Fifth Grade Quarter 3 Reading Standards Literature

Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org

Fifth Grade Quarter 3

Reading Standards Literature, Informational and Foundational Skills

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Ready Standards Explanation and Instructional Vocabulary

5 RL 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (Q1-Q4) Student friendly: I can accurately quote from a fiction text when I am explaining or supporting inferences that I have made.

Students will:

Understand and explain what is directly stated in a text by citing specific details and examples from the text.

Understand and explain inferences, generalizations, and conclusions formed about a text, by citing specific details and examples from that text.

Synthesize information and ideas after reading a text.

Use quotations from the text in their writing. Teacher Strategies:

Use the RACE strategy: Restate, answer, cite evidence and explain

Use close reading strategies and annotations

Use Thinking Map (Tree Map) to organize main idea and key details

Use sentence starters to cite evidence; “The author states that…”

Instructional Vocabulary:

Explicit

Inference



Reading Standards

Literature, Informational and Foundational Skills G

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Career Ready Standards

Explanation and Instructional Vocabulary

5 RL 2 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; summarize

the text. (Q1-Q4)

Student Friendly:

I can determine the theme

of a fiction text or poem.

I can summarize a fiction

text in my own words.

Students will:

Summarize a text orally and in writing.

Identify and understand the theme of a

fictional text or poem.

Teacher Strategies:

Use the RACE strategy:

Restate, answer, cite evidence and explain

Use close reading strategies and

annotations

Use Thinking Map (Tree Map) to organize

main idea and key details

Instructional

Vocabulary:

Theme

Summarize



Reading Standards

Literature, Informational and Foundational Skills

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5 RL 3 Compare and contrast two

or more characters,

settings, events in a story or

drama, drawing on specific

details in the text.

(Q1-Q4)

Student Friendly:

I can compare and contrast

characters, setting, or

events using details in the

text.

Students will:

Understand and explain similarities and

differences between literary elements.

Teacher Strategies:


Restate, answer, cite evidence and explain


annotations


main idea and key details


Compare

Contrast



Reading Standards


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Ready Standards


5 RL 4 Determine the meaning of

words and phrases as they

used in a text, including

figurative language such as

metaphors and similes.

Student Friendly:

I can explain the meaning of

words and phrases used in a

text.

I can identify figurative

language and the meaning

stated in a text.

Students will:

Distinguish between literal and figurative

language.

Understand and explain how word choice

affects the meaning of a text.

Use context clues, reference materials,

knowledge of roots, and prefixes. Etc., to

determine meanings of unknown words or

phrases.

Examine the types of figurative language and

imagery an author uses to determine the

effect they are trying to portray to the reader.

Teacher Strategies:

Use the RACE strategy: Restate, answer,

cite evidence and explain

Close reading strategies and annotations

Use thinking map (partial flow map) to

organize main idea and key details


Metaphor

Figurative language

Simile

Imagery

Context clues

Idiom

Personification




Reading Standards


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5 RL 5 Explain how a series of

chapters, scenes, or

stanzas fit together to

provide the overall

structure of a particular

story, drama, or poem.

(Q1-Q4)

Student Friendly:

I can explain how a series

of chapters, scenes, or

stanzas fit together to

provide the overall

structure of a particular

story, drama, or poem.

Students will:

Identify structural elements including

exposition, rising action, climax, falling

action, and resolution.

Understand and explain the relationships

among structural elements in a text.

Teacher Strategies:


annotations.


and identify structural elements.

Use an anchor chart to identify structural

elements in a text.


Stanza

Scene

Drama

Plot

Exposition

Rising Action

Climax

Falling Action

Resolution



Reading Standards


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5 RL 6 Describe how a narrator’s or

speaker’s point of view

influences how events are

described.

Student Friendly:

I can tell how a narrator’s or

speaker’s point of view effects

the way events are told in the

story.

Students will:

Understand the differences in narrative voice (first person, third person, narrator, etc.)

Understand the difference between point of view and point of view as in one’s biases or opinion on a situation; known as perspective.

Compare texts told from different points of view.

Understand the usage of words to determine the point of view of a text.

Understand and explain the effect of the narrator’s or speaker’s point of view on elements of text like characters, events, etc.

Teacher Strategies:

Use close reading strategies and annotations.

Use Thinking Map (Tree Map) to organize main

idea and key details.

Use a Thinking Map (Double Bubble) to

compare different points of view.


Describe

Point of View

First Person

Third Person

Narrator

Perspective

Opinion



Reading Standards


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Arizona College and Career

Ready Standards


5 RL 7 Analyze how visual and

multimedia elements

contribute to the meaning,

tone, or beauty of a text.

Student Friendly:

I can question how visual and

multimedia parts of text add

to the meaning of what I’m

reading.

Students will:

Recognize the different forms of gathering

information such as; written words, pictures,

listening to audio, etc.

Think about how and when illustrations are

helpful in a text.

Consider the ways that multimedia

components such as; animation, sound

effects, music, etc. enhance a presentation.

