- At Level 3, the student is able to
- 5.3.tpi.8. routinely incorporate compound sentences in writing.
- 5.3.tpi.9. begin to use complex sentences in writing.
- 5.3.tpi.10. develop a consciousness toward correct spelling
across all subject areas.
- 5.3.tpi.11. use commas, colons, and semi-colons correctly when
writing.
- 5.3.tpi.12. use singular and plural possessives correctly.
Curriculum
Standards, Learning
Expectations, and Accomplishments
Content Standard: 1.0
The student will develop the reading and listening skills
necessary for word recognition, comprehension, interpretation,
analysis, evaluation, and appreciation of print and non-print text.
- Learning Expectations:
- 1.01 Continue to develop oral language and listening skills.
- 1.02 Demonstrate knowledge of concepts of print.
- 1.03 Expand reading skills through phonemic awareness.
- 1.04 Use decoding strategies to read unfamiliar words.
- 1.05 Read to develop fluency, expression, accuracy, and
confidence.
- 1.06 Expand reading vocabulary.
- 1.07 Reading strategies to facilitate comprehension.
- 1.08 Use active comprehension strategies to derive meaning
while reading and check for understanding after reading.
- 1.09 Develop appropriate information skills and study skills
to facilitate learning.
- 1.10 Develop skills to facilitate reading to learn in a
variety of content areas.
- 1.11 Read independently for a variety of purposes.
- 1.12 Experience various literary and media genres.
- 1.13 Develop and sustain a motivation for reading.
Reading Accomplishments
5.1.01 Continue to develop oral language and listening skills.
- Listen attentively by facing the speaker, asking
questions, and paraphrasing what is said.
- Use established rules for conversation (e.g., do not
interrupt, ask questions, provide appropriate feedback).
- Understand, follow, and give oral multi-step directions
that may include illustrations.
- Formulate and respond to questions from teachers and
other group members.
- Participate in creative responses to text (e.g., choral
reading, discussion, dramatization, and oral presentations).
- Summarize orally what has been learned or accomplished
after completing an activity or assignment.
- Create and deliver an oral presentation that includes an
introduction and conclusion.
- Create and deliver an oral presentation that uses visual
aids or props and incorporates several sources.
- Use different voice levels and speech patterns for small
groups, informal discussions, and reports.
- Interpret and use a variety of non-verbal communication
techniques (e.g., gestures, facial expression, posture).
- Present and/or perform original or published literary
work with a group and/or individually.
- Participate in recitations of assigned/self-selected
passages.
5.1.02 Demonstrate knowledge of concepts of print.
- Use parts of text (e.g., title, title page, table of
contents, chapter titles, glossary, appendix, and index).
- Use common text features to enhance understanding (e.g.,
headings, keywords, graphics, captions, side bars,
footnotes).
- Recognize different forms of text (e.g., poems, plays,
drama, letters, ads, journalism, historical fiction,
biographies, autobiographies).
5.1.03 Expand reading skills through phonemic awareness.
- Develop awareness of the sounds of language through
repeated exposure to a variety of auditory experiences
(e.g., poetry, music lyrics, sound effects, books on tape,
read alouds).
- Understand rhyming patterns in printed materials.
- Respond and analyze the effects of sound in language.
(e.g., alliteration, onomatopoeia, rhythm, beat).
5.1.04 Use decoding strategies to read unfamiliar words.
- Continue to use knowledge of letter-sound correspondence
knowledge and structural analysis to decode words.
- Expand understanding and use of root words, prefixes,
and suffixes to decode words.
- Use syllabication to decode words.
- Understand, recognize, and use spelling patterns and
word families to decode words.
- Decode unknown grade level words utilizing learned
strategies and verify word meanings within the context.
5.1.05 Read to develop fluency, expression, accuracy, and
confidence.
- Increase confidence and poise in reading aloud (e.g.,
paired reading, shared reading, choral reading, echo
reading, and reader's theater).
