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Standard #1 Reading
Each student will have demonstrated reading proficiency and will have read, understood and evaluated a wide range of information sources and literature.
Standard #2 Writing
Each student will have demonstrated writing proficiency necessary for effective communication.
Standard #3
Oral Communication
Each student will have demonstrated proficiency in listening and oral expression skills necessary for effective communication.
Kindergarten Language Arts Program
Description
Kindergarten students expand their language foundations for reading and writing. They develop emergent reading skills and learn to write upper and lower case letters. Reading and writing development is theme-based and may relate to social studies and science content as well as holidays and seasons of the year. Basic conversation skills are also practiced.
Grade level expectations for each standard indicate what students should know or be able to do as a result of learning that has occurred at this grade in this subject.
Time Allocation
Approximately 120 minutes per day of attending.
Text/References
Houghton-Mifflin
Handwriting Without Tears
Literature/Reading Materials
Picture books including fairy tales, rebus stories, nursery rhymes, poetry, and non-fiction
Assessments
Developmental Reading Assessment
Houghton-Mifflin Literacy Survey
Johns Basic Reading Inventory (only with readers)
Teacher evaluation of students' skills (quarterly)
Writing Sample - Writing Stages (third and fourth quarter)
Kindergarten Reading Expectations
A. Demonstrated skills of an emergent reader
1. A sense of story:
a) told a simple story with a beginning, middle, and end
b) retold a known story in sequence
2. Concepts of print:
a) handled books correctly
b) understood directionality of print
c) focused on word after word sequence (voice-print match)
d) used pictures to predict print
e) understood that print carries meaning
3. Phonological and phonemic awareness:
a) recognized patterns of sound in oral language (i.e. rhyming words)
b) followed written text when the text was read aloud
c) heard and repeated initial sounds in words
d) knew sound-symbol relationships
e) knew 17 out of 19 beginning and ending consonant sounds
4. Letter and word recognition:
a) knew letters in own name
b) knew own name in print
c) recognized differences between numerals and letters
d) recognized the difference between lower and upper case letters
e) recognized upper and lower case letters
f) recognized some color words
B. Used predictable print to determine the flow of events in a story
C. Selected books to read from the school library
D. Listened to stories read by the teacher (or others) and talked about story elements
E. Recognized parts of books such as author, illustrator, and title
Kindergarten Writing Expectations
A. Used correct upper and lower case letters to write first and last name
B. Wrote language experience stories and journal entries with teachers
C. Expressed thoughts by writing beginning and ending sounds
D. Wrote letters top to bottom with correct pencil grip - in progress
E. Phonetically spelled simple words
F. Created a narrative by drawing, telling, and/or emergent writing
Kindergarten Oral Communication Expectations
A. Talked about ideas for illustrations, class books, and journal entries
B. Retold stories and events in sequence
C. Presented ideas and objects clearly and audibly to an audience
D. Used correct subject and verb agreement in oral communication - in progress
E. Participated in class discussions
F. Demonstrated listening skills by following oral directions
G. Introduced him/herself to an audience giving full name, age, address, phone number, etc., clearly and audibly
Top
Grade 1 Language Arts Program
Description
Reading is the primary instructional focus of grade 1. Students demonstrate emergent/early reader skills and begin writing simple sentences. Reading and writing themes may be based on social studies and science content as well as holidays and seasons of the year. Students develop listening skills, work on following directions, and participate in class discussions.
Grade level expectations for each standard indicate what students should know or be able to do as a result of learning that has occurred at this grade in this subject.
Time Allocation:
Approximately 180 minutes daily, full year
Texts/References
Houghton-Mifflin
Handwriting Without Tears
Literature/Reading Materials
Picture books for beginning readers including nursery rhymes, fairy tales, poetry, rebus stories, realistic fiction, and non-fiction
Projects/Speakers/Trips
Visitation by children's author
Assessments
Houghton-Mifflin Benchmark Tests
Johns Basic Reading Inventory (May)
Teacher constructed tests and performance rubrics
Writing sample with a scoring rubric (May)
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and work quality. Each student also receives a rating that shows the student's performance level on the appropriate standard. The rating is based upon assessments of the student's attainment of grade level expectations.
