New Hampshire State Standards for Language Arts: Grade 5

NH.R-5-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R-5-1.1. Identifying multi-syllabic words by using knowledge of sounds, six syllable types/syllable division, and word patterns (including prefixes, and suffixes) (Local)

R-5-1.2. Reading multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (Local)

R-5-1.3. Reading grade-level appropriate words (in connected text) with automaticity (Local)

R-5-1.4. Reading grade-appropriate words (Local)

R-5-1.5. No GLE at this grade level.

R-5-1.6. No GLE at this grade level.

NH.R-5-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-5-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State)

NH.R-5-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R-5-3.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning (State)

R-5-3.2. Selecting appropriate words or explaining the use of words in context, including, content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

R-5-3.3. No GLE at this grade level.

NH.R-5-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:

R-5-4.1. Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (State)

R-5-4.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)

R-5-4.3. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)

R-5-4.4. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries) (Local)

R-5-4.5. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, or simple metaphors (Local)

NH.R-5-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-5-5.1. Making logical predictions (State)

R-5-5.2. Describing characters' physical characteristics, personality traits, or interactions; or providing examples of thoughts, words, or actions that reveal characters' personality traits or their changes over time (State)

R-5-5.3. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development) (State)

R-5-5.4. Identifying the narrator (State)

R-5-5.5. Identifying author's message or theme (implied or stated, as in a fable) (State)

R-5-5.6. Identifying causes or effects, including possible motives of characters (Local)

NH.R-5-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret author's craft, citing evidence where appropriate by:

R-5-6.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works (State)

NH.R-5-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-5-7.1a. Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State)

R-5-7.1b. Obtaining information from text features (e.g., maps, diagrams, tables, captions, timelines, citations) (Local)

R-5-7.2. Using information from the text to answer questions related to main/central ideas or key details (State)

R-5-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (State)

R-5-7.4. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)

R-5-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, reports, encyclopedias, children's magazines, content trade books, textbooks, student newspapers, Internet websites, biographies; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus (Local)

NH.R-5-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-5-8.1. Connecting information within a text or across texts (State)

R-5-8.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State)

R-5-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant (State)

R-5-8.4. Distinguishing fact from opinion (State)

R-5-8.5. Making inferences about causes or effects (State)

NH.R-5-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-5-11.1. Accuracy: reading material appropriate for grade 5 with 90-94 percent accuracy (Local)

R-5-11.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands and purpose for reading (Local)

R-5-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)

NH.R-5-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:

R-5-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting, and confirming through use of print, syntax/ language structure, semantics/ meaning, or other context cues) (Local)

R-5-12.2. Subsumed under R-5-12.1.

NH.R-5-14. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading Widely and Extensively: Demonstrates the habit of reading widely and extensively by:

R-5-14.1. Reading with frequency, including in-school, out-of-school, and summer reading (Local)

R-5-14.2. Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)

R-5-14.3. Reading multiple texts for depth of understanding an author, a subject, a theme, or genre (Local)

NH.R-5-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information, solve a problem, or to formulate a judgment by:

R-5-15.1. Identifying potential sources of information from those provided (Local)

R-5-15.2. Evaluating information presented, in terms of relevance (Local)

R-5-15.3. Gathering, organizing, and interpreting the information (Local)

R-5-15.4. Using evidence to support conclusions (Local)

NH.R-5-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generate a Personal Response: Generates a personal response to what is read through a variety of means.

R-5-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other books

R-5-16.2. Providing relevant details to support the conclusions made (Local)

NH.R-5-17. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Participating in a Literate Community: Demonstrates participation in a literate community by:

R-5-17.1. Self-selecting reading materials aligned with reading ability and personal interests (Local)

R-5-17.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)

NH.W-5-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-5-1.1. Using varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) (Local)

W-5-1.2. Using the paragraph form: indenting, main idea, supporting details (Local)

W-5-1.3. Recognizing organizational structures within paragraphs (Local)

W-5-1.4. Not assessed at this grade level.

W-5-1.5. Subsumed in W-5-1.1.