- Read with fluency and confidence from a variety of text
(e.g., poetry, drama, newspapers, novels, textbooks).
- Participate in guided oral reading.
- Read orally using appropriate pronunciation, expression,
and rate.
- Adjust speed based on the purpose for reading and
reading level.
- Read independently daily.
5.1.06 Expand reading vocabulary.
- Build vocabulary by listening to literature,
participating in discussions, and reading self-selected
texts.
- Build vocabulary through frequent read alouds.
- Infer word meanings using roots, prefixes, and suffixes.
- Determine the meaning of unfamiliar words using context
clues, dictionaries, glossaries, and other resources.
- Use appropriate synonyms, antonyms, and homonyms.
- Foster word consciousness (e.g., word play, word walls
and word sorts).
- Use context clues and pronunciation cues when
appropriate to determine the correct meaning/usage of
multiple meaning words.
- Select the correct word to complete an analogy.
- Explore the impact of vocabulary in evaluating ideas,
information, and experiences.
- Use word origins to determine the meaning of unknown
words (e.g., Latin and Greek roots, meanings of commonly
used foreign words).
- Build vocabulary by reading from a wide variety of text
and literary genres.
5.1.07 Employ pre-reading strategies to facilitate comprehension.
- Set a purpose for reading (e.g., to understand, to
interpret, to enjoy, to solve problems, to locate specific
information/facts, to discover models for writing).
- Utilize reference sources to build background for
reading.
- Organize prior knowledge using a variety of strategies
(e.g., webbing, mapping, brainstorming, listing, outlining).
- Explore significant words to be encountered in
selected/assigned text.
- Preview text using text features (e.g.,
illustrations/pictures, captions, graphs, diagrams, and
headings).
- Make predictions about text using text features (e.g.,
title, author, illustrations, and text format).
- Relate text to prior personal and historical
experiences, current events, as well as previously read
print and non-print media.
5.1.08 Use active comprehension strategies to derive meaning
while reading and check for understanding after reading.
- Derive meaning while reading by
- formulating clarifying questions.
- predicting outcomes based upon prior knowledge and
adjusting appropriately.
- using metacognitive and self-monitoring reading
strategies to improve comprehension (e.g., rereading,
identifying miscues, reading ahead, asking for help, and
drawing on earlier reading).
- creating mental images.
- expressing reactions and personal opinions to a
selection or relating the selection to a personal
experience.
- making inferences and recognizing unstated
assumptions.
- verifying or modifying the pre-reading purpose.
- drawing conclusions based on evidence gained.
b. Check for understanding after reading by
- indicating sequence of events in fiction and
nonfiction text.
- selecting main idea and supporting details from
text.
- identifying the author's purpose (e.g., to
entertain, to inform, to explain, to persuade).
- discussing similarities and differences in events
and/or characters using evidence cited in three or more
texts.
- selecting, prioritizing, and organizing information
to meet a specific purpose.
- stating reasonable generalizations in reference to
two or more pieces of text on a similar topic.
- locating information to support opinions,
predictions, and conclusions.
- identifying cause and effect relationships.
- distinguishing between fact/opinion and
reality/fiction.
- identifying and interpreting figurative language
(e.g., idioms, similes, metaphors, hyperboles,
personification, imagery).
- recognizing a common theme between two passages.
- reflecting upon comprehension strategies utilized to
make meaning from text.
5.1.09 Develop appropriate informational skills and study skills
to facilitate learning.
- Use and discern appropriate reference sources in various
formats (e.g., interviews with family, community leaders and
government leaders; encyclopedias, card/electronic catalogs,
almanacs, newspapers, and periodicals).
- Use media (e.g., photographs, videos, films, the arts,
on-line catalogs, non-fiction books, encyclopedias, CD-ROM
references, internet) to view, read, and represent
information.
- Use current technology as a research and communication
tool for personal interest, research, and clarification.