Grade 1 Reading Expectations
A. Demonstrated skills of an emergent/early reader
1. Understood text:
a) used pictures to check meaning
b) used prior knowledge to comprehend text
c) retold stories in a logical, sequential order with some detail and inference
d) made logical predictions
e) monitored own reading to make sure the message made sense
2. Integrated cueing systems:
a) used word attack strategy to read new and unfamiliar words
b) used letter-sound relationships when reading (digraphs, blends, vowels, and vowel combinations)
c) used sentence structure and word order to predict meaning
d) used background knowledge and context to construct meaning
B. Gained meaning from print written at a first grade level
C. Predicted sequence of events in a story and drew conclusions
D. Discussed problems and solutions in stories
E. Selected books to read from the school library based upon interests
F. Located information from printed text using page numbers, alphabetical order, and table of contents
G. Listened to stories read by the teacher (or others) and talked about story elements
H. Recognized the difference between fiction and non-fiction
I. Used five finger method to choose appropriate level books
J. Recognized parts of books such as author, illustrator, and title
K. Used picture dictionaries to find word meanings
L. Provided synonyms and antonyms for words
M. Mastered first 100 FRY instant sight words
Grade 1 Writing Expectations
A. Wrote simple sentences using subject/verb agreement and adjectives
B. Used capitals at the beginning of sentences, apostrophes in contractions, and punctuation at the end of sentences (periods, question marks, and exclamation marks)
C. Differentiated between a telling sentence and an asking sentence
D. Capitalized people's names and place names
E. Used good word choice in writing sentences
F. Recognized that stories have a beginning, middle, and an end
G. Wrote first draft with the necessary components for a specific genre and aligned purpose with audience
H. Revised draft content (for example, organization, relevant details, clarity)
I. Edited revised draft using resources (for example, dictionary, word lists and banks, thesaurus and glossary)
J. Proofread revised draft
K. Applied phonetic rules and dictionary skills to correctly spell frequently used words
L. Completed final written products (class books, book reports, letters, and stories) using appropriate grade level vocabulary.
M. Used correct manuscript writing (letters were formed top to bottom, correct pencil grip was used, and letters were correctly placed and sized)
Grade 1 Oral Communication Expectations
A. Discussed topics and ideas for a variety of writing assignments including stories, class books, book reports, letters, and journal entries
B. Retold stories and events in sequence
C. Used correct subject and verb agreement and modifiers in oral communication
D. Predicted and drew conclusions about stories in reading groups and while listening to stories being read aloud
E. Memorized and presented a poem, the pledge, a song, etc. to an audience using appropriate rate and inflection
F. Demonstrated listening skills by following oral directions
G. Presented own piece of writing to an audience using appropriate rate and inflection
Top
Grade 2 Language Arts Program
Description
Students demonstrate skills of an early/fluent reader. They write simple sentences and paragraphs. Reading and writing themes may be aligned with social studies/science content. Students continue to develop listening skills, become increasingly skilled at following directions, and participate in class discussions.
Grade level expectations for each standard indicate what students should know or be able to do as a result of learning that has occurred at this grade in this subject.
Time Allocation:
Approximately 180 minutes daily, full year
Texts/References
Houghton-Mifflin
Handwriting Without Tears
Literature/Reading Materials
Picture books and chapter books including non-fiction, poetry, mysteries, historical fiction, and fantasy will be utilized. At the beginning of the year, teachers will publish a reading list for parent review. If parents have a concern regarding reading material, they may request a meeting with the classroom teacher to discuss an alternative reading assignment for their student.
Projects/Speakers/Trips
Visitation by an author
Assessments
Houghton-Mifflin Benchmark Tests Teacher constructed tests and rubrics
Johns Basic Reading Inventory Writing sample with scoring rubric (May)
STAR Reading (September & May)
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and work quality. Each student also receives a rating that shows the student's performance level on the appropriate standard. The rating is based upon assessments of the student's attainment of grade level expectations.
