5 th Grade 2005 MN Language Arts Strands, Sub-Strands & Standards
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1 5 th Grade 2005 MN Language Arts Strands, Sub-Strands & Standards Reading & Literature Writing Speaking, Listening & Viewing Word Recognition, Analysis & Fluency decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. Vocabulary Expansion use a variety of strategies to expand reading, listening and speaking vocabularies. Comprehension understand the meaning of texts using a variety of strategies and will demonstrate literal, interpretive, inferential and evaluative comprehension. Literature actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts. Types of Writing compose various pieces of writing. Elements of Composition engage in a writing process, with attention to organization, focus, quality of ideas, audience and a purpose. Spelling, Grammar & Usage apply standard English conventions when writing. Research locate and use information in reference materials. Handwriting & Word Processing write legibly and demonstrate effective keyboarding skills. Speaking & Listening demonstrate understanding and communicate effectively through listening and speaking. Media Literacy critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas.
2 5 th Grade Reading & Literature 2005 MN Language Arts Sub-Strand & Standard to Benchmarks (41-55 items) Word Recognition, Analysis & Fluency decode unfamiliar words using phonetic and structural analysis and will read with fluency and expression. 5.I.A.1 Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis. 5.I.A.2 Read aloud narrative and expository text with fluency, accuracy and appropriate pacing, intonation and expression. 5.I.B.1 Acquire, understand and use new vocabulary through explicit instruction as well as independent reading. Vocabulary Expansion use a variety of strategies to expand reading, listening and speaking vocabularies. (6-8 items) 1-2 items 5.I.B.2 Use knowledge of root words, derivations, antonyms, synonyms, idioms, homonyms and multiple-meaning words to determine word meanings and to understand texts. Items will include only the concepts of antonyms, synonyms and homonyms. Multiple-meaning words are the same as synonyms for this benchmark. Only one concept may be assessed in an item. Items do not require definition of the specific literary terms. Root words, idioms and derivations are assessed only at the classroom level. 5.I.B.3 Use word reference materials, such as dictionaries, thesauruses, to understand and express word meaning. 4-6 items 5.I.B.4 Analyze word structure and use context clues in order to understand new words.
3 Vocabulary items require context clues from a passage to determine word meanings (i.e., word structure may provide support but not the sole basis for the item). Word structure may only assist in determining meaning and may include prefixes and suffixes, syllabication or root words. 5.I.C.1 Read aloud grade-appropriate text (that has not been previewed) with accuracy and comprehension. 5.I.C.2 Recall and use prior learning and preview text to prepare for reading. Comprehension understand the meaning of texts, using a variety of strategies, and will demonstrate literal, interpretive, inferential and evaluative comprehension. (19-24 items) 1-4 items 3-7 items 2-6 items 5.I.C.3 Summarize and paraphrase key ideas from text. Items will require a summary or paraphrase solely from the text given. 5.I.C.4 Identify main idea and supporting details in fiction text. Items will require the identification of the main idea and/or its relevant details solely from the text given. Items for this benchmark must use fiction. (Nonfiction main idea and relevant details are in 5.I.C.5.) 5.I.C.5 Infer main ideas and determine relevant details in nonfiction texts. Items will require the inference of the main idea and/or its relevant details solely from the text given. Items for this benchmark must use nonfiction. (Fiction main idea and relevant details are in 5.I.C.4.) 5.I.C.6 Generate graphic organizers to enhance comprehension of texts and to describe text structure and organization items 5.I.C.7 Generate and answer literal, inferential, interpretive and evaluative questions to demonstrate understanding about what
4 is read. 2-5 items An item may require more than one reading skill (e.g., an item may require both a literal and an evaluative response to the text). Items will require a demonstration of understanding solely from the text given. 5.I.C.8 Distinguish fact from opinion and provide evidence to support conclusions. Items may require students to provide evidence of support from the text given. 5.I.C.9 Determine cause and effect and draw conclusions. 2-5 items 2-5 items 1-4 items Individual items may require more than one skill (e.g., an item may require a conclusion based on determining the cause and effect). 5.I.C.10 Compare and contrast information on the same topic from multiple sources. Comparison and contrast may assess these skills within a single passage as well as between paired passages. Items require comparison and/or contrast from no more than two sources on the same theme or topic. 5.I.C.11 Critically read and evaluate text to identify author s point of view and purpose. Point of view refers to that of the author. Items may require identification of the author s purpose and/or support for that purpose. 5.I.C.12 Notice when comprehension breaks down, reread and use strategies to self-correct. 0-3 items 5.I.C.13 Follow multiple-step written directions. Multi-step instructions will be no more than four steps in response to an item.