- Understand a variety of informational texts which
include primary sources (e.g., autobiographical sketches,
letters, and diaries, directions, and internet sites).
- Utilize the dictionary, glossary, thesaurus, and other
word-referenced materials.
- Skim materials to develop a general overview of content
or to locate specific information.
- Retrieve, organize, and represent information (e.g.,
charts, maps, graphs, forms, timelines, and outlines).
- Develop notes that include important concepts,
paraphrase, summaries, and identification of reference
sources.
- Develop an awareness of the effects of media (e.g.,
television, print materials, radio, internet, newspapers,
periodicals) on daily life.
- Identify the techniques of propaganda (i.e., bandwagon,
loaded words, testimonials).
- Gather and record information on a research topic using
three or more sources.
5.1.10 Develop skills to facilitate reading to learn in a variety
of content areas.
- Develop and maintain vocabulary specific to content and
to current events.
- Locate information using available text features (e.g.,
maps, charts, graphics, indexes, glossaries, and tables of
contents).
- Apply comprehension skills and strategies to
informational text (e.g., pre-reading and active
comprehension).
- Use self correction strategies while reading (e.g.,
pausing, rereading, consulting other sources, asking for
help).
- Determine and evaluate the reliability of sources on a
given topic (e.g., editorials, newspapers, magazines,
biographies, news reports and films).
5.1.11 Read independently for a variety of purposes.
- Read for literary experience.
- Read to gain information.
- Read to perform a task.
- Read for enjoyment.
- Read to expand vocabulary.
- Read to build fluency.
5.1.12 Experience various literary and media genres.
- Read and recognize various literary (e.g., poetry,
novels, historical fiction, nonfiction) and media (e.g.
photographs, the arts, film, video) genres.
- Predict and determine the sequence of events in a story
including possible problems and solutions.
- Identify the conflict of the plot.
- Interpret a character's feelings and identify his
motives.
- Trace changes in the main character and describe how
this affects the plot.
- Make inferences about print and non-print text.
- Identify how culture, ethnic, and historical eras are
represented in print and non-print texts.
- Compare and contrast events and characters using
evidence cited from print and non-print text(s).
- Compare and contrast different versions of the same
stories/events that reflect different cultures and/or
different perspectives.
- Summarize selected passages.
- Retell a story from a different point of view.
- Understand the way in which figurative language is used
to derive meaning from text (e.g., personification, simile,
metaphor, imagery, hyperbole).
5.1.13 Develop and sustain a motivation for reading.
- Visit libraries/media centers and book fairs to explore
books.
- Use personal criteria to select reading material (e.g.,
personal interest, knowledge of authors, text difficulty,
text, genres, recommendation of others).
- Read daily from self-selected materials.
- Relate literary experiences (e.g., book discussions,
literacy circles, writing, oral presentations, artistic
expressions).
- Maintain a personal reading list or reading log/journal
to reflect reading progress and accomplishments.
- Experience and develop an awareness of literature that
reflects a diverse society.
- Choose to read as a leisure activity.
Writing
Content Standard: 2.0
The student will develop the structural and creative skills of
the writing process necessary to produce written language that can
be read, presented to, and interpreted by various audiences.
- Learning Expectations:
- 2.01 Engage in prewriting using a variety of strategies.
- 2.02 Write for a variety of audiences and purposes.
- 2.03 Show evidence of drafting and revision with written
work.
- 2.04 Include editing before the completion of finished work.
- 2.05 Evaluate own and others' writing.
- 2.06 Experience numerous publishing opportunities.
- 2.07 Write narrative accounts.
- 2.08 Write frequently across all content areas.
- 2.09 Write expressively using original ideas, reflections,
and observations.
- 2.10 Write in response to literature.
- 2.11 Write in a variety of modes and genres.
Writing Accomplishments
5.2.01 Engage in prewriting using a variety of strategies.
- Generate and focus ideas through brainstorming and peer
discussions.
- Use print and non-print materials along with prior
knowledge to provide background for writing.
