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Teaching & Learning Curriculum Comprehensive Reading Program Grade Level Expectations - Fifth Grade
Teaching & Learning Curriculum Comprehensive Reading Program Grade Level Expectations - Fifth GradeGrade Level Reading Expectations - Fifth Grade
Making Meaning at Text Level
- Uses correct terminology when describing book or text features
- Shows awareness that layout, graphics, title, book shape and size capture interest and affect the purpose, style, and pace of reading
- Shows awareness of techniques authors use to create, link, and contrast characters, events, ideas, and information
- Uses more than one type of technology, and a range of references within each, to consider other levels of meaning, to explore unanswered questions or to determine authenticity
- Demonstrates understanding that culture and values affect the connotation of words through seeking the opinion of others, offering more than one option, or using a range of reference materials
- Selects, interprets, synthesizes, summarizes, and presents information from more than one type of text and source and more than one type of technology and describes the method and sequence used
- Evaluates, contrasts, and discusses the reliability and validity of information gained through text and illustration
- Evaluates effectiveness of the author's use of similes, metaphors, analogies, alliteration, and other literary devices in relation to the text type and purpose
- Considers the audience and the author's possible intended message and emphasis when reading orally
- Compares the effectiveness of the same text, topic, or theme presented in more than one media
- Distinguishes inferences and opinions when summarizing text for a specific purpose
- Switches from one text or part of a text to another while retaining the meaning of both
- Summarizes information from tables, graphs, and maps and can describe findings in another format
- Generates questions for rereading, wider reading, or discussion
Making Meaning at Word Level
- Describes strategies used to identify and/or gain meaning from specialized vocabulary, idioms, words used in unusual contexts, or unfamiliar words.
- Understands distinctions within word classes, for example, nouns, proper nouns, pronouns, collective nouns.
Making Meaning Using Context
- Understands how the conventions of different writing forms influence access to meaning and information
Reading Attitudes and Behaviors
- Selects and reads a range of texts independently for enjoyment and information, shares opinions, and recommends books to others.
- Sets goals and initiates reading activities or responses to reading with others
- Considers reading to be a problem-solving activity and can talk about expectations, challenges, and purpose and then discuss and evaluate the process
- Attends to details of instruction and returns to these during a task
- Seeks material beyond the classroom and school library to pursue an interest or complete a task
| Fiction (Literary) |
Non-fiction (Information, task, career) |
Text Features | |
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| New to Grade Level |
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| Previously Introduced |
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