Utah State Standards for Language Arts: Grade 5

UT.1. Oral Language: Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.

1.1. Develop language through listening and speaking.

1.1.a. Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).

1.1.b. Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question, summarize, elaborate formulating an opinion with supporting evidence, interpret verbal and nonverbal messages, note purpose and perspective).

1.1.c. Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).

1.1.d. Speak using complex sentences with appropriate subject-verb agreement, correct verb tense and syntax.

1.2. Develop language through viewing media and presenting.

1.2.a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation's accuracy/bias).

1.2.b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).

UT.2. Concepts of Print: Students develop an understanding of how printed language works.

2.1. Demonstrate an understanding that print carries 'the' message.

2.1.a. Kindergarten/Grade 1 Objective: Recognize that print carries different messages.

2.1.b. Kindergarten/Grade 1 Objective: Identify messages in common environmental print (e.g., signs, boxes, wrappers).

2.2. Demonstrate knowledge of elements of print within a text.

2.2.a. Kindergarten Objective: Identify front/back, top/bottom, left/right of text/book.

2.2.b. Kindergarten Objective: Discriminate between upper- and lower-case letters, numbers, and words in text.

2.2.c. Kindergarten Objective: Show the sequence of print by pointing left to right with return sweep.

2.2.d. Kindergarten Objective: Identify where text begins and ends on a page.

2.2.e. Kindergarten Objective: Identify punctuation in text (i.e., periods, question marks, exclamation points).

2.2.f. Grade 1 Objective: Discriminate between letters, words, and sentences in text.

2.2.g. Grade 1 Objective: Match oral words to printed words while reading.

2.2.h. Grade 1 Objective: Identify punctuation in text (i.e., periods, question marks, and exclamation points).

UT.3. Phonological and Phonemic Awareness: Students develop phonological and phonemic awareness.

3.1. Demonstrate phonological awareness.

3.1.a. Kindergarten Objective: Count the number of words in a sentence.

3.1.b. Kindergarten Objective: Identify and create a series of rhyming words orally (e.g., cat, bat, sat, _____).

3.1.c. Kindergarten Objective: Recognize words beginning with the same initial sound in an alliterative phrase or sentence (e.g., Six snakes sold snacks and sodas.).

3.1.d. Grade 1 Objective: Count the number of syllables in words.

3.1.e. Grade 1 Objective: Count the number of syllables in a first name.

3.2. Recognize like and unlike word parts (oddity tasks).

3.2.a. Kindergarten Objective: Identify the word that does not rhyme in a series of words (e.g., bat, cat, sat, pig).

3.2.b. Kindergarten Objective: Identify the words with same beginning consonant sound in a series of words (e.g., man, sat, sick) and ending consonant sound (e.g., man, sat, then).

3.2.c. Grade 1 Objective: Identify words with same beginning consonant sounds (e.g., man, sat, sick) and ending consonant sounds (e.g., man, sat, ten) in a series of words.

3.2.d. Grade 1 Objective: Identify words with same medial sounds in a series of words (e.g., long vowel sound take, late, feet; short vowel sound top, cat, pan; middle consonant sound kitten, missing, lesson).

3.3. Orally blend word parts (blending).

3.3.a. Kindergarten/Grade 1 Objective: Blend syllables to make words (e.g., /ta/.../ble/, table).

3.3.b. Kindergarten/Grade 1 Objective: Blend onset and rimes to make words (e.g., /p/?/an/, pan).

3.3.c. Kindergarten/Grade 1 Objective: Blend individual phonemes to make words (e.g., /s/?/a/?/t/, sat).

3.4. Orally segment words into word parts (segmenting).

3.4.a. Kindergarten/Grade 1 Objective: Segment words into syllables (e.g., table, /ta/?/ble/).

3.4.b. Kindergarten/Grade 1 Objective: Segment words into onset and rime (e.g., pan, /p/?an).

3.4.c. Kindergarten/Grade 1 Objective: Segment words into individual phonemes (e.g., sat, /s/?/a/?/t/).

3.5. Orally manipulate phonemes in words and syllables (manipulation).

3.5.a. Kindergarten Objective: Substitute initial sound (e.g., replace the first sound in mat to /s/, say sat).

