21^st CENTURY

5^th Grade READING AND ENGLISH LANGUAGE ARTS

Janet Benincosa, Technology Integration Specialist

CONTENT STANDARDS AND OBJECTIVES FOR WEST VIRGINIA SCHOOLS (2520.1)

The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. 

All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. 

Fifth Grade

Grade 5		Reading
Standard 1:		Reading
RLA.S.5.1		Students will apply reading skills and strategies to inform, to perform a task and to read for literacy experience by identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) and selecting a wide variety of literature and diverse media to develop independence as readers.
Performance Descriptors RLA.PD.5.1
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students at the distinguished level in reading analyze figurative language, evaluate denotation, interpret defining characteristics and summarize background in literary and informational texts. They critique and justify connections to self, text and the world. They interpret and create poetry. They examine root words, prefixes and suffixes to spell words, predict word meanings and generate new vocabulary. They use a variety of reference materials to plan, refine, and deliver a short research project.			Fifth grade students at the above mastery level in reading understand figurative language, examine denotation, explain defining characteristics and outline background in literary and information texts. They evaluate connections to self, text and the world. They compare and contrast types of poetry. They use root words, prefixes and suffixes to spell words, construct word meanings and generate new vocabulary. They use a variety of reference materials to plan, revise, and deliver a short research project.	Fifth grade students at the mastery level in reading label figurative language, use denotation, select defining characteristics and construct background in literary and information texts. They compare and contrast to make connections to self, text and the world. They read and classify types of poetry. They use root words, prefixes and suffixes to spell words, change word meanings and generate new vocabulary. They use resource materials to plan and deliver a short research project.	Fifth grade students at the partial mastery level in reading locate and recognize figurative language and denotation. They discuss connections to self and text. They read and give examples of types of poetry. They select root words, prefixes and suffixes to spell words and change word meanings. They use reference materials to plan a short research project.	Fifth grade students at the novice level in reading define figurative language and denotation. They make connections to self and text. They read and identify types of poetry. They identify root words, prefixes and suffixes to spell words. They identify types of reference materials.
	Objectives	Students will
	RLA.O.5.1.01	use root words, prefixes and suffixes to understand words, change word meanings and generate new words appropriate to grade level.
	RLA.O.5.1.02	use a variety of strategies (e.g., etymology, context clues, affixes, synonyms, antonyms) to increase grade-appropriate vocabulary.
	RLA.O.5.1.03	use denotation to understand meaning.
	RLA.O.5.1.04	label the figurative language in text.
	RLA.O.5.1.05	select defining characteristics, construct background knowledge and develop reading skills to understand a variety of literary passages and informational texts by West Virginia, national and international authors: · myth · fantasies · biographies · autobiographies · science fiction · tall tales · supernatural tales historical fiction
	RLA.O.5.1.06	determine main ideas and locate supporting details in literary passages and informational texts.
	RLA.O.5.1.07	use pre-reading strategies to analyze text for the type of text to determine comprehension strategies: · previewing · activating prior knowledge · questioning · skimming scanning
	RLA.O.5.1.08	differentiate and apply comprehension strategies in literary and informational texts to · draw conclusions · predict · use context clues · summarize judge text critically
	RLA.O.5.1.09	determine the elements of literature (e.g., characterization, conflict, plot) to construct meaning & recognize author’s/reader’s purpose.
	RLA.O.5.1.10	compare and contrast text connections to self, to other texts and to world cultures in literary and informational texts.
	RLA.O.5.1.11	identify literary techniques used to interpret literature (e.g., compare/contrast or cause/effect).
	RLA.O.5.1.12	read and understand various types of poetry.
	RLA.O.5.1.13	identify the parts of a book, know their purposes and locate information (e.g., table of contents, index, glossary).
	RLA.O.5.1.14	classify and interpret graphic aids (e.g., maps, charts, graphs, tables, timelines).
	RLA.O.5.1.15	increase the amount of independent reading to comprehend, analyze and evaluate literary text and informational text.