Grade 2 Reading Expectations
A. Demonstrated skills of an early/fluent reader
1. Understood text:
a) gained meaning from a variety of print, such as lists, letters, rhymes, poems, stories, and expository texts
b) used a variety of comprehension strategies before, during, and after reading
2. Integrated cueing systems:
a) used word attack strategy to read new and unfamiliar words
b) used letter-sound relationships when reading (digraphs, blends, vowels, and vowel combinations).
c) used sentence and paragraph structure, and word order to predict meaning
d) used and integrated background knowledge, experience, and context to construct meaning
e) used prefixes, suffixes, and endings including s, ed, ing, ly, ness, ful, er, and est
B. Gained meaning from print written at a second grade level
C. Predicted, drew conclusions, identified main ideas, and summarized stories in reading groups
D. Identified problems and solutions in stories
E. Formulated questions about what was read
F. Differentiated between non-fiction and fiction
G. Selected books to read from the school library based upon interests and topics
H. Located information from printed text using page numbers, alphabetizing, table of contents, indexes, glossaries, and chapter headings
I. Used a dictionary and understood alphabetizing and guide words
J. Located electronic information using passwords, entry menus, and pull down menus
K. Explored how stories reflect differing ethnic backgrounds and cultures
L. Analyzed stories for character, setting, problem, and solution
M. Used five finger method to choose appropriate level books
N. Recognized parts of books such as author, illustrator, and title
O. Mastered first 500 FRY instant sight words
Grade 2 Writing Expectations
A. Wrote well-structured and developed simple sentences using subject/verb agreement and correct adjectives to make the sentences more interesting
B. Used periods, question marks, and exclamation marks at the end of sentences, used apostrophes for contractions, and used abbreviations (Mr., Mrs., Ms.)
C. Used capitals at the beginning of sentences, when writing "I", and to identify proper nouns when writing
D. Used commas in dates, series of three or more, letter parts, and between city and state
E. Identified and wrote paragraphs using one topic and indentation
F. Wrote a simple paragraph on one topic with at least five sentences
G. Recognized the parts and correct form for a letter
H. Wrote fictional stories to a prompt with story elements (setting, characters, and problem/solution)
I. Organized information through simple outlines and sequencing of events
J. Applied phonetic rules and dictionary skills to correctly spell frequently used words
K. Applied rules to spelling words with endings including e, s, es, y, f, and fe
L. Wrote a first draft with the necessary components for a specifc genre and aligned purpose with audience
M. Revised draft content (for example, organization, relevant details, clarity)
N. Edited revised draft using resources (for example, dictionary, word lists and banks, thesaurus, and glossaries)
O. Proofread revised draft
P. Completed final written products (class books, factual reports, letters, summaries, fictional stories, and poems) using appropriate grade level vocabulary
Q. Recognized synonyms, antonyms, and homonyms and used them to improve word choice
R. Used correct manuscript writing (letters were formed top to bottom, correct pencil grip was used, and letters were correctly placed and sized)
Grade 2 Oral Communication Expectations
A. Discussed topics and ideas for a variety of reasons including factual reports, letters, stories, summaries, and class books
B. Retold stories and events in sequence
C. Used correct subject/verb agreement and modifiers in oral communication
D. Predicted and drew conclusions about written texts in group and class settings
E. Formulated questions about a variety of texts
F. Demonstrated listening skills by following oral directions and answering questions in complete sentences
G. Presented factual information to an audience
Top
Grade 3 Language Arts Program
Description
Students acquire fluent reading skills and begin to develop purposeful writing through a variety of experiences. Reading and writing themes may be aligned with social studies/science content. Students also participate in speaking experiences and learn to communicate messages clearly using correct grammar.
Grade level expectations for each standard indicate what students should know or be able to do as a result of learning that has occurred at this grade in this subject.
Time Allocation:
Approximately 180 minutes daily, full year
Texts/References
Houghton-Mifflin
Handwriting Without Tears
Literature/Reading Materials
Picture books and chapter books including realistic fiction, historical fiction, fantasy, non-fiction, and poetry will be utilized. At the beginning of the year, teachers will publish a reading list for parent review. If parents have a concern regarding reading material, they may request a meeting with the classroom teacher to discuss an alternative reading assignment for their student.
Independent reading goals will be set based on students' individual reading levels. Accelerated Reader titles may be used to address reading goals.