- Arrange ideas by using graphic organizers (e.g.,
listing, clustering, story maps, and webs).
- Develop notes that include important concepts.
- Construct an outline with main ideas and supporting
details.
- Select and refine a topic.
- Determine appropriate audience.
- Establish a purpose for writing.
5.2.02 Write for a variety of audiences and purposes.
- Compose narratives (e.g., to entertain, to inform, to
report)
- Write frequently in the narrative mode.
- Write in response to a standard prompt and/or select a
prompt from a varied group.
- Write to inform a particular audience about a specific
issue.
- Write a descriptive paragraph to create a visual image.
- Explore and experience frequent opportunities for
writing in the expository mode.
- Write to acquire knowledge (e.g., clarify thinking, take
notes, synthesize information, enhance communication).
5.2.03 Show evidence of drafting and revision with written work.
- Select format based on purpose.
- Write with a sense of audience.
- Develop a paragraph with a topic sentence, supporting
details, and a concluding sentence.
- Maintain focus of topic with specific relevant
supporting details.
- Explain and/or illustrate key ideas.
- Demonstrate syntactic variety.
- Arrange multi-paragraph work in a logical and coherent
order.
- Write using appropriate time order words or transitional
words/phrases.
- Use correct page format (e.g., paragraphs, margins,
indentations, and titles).
- Revise to clarify thought, to refine ideas and to
distinguish between important and unimportant information.
- Use precise language including vivid words and
figurative language.
- Produce multiple drafts.
5.2.04 Include editing before the completion of finished work.
- Edit for elements of language
- Proofread using reference materials and technology.
- Create readable documents.
5.2.05 Evaluate own and others' writing.
- Develop and use classroom rubrics for written work.
- Use the state assessment rubric to make appropriate
suggestions for improvement.
- Participate in peer review and editing.
- Review personal collection to determine progress.
- Acknowledge and discuss diversity of individual writing
styles.
5.2.06 Experience numerous publishing opportunities.
- Produce a variety of written works (e.g., literature
response, essays, "published" books, literary collections).
- Incorporate photos, illustrations, charts, tables, or
graphs.
- Use technology for publishing individual and group work.
- Identify and explore opportunities for publication
(e.g., local and national contests, internet web sites,
newspapers/periodicals).
5.2.07 Write narrative accounts.
- Write in response to narrative prompts, including
frequent opportunities for timed writing.
- Write with developed characters, setting, and plot.
- Write with well-developed organizational structure,
sequence of events, and details.
- Maintain focus of topic with specific relevant
supporting details.
- Elaborate through the use of sensory details, vivid
words, and figurative language to establish a context that
enables readers to visualize an event or experience.
- Explain and/or illustrate key ideas.
- Demonstrate syntactic variety (i.e., vary sentence
structure).
- Demonstrate facility in use of language (i.e., unique
word choice).
- Develop an identifiable voice.
- Use classroom/state rubric as a guide for writing
narrative accounts.
5.2.08 Write frequently across all content areas.
- Produce a variety of creative works utilizing knowledge
from the content areas (e.g., journals, letters to the
editor, historical fiction).
- Compose and respond to original questions and/or
problems from all content areas.
- Explain procedures used to solve problems encountered in
content areas (e.g., science experiments, math problems, map
and globe activities).
- Investigate content specific topics to gather
information and write.
- Use experiences from the arts to write creatively and
expressively.
5.2.09 Write expressively using original ideas, reflections, and
observations.
- Express thoughts and feelings using colorful, fully
elaborated descriptions.
- Incorporate vivid words and figurative language.
- Write poems and stories based upon personal reflections,
observations, and experiences.
- View, read, or listen to examples of various writing
styles.
5.2.10 Write in response to literature.
- Write a letter to/as a character in a written work.
- Create an optional ending for a story.
- Retell a story from a different point of view.
- Compare and contrast literary works.
- Write a reader's response to a literary work.