Grade 5		Writing
Standard 2:		Writing
RLA.S.5.2		Students will apply writing skills and strategies to communicate effectively for different purposes by · using the writing process, · applying grammatical and mechanical properties in writing and · selecting and evaluating information for research purposes.
Performance Descriptors RLA.PD.5.2
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students at the distinguished level use the five-step writing process to write products (e.g., narrative, informative, descriptive, persuasive) for a specific audience and purpose, relevant details, transitional words and 3 pages in length. They identify relevancy and content validity of available electronic and print resources. They identify and use a variety of resources to plan, write and present a research project with documentation and in-text citations.			Fifth grade students at the above mastery level use the five-step writing process to plan, develop, and write a 6-8 paragraph essay for a specific audience and purpose, relevant details, and transitional words. They identify and use electronic and non-electronic resource materials to include different types of information and create a brief research project, documenting and citing sources.	Fifth grade students at the mastery level use the five-step writing process to generate topics and plan and develop a 3-5 paragraph composition paper for a specific audience and purpose, relevant details, and transitional words, . They select and use a variety of resource materials to plan and deliver a short research project, citing references.	Fifth grade students at the partial mastery level use the five-step writing process, plan and write a 3 paragraph composition for with relevant details, transitional words. They select and use strategies to compile information for written reports.	Fifth grade students at the novice level explain the five-step writing process and write a 3 paragraph composition with relevant details. They use a variety of strategies to plan research.
	Objectives	Students will
	RLA.O.5.2.01	use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to generate topics, plan and develop a 3 – 5 paragraph composition.
	RLA.O.5.2.02	arrange thoughts and ideas in graphic representations to plan and write a product.
	RLA.O.5.2.03	from a prompt, use the writing process to develop a 3-5 paragraph composition with an introductory paragraph, supporting detail paragraph(s), and concluding paragraph that incorporates specific, relevant details .
	RLA.O.5.2.04	use the five-step writing process to write for a specific purpose and for an intended audience (e.g., creative, narrative, informative, journal, friendly letter, business letter).
	RLA.O.5.2.05	write and edit the mechanics and grammar of a variety of sentence types: simple / compound / declarative / exclamatory / imperative / interrogative
	RLA.O.5.2.06	select and use a variety of resource materials to plan and deliver a short research project, citing references.
	RLA.O.5.2.07	draft analogies, illustrations, examples, or anecdotes to respond to an oral, visual, or written prompt.
	RLA.O.5.2.08	use basic transitional words to signal organization of a composition.

Grade 5		Listening, Speaking and Media Literacy
Standard 3:		Listening, Speaking and Media Literacy
RLA.S.5.3		Students will apply listening, speaking and media literacy skills and strategies to communicate with a variety of audiences and for different purposes.
Performance Descriptors RLA.PD.5.3
Distinguished			Above Mastery	Mastery	Partial Mastery	Novice
Fifth grade students at the distinguished level in listening, speaking and media literacy plan, organize and deliver effective communications to deliver a variety of presentations. They debate topics presented through a variety of literary forms and speakers. They create present and evaluate an age-appropriate multi-media product that demonstrates the use of format, purpose and audience.			Fifth grade students at the above mastery level in listening, speaking and media literacy plan, exhibit and use effective communication skills to deliver a variety of presentations. They listen to and formulate opinions on topics presented through a variety of literary forms and speakers. They create and present an age-appropriate multi-media product that demonstrates format, purpose and audience.	Fifth grade students at the mastery level in listening, speaking and media literacy recognize, exhibit and use effective communication skills to deliver a variety of presentations. They listen to and respond to different literary forms and speakers. They create an age-appropriate media product that demonstrates format, purpose and audience.	Fifth grade students at the partial mastery level in listening, speaking and media literacy recognize and use effective communication skills in classroom discussion. They listen to and retell topics presented in different literary forms and speakers. They create an age-appropriate media product that demonstrates purpose.	Fifth grade students at the novice level in listening, speaking and media literacy recognize effective communication skills in classroom discussion. They listen to topics presented in different forms by various speakers. They reproduce a media product that demonstrates purpose.
	Objectives	Students will:
	RLA.O.5.3.01	exhibit effective oral communication skills (e.g., rate, audience, etiquette, standard English) through the presentation of readers theater choral reading personal narratives recitations (poetry, historical documents) dramatizations
	RLA.O.5.3.02	compare and contrast personal experiences to oral/visual information.
	RLA.O.5.3.03	listen and respond to different literary forms and speakers (e.g. summarize and paraphrase to confirm understanding, recount personal experiences, listen to information and exhibit comprehension, provide reasons in support of opinions, respond to others’ ideas).
	RLA.O.5.3.04	create an age-appropriate media product that demonstrates format, purpose, and audience.