Projects/Speakers/Trips
Visitation by a children's author
Assessments
CSAP Reading and Writing
Houghton-Mifflin Benchmark Tests
Johns Basic Reading Inventory
STAR Reading (September and May)
Teacher constructed tests and rubrics
Writing sample with a scoring rubric (May)
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and work quality. Each student also receives a rating that shows the student's performance level on each standard. The rating is based upon assessments of the student's attainment of grade level expectations and rating received from the Colorado Student Assessment Program (CSAP).
Grade 3 Reading Expectations
A. Demonstrated skills of a fluent reader
1. Understood Text:
a) adjusted reading pace in both fiction and non-fiction to accommodate purpose, style, and text difficulty
b) summarized text passages and determined main idea
c) applied information and made connections from reading
2. Integrated cueing systems including:
a) applied word attack skills to read new and unfamiliar words
b) used sentence and paragraph structure, text organization, and word order
c) used and applying background experience and context to construct a variety of meanings from developmentally appropriate complex texts
d) used strategies of sampling, predicting, confirming, and self-correcting quickly, confidently, and independently
B. Gained meaning from print written at a third grade level
C. Predicted and drew conclusions about stories
D. Identified problems and solutions in stories
E. Formulated questions about what was read
F. Differentiated between fact and opinion
G. Selected books to read from the school library based upon subject.
H. Located information from printed text using page numbers, alphabetizing, table of contents, chapter headings, captions, glossaries, and indexes
I. Read and discussed literature to explore how stories reflect differing ethnic backgrounds and cultures
J. Read and listened to classical literature
K. Analyzed stories for character, setting, problem, and solution
L. Used literature as a source for new vocabulary
M. Chose correct reference materials (dictionary, encyclopedia, atlas, and thesaurus) to locate information
N. Used the Dewey Decimal System to locate information in the library
O. Identified publisher and copyright in fiction and non-fiction
P. Varied rate of reading for non-fiction and fiction
Q. Used dictionary (with alphabetizing and guide words) to choose the correct meaning, find
antonyms and synonyms, parts of speech, root words and affixes, abbreviations, and correct
syllabication
R. Mastered all 1000 FRY instant sight words
Grade 3 Writing Expectations
A. Wrote simple and compound sentences using correct subject/verb agreement and correct and clear adjectives and adverbs
B. Used periods, question marks, exclamation points, abbreviations, and apostrophes
C. Used capitals to identify proper nouns, at the beginning of sentences, in letter parts, with abbreviations, when writing "I", and at the beginning of dialogue
D. Used commas in a series, for dates, for city and state, in compound sentences, and with quotation marks
E. Used quotation marks in simple sentences with correct punctuation and capitalization
F. Wrote good paragraphs with topic sentences, supporting details, and summarizing sentences
G. Completed appropriately written factual products with multiple paragraphs
H. Wrote fictional stories to a prompt with story elements (setting, characters, and problem/solution)
I. Developed ideas for a variety of writing experiences including narrative, descriptive, poetic, and expository (emphasis on expository and narrative writing)
J. Took notes, categorized, and organized information for written products using webs, index cards, or outlines
K. Demonstrated proper use of vocabulary that communicated a message clearly and precisely
L. Wrote a first draft with the necessary components for a specific genre by aligning purpose with audience
M. Revised draft content (for example, organization, relevant details, clarity)
N. Edited revised draft using resources (for example, dictionary, word lists and banks, thesaurus, spell checker, and glossary)
O. Proofread revised draft
P. Completed final products (expository, narrative, poetic, and descriptive)
Q. Produced legible, edited written products using manuscript, cursive, or word processing
R. Demonstrated correct spelling of high frequency words (all Dolch 220 words) and applied phonetic rules and exceptions
S. Began cursive writing (formed upper and lower case letters correctly and connected many letters)
T. Identified parts of speech (nouns and verbs)
U. Identified complete subjects and complete predicates in sentences
V. Recognized the difference between a sentence and a non-sentence including run-on sentences and recognized that a sentence has a subject, a predicate, and expresses a complete thought
Grade 3 Oral Communication Expectations
A. Discussed topics and ideas for a variety of speaking purposes including retelling events, presenting information, and asking questions
B. Used correct subject/verb agreement and modifiers in oral communication
C. Demonstrated proper use of vocabulary to communicate a message clearly and precisely
D. Demonstrated listening skills by formulating questions about what has been read, heard, and viewed
E. Used appropriate speaking rate, volume, and inflection in oral communication
F. Used effective eye contact and posture when addressing an audience
G. Categorized, organized, and presented information to an audience
Top
Grade 4 Language Arts Program
Description
Reading focuses on students' independent reading skills and good reading habits. Writing focuses on topic sentences, proper mechanics, organization of thoughts and planning strategies. Students participate in persuasive, expository and descriptive writing exercises. Students are expected to accurately spell words frequently used in writing. Reading and writing themes may be aligned with social studies/science content.
