Professional Documents
Culture Documents
We are learning to read closely to determine the details in a text. We are learning to make inferences from
the text. We can support conclusions drawn from the text with specific textual evidence.
We are learning to find out the central ideas or themes of a text and analyze their development. We are learning to summarize the key supporting details and ideas of a text. We are learning to examine and explain how and why individuals, events, and ideas develop and interact
over the course of a text.
We are learning to determine the meaning of words and phrases used in a text, including determining
technical, connotative, and figurative meanings.
We are learning to examine and explain how specific word choices shape meaning or tone. We are learning to examine and explain the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text (for example, a section, chapter, scene, or stanza) relate to each other and the whole. We are learning to find the importance of point of view in forming the content and style of a text. We are learning to assess how purpose shapes the content and style of a text. We are learning to bring together and judge the worth of content presented by different presentation types. We are learning to find and judge the worth of the argument and claims in a text. We are learning to examine and explain how different texts address similar themes or topics. We are learning to read and comprehend complex literary and informational texts independently and proficiently. We are learning to quote accurately from a text when explaining what the text says and when drawing inferences from the text. We are learning to find the theme of a story, drama, or poem from details in the text. We are learning to summarize the text. We are learning to compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (for example, how characters interact). We are learning to find out the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. We are learning about and can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. We are learning about and can describe how a narrators or speakers point of view influences how events are described. We are learning to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (for example, graphic novel, multimedia presentation of fiction, folktale, myth, poem). We are learning to compare and contrast stories in the same genre (for example, mysteries and adventure stories) on their approaches to similar themes and topics. We are learning to read and comprehend literature, including stories, dramas, and poetry independently and skillfully. By the end of the year we can read grade 5 literature. We are learning to quote accurately from a text when explaining what the text says. We are learning to quote accurately from a text when drawing inferences from the text. We are learning to find two or more main ideas of a text and explain how they are supported by key details. We are learning to summarize the text. We are learning to 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. We are learning to find out the meaning of words and phrases in text relevant to grade 5 topic or subject areas. We are learning to compare and contrast the overall structure (for example, chronology, comparison, cause/effect) of events, ideas, concepts, or information in two or more texts. We are learning to examine and explain multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent. We are learning to draw on information from multiple print or digital sources, showing our ability to locate an answer to a question or to solve a problem. We are learning to explain how an author uses reasons and evidence to support particular points in a text. We are learning to identify which reasons and evidence support which point(s). We are learning to find and combine information from several texts on the same topic in order to write or speak about the subject knowledgeably. We are learning to independently and skillfully read and comprehend informational texts, including history/social studies, science, and technical texts. By the end of the year we can read grade 5 informational texts.
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We are learning to read text with purpose and understanding We are learning to read prose and poetry orally with accuracy, suitable rate, and expression on
successive readings.
We are learning to use context to confirm or self-correct word recognition and understanding. We are
learning to reread as necessary to help us confirm or self-correct word recognition and understanding.
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We are learning to write informative/explanatory texts to examine and express ideas and information clearly
and accurately.
We are learning to organize our writing. We are learning to write narratives to develop real or imagined experiences or events. We are learning to
use well-chosen details, and well-structured event sequences when writing narratives.
We are learning to produce clear and connected writing in which the development, organization, and style are
suitable to task, purpose, and audience.
We are learning to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach.
We are learning to use technology, including the Internet, to produce and publish writing. We are learning to
use technology, including the Internet, to interact and collaborate with others.
We are learning to conduct research projects based on focused questions, showing understanding of the
subject under investigation.
We are learning to gather relevant information from multiple print and digital sources, judge the believability
and accuracy of each source, and to bring together the information while avoiding plagiarism.
We are learning to draw evidence from literary or informational texts to support analysis, reflection, and
research.
We are learning to 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 tasks, purposes, and audiences.
We are learning to introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support our purpose.
We are learning to provide logically ordered reasons that are supported by facts and details. We are learning to link opinion and reasons using words, phrases, and clauses (for example, consequently,
specifically).
We are learning to provide a concluding statement or section related to the opinion presented. We are learning to introduce a topic clearly, provide a general observation and focus, and group related
information logically. We are learning to include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. We are learning to develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. We are learning to link ideas within and across categories of information using words, phrases, and clauses (for example, in contrast, especially). We are learning to use precise language and specific vocabulary to inform about or explain the topic. We are learning to provide a concluding statement or section related to the information or explanation presented. We are learning to orient the reader by establishing a situation and introducing a narrator and/or characters. We are learning to organize an event sequence that unfolds naturally. We are learning to use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. We are learning to use a variety of transitional words, phrases, and clauses to manage the sequence of events. We are learning to use concrete words and phrases and sensory details to convey experiences and events clearly. We are learning to provide a conclusion that follows from the narrated experiences or events. We are learning to produce clear and connected writing in which the development and organization are suitable to task, purpose, and audience. We can with guidance and support, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. We can, with some guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. We have sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. We are learning to conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. We are learning to recall information from experiences or gather information from print and digital sources. We are learning to summarize or paraphrase information in notes and finished work, and provide a list of sources.