W-5-1.6. Applying directionality as appropriate to text (Local)

NH.W-5-2. NECAP (Writing) - Grade Level Expectation: In response to literary or informational text, students show understanding of plot/ideas/concepts by: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W-5-2.1. Selecting appropriate information to set context/background (Local)

W-5-2.2. Summarizing key ideas (Local)

W-5-2.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas (Local)

NH.W-5-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-5-3.1. Stating and maintaining a focus (purpose) when responding to a given question (Local)

W-5-3.2. Making inferences about the content, events, characters, setting, or common themes (Local)

W-5-3.3. Using specific details and references to text or citations to support focus (Local)

W-5-3.4. Organizing ideas, using transition words/phrases and writing a conclusion that provides closure (Local)

NH.W-5-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-5-4.1. Creating a clear and coherent (logically consistent) story line (Local)

W-5-4.2. Establishing context (setting or background information), problem/conflict/challenge, and resolution (Local)

W-5-4.3. Using transition words/phrases to establish clear chronology and to enhance meaning (Local)

NH.W-5-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-5-5.1. Using relevant and descriptive details to advance the plot/story line (Local)

W-5-5.2. Using dialogue to advance plot/story line (Local)

W-5-5.3. Developing characters through description (Local)

W-5-5.4. Not assessed at this grade level.

W-5-5.5. Establishing a focus when writing about observations and experiences (Local)

W-5-5.6. Selecting and elaborating important ideas; and excluding extraneous details (Local)

NH.W-5-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information: In informational writing (reports or procedures), students organize ideas/concepts by:

W-5-6.1. Using an organizational text structure appropriate to focus/controlling idea (Local)

W-5-6.2. Selecting appropriate information to set the context (Local)

W-5-6.3. Using transition words or phrases appropriate to organizing text structure (Local)

W-5-6.4. Writing a conclusion that provides closure (Local)

W-5-6.5. Providing a list of resources (e.g. materials used in a task; sources used for reference) (Local)

NH.W-5-7. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Conveying Information: In informational writing (reports or procedures only), students effectively convey purpose by:

W-5-7.1. Establishing a topic (Local)

W-5-7.2. Stating and maintaining a focus/controlling idea on a topic (Local)

NH.W-5-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies: In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by:

W-5-8.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information (Local)

W-5-8.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)

NH.W-5-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-5-9.1. Identifying or correcting grammatical errors (Local)

W-5-9.2. Applying basic capitalization rules (Local)

W-5-9.3. Subsumed in W-5-9.4.

W-5-9.4. Using punctuation to clarify meaning (Local)

W-5-9.5. Correctly spelling grade-appropriate, high-frequency words, including homonyms and homophones and applying syllables and affix spelling patterns/rules (Local)

NH.W-5-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-5-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)

W-5-11.2. Sharing thoughts, observations, or impressions (Local)

W-5-11.3. Generating topics for writing (Local)

W-5-11.4. Writing in a variety of genres (Local)

NH.OC-5-1. NECAP (Writing) - Grade Level Expectation: Oral Communication Strategies: Interactive Listening: In oral communication, students demonstrate interactive listening by:

OC-5-1.1. Following verbal instructions to perform specific tasks, to answer questions, or to solve problems (Local)

OC-5-1.2. Summarizing, paraphrasing, questioning, or contributing to information presented (Local)

OC-5-1.3. Not assessed at this grade level.

OC-5-1.4. Participating in large and small group discussions showing respect for a range of individual ideas (Local)

OC-5-1.5. Reaching consensus to solve a problem, make a decision, or achieve a goal (Local)

NH.OC-5-2. NECAP (Writing) - Grade Level Expectation: Oral Communication Strategies: Make Oral Presentations In oral communication, students make oral presentations by y:

OC-5-2.1. Demonstrating skills required in interpersonal, small group, and public exchanges (e.g., discussions, interviews) (Local)

OC-5-2.2. Using verbal and nonverbal choices to convey consistent focus (Local)

OC-5-2.3. Telling stories, giving information using details and providing a coherent conclusion (Local)

OC-5-2.4. Providing effective and appropriate feedback to audience and small groups (Local)

OC-5-2.5. Using a variety of strategies to engage audience (e.g., eye contact, voice tone, and gestures) (Local)