Connecticut State Standards for Language Arts: Grade 5

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Before and During Reading: Determine the importance of ideas (main ideas, details and themes) in text.

1.6. Before and During Reading: Use cueing system and context clues to determine meanings of words.

1.7. Before and During Reading: Make inferences based on implicit and explicit information in the text; provide justification for those inferences.

1.8. After Reading (General Understanding): Identify recurring themes in literature, including books by the same author, e.g., friendship, conflict.

1.9. After Reading (General Understanding): Use knowledge of the situation, characters' actions, motivations, feelings, and physical attributes to determine characters' traits.

1.10. After Reading (General Understanding): Discuss and analyze how characters in text deal with conflicts of human experience, relating to real life situations.

1.11. After Reading (General Understanding): Summarize the major actions that define the plot and how actions lead to conflict or resolution.

1.12. After Reading (General Understanding): Explain the influence of setting on character and plot.

1.13. After Reading (General Understanding): Identify the narrator and explain which point of view is used in the text.

1.14. After Reading (General Understanding): Explain how a story would change if a different character narrated it.

1.15. After Reading (Developing an Interpretation): Follow multistep directions in a procedural text and explain and/or follow the process.

1.16. After Reading (Developing an Interpretation): Explain the characteristics of various genres.

1.17. After Reading (Developing an Interpretation): Compare and contrast ideas, themes and/or issues across texts, and across texts representing multicultural experiences.

1.18. After Reading (Developing an Interpretation): Compare and contrast the same conflict from the point of view of two different characters.

1.19. After Reading (Developing an Interpretation): Explain how specific text features help you understand a selection, e.g., how a chapter heading helps you think about the chapter, how boldface or italics signals a new term that can be found in the glossary.

1.20. After Reading (Developing an Interpretation): Explain similarities and differences within and among multiple cultures or historical periods, e.g., marriage customs or family vs. community responsibilities.

1.21. After Reading (Developing an Interpretation): Explain how personal beliefs and values influence the interpretation of text.

1.22. After Reading (Developing an Interpretation): Find similarities and differences within and between texts using text-based evidence, e.g., character's point of view in poetry and narrative; the author's feelings and the poet's feelings; cultural perspectives in a magazine article and an editorial.

1.23. After Reading (Making Reader/Text Connections): Take a position regarding a topic/issue.

1.24. After Reading (Making Reader/Text Connections): Evaluate the quality and value of text.

1.25. After Reading (Making Reader/Text Connections): Connect current issues, information from other texts, and personal experiences to characters, events and information.

1.26. After Reading (Content and Structure): Understand how the author's experience and beliefs influence text.

1.27. After Reading (Content and Structure): Recognize author's perspective, e.g., opinion about an idea, stand on an issue, perspective on a topic, and cite supporting literary/narrative text details or information text facts.

1.28. After Reading (Content and Structure): Understand the social and cultural perspective from which the author writes and how that contributes to the text.

1.29. After Reading (Content and Structure): Examine and determine the validity of sources of information.

1.30. After Reading (Content and Structure): Explain how information in a text could be used to solve a problem and cite text-based examples, e.g., use information from an article about when fruits and vegetables are in season to save money at the grocery store.

1.31. Reading Reflection / Behaviors: Choose a variety of genres to read, hear, view and write for personal enjoyment.

1.32. Reading Reflection / Behaviors: Recommend books to others and explain the reason for the recommendation.

1.33. Reading Reflection / Behaviors: Set reading goals, create a plan to meet those goals, and monitor progress.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Use multiple strategies to spell. Examples: visual patterns, e.g., -ion endings; sound patterns, e.g., easily confused endings -able/-ible, -ant/-ent; affixes, e.g., pre-, in-, un-, -ed, -ing, -graph; rules, e.g., ''i'' before ''e'' rule; self-corrects spelling errors

3.4. Capitalization /Punctuation / Usage: Use capitalization, punctuation, and usage rules from previous grades.

3.5. Capitalization /Punctuation / Usage: Use standard and nonstandard English.

3.6. Capitalization /Punctuation / Usage: Capitalize brand names, e.g., Nike.

3.7. Capitalization /Punctuation / Usage: Capitalize geographic regions, e.g., the West.

3.8. Capitalization /Punctuation / Usage: Use periods in abbreviations, e.g., pg., ft..

3.9. Capitalization /Punctuation / Usage: Uses commas to set off interjections, e.g., Okay, if you say so; or explanatory phrases, e.g., They stood together, away from the pile of stones in the corner, and their voices were quiet.

3.10. Capitalization /Punctuation / Usage: Use comma after date or address within text, e.g., June 1, 1993, was an important day in my life.