5 Items may require organization and sequencing of information. 5.I.D.1 Read a variety of high quality, traditional, classical and contemporary literary works specific to America, as well as significant works from other countries. 5.I.D.2 Identify and analyze literary elements and devices in works of fiction including characterization, plot, tone and theme and the ways they convey meaning. Literature actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts items An item may require the identification and/or analysis of literary elements. Only literary elements of characterization, plot and/or setting are contained in items. The terms character, plot and setting may be used in items. Tone and theme will be assessed only at the classroom level. 5.I.D.3 Evaluate nonfiction texts by analyzing structure, concept development, design and style. 5.I.D.4 Interpret literature by answering questions that ask for analysis and evaluation. (16-23 items) 5.I.D.5 Distinguish among various literary genres and subgenres. 5.I.D.6 Distinguish between third person omniscient and first person point of view. 1-4 items Identification is limited to first-person and third-person omniscient. Items will not require the distinction between limited and omniscient. Definitions of first- and third-person as vocabulary
6 terms are assessed only at the classroom level. 5.I.D.7 Identify and determine the meanings of similes and metaphors. 1-4 items items Items will assess understanding of the concepts simile and metaphor. Success on the item cannot be dependent on knowing the definition of the literary term. Individual items will not refer to both a simile and a metaphor. Definition of similes and metaphors as vocabulary terms are assessed only at the classroom level. 5.I.D.8 Respond to literature using ideas and details from the text to support reactions and make literary connections. Items that require a response to support reactions are restricted to ideas and details obtained solely from the text given. Items requiring literary connections are limited to the passage(s) provided. 5.I.D.9 Read from and respond to a variety of fiction, poetic and nonfiction texts of increasing complexity for personal enjoyment.
7 5 th Grade Writing 2005 MN Language Arts Sub-Strand & Standard to Benchmarks Types of Writing compose various pieces of writing. 5.II.A.1 Write in a variety of modes to express meaning, including: a. descriptive b. narrative c. informative d. formal letter e. poetry f. persuasive g. thank you notes h. reports. 5.II.B.1 Write topic sentences. Elements of Composition engage in a writing process, with attention to organization, focus, quality of ideas, audience and a purpose. 5.II.B.2 Create multiple paragraph compositions that include: a. correct paragraph indentation style b. an introductory paragraph formulating a thesis or opinion c. supporting evidence in paragraph form that upholds the overall thesis or opinion d. a concluding paragraph as a summary. 5.II.B.3 Use composing processes, including: a. prewriting - planning strategies such as brainstorming, journaling, sketching, listing, outlining and determining audience, purpose and focus b. drafting organizing, supporting and putting ideas into sentences and paragraphs c. revising improving the quality of content, organization, sentence structure and word choice d. editing correcting errors in spelling and grammar e. publishing producing a document and sharing the writing with the audience. 5.II.B.4 Create informative reports, including gathering material, formulating ideas based on gathered material, organizing information, and editing for logical progression. 5.II.B.5
8 Spelling, Grammar & Usage apply standard English conventions when writing. Research locate and use information in reference materials. Handwriting & Word Processing write legibly and demonstrate effective keyboarding skills. Consider the intended audience when composing text. 5.II.C.1 Compose complete sentences when writing. 5.II.C.2 Edit written documents for correct spelling. 5.II.C.3 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly. 5.II.C.4 Apply grammar conventions correctly in writing, including: a. verb tense b. prepositional phrases c. adverbs d. subject and verb agreement with simple subjects e. possessive pronouns and plural possessives. 5.II.C.5 Apply punctuation conventions correctly in writing, including: a. apostrophes b. capitalization of proper nouns c. abbreviations d. sentence beginnings e. commas f. quotation marks. 5.II.D.1 Locate and keep notes on the information in various reference materials including print and online dictionaries, glossaries, encyclopedias, CD reference materials and the Internet. 5.II.D.2 Formulate research questions and collect relevant information or perform observations that address such questions. 5.II.D.3 Define plagiarism and avoid its use. 5.II.E.1 Write legibly in cursive. 5.II.E.2 Apply keyboarding skills.
9 5 th Grade Speaking, Listening & Viewing 2005 MN Language Arts Sub-Strand & Standard to Benchmarks Speaking & Listening demonstrate understanding and communicate effectively through listening and speaking. Media Literacy critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. 5.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups. 5.III.A.2 Demonstrate active listening and comprehension. 5.III.A.3 Distinguish between speaker s opinion and verifiable facts. 5.III.A.4 Give oral presentations to various audiences for different purposes. 5.III.A.5 Restate or summarize and organize ideas sequentially using evidence to support opinions and main ideas. 5.III.A.6 Perform expressive oral readings of prose, poetry or drama. 5.III.C.1 Identify distinctions in how information is presented in print and nonprint materials. 5.III.C.2 Make informed judgments about messages promoted in the media, such as those in film, television, radio and newspapers. 5.III.C.3 Evaluate the accuracy and credibility of information found on Internet sites.
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