Understand and explain the difference

between tone and mood.

Teacher Strategies:

Use short video clips that include a variety of

multimedia; animation, sound effects and

music. Have students identify how these add

to the meaning of the context.

Use informational text that includes

pictures.

Use audio books whole class or small group.


Animation

Sound effects

Tone

Mood



Reading Standards


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Ready Standards


5 RL 9 Compare and contrast stories in

the same genre (e.g., mysteries

and adventure stories) on their

approaches to similar themes and

topics.

Examples:

- Mysteries or adventure

- Poetry or song

- Autobiography or

biography

- Realistic fiction, non-

fiction, historical fiction

- Sci-fi or fantasy

Student Friendly:

I can compare and contrast

stories in the same genre.

Students will:

Know the differences between genres and

sub-genres of a text (mystery, adventure,

biography, science fiction, etc.)

Implement strategies to identify the theme in

order to prepare the themes of different texts

Use prior knowledge of setting, plot,

characterization, and other elements of a

story in order to compare different stories of

the same genre

Teacher Strategies:


Restate, answer, cite evidence and explain.

Use a variety of texts for students to explore

and recognize the differences and similarities

in text.

Use Thinking Maps (double bubble map, tree

map) to organize main ideas and to compare

and contrast stories.


Setting

Plot

Fantasy

Realistic fiction

Horror

Mystery

Romance

Poetry/song

Compare/contrast

Sci-fi

Biography

Autobiography

Mood

Tone

Rising action

Falling action

Climax

Resolution



Reading Standards


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5 RL 10 By the end of the year, read

and comprehend literature,

including stories, dramas,

and poetry, at the high end

of the grades, 4-5 text

complexity band

independently and

proficiently. (Q1-Q4)

Student Friendly:

I can read and understand

fifth grade stories, plays and

poems independently.

Students will:

Read a wide variety of texts that

challenges them as a reader.

4-5th Grade Lexile Band 770-980


Proficient




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5 RI 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Student friendly: I can accurately quote from an informational text when I am explaining or supporting inferences that I have made.

Students will:

Explain the main ideas (either explicit or inferred) of a text and summarize the overall text.

Understand and explain what is directly stated in a text by citing specific details and examples.

Use evidence from the text to support your opinions about the text.

Determine when it’s best to paraphrase vs. quote directly when responding to questions about a text.

Teacher Strategies:



Use Thinking Maps (tree map) to organize main idea and key details


Inference

Inferring

Accurately

Conclude




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5 RI 2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Student Friendly: I can summarize a text by determining two or more main ideas and explaining how they are supported by key ideas.

Students will:

Summarize a text in order to find the main idea and supporting information.

Connect details or information and explain how they develop one or more main ideas.

Connect inferred and/or explicitly stated ideas from across texts to determine two or more main ideas.

Teacher Strategies:



Use Thinking Maps (flow map) to organize main idea and key details


Summarize

Main Idea




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5 RI 3 Explain the relationship or interactions between two or more individuals, events, ideas or concepts in a historical, scientific, or technical text based on specific information in a text. Student Friendly: I can explain relationships between multiple individuals, events or ideas based on specific information from the text.

Students will:

Connect and explain the different types of relationships in a text.

Understand the text structure (e.g., text features and organizational structure) in a text.

Use information and language from a text to explain the connections between or among events, ideas or concepts in a text.

Determine the reasons for interactions between elements of a text (is one thing meant to show contrast to the other, complement it, explain it?)

Teacher Strategies:



Use Thinking Maps (double bubble) to organize main idea and key details


Affix

Cite




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5 RI 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic of subject area. Student Friendly: I can use context clues to determine the meaning of words or phrases in different information text.

Students will:

Use sentence level context clues to figure out the meaning of unknown words and phrases in a text

Determine the meaning of a new word formed when a known affix is added to a known root word

Consult reference materials to find the pronunciation of a word to clarify its meaning.

Understand and explain the difference between the literal meaning (denotation) of a word and the feelings or mood attached to the word (connotation)

Teacher Strategies:



Use Thinking Maps (double bubble) to organize main idea and key details.


Denotation

Connotation

Appropriate




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Arizona College and Career Ready Standards


5 RI 5 Compare and contrast the overall structure (e.g, chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. Student Friendly: I can compare and contrast the overall structure or information in two or more texts.

Students will:

Determine how a text is organized.

Understand and explain text features in order to compare and contrast the text structure of two or more texts.

Explain where the organization of a text changes in a particular passage.

Compare and contrast the organizational structures in two or more texts.

Teacher Strategies:


Close reading strategies and annotation.

Use Thinking Maps (double bubble) to organize main idea, key details and to compare and contrast.


Compare/contrast

Problem/solution

Cause/effect

Similarities

Differences




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5 RI 6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Student Friendly: I can analyze the same event or topic using different versions of the story to find the important things that are alike and different.

Students will:

Recognize bias and learn about strategies that people use to attempt to mislead their readers and viewers.

