 2.9.1 Distinguishing fact from opinion in a text*

The student connects themes by:

• [5] 2.10.1 Identifying author’s message, theme, or purpose, stated or implied (e.g., helping others brings great rewards)

The student makes connections between cultural influences/events by:

• • [5] 2.11.1 Identifying cultural influences in texts (e.g., dialects, customs, traditions, geography) (L)

  • [5] 2.11.2 Identifying common ideas, events, and situations in multicultural readings (e.g., trickster tales about [African] Anansi the Spider and [American Southwest] Coyote)*(L) 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Fiction

• • Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)

  • Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics

  • Identify cultural influences, common ideas, events, and situations in text and multicultural readings

Non-Fiction

• • 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

  • Use text features to aid comprehension: headings, captions, vocabulary words, build words, etc.

  • Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

  • Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably 

Motivation, Engagement, & Stamina:

Alaska Grade Level Expectations (GLEs):

• Not addressed through Alaska Grade Level Expectations 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• •  Select and read materials for pleasure and interest

  • Develop favorite authors, books, and topics

  • Relate past experiences and present knowledge to literature

  • Discuss reading with others

  • Read and listen to a variety of genres

  • Set and revise personal reading goals (ES)

  • Participate in self-selected reading of appropriate level extending to 30 minutes (ES) 

GLE Key: 

*Assumes a variety of text and increasing complexity. 

(L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. 

Differences between grade levels are underlined.

ELL Support Services may found in the appendix.

Reading Informational Text*

Key Ideas & Details (KI):

1. Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text. 

Essential Vocabulary:

• Explicit information

• Inference 

2. Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate. 

Essential Vocabulary:

• Evidence

• Procedures

• Sequence

• Subtopics 

3. Explain the relationships (e.g., cause-effect) or interactions among two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 

Essential Vocabulary:

• Interactions

• Resolve (d)

• Technical Text 

Craft & Structure (CS):

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 5 topic or subject area. 

Essential Vocabulary:

• Domain-Specific 

5. Compare and contrast the overall structure (e.g., sequence, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 

6. Determine author’s purpose; analyze multiple accounts of the same event or topic, noting important similarities and differences in the points of view they represent. (e.g., social studies topics, media messages about current events). 

Essential Vocabulary:

• Purpose

• Similarities

Integration of Knowledge & Ideas (IK):

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. 

Essential Vocabulary:

• Efficient(ly)

• Personal Appeal 

8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). 

9. Integrate information from several texts on the same topic or related topics in order to write or speak about the subject knowledgeably. 

Essential Vocabulary:

• Integrate

Range of Reading & Level of Text Complexity (RR):

10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to Grade 5 (from upper Grade 4 to Grade 6), with scaffolding as needed at the high end of the range. 

Writing Standards*

Text Types & Purpose:

1. Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically, most of all).

d.    Provide a concluding statement or section that reinforces or restates the opinion presented. 

Essential Vocabulary:

• Text-based 

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a.     Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), labeled or captioned visuals/graphics, and multimedia when useful to aiding comprehension.

b.    Develop the topic with facts, definitions, concrete details, quotations, or other information and examples that support the topic.

c.     Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d.    Use precise language and domain-specific vocabulary to inform about or explain the topic.

e.     Provide a concluding statement or section that paraphrases the focus of the text or explanation presented. 

Essential Vocabulary:

• Chronology

• Concrete details

• Domain-Specific Vocabulary

• Focus

• Paraphrase 

3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology).

a.        Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b.       Use narrative techniques, such as dialogue, description and elaboration, concrete and sensory details, literary devices, and pacing to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts.

c.        Use a variety of transitional words, phrases, and devices (e.g., foreshadowing) to develop the pacing and sequence of events.

d.       Use concrete words and phrases, sensory details, and elaboration to convey experiences and events precisely.

e.        Provide a conclusion that follows from the narrated experiences or events. 

Essential Vocabulary:

• Convey

• Elaborate

• Pacing

• Transitional words 

Production and Distributing of Writing:

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (grade-specific expectations for writing types are defined in standards 1–3 above). 

FNSBSD Additional Objectives:

• Recognize and produce the following genres: letter writing (friendly and business, both letter and envelope), and poetry. 

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (editing for conventions should demonstrate command of Language standards 1–3 up to and including Grade 5). 

6. With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. 

Essential Vocabulary:

• Collaborate 

Research to Build & Present Knowledge:

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 

Essential Vocabulary:

• Aspects

• Investigation

• Recall

• Relevant 

8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.  

a. Apply Grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text [e.g., how characters interact, how conflicts are resolved]”). 

b.    Apply Grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point[s]”). 

Essential Vocabulary:

• Analysis / Analyze

• Conflict

• Draw Evidence

• Reflection

• Resolved 

Range of Writing:

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 

Language Standards*

Conventions of Standards English:

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.     Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns, relative adverbs, conjunctions, prepositions, and interjections appropriate to function and purpose in order to apply the conventions of English.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d.    Recognize and correct inappropriate shifts in verb tense. *

e.     Use correlative conjunctions (e.g., either/or, neither/nor).  

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series. *

b. Use a comma to separate an introductory element from the rest of the sentence.

c. Use a comma to set off the words yes and no (e.g., yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

e.     Spell grade-appropriate words correctly, consulting references as needed. 

Knowledge of Language:

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 

a.     Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b.     Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies.

a. Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar, syntax), use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

c.     Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both printing and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 

Essential Vocabulary:

• Clarify

• Nuance

• Precise 

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

c.     Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 

Essential Vocabulary:

• Adage

• Context

• Idiom

• Proverb 

6. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).