Mr. Ambrose, Mrs. Murphy, Mrs. Proano, Ms. Pearsal, Mrs. Williams
WHAT FIFTH GRADE WATERFORD WILDCATS SHOULD KNOW
Fifth Grade: Reading Process
The student:
· Demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. (Ex. Understands spelling patterns, recognizes structural analysis, and uses language structure to read multi-syllabic words in text)
· Demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression. (Ex. Reads grade level text and adjusts reading rate based on purpose and text difficulty)
· Uses multiple strategies to develop grade appropriate vocabulary. (Ex. Uses new vocabulary, context clues, meaning of familiar base words, prefixes & suffixes, antonyms, synonyms, homophones and homographs to determine meanings of unfamiliar words; determines meanings of words, pronunciation, parts of speech and alternate word choices by using a dictionary, thesaurus and digital tools)
· Uses a variety of strategies to comprehend grade level text. (Ex. Uses self-monitoring strategies such as rereading, predicting, summarizing, clarifying, questioning, checking context clues, note-taking and using graphic and semantic organizers; explains the purpose of text features; identifies cause and effect, author’s purpose, theme, chronological order of events; compares and contrasts story elements; determines the essential message in grade-level text through inferring, paraphrasing and summarizing)
· Identifies, analyzes and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. (Ex. Analyzes the elements of plot, exposition, setting, character development, rising/falling action, problem/resolution, and theme; explains an author’s use of descriptive, idiomatic and figurative language; explains changes in vocabulary and language patterns of texts written across historical periods; reads grade level fiction materials such as novels, historical fiction, mythology and poetry)
· Identifies, analyzes, and applies knowledge of the elements of a variety of non-fiction, informational, and expository texts to demonstrate an understanding of the information presented. (Ex. Explains and uses information from text features [table of contents, glossary, index, transition words/phrases, headings, subheadings, charts, graphs, illustrations]; uses information to answer questions; organizes information through charting, mapping, paraphrasing, and summarizing; reads age and ability appropriate nonfiction materials such as biographies and topics on science, history, etc.)
Fifth Grade: Writing Process
The student:
· Uses prewriting strategies to generate ideas and formulate a plan. (Ex. Generate ideas from multiple sources; organizes ideas using strategies and tools to make a plan for writing)
· Writes a draft appropriate to the topic, audience, and purpose. (Ex. Uses a prewriting plan to develop main idea and supporting details and uses elaboration; organizes information into a logical sequence and combines or deletes sentences to enhance clarity; creates interesting leads)
· Revises and refines the draft for clarity and effectiveness. (Ex. Creates clarity by deleting extraneous information; uses introductory and transitional phrases and clauses to vary sentence structure; creates interest through varied language techniques (foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices; revises with rubrics, peer reviews and checklists)
· Edits and corrects the draft for standard language conventions. (Ex. Edits for spelling; uses capitalization including titles, nationalities, languages, religions, geographic names and places; punctuation including commas in clauses, hyphens, and in cited sources; correct use of nouns, verbs, adjectives, adverbs and subjective, objective, and demonstrative pronouns, singular and plural possessives of nouns; subject/verb and noun/pronoun agreement in simple and compound sentences)
· Writes a final product for the intended audience. (Ex. Write in a format appropriate for audience)
· Develops and demonstrates creative writing. (Ex. Writes narratives that establish a situation and plot with rising action, conflict, and resolution; writes fiction, short story, autobiography, science fiction, haiku; employs figurative language, dialogue, characterization, and plot)
· Develops and demonstrates technical writing that provides information related to real-world tasks. (Ex. Writes in a variety of expository forms that state a thesis and contain introductory, body, and concluding paragraphs)
· Develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. (Ex. Writes persuasive text and includes persuasive techniques)
· Engages in the writing process and writes to communicate ideas and experiences.
(Ex. Demonstrates fluent and legible cursive writing skills.)