Stand: Reading The student will continue to expand vocabulary using knowledge of roots, affixes, synonyms, antonyms, and homophones. In fifth grade, there is an emphasis on reading comprehension by comparing fiction and nonfiction texts. In fiction texts, students will explain plot development and conflict resolution and differentiate between first and third person points of view. Fifth grade students will have an increased emphasis on nonfiction reading by identifying organizational patterns, and using the text to support opinions and authors’ conclusions. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and the workplace. Teacher Notes: Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation. Teachers must provide opportunities for silent reading with options for student choice. Teachers should introduce students to longer, more complex texts both on grade level and above. Teacher should teach figurative language using fiction and nonfiction texts. Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. Please note these terms are not interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension. Please note teachers should introduce specific genres of fiction including but not limited to: fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, folklore/tall tales, mythology, and mystery. Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired passages with a variety of texts. Teachers should teach purpose exclusively with nonfiction texts. author’s Please note although the strands are developed separately, teachers should seamlessly integrate all strands. Thematic units are one approach. Teachers should have students write about what they have read. 5.4 The student will expand vocabulary when reading.
Stand: Reading The student will continue to expand vocabulary using knowledge of roots, affixes, synonyms, antonyms, and homophones. In fifth grade, there is an emphasis on reading comprehension by comparing fiction and nonfiction texts. In fiction texts, students will explain plot development and conflict resolution and differentiate between first and third person points of view. Fifth grade students will have an increased emphasis on nonfiction reading by identifying authors’ organizational patterns, and using the text to support opinions and conclusions. Teachers will encourage the development of reading skills that are foundational to effective comprehension and critical thinking. These skills are essential for success in future postsecondary education and the workplace. Teacher Notes: Vocabulary words should be culled from student reading instead of using random lists and should not be taught in isolation. Teachers must provide opportunities for silent reading with options for student choice. Teachers should introduce students to longer, more complex texts both on grade level and above. Teacher should teach figurative language using fiction and nonfiction texts. Teachers should teach theme as a literary term with fiction texts and main idea with nonfiction texts. Please note these terms are not interchangeable. However, identifying main idea in a paragraph or portion of text is an essential skill for comprehension. Please note teachers should introduce specific genres of fiction including but not limited to: fantasy, humor, fable/fairy tale, realistic fiction, historical fiction, folklore/tall tales, mythology, and mystery. Teachers should use fictional and informational texts paired on a common theme or topic and have students compare/contrast. Although the standard in fiction requires comparing/contrasting details in literary and informational nonfiction texts, teachers should be using paired passages with a variety of texts. Teachers should teach author’s purpose exclusively with nonfiction texts. Please note although the strands are developed separately, teachers should seamlessly integrate all strands. Thematic units are one approach. Teachers should have students write about what they have read. 5.4 The student will expand vocabulary when reading.