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We are learning to apply grade 5 Reading standards to literature (e.g., Compare and contrast two or
more characters in a story or a drama, drawing on specific details in the text [e.g., how characters interact]). We are learning to 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 support which point[s]). We are learning to 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 tasks, purposes, and audiences.
Copyright 2013 Teachers Hero Permission to reproduce in original format is granted to any school.
We are learning to bring together and to judge the worth of information presented in different kinds of media
and formats, including visually, quantitatively, and orally.
We are learning to evaluate a speakers point of view. We are learning to determine and judge a speakers
reasoning, and use of evidence and rhetoric in a presentation.
We are learning to present information, findings, and supporting evidence such that listeners can follow our
line of reasoning.
We are learning to present information such that the organization, development, and style are suitable to task,
purpose, and audience.
We are learning to use digital media and visual displays of data to express information and to make our
presentations understandable.
We are learning to adapt speech to a variety of contexts and tasks, showing our command of formal English
when indicated or appropriate.
We are learning to come to discussions prepared, having read or studied required material. We are learning
to explicitly draw on our preparation and other information known about the topic to explore ideas under discussion. We are learning to follow agreed-upon rules for discussions and carry out assigned roles. We are learning to pose and respond to specific questions to clarify or follow up on information. We are learning to make comments that contribute to the discussion and link to the remarks of others. We are learning to review the key ideas expressed. We are learning to explain our own ideas and understanding in light of the discussion. We are learning to summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. We are learning to summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. We are learning to report on a topic or text or present an opinion, sequencing ideas logically and using facts and descriptive details to support main ideas. We are learning to speak clearly at an understandable pace. We are learning to include multimedia components (for example, graphics, sound) and visual displays in presentations to strengthen the development of main ideas or themes. We are learning to adapt speech to a variety of contexts and tasks, using formal English when suitable to task and situation. We are learning to show our command of the conventions of grammar and usage when writing or speaking. We are learning to show our command of the conventions of capitalization, punctuation, and spelling when writing. We are learning to apply our knowledge of language to understand how language works in different contexts and to make effective choices for meaning or style. We are learning to apply our knowledge of language to comprehend more fully when reading or listening. We are learning to find or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting reference materials. We are learning to show our understanding of word relationships and subtlety in word meanings. We are learning many words and phrases needed for reading, writing, speaking, and listening at the college and career readiness level. We are learning to show independence in gathering vocabulary knowledge when encountering an unknown term. We are learning to explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. We are learning to form and use the perfect (for example, I had walked; I have walked; I will have walked) verb tenses. We are learning to use verb tense to convey various times, sequences, states, and conditions. We are learning to recognize and correct inappropriate shifts in verb tense. We are learning to use correlative conjunctions (for example, either/or, neither/nor). We are learning to use punctuation to separate items in a series. We are learning to use a comma to separate an introductory element from the rest of the sentence. We are learning to 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., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?).
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We are learning to use underlining, quotation marks, or italics to indicate titles of works. We are learning to spell words correctly, consulting references as needed. We are learning to expand, combine, and reduce sentences for meaning, reader/listener interest, and
style.
We are learning to compare and contrast the varieties of English (for example, dialects, registers) used
in stories, dramas, or poems.
We are learning to use context (for example, cause/effect relationships and comparisons in text) as a
clue to the meaning of a word or phrase.
We are learning to use common Greek and Latin affixes and roots as clues to the meaning of a word
(for example, photograph, photosynthesis).
We are learning to consult reference materials (for example, dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or clarify the precise meaning of words and phrases. We are learning to interpret figurative language, including similes and metaphors, in context. We are learning to recognize and can explain the meaning of common idioms, adages, and proverbs. We are learning to use the relationship between particular words (for example, synonyms, antonyms, homographs) to better understand each of the words. We are learning to acquire and use conversational, and general academic words and phrases, including those that signal contrast, addition, and other logical relationships (for example, however, although, nevertheless, similarly, moreover, in addition).
Copyright 2013 Teachers Hero Permission to reproduce in original format is granted to any school.
Copyright 2013 Teachers Hero Permission to reproduce in original format is granted to any school.
Copyright 2013 Teachers Hero Permission to reproduce in original format is granted to any school.
Copyright 2013 Teachers Hero Permission to reproduce in original format is granted to any school.