New York State Standards for Language Arts: Grade 5

NY.1. Reading: Students will read, write, listen, and speak for information and understanding.

1.1. Locate and use school and public library resources, with some direction, to acquire information

1.2. Use the table of contents and indexes to locate information

1.3. Read to collect and interpret data, facts, and ideas from multiple sources

1.4. Read the steps in a procedure in order to accomplish a task such as completing a science experiment

1.5. Skim material to gain an overview of content or locate specific information

1.6. Use text features, such as headings, captions, and titles, to understand and interpret informational texts

1.7. Recognize organizational formats to assist in comprehension of informational texts

1.8. Identify missing information and irrelevant information

1.9. Distinguish between fact and opinion

1.10. Identify information that is implied rather than stated

1.11. Compare and contrast information on one topic from multiple sources

1.12. Recognize how new information is related to prior knowledge or experience

1.13. Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information

1.14. Make inferences and draw conclusions, on the basis of information from the text, with assistance

1.15. Identify information that is implied rather than stated, with assistance

NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.

2.1. Read, view, and interpret literary texts from a variety of genres

2.2. Define characteristics of different genres

2.3. Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods

2.4. Read aloud from a variety of genres; for example, read the lines of a play or recite a poem (use inflection and intonation appropriate to text read and audience)

2.5. Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance

2.6. Identify literary elements, such as setting, plot, and character, of different genres

2.7. Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning

2.8. Recognize how different authors treat similar themes

2.9. Identify the ways in which characters change and develop throughout a story

2.10. Compare characters in literature to people in own lives

NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.

3.1. Evaluate information, ideas, opinions, and themes in texts by identifying a central idea and supporting details

3.2. Evaluate information, ideas, opinions, and themes in texts by identifying details that are primary and those that are less important

3.3. Evaluate information, ideas, opinions, and themes in texts by identifying statements of fact, opinion, and exaggeration

3.4. Evaluate information, ideas, opinions, and themes in texts by identifying missing or unclear information

3.5. Use established criteria to analyze the quality of information in text

3.6. Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text

NY.4. Reading: Students will read, write, listen, and speak for social interaction.

4.1. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups

4.2. Respect the age, gender, position, and cultural traditions of the writer

4.3. Recognize conversational tone in friendly communication

4.4. Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication

2.11. Write interpretive essays that interpret the impact of literary devices, such as simile and personification

2.12. Write interpretive essays that recognize the impact of rhythm and rhyme in poems

2.13. Respond to literature, connecting the response to personal experience

2.14. Use resources, such as personal experiences and themes from other texts and performances, to plan and create literary texts

2.15. Maintain a writing portfolio that includes literary, interpretive, and responsive writing

3.7. Use precise vocabulary in writing analysis and evaluation, with assistance

3.8. Maintain a writing portfolio that includes writing for critical analysis and evaluation

4.5. Maintain a portfolio that includes writing for social communication