fifth grade quarter 3 reading standards literature
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Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
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
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills G
rad
e
Clu
ster
Stan
dar
d Arizona College and
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
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and
Career Ready Standards
Explanation and Instructional Vocabulary
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:
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:
Compare
Contrast
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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
Instructional Vocabulary:
Metaphor
Figurative language
Simile
Imagery
Context clues
Idiom
Personification
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and
Career Ready Standards
Explanation and Instructional Vocabulary
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:
Use close reading strategies and
annotations.
Use Thinking Map (Tree Map) to organize
and identify structural elements.
Use an anchor chart to identify structural
elements in a text.
Instructional Vocabulary:
Stanza
Scene
Drama
Plot
Exposition
Rising Action
Climax
Falling Action
Resolution
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and
Career Ready Standards
Explanation and Instructional Vocabulary
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.
Instructional Vocabulary:
Describe
Point of View
First Person
Third Person
Narrator
Perspective
Opinion
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d
Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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.
Instructional Vocabulary:
Animation
Sound effects
Tone
Mood
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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:
Use the RACE strategy:
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.
Instructional Vocabulary:
Setting
Plot
Fantasy
Realistic fiction
Horror
Mystery
Romance
Poetry/song
Compare/contrast
Sci-fi
Biography
Autobiography
Mood
Tone
Rising action
Falling action
Climax
Resolution
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and
Career Ready Standards
Explanation and Instructional Vocabulary
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
Instructional Vocabulary:
Proficient
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards Explanation and Instructional Vocabulary
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 the RACE strategy: Restate, answer, cite evidence and explain
Close reading strategies and annotations
Use Thinking Maps (tree map) to organize main idea and key details
Instructional Vocabulary:
Inference
Inferring
Accurately
Conclude
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards Explanation and Instructional Vocabulary
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 the RACE strategy: Restate, answer, cite evidence and explain
Close reading strategies and annotations
Use Thinking Maps (flow map) to organize main idea and key details
Instructional Vocabulary:
Summarize
Main Idea
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards Explanation and Instructional Vocabulary
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 the RACE strategy: Restate, answer, cite evidence and explain
Close reading strategies and annotations
Use Thinking Maps (double bubble) to organize main idea and key details
Instructional Vocabulary:
Affix
Cite
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards Explanation and Instructional Vocabulary
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 the RACE strategy: Restate, answer, cite evidence and explain
Close reading strategies and annotations
Use Thinking Maps (double bubble) to organize main idea and key details.
Instructional Vocabulary:
Denotation
Connotation
Appropriate
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d
Arizona College and Career Ready Standards
Explanation and Instructional Vocabulary
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:
Use the RACE strategy: Restate, answer, cite evidence and explain
Close reading strategies and annotation.
Use Thinking Maps (double bubble) to organize main idea, key details and to compare and contrast.
Instructional Vocabulary:
Compare/contrast
Problem/solution
Cause/effect
Similarities
Differences
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards Explanation and Instructional Vocabulary
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.
Instructional Vocabulary:
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and
Career Ready Standards
Explanation and Instructional Vocabulary
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:
Use the RACE strategy:
Restate, answer, cite evidence and explain.
Close reading strategies and annotations
to cite evidence.
Use Thinking Maps (tree map/flow map) to
organize and identify evidence to support
author points.
Instructional Vocabulary:
Conclusion
Patterns
Text structure
Support
Evidence
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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:
Use the RACE strategy:
Restate, answer, cite evidence and explain.
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
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards Literature, Informational and Foundational Skills
Gra
de
Clu
ste
r
Stan
dar
d Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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.
Instructional Vocabulary:
Informational Text
Comprehend
Text Complexity
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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,
Instructional Vocabulary:
Syllabication
Morphology
Roots
Affixes
Multisyllabic
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
Fifth Grade Quarter 3
Reading Standards
Literature, Informational and Foundational Skills
Gra
de
Clu
ster
Stan
dar
d Arizona College and Career
Ready Standards
Explanation and Instructional Vocabulary
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)
Instructional Vocabulary:
Fluency
Context Clues
Comprehension
Prose
Poem
Updated June/2016 Instructional vocabulary referenced from www.readtennessee.org
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