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Aligned Lessons
Grade 5
Aligned Lessons
ELA: Grade 5 - READING


Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
    5.1.R.1

Locate and use school and public library resources, with some direction, to acquire information

    5.1.R.2

Use the table of contents and indexes to locate information

    5.1.R.3

Read to collect and interpret data, facts, and ideas from multiple sources

    5.1.R.4

Read the steps in a procedure in order to accomplish a task such as completing a science experiment

    5.1.R.5

Skim material to gain an overview of content or locate specific information

    5.1.R.6

Use text features, such as headings, captions, and titles, to understand and interpret informational texts

    5.1.R.7

Recognize organizational formats to assist in comprehension of informational texts

    5.1.R.8

Identify missing information and irrelevant information

 
    5.1.R.9

Distinguish between fact and opinion

    5.1.R.10

Identify information that is implied rather than stated

    5.1.R.11

Compare and contrast information on one topic from multiple sources

    5.1.R.12

Recognize how new information is related to prior knowledge or experience

    5.1.R.13

Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information

    5.1.R.14

Make inferences and draw conclusions, on the basis of information from the text, with assistance

    5.1.R.15

Identify information that is implied rather than stated, with assistance

Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
    5.2.R.1

Read, view, and interpret literary texts from a variety of genres

    5.2.R.2

Define characteristics of different genres

    5.2.R.3

Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods

    5.2.R.4

Read aloud from a variety of genres; for example, read the lines of a play or recite a poem

  • use inflection and intonation appropriate to text read and audience
    •     5.2.R.5

    Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance

        5.2.R.6

    Identify literary elements, such as setting, plot, and character, of different genres

        5.2.R.7

    Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning

        5.2.R.8

    Recognize how different authors treat similar themes

        5.2.R.9

    Identify the ways in which characters change and develop throughout a story

        5.2.R.10

    Compare characters in literature to people in own lives

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
        5.3.R.1

    Evaluate information, ideas, opinions, and themes in texts by identifying

  • a central idea and supporting details
  • details that are primary and those that are less important
  • statements of fact, opinion, and exaggeration
  • missing or unclear information
    •     5.3.R.2

    Use established criteria to analyze the quality of information in text

        5.3.R.3

    Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 4: Students will read, write, listen, and speak for social interaction.
        5.4.R.1

    Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups

        5.4.R.2

    Respect the age, gender, position, and cultural traditions of the writer

        5.4.R.3

    Recognize conversational tone in friendly communication

    		 
        5.4.R.4

    Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Literacy Competencies
        5.LC.R.1

    Word Recognition
    Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words

    		 
        5.LC.R.2

    Word Recognition
    Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate

    		 
        5.LC.R.3

    Word Recognition
    Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words

    		 
        5.LC.R.4

    Word Recognition
    Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary

    		 
        5.LC.R.5

    Background Knowledge and Vocabulary Development
    Learn grade-level vocabulary through both direct and indirect means

        5.LC.R.6

    Background Knowledge and Vocabulary Development
    Use word structure knowledge, such as roots, prefixes, and suffixes, to determine meaning

        5.LC.R.7

    Background Knowledge and Vocabulary Development
    Use prior knowledge and experience in order to understand ideas and vocabulary found in books

    		 
        5.LC.R.8

    Background Knowledge and Vocabulary Development
    Acquire new vocabulary by reading a variety of texts

        5.LC.R.9

    Background Knowledge and Vocabulary Development
    Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties

        5.LC.R.10

    Background Knowledge and Vocabulary Development
    Determine the meaning of unfamiliar words by using context clues, dictionaries, glossaries, and other resources

        5.LC.R.11

    Background Knowledge and Vocabulary Development
    Use a thesaurus to identify synonyms and antonyms

        5.LC.R.12

    Comprehension Strategies
    Read a variety of grade-level texts, for a variety of purposes, with understanding

        5.LC.R.13

    Comprehension Strategies
    Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text

    		 
        5.LC.R.14

    Comprehension Strategies
    Recognize when comprehension has been disrupted and initiate self-correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary

        5.LC.R.15

    Comprehension Strategies
    Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding

    		 
        5.LC.R.16

    Comprehension Strategies
    Ask questions to clarify understanding and to focus reading

        5.LC.R.17

    Comprehension Strategies
    Make connections between text being read and own lives, the lives of others, and other texts read in the past

    		 
        5.LC.R.18

    Comprehension Strategies
    Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and drawing conclusions

        5.LC.R.19

    Comprehension Strategies
    Read grade-level texts and answer literal, inferential, and evaluative questions

    		 
        5.LC.R.20

    Comprehension Strategies
    State or summarize a main idea and support/elaborate with relevant details

        5.LC.R.21

    Comprehension Strategies
    Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text

    		 
        5.LC.R.22

    Comprehension Strategies
    Participate cooperatively and collaboratively in group discussions of texts

        5.LC.R.23

    Comprehension Strategies
    Note and describe aspects of the writer’s craft

    		 
        5.LC.R.24

    Comprehension Strategies
    Read aloud, accurately and fluently, with appropriate rate of reading, intonation, and inflection

    		 
        5.LC.R.25

    Comprehension Strategies
    Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and oral presentations

        5.LC.R.26

    Motivation to Read
    Show interest in a wide range of texts, topics, and genres for reading

        5.LC.R.27

    Motivation to Read
    Read voluntarily for a variety of purposes

        5.LC.R.28

    Motivation to Read
    Be familiar with titles and authors of a wide range of literature

        5.LC.R.29

    Motivation to Read
    Engage in independent silent reading for extended periods of time

    		 
     
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