Explain the relationships between how an event or topic is presented and what can be inferred about the author’s point of view.

Gather evidence from a text in order to compare and contrast two or more accounts of the same event or topic.

Make judgments about sources they find trustworthy.

Teacher strategies:

Use Thinking Maps (double bubble) to organize main ideas, key details and to compare and contrast.

Use a variety of newspaper articles, magazines, etc. that report the same story/event for compare/contrast strategies.

Use examples of primary secondary sources.





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Ready Standards


5 RI 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.

Student Friendly:

I can interpret different

sources and the validity of the

source while researching the

topic.

Students will:

Interpret the relationship between text

features and the meaning of purpose of a text.

Reason why sources are trustworthy and why

some resources are not.

Use different media types/programs.

Teacher Strategies:

Use Thinking Maps (double bubble) to organize main ideas, key details and to compare and contrast.

Use a variety of newspaper articles, magazines, etc. that report the same story/event for compare/contrast strategies.

Use examples of primary secondary sources.

Instructional

Vocabulary:

Research

Context Clues

Decode

Root word




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5 RI 8 Explain how an author uses

reasons and evidence to

support particular points in

a text, identifying which

reasons and evidence

support which point(s).

Student Friendly:

I can interpret a text and

identify supporting

evidence.

Students will:

Read a variety of text to build knowledge

on a given topic.

Investigate multiple sources before

drawing a conclusion on a subject.

Explain how evidence ins organized and

how this evidence contributes meaning or

purpose of a text.

Teacher Strategies:




to cite evidence.

Use Thinking Maps (tree map/flow map) to

organize and identify evidence to support

author points.


Conclusion

Patterns

Text structure

Support

Evidence




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Ready Standards


5 RI 9 Integrate information from

several texts on the same

topic in order to write or

speak about the subject

knowledgeably.

Student Friendly:

I can combine information

from multiple texts to

present on a topic.

Students will:

Create a list of main points in several texts on a

particular topic

List key details in several texts on the same

topic

Use evidence from informational text to

support analysis, reflection, and research

Teacher Strategies:



Close reading strategies and annotations to

cite evidence.

Use a variety of informational/literature text.

Use Thinking Maps (tree map/flow map) to

organize a variety of text and main ideas and

key details.

Instructional

Vocabulary:

Synthesize

Reflect

Research

Analyze




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Ready Standards


5 RI 10 By the end of the year, read

and comprehend

informational texts, including

history/social studies, science,

and technical texts, at the

high end of the grades 4–5

text complexity band

independently and

proficiently. (Q2-Q4)

Student Friendly:

I can read and understand

fifth grade informational text.

Students will:

Read a wide variety of texts, including a variety

of styles, genres, literary periods, authors,

perspectives, and subjects.

Choose texts from multiple genres, cultures,

and historical periods.

Demonstrate an understanding of complex,

information texts with diverse content,

perspective and time periods.


Informational Text

Comprehend

Text Complexity



Reading Standards


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Ready Standards


5 RF 3 Know and apply grade-level

phonics and word analysis

skills in decoding words.

(a.) Use combined knowledge

of all letter-sound

correspondences, syllabication

patterns, and morphology

(e.g., roots and affixes) to read

accurately unfamiliar

multisyllabic words in context

and out of context. (Q1-Q4)

Student Friendly:

I can read unfamiliar words

that have more than one

syllable.

Students will:

Use phonics to pronounce unfamiliar

multisyllabic words.

Apply knowledge of roots and affixes in

order to decode words and define words.

Understand that when an affix is added to a

root word, the affix will change the meaning

of the entire word or the part of speech.

Prefixes- un, sub, post, bi, pre, dis, de, bio,

multi, non, centi, mili, hydro, micro,

Roots- rupt, geo, auto, graph, struct,

Suffixes- able, cycle, ant, logy,


Syllabication

Morphology

Roots

Affixes

Multisyllabic



Reading Standards


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Ready Standards


5 RF 4abc Read with sufficient accuracy

and fluency to support

comprehension.

(a) Read grade-level text with

purpose and understanding. (b)

Read grade-level prose and

poetry orally with accuracy,

appropriate rate, and expression

on successive readings.

(c) Use context to confirm or

self-correct word recognition

and understanding, rereading as

necessary. (Q1-Q4)

Student Friendly:

I can read and understand fifth

grade texts.

I can read fifth grade books and

poems aloud accurately, at the

right speed and with expression.

I can use context clues to help

me figure out or correct words I

am having trouble with.

Students will:

Adjust reading rate according to the purpose for

the reading.

Demonstrate fluent reading in order to

comprehend a text.

Use context clues and visual clues to guide self-

correction.

Teacher Strategies:

Teacher Read-Alouds

Small group reading instruction

Read Naturally for fluency (Teacher Resource –

District Shared Drive)

Six Minute Solution (Teacher Resource – District

Shared Drive)


Fluency

Context Clues

Comprehension

Prose

Poem


Documents

Fifth Grade Quarter 3 Reading Standards Literature