Grade level expectations for each standard indicate what students should know or be able to do as a result of learning that has occurred at this grade in this subject.
Time Allocation:
Approximately 130 minutes daily, full year
Texts/References
Houghton-Mifflin
Handwriting Without Tears
Literature/Reading Materials
Picture books and chapter books including realistic fiction, historical fiction, fantasy, science fiction, non-fiction (biographies), poetry, and mysteries are utilized. At the beginning of the year, teachers will publish a reading list for parent review. If parents have a concern regarding reading material, they may request a meeting with the classroom teacher to discuss an alternative reading assignment for their student.
Independent reading goals will be set based on students' individual reading levels. Accelerated Reader titles may be used to address reading goals.
Projects/Speakers/Trips
Visitation by a children's author
Assessments
CSAP reading and writing
Houghton-Mifflin Benchmark Tests
Johns Basic Reading Inventory
STAR Reading (September and May)
Teacher constructed tests and performance rubrics
Writing sample with scoring rubric (May)
Grades and Performance Levels
Grades are based upon participation, completion of assignments, and work quality. Each student also receives a rating that shows the student's performance level on each standard. The rating is based upon assessments of the student's attainment of grade level expectations and ratings received from the Colorado Student Assessment Program (CSAP).
Grade 4 Reading Expectations
A. Read and understood a variety of materials including texts, resource materials, and literature written at a fourth grade level and designated for fourth grade studies
B. Used a full range of strategies to comprehend written materials (for example: skimming, scanning, previewing, self-monitoring for understanding, using prior knowledge, predicting, rereading, identifying author's purpose, and understanding the meaning of figures of speech such as similes and idioms)
C. Used critical thinking skills to analyze, evaluate, infer, compare and contrast, draw conclusions, differentiate between fact and opinion, identify the author's point of view, and identify and solve problems while reading a variety of materials
D. Located selected information from printed and electronic sources (page numbering alphabetizing, table of contents, glossaries, indexes, captions, chapter headings, passwords, bibliographies, entry menu features, pull down menus, webs, and icons)
E. Took notes, made and used webs and outlines, and identified main ideas in resource materials
F. Read, responded to, and discussed a variety of literature including folk tales, historical fiction, realistic fiction, science fiction, poems, non-fiction, and content-area reading at a fourth grade level
G. Identified supporting details and main ideas in fourth grade reading materials and summarized chapters
H. Identified sequential order in expository and fictional materials
I. Read, responded to, and discussed literature as a way to explore the similarities and differences among stories and the way those stories reflect the ethnic background of the author and the culture in which they were written
J. Set purpose for reading a variety of materials
K. Chose correct reference materials (dictionary, encyclopedia, atlas, almanac, thesaurus, and biographic reference materials) to locate information
L. Used the Dewey Decimal System to locate information in the library
M. Varied rate of reading for non-fiction and fiction
N. Identified publisher and copyright in fiction and non-fiction
O. Used dictionary (with alphabetizing and guide words) to choose the correct meaning, find
antonyms, synonyms, parts of speech, root words and affixes, abbreviations, correct
syllabication, and pronunciation
Grade 4 Writing Expectations
A. Wrote simple and compound sentences using correct subject/verb agreement and correct and clear adjectives and adverbs
B. Used periods, question marks, and exclamation marks at the end of sentences and used abbreviations and apostrophes
C. Used capitals to identify proper nouns, at the beginning of sentences, in letter parts, with abbreviations, at the beginning of dialogue, for titles of books, songs, etc., for words like mother and father, for persons' titles, and for "I" words
D. Used commas in a series, for dates, for city and state, in compound sentences, with quotation marks, with interjections or nonessential information, addressing a person, and in letter parts
