Piscataway School District Grade 5 Reading Marking Period Expectations Marking Period 1 Habits of Good Readers/Rituals and Routines Marking Period 2 Narrative Marking Period 3 Expository Marking Period 4 Author Study/Poetry Standards for Informational Text Draw inferences from the text. Use specific details from the text to determine character traits. Identify and compare narrative elements Character Development: Describe character s feelings and motivations. Describe how characters in a story or drama respond to challenges. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story or drama. Summarize the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Main Idea/Details: determine two or more main ideas of a text and explain how they are supported by key details. Summarize the text. Relevant Text Connections: Explain the relationships between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in text Determine a theme of a poem from the details in the text including how the speaker in a poem reflects upon a topic. Continue to develop and enhance skills already addressed Craft and Structure: Identify figurative language Explain how a series of Craft and Structure: Compare/Contrast the text structure of two or more texts (may be addressed in Craft and Structure: Explain how a series of stanzas fits together to provide the overall structure
chapters fits together to provide the overall structure of a story. Vocabulary in Context: Determine the meaning of words and phrases as they are used in a text. science) Analyze multiple accounts of the same event (may be addressed in social studies) Vocabulary in Context: Determine the meaning of words and phrases as they are used in a text. of a particular poem. Continue to develop and enhance skills already addressed Read at an independent level S/T Know and apply grade level Use combined knowledge of Point of View: Describe how a narrator s point of view influences how events are described. Integration of Knowledge and Ideas: Analyze how visuals contribute to the meaning of the text. Compare/Contrast stories in the same genre on their approaches to similar themes/topics. Read at an independent level T/U By the end of the year, read and comprehend informational texts independently and proficiently. Know and apply grade level Integration of Knowledge and Ideas: Author s Purpose: Explain how an author uses reasons and evidence to support particular points in a text. Working with Text: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Read at an independent level U/V Comprehend informational texts independently and proficiently. Know and apply grade level Use combined knowledge of all letter-sound Integration of Knowledge and Ideas: Analyze how visuals contribute to the meaning of the poem Continue to develop and enhance skills already addressed Read at an independent level V/W Know and apply grade level
all letter-sound Read with sufficient accuracy Read on-level texts with Use context to confirm or selfcorrect word recognition and understanding, re-reading if necessary. Use combined knowledge of all letter-sound Read with sufficient accuracy Read on-level texts with Use context to confirm or self-correct word recognition and understanding, rereading if necessary. Read with sufficient accuracy Read on-level texts with Use context to confirm or self-correct word recognition and understanding, rereading if necessary. Use combined knowledge of all letter-sound Read with sufficient accuracy Read on-level texts with Use context to confirm or self-correct word recognition and understanding, rereading if necessary. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Piscataway School District Grade 5 Writing Skills Marking Period Expectations Marking Period 1 Marking Period 2 Narrative Marking Period 3 Expository Marking Period 4 Introduction to Persuasive Writing/Poetry Personal Narrative Fiction Writing Personal Narrative Fiction Writing 5 paragraph structure Cause/Effect Compare/Contrast Explaining through Anecdote Persuasive Poetry Standards for Informational Text Write narratives to develop real or imagined experiences Use descriptive/ sensory details to convey experiences Develop an engaging lead. Introduce/develop a narrator and/or characters Use clear event sequences with transition words. Include dialogue Describe the setting to develop experiences and events. Provide a great ending that connects to the events Write informative/ explanatory texts. Introduce a topic, convey ideas and information clearly. Logically organize information. Develop a topic with facts, definitions, and concrete details. Link facts and details using transitional words. Use domain-specific vocabulary. Provide a great ending that connects to the topic. Write opinion pieces on topics or texts supporting a point of view with reasons and information. Introduce a topic, convey ideas and information clearly. Logically organize reasons that support facts. State an opinion clearly. Link opinions using transitional words.
Production and Distribution of Produce clear and coherent Author s Chair Production and Distribution of Produce clear and coherent Author s Chair Production and Distribution of Produce clear and coherent Author s Chair Production and Distribution of Produce clear and coherent Author s Chair Range of Write routinely over Range of Write routinely over Range of Write routinely over Research to Build and Present Knowledge: Conduct short research projects that use several sources. Range of Write routinely over * Published pieces of per marking period: MP1-1 piece MP 2-2-3 pieces MP 3-2-3 pieces MP 4-1 piece
Piscataway School District Grade 5 Marking Period Expectations Language Skills (Grammar, Vocabulary, Spelling) Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4 -Fountas and Pinnell First 20 Days: Rituals and Routines Standards for Informational Text Review complete sentences Review contractions Capitalization Punctuation Grade appropriate spelling Conjunctions Capitalization Punctuation Grade appropriate spelling Nouns - singular/plural - common/proper Adjectives Verb tense Adverbs Quotations Capitalization Punctuation Grade appropriate spelling Appropriate use of commas - To separate items in a list - To separate an introductory element - To set off the words yes and no Capitalization Punctuation Grade appropriate spelling Prepositions Interjections Negatives - To set off a tag question from the rest of the sentence (e.g., It s true, isn t it?) - To indicate direct address (e.g., is that you, Steve?
Knowledge of Language: Use knowledge of language, speaking, reading, Knowledge of Language: Use knowledge of language, speaking, reading, Knowledge of Language: Use knowledge of language, speaking, reading, Knowledge of Language: Use knowledge of language, speaking, reading, Vocabulary Acquisition and Use: Transitions Figurative Language Word Relationships Vocabulary in context Prefixes/suffixes/roots Utilize reference materials Grade appropriate words Vocabulary Acquisition and Use: Transitions Figurative Language Word Relationships Vocabulary in context Prefixes/suffixes/roots Utilize reference materials Grade appropriate words Vocabulary Acquisition and Use: Transitions Figurative Language Word Relationships Vocabulary in context Prefixes/suffixes/roots Utilize reference materials Grade appropriate words Vocabulary Acquisition and Use: : Transitions Figurative Language Word Relationships Vocabulary in context Prefixes/suffixes/roots Utilize reference materials Grade appropriate words