| Grade 5 |
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Core Performance Indicators: common to all four ELA standards Throughout grades 5 and 6, students
demonstrate the following core performance indicators in the key ideas of
reading, writing, listening, and speaking. •
Identify purpose of reading •
Adjust reading rate according to purpose for reading • Use
word recognition and context clues to read fluently •
Determine the meaning of unfamiliar words by using context clues, a dictionary,
or a glossary • Identify
signal words, such as finally or in addition, that provide
clues to organizational formats such as time order • Use
knowledge of punctuation to assist in comprehension • Apply
corrective strategies (e.g., rereading and discussion with teachers, peers, or parents/caregivers) to assist in comprehension • Read
aloud, using inflection and intonation appropriate to text read and to audience •
Maintain a personal reading list to reflect reading goals and accomplishments Writing •
Understand the purpose for writing; the purpose may be to explain, describe,
narrate, persuade, or express feelings •
Determine the intended audience before writing • Use
tone and language appropriate for audience and purpose • Use
prewriting activities (e.g., brainstorming, note taking, freewriting,
outlining, and paragraphing) • Use
the writing process (e.g., prewriting, drafting, revising, proofreading, and
editing) • Use
teacher conferences and peer review to revise written work •
Observe the rules of punctuation, capitalization, and spelling, such as
- punctuation of compound sentences, friendly/business
letters, simple dialogue, and exact words from sources (quotations); use
italics/underlining for titles
- capitalization of proper nouns such as key words in
literary and/or book titles, languages, and historical events
- spelling of commonly misspelled words, homonyms, and content-area vocabulary • Use
correct grammatical construction in
- parts of speech such as nouns; adjectives and
adverbs (comparative/ superlative); pronouns (indefinite/
nominative/objective); conjunctions (coordinating/ subordinating); prepositions
and prepositional phrases; and interjections
- simple/compound/complex sentences, using, correct subject-verb agreement,
verb tense, punctuation, and pronouns with clear antecedents • Use
signal/transitional words (e.g., in addition, for example, finally, as a
result, similarly, and on the other hand) to provide clues to organizational
format • Use
dictionaries, thesauruses, and style manuals • Use
word processing skills Listening •
Listen respectfully and responsively •
Identify own purpose for listening •
Recognize content-specific vocabulary or terminology •
Listen for unfamiliar words and learn their meaning Speaking •
Respond respectfully •
Initiate communication with peers, teachers, and others in the school community • Use
language and grammar appropriate to purpose for speaking • Use
facial expressions and gestures that enhance communication •
Establish eye contact during presentations and group discussions • Use
audible voice and pacing appropriate to content and audience • Use
visual aids to support the presentation |