3.11. Capitalization /Punctuation / Usage: Use quotation marks in dialogue, e.g., ''How's it going?'' the boy asked.

3.12. Capitalization /Punctuation / Usage: Use hyphen in numbers, e.g., twenty-three.

3.13. Capitalization /Punctuation / Usage: Use hyphens to join numbers, e.g., pages 1-3; the Mariners won 17-6.

3.14. Capitalization /Punctuation / Usage: Use ellipsis (...) to show omitted words and to show a pause.

3.15. Capitalization /Punctuation / Usage: Use semicolon between two independent clauses.

3.16. Capitalization /Punctuation / Usage: Use subject vs. object pronouns correctly, e.g., I vs. me.

3.17. Capitalization /Punctuation / Usage: Use new paragraphs to change speakers in dialogue.

3.18. Capitalization /Punctuation / Usage: Cite sources in research using a bibliographic format.

3.19. Capitalization /Punctuation / Usage: Use resources to find correct spelling for words identified as misspelled.

3.20. Writing Process: Plan: gather and organize information from multiple sources to address a topic, e.g., electronic graphic organizer, comparison or classification chart.

3.21. Writing Process: Draft: complete draft demonstrating connections among ideas, supported by information gathered during planning stage.

3.22. Writing Process: Revise: rework writing several times based on different points of focus, e.g., first reading -- add details for elaboration; second reading -- delete sentences or phrases to achieve paragraph unity; third reading -- reorganize ideas for meaning.

3.23. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

3.24. Writing Process: Publish/Present: Publish and present final products, using a variety of technology, e.g., word processor, spreadsheet, multimedia, slideshow, publication software.

3.25. Writing Process: Publish/Present: Make purposeful decisions about format, graphics, illustrations, and other features, e.g., captioned photos, maps, based on audience.

3.26. Writing Process: Publish/Present: Publish for global audience.

3.27. Writing Process: Reflect: Provides evidence that writing goals have been met, e.g., My sentence fluency has improved because I now vary the beginnings of my sentences.

3.28. Writing Process: Reflect: Identifies professional authors' styles and techniques, e.g., leads, conclusions, word choice, purpose, character and plot development; critiques peers' writing and supports the opinion using established criteria, e.g., content, organization, style, conventions; explains strengths and weaknesses of own writing using criteria, e.g., rubrics and anchor papers, checklists, six-trait scoring guides; uses criteria to choose and defend choices for a writing portfolio.

3.29. Writing Genres, Traits and Crafts (Descriptive): Integrate descriptive writing into other modes, using literary techniques, e.g., flashback, specific word choice, character development.

3.30. Writing Genres, Traits and Crafts (Narrative): Write a biography based on an interview.

3.31. Writing Genres, Traits and Crafts (Narrative): Write a historical fiction essay, using primary sources.

3.32. Writing Genres, Traits and Crafts (Narrative): Write varied narratives with different beginnings and endings.

3.33. Writing Genres, Traits and Crafts (Narrative): Write a story ending from the perspective of a different character.

3.34. Writing Genres, Traits and Crafts (Expository): Write an explanatory piece, building up to the most important point.

3.35. Writing Genres, Traits and Crafts (Expository): Write book reviews.

3.36. Writing Genres, Traits and Crafts (Expository): Write compare-contrast essay, using point-by-point structure.

3.37. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece, using ''if-and-then'' structure.

3.38. Writing Genres, Traits and Crafts (Persuasive): Write a book or movie critique.

3.39. Writing Genres, Traits and Crafts (Poetic): Write a haiku.

3.40. Writing Genres, Traits and Crafts (Poetic): Write a rap.

3.41. Writing Genres, Traits and Crafts (Poetic): Write words to the music of an already existing song.

3.42. Writing Genres, Traits and Crafts (Poetic): Write a ballad.

3.43. Writing Genres, Traits and Crafts (Poetic): Write a lyrical poem.

3.44. Writing Genres, Traits and Crafts (Poetic): Write a cacophony.

3.45. Writing Genres, Traits and Crafts (Poetic): Include more than one form/genre in a single piece, e.g., a report about salmon that includes a poem, fact box and story.

3.46. Writing Genres, Traits and Crafts (Poetic): Write a variety of sentence lengths; write a variety of sentence beginnings, e.g., starts with a participial phrase: Laughing loudly, they walked down the hall; write a variety of sentence structures, e.g., Mike, busy with his homework, didn't hear the telephone ring. Although he wanted to keep working, Tran took the call. He kept it short; write with a sense of rhythm, and may use fragments in dialogue as appropriate.