Oregon State Standards for Language Arts: Grade 5

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Decoding and Word Recognition: Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression; by the end of fifth grade, read aloud unpracticed grade-level text at a rate of 125-150 wcpm (words correct per minute).

1.2. Decoding and Word Recognition: Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Make connections to text, within text, and among texts across the subject areas.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Match reading to purpose--location of information, full comprehension, and personal enjoyment.

2.5. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

2.6. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

3.3. Vocabulary: Determine meanings of words using contextual and structural clues.

3.4. Vocabulary: Understand and explain frequently used synonyms, antonyms, and homographs.

3.5. Vocabulary: Determine the meanings of figurative expressions, such as those in similes and metaphors.

3.6. Vocabulary: Use word origins to determine the meaning of unknown words and phrases.

3.7. Vocabulary: Know less-common roots (graph=writing, logos=the study of) and word parts (auto=self, bio=life) from Greek and Latin, and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology).

3.8. Vocabulary: Use a thesaurus to determine related words and concepts.

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, news stories, and almanacs.

4.2. Read to Perform a Task: Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organizational devices to find information and support understanding.

4.3. Read to Perform a Task: Find information in specialized materials (e.g., thesaurus, almanac, newspaper).

4.4. Read to Perform a Task: Follow multiple-step directions (e.g., for completing an experiment or an activity or for using a product).

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Identify key facts and information after reading several passages or articles on the same topic.

5.2. Informational Text: Demonstrate General Understanding: Recognize and/or summarize sequence of events and main ideas presented in informational texts, identifying evidence that supports those ideas.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Predict future outcomes supported by the text.

6.2. Informational Text: Develop an Interpretation: Draw inferences, conclusions, or generalizations about main ideas in text, and support them with textual evidence and prior knowledge.

6.3. Informational Text: Develop an Interpretation: Determine unstated ideas and concepts, noting and analyzing evidence that supports those unstated ideas, such as images, patterns, or symbols in the text.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: Determine the author's purpose, and relate it to specific details in the text.

7.2. Informational Text: Examine Content and Structure: Draw conclusions about whether portions of the passage are facts or opinions.

7.3. Informational Text: Examine Content and Structure: Recognize and analyze characteristics of persuasive text.

7.4. Informational Text: Examine Content and Structure: Evaluate new information and ideas by testing them against known information and ideas.

7.5. Informational Text: Examine Content and Structure: Identify and analyze text that uses prioritization as an organizational pattern (e.g., newspaper articles).

1.3. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Identify audience and purpose.

1.4. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Choose the form of writing that best suits the intended purpose--personal letter, letter to the editor, review, poem, report, or narrative.

1.5. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions.

1.6. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Focus on a central idea, excluding loosely related, extraneous, and repetitious information.

1.7. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

1.8. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Revise drafts to improve the meaning and focus of writing by adding, deleting, combining, clarifying, and rearranging words and sentences.

1.9. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Edit and proofread one's own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.

2.7. Writing: Write multi-paragraph compositions that: Offer a concluding paragraph that summarizes important ideas and details.

2.8. Writing: Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas.

2.9. Writing: Use a variety of descriptive words, demonstrating awareness of impact on audience.

2.10. Writing: Use simple and compound sentences and begin using complex sentences.

2.11. Writing: To achieve clarity of meaning and to enhance flow and rhythm, correctly use prepositional phrases, appositives, main clauses, and subordinate clauses.

3.9. Conventions: Grammar: Correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its).

3.10. Conventions: Punctuation: Correctly use parentheses to explain something that is not considered of primary importance to the sentence.

3.11. Conventions: Punctuation: Correctly use a colon to separate hours and minutes (10:30 a.m., 6:30 p.m.) and to introduce a list (collect the following items for the project: map, pictures, scissors, tape).

3.12. Conventions: Punctuation: Correctly use commas in direct quotations (He said, 'I'd be happy to go.').

3.13. Conventions: Punctuation: Correctly place commas and periods inside quotation marks.

3.14. Conventions: Capitalization: Use correct capitalization.

3.15. Conventions: Handwriting: Write legibly in cursive or manuscript.

3.16. Conventions: Handwriting: Read cursive fluently.

4.5. Writing Applications: Narrative Writing: Write responses to literature: Develop interpretations that exhibit careful reading and understanding.

4.6. Writing Applications: Narrative Writing: Write research reports about ideas, issues, or events: Frame questions that direct the investigation.

4.7. Writing Applications: Narrative Writing: Write research reports about ideas, issues, or events: Establish a main idea or topic.

4.8. Writing Applications: Narrative Writing: Write research reports about ideas, issues, or events: Use a variety of information sources, including firsthand interviews, reference materials, and electronic resources to locate information to support the topic.

4.9. Writing Applications: Narrative Writing: Write research reports about ideas, issues, or events: Cite references appropriately.

4.10. Writing Applications: Narrative Writing: Write persuasive compositions: State a clear position in support of a proposal.

4.11. Writing Applications: Narrative Writing: Write persuasive compositions: Support a position with relevant evidence.

4.12. Writing Applications: Narrative Writing: Write persuasive compositions: Follow a simple organizational pattern.

4.13. Writing Applications: Narrative Writing: Write persuasive compositions: Address reader concerns.

4.14. Writing Applications: Narrative Writing: Write summaries, using formal paragraph structure, that contain the main ideas of the reading selection and the most significant details (e.g., summaries for book reports, chapters of a text, magazine articles).

4.15. Writing Applications: Narrative Writing: Write business letters to request information (e.g., for school reports).

5.3. Research Report Writing: Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.

5.4. Research Report Writing: Use a thesaurus to identify alternative word choices and meanings (e.g., when paraphrasing information).

5.5. Research Report Writing: Quote or paraphrase information sources, citing them appropriately (e.g., Works Cited Entries - MLA).