Fifth Grade Standards
 

Reading
Writing
Speaking, Listening, and Viewing
Conventions, Grammar, and Usage of the English Language
Literature

E1 Reading

E1a:  The student reads at least 25 books each year.  The materials should include:

• Traditional and contemporary literature

• Fiction and non-fiction

• Magazines, newspapers, textbooks, and on-line materials

• Work by at least five different writers  

E1b:  The student reads and comprehends at least four books about one issue or subject, or four books by a single writer, or four books in one genre, and produces evidence of reading that:

• Makes and supports reasonable and justified comments about the texts

• Supports these comments with detailed and convincing evidence

• Draws the texts together to compare and contrast themes, characters and ideas

• Makes perceptive and well developed connections  

E1c:  The student reads and comprehends information materials to develop understanding and expertise and produces written or oral work that:

• Restates or summarizes information

• Relates new information to prior knowledge and experience

• Extends ideas

• Make connections to related topics and information  

E1d:  The student reads aloud familiar grade level material with accuracy in the range of 85-90%, and in a way that makes the meaning clear to listeners by:

• Self correcting when reading indicates an earlier mistake

• Using phonics, context clues, etc. to determine pronunciation and meanings

• Reading with expression and a flow that sounds like everyday speech  

E2 Writing    

E2a:  The student produces a report that:

• Involves the reader by establishing a context, point of view, and developing reader interest

• Develops a main idea that conveys a perspective on the subject

• Creates an organized structure appropriate to a specific purpose, audience, and context

• Includes appropriate facts and details; excludes unrelated information

• Uses a variety of strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote

• Provides a sense of closure to the writing  

E2b:  The student produces a response to literature that: 

• Involves the reader by establishing a context, point of view, and developing reader interest

• Provides an opinion that is interpretive, analytic, evaluative, or reflective

• Supports that opinion through references to the text, other works, authors, non-print media, or personal knowledge

• Demonstrates an understanding of the literary work

• Provides a sense of closure to the writing  

E2c:  The student produces a narrative account (fictional or autobiographical) that:

• Involves the reader by establishing a context, point of view, and developing reader interest

• Establishes a situation, plot, setting and conflict (and for autobiography, the significance of events)

• Excludes unrelated details and inconsistencies

• Develops complex characters

• Uses a variety of strategies, such as dialogue, tension, or suspense

• Provides a sense of closure to the writing  

E2d:  The student produces a narrative procedure that:

• Involves the reader by establishing a context, point of view, and developing reader interest

• Includes headings and provides transitions between steps

• Uses graphics when appropriate

• Includes only relevant information

• Anticipates problems, mistakes and misunderstandings that might arise for the reader

• Provides a sense of closure to the writing 

E3 Speaking, Listening, and Viewing

E3a:  The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student:

• Expresses new ideas in addition to responding to adult-initiated ideas

• Asks relevant questions

• Responds to questions with appropriate detail

• Confirms understanding by paraphrasing the adult’s directions or suggestions (“What did I say?”)  

E3b:  The student participates in group meetings (such as class meetings or family discussions), in which the student:

• Takes turns speaking

• Asks for another person’s comment or opinion

• Offers own opinion without dominating the conversation

• Responds appropriately to comments and suggestions

• Responds when directly asked questions by the teacher or discussion leader

• Gives reasons in support of opinions expressed

• Clarifies, illustrates or expands on a response when asked to do so; asks classmates to do the same  

E3c:  The student prepares and delivers an individual presentation, in which the student:

• Organizes information for a particular purpose that appeals to the interests and background knowledge of the audience

• Organizes content according to criteria for importance and impact

• Uses notes or other memory aids during the presentation

• Involves the audience with appropriate verbal cues (expression, volume, etc) and eye contact

• Displays individuality and personality in selecting and organizing content, as well as in the delivery

E3d:  The student makes informed judgments about television, radio and film productions; that is, the student:

• Demonstrates an awareness of the presence of the media in the daily lives of most people

• Evaluates the role of the media in focusing attention and forming an opinion

• Judges the extent to which media provide a source of entertainment and information

• Defines the role of advertising as part of media presentation  

E4 Conventions, Grammar, and Usage of the English Language 

E4a:  The student shows a basic understanding of the rules of the English language in written and oral work by demonstrating control of:

• Grammar

• Paragraph structure

• Punctuation

• Sentence construction

• Spelling

• Usage  

E4b:  The student analyzes and revises work to clarify the intended message or thought.  Strategies for revising include:

• Adding or deleting details

• Adding or deleting explanations

• Clarifying sections

• Rearranging words, sentences and paragraphs to improve or clarify meaning

• Sharpening the focus

• Reevaluating the way the piece is written  

E5 Literature   

E5a:  The student responds to non-fiction, fiction, poetry and drama by:

• Identifying recurring themes in different works

• Analyzing the importance of the author’s word choice and content

• Considering the differences among genres

• Evaluating literary merit

• Considering the function of point of view

• Examining the reasons for a character’s actions considering the situation and basic motivation of the character

• Identifying stereotypical characters as opposed to fully developed characters

• Evaluating the degree to which the plot is contrived or realistic

• Making inferences and drawing conclusions about contexts, events, characters and settings

E5b:  The student produces work in at least one literary genre (poem, short play, picture book, story) that follows the conventions of the genre.

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