E. Used quotation marks in simple and compound sentences with correct comma usage and capitalization
F. Wrote an expository product containing multiple paragraphs with an introductory paragraph, supporting paragraphs, and a summarizing paragraph
G. Wrote fictional stories to a prompt with story elements (setting, characters, problem/solution, and other literary devices)
H. Developed ideas for a variety of writing experiences including narrative, descriptive, persuasive, and expository (emphasis on expository and descriptive writing)
I. Categorized and organized information for writing assignments using topic sentences, supporting details, paragraphing, and planning elements such as webs and outlines
J. Demonstrated proper use of vocabulary that communicated a message clearly and precisely
K. Completed legible final products (expository, narrative, persuasive, and descriptive) which demonstrated planning, revisions, and editing using cursive and word processing
L. Demonstrated correct spelling of high frequency words (Fitzgerald 800 Words), applied phonetic rules and exceptions, and used dictionaries and thesauruses to improve final written products
M. Mastered the use of cursive writing
N. Identified parts of speech (nouns, verbs, adjective, and pronouns)
O. Identified simple subjects and predicates and the four sentence types (declarative, interrogative, imperative and exclamatory)
P. Recognized the difference between a sentence and a non-sentence and recognized that a sentence has a subject, a predicate, and expresses a complete thought
Grade 4 Oral Communication Expectations
A. Discussed topics and ideas for a variety of speaking purposes
B. Used correct subject/verb agreement and modifiers in oral communication
C. Demonstrated proper use of vocabulary to communicate a message clearly and precisely
D. Demonstrated listening skills by formulating questions about what has been read, heard, and viewed
E. Used appropriate speaking rate, volume, tone, and inflection in oral communication
F. Used effective eye contact, posture, and gestures when addressing an audience
G. Wrote, revised, edited, and delivered an oral presentation for a variety of purposes such as summarizing information, giving directions, or reporting on a book
Top
Grade 5 Language Arts Program
Description
Reading focuses on expanding students’ independent reading skills. Students look for deeper meaning in works read. They read books from a variety of genres. Grade 5 students are engaged in narrative, descriptive, expository and persuasive writing. Accurate spelling of high frequency words used in writing is expected. Reading and writing themes may be aligned with social studies/science content.
Description
Grade level expectations for each standard indicate what students should know or be able to do as a result of learning that has occurred at this grade in this subject.
Grade level expectations for each standard indicate what students should know or be able to do as a result of learning that has occurred at this grade in this subject.
Time Allocation:
Approximately 150 minutes daily, full year
Texts/References
Houghton-Mifflin
Spellex, Dictionary, Thesaurus
Literature/Reading Materials
Chapter books including tall tales, realistic fiction, historical fiction, fantasy, science fiction, non-fiction, myths, poetry, and mysteries are utilized. At the beginning of the year, teachers will publish a reading list for parents on request. If parents have a concern regarding reading material, they may request a meeting with the classroom teacher to discuss an alternative reading assignment for their student.
Independent reading goals will be set based on student’s individual reading levels. Accelerated Reader titles may be used to address reading goals.
Projects/Speakers/Trips
Visitation by a children's author
Assessments
CSAP reading and writing
Reading Indicator
Johns Basic Reading Inventory
Reading Item Bank
Teacher constructed tests and performance rubrics
Writing Item Bank
Writing samples
Grades and Performance Levels
Grades are based upon participation, completion of assignments, completion of reading goals, and work quality. Each student also receives a rating that shows the student’s performance level on each standard. The rating is based upon assessments of the student’s attainment of grade level expectations and ratings received from the Colorado Student Assessment Program (CSAP).