- Write creative, imaginative, and original responses to
literature (e.g., poems, raps, songs, stories).
5.2.11 Write in a variety of modes and genres.
- Write narratives with vivid, sensory details.
- Write descriptive papers which include vivid words and
figurative language.
- Write expository paragraphs that include multiple steps
or examples to support explanation.
- Write an essay to compare/contrast two or more people,
places, things or ideas.
- Create a variety of poems.
- Write a research report using multiple sources and notes
taken from those sources citing titles and authors.
- Write friendly and business letters.
- Write journalistic articles.
- Use journal entries to demonstrate level of
understanding.
- Write an autobiographical account.
Elements of Language
Content Standard: 3.0
The student will use standard English conventions and proper
spelling as appropriate to speaking and writing.
- Learning Expectations:
- 3.01 Demonstrate knowledge of standard English usage.
- 3.02 Demonstrate knowledge of standard English mechanics.
- 3.03 Demonstrate knowledge of standard English spelling.
- 3.04 Demonstrate knowledge of correct sentence structure.
Elements of Language Accomplishments
5.3.01 Demonstrate knowledge of standard English usage.
- Use nouns appropriately (e.g., common/proper,
singular/plural; possessives; predicate nouns).
- Use verbs appropriately (e.g., action/linking,
regular/irregular; "be"/"have," verb phrases, agreement with
subject in person and number).
- Use pronouns appropriately (e.g., agreement with
antecedent, reflexive, possessive, correct pronoun case).
- Use adjectives appropriately (e.g., common/proper,
predicate adjectives, demonstrative adjectives, proper
comparative forms).
- Use prepositions appropriately (e.g., place
prepositional phrases in correct location within the
sentence).
- Use adverbs appropriately (e.g., proper comparative
forms, adverbs of degree {too, very}).
- Use conjunctions appropriately (e.g., coordinating).
- Use interjections appropriately.
- Recognize usage errors (e.g., double negatives,
troublesome words {affect/effect, sit/set, lie/lay, may/can,
leave/let, teach/learn}).
- Recognize and appreciate cultural and regional
differences signaled by word usage and vocabulary.
5.3.02 Demonstrate knowledge of standard English mechanics.
- Capitalize correctly sentence beginnings, proper nouns
and adjectives, titles, abbreviations, quotations, parts of
friendly letters and business letters.
- Use correct end of sentence punctuation (e.g., period,
question mark).
- Demonstrate knowledge of comma rules, colons (between
the hour and minute and after the greeting of a business
letter), semicolons (in combining sentences), and quotation
marks in titles.
- Demonstrate the correct use of quotation marks in
conversation, including their use with capitalization, end
marks, and explanatory material.
- Form contractions and possessives using apostrophes.
- Abbreviate words correctly.
- Continue to write legibly.
5.3.03 Demonstrate knowledge of standard English spelling.
- Spell high-frequency words correctly.
- Spell correctly commonly misspelled words as appropriate
to grade level.
- Spell correctly words commonly used in content specific
vocabulary.
- Recognize misspelled words in the context of sentences.
- Spell plurals and possessives correctly.
- Use knowledge of root words, prefixes, suffixes, and
structural analysis to spell words correctly.
- Determine correct spelling of words utilizing electronic
and print tools (e.g., spell checkers, dictionaries, lists,
word walls, charts).
- Identify correctly spelled homonyms within the context
of sentences or phrases.
- Proofread and edit for accuracy of spelling using
appropriate strategies to confirm spelling and to correct
errors.
- Develop a consciousness toward correct spelling across
all subject areas.
5.3.04 Demonstrate knowledge of correct sentence structure.
- Use appropriate language structure in oral and written
communication (e.g., subject-verb agreement in simple and
compound sentences, correct word order, correct placement of
modifiers).
- Recognize and edit incomplete sentences and run-on
sentences.
- Combine simple sentences into compound sentences.
- Combine sentences using compound subjects and/or
predicates.
-