Grade 5 Reading Expectations
A. Read and understood a variety of materials including texts, resource materials, and literature
written at a fifth grade level and designated for fifth grade students
B. Used a full range of strategies to comprehend written materials (for example: previewing, self-monitoring, using prior knowledge, using context, predicting, rereading, identifying the main idea and author’s purpose, scanning, skimming, and understanding foreshadowing and the meaning of figurative language such as similes, metaphors, personification, and idioms)
C. Used critical thinking skills to analyze, evaluate, infer, compare and contrast, draw conclusions, differentiate between fact and opinion, identify the author’s point of view, and identify and solve problems while reading a variety of materials
D. Located and selected information from printed materials and electronic sources (used alphabetized lists, table of contents, indexes, glossaries, bibliographies, footnotes, in-line notes, gazetteers, appendix, captions, chapter headings, passwords, entry menu features, pull down menus, icons, library catalog databases, and CD-ROMs)
E. Paraphrased, summarized, and organized information
F. Read, responded to, and discussed a variety of literature including myths, science fiction, fantasy, historical fiction, non-fiction, and content-area reading at a fifth grade level
G. Read, responded to and discussed literature as a way to explore the similarities and differences among stories and the way those stories reflect the ethnic background of the author and the culture in which they were written
H. Recognized the concept of classic or enduring literature and read and listened to classic works
I. Used literary terminology (setting, plot, character, problem, solution, conflict, and theme)
J. Acquired new vocabulary by reading literature and non-fiction materials
K. Set purpose for reading a variety of materials
L. Used word recognition skills to understand unfamiliar words (for example, decoding multi-syllable words, affixes, and root words)
M. Used the dictionary to select appropriate definitions and the pronunciation guide to correctly pronounce words
N. Identified sequential order in expository and fictional materials
O. Chose correct reference materials (dictionary, encyclopedia, atlas, almanac, thesaurus, newspaper, biographic reference materials, periodicals including sections, readers guides, and internet sources) to locate information
P. Used the Dewey Decimal System to locate information in the library
Q. Varied rate and method of reading for non-fiction and fiction
R. Used dictionary (with alphabetizing and guide words) to choose the correct meaning, to find
- Antonyms and synonyms, parts of speech, root words and affixes, abbreviations, and correct
- Pronunciation and syllabication
Grade 5 Writing Expectations
A. Wrote simple and compound sentences using correct subject/verb agreement, correct pronoun case, and correct and clear adjectives and adverbs
B. Used periods, question marks, and exclamation marks at the end of sentences and used abbreviations and apostrophes.
C. Used capitals to identify proper nouns, words at the beginning of sentences, in letter parts, with abbreviations, at the beginning of dialogue, for titles of books, songs, etc., for words like mother and father, for persons’ titles, and for “I” words
D. Used commas in a series, for dates, for city and state, in compound sentences, with quotation marks, with interjections or nonessential information, addressing a person, appositives, to separate adjectives, and in letter parts
E. Used quotation marks in simple and compound sentences with correct punctuation and capitalization
F. Wrote an expository product containing multiple paragraphs with an introductory paragraph, supporting paragraphs, and a summarizing paragraph
G. Wrote fictional stories to a prompt with story elements (setting, characters, problem/solution, figurative language, and other literary crafts)
H. Developed ideas for a variety of writing experiences including narrative, descriptive, persuasive, poetic, and expository (emphasis on persuasive and descriptive writing)
I. Took notes, categorized, and organized information for writing assignments using topic sentences, supporting details, paragraphing, and planning elements such as webs and outlines
J. Demonstrated proper use of vocabulary that communicated a message clearly and precisely
K. Completed legible final products (expository, narrative, persuasive, poetic, and descriptive) which demonstrated planning, revisions, and editing using cursive and word processing)
L. Demonstrated correct spelling of high frequency words (Fitzgerald 800 Words), applied phonetic rules and exceptions, and used dictionaries and thesauruses to improve final written products
M. Identified parts of speech (nouns, verbs, adjectives, adverbs, and pronouns)
N. Identified simple subjects and predicates and the four sentence types (declarative, interrogative, imperative, and exclamatory)
O. Recognized the difference between a sentence and a non-sentence and recognized that a sentence has a subject, a predicate, and expresses a complete thought
Grade 5 Oral Communication Expectations
A. Used correct subject/verb agreement and pronoun case in oral communication
B. Used correct modifiers and intensifiers in oral communication
C. Demonstrated proper use of vocabulary to communicate a message clearly and precisely
D. Demonstrated listening skills by following complex verbal directions
E. Used appropriate speaking rate, volume, tone, and inflection in oral communication
F. Used effective eye contact, posture, and gestures when addressing an audience
G. Brainstormed, organized, wrote, revised, edited, and delivered an oral presentation that incorporated the use of a visual aid
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