3.5.b. Kindergarten Objective: Substitute initial sound to create new words (e.g., replace the first sound in mat with letters of the alphabet).

3.5.c. Grade 1 Objective: Substitute initial and final sound (e.g., replace first sound in mat to /s/, say sat; replace last sound in mat with /p/, say map).

3.5.d. Grade 1 Objective: Substitute vowel in words (e.g., replace middle sound in map to /o/, say mop).

3.5.e. Grade 1 Objective: Delete syllable in words (e.g., say baker without the /ba/, say ker).

3.5.f. Grade 1 Objective: Deletes initial and final sounds in words (e.g., say sun without the /s/, say un; say hit without the /t/, say hi).

3.5.g. Grade 1 Objective: Delete initial phoneme and final phoneme in blends (e.g., say step without the /s/, say tep; say best without the /t/, say bes).

UT.4. Phonics and Spelling: Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.

4.1. Demonstrate an understanding of the relationship between letters and sounds.

4.1.a. Write letters to represent spoken sounds of all letters of the alphabet in random order.

4.1.b. Identify and pronounce sounds for consonants, consonant blends (e.g., br, st, fl) and consonant digraphs (e.g., ch, sh, wh, th) accurately in words.

4.1.c. Identify and pronounce sounds for short and long vowels, using patterns (e.g., vc, vcv, cvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in words.

4.1.d. Identify and pronounce sounds for r-controlled vowels accurately in one-syllable words (e.g., ar, or, er).

4.1.e. Identify and blend initial letter sounds with common vowel patterns to pronounce one-syllable words (e.g., /g/?/oa/?/t/, goat).

4.2. Use knowledge of structural analysis to decode words.

4.2.a. Identify and read grade level contractions and compound words.

4.2.b. Identify sound patterns and apply knowledge to decode one-syllable words (e.g., blends, digraphs, vowel patterns, r-controlled vowels).

4.2.c. Demonstrate an understanding of representing same sound with different patterns by decoding these patterns accurately in one-syllable words (e.g., ee, ie, ea, e).

4.2.d. Use knowledge of root words and suffixes to decode words (i.e., -ful, -ly, -er).

4.2.e. Use letter patterns to decode words (e.g., phonograms/word families/onset and rime: -ack, -ail, -ake).

4.3. Spell words correctly.

4.3.a. Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words.

4.3.b. Spell multisyllable words with roots, prefixes, and suffixes.

4.3.c. Spell an increasing number of high-frequency and irregular words correctly (e.g., language, tongue).

4.3.d. Learn the spellings of irregular and difficult words (e.g., hundredths, legislative, digestive).

4.4. Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).

4.4.a. Use knowledge about spelling to predict the spelling of new words.

4.4.b. Visualize words while writing.

4.4.c. Associate spelling of new words with that of known words and word patterns.

4.4.d. Use spelling generalities to assist spelling of new words.

UT.5. Fluency: Students develop reading fluency to read aloud grade level text effortlessly without hesitation.

5.1. Read aloud grade level text with appropriate speed and accuracy.

5.1.a. Read grade level text at a rate of approximately 120-150 wpm.

5.1.b. Read grade level text with an accuracy rate of 95-100%.

5.2. Read aloud grade level text effortlessly with clarity.

5.2.a. Read grade level text in meaningful phrases using intonation, expression, and punctuation cues.

5.2.b. Read grade level words with automaticity.

UT.6. Vocabulary: Students learn and use grade level vocabulary to increase understanding and read fluently.

6.1. Learn new words through listening and reading widely.

6.1.a. Use new vocabulary learned by listening, reading, and discussing a variety of genres.

6.1.b. Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).

6.2. Use multiple resources to learn new words by relating them to known words and/or concepts.

6.2.a. Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, beginning thesauruses).

6.2.b. Determine gradients of meanings between related words and concepts (e.g., ambassador official, representative).

6.3. Use structural analysis and context clues to determine meanings of words.

6.3.a. Identify meanings of words using roots and affixes.

6.3.b. Use words, sentences, and paragraphs as context clues to determine meaning of unknown key words, similes, metaphors, idioms, proverbs, and cliches.

6.3.c. Use context to determine meanings of synonyms, antonyms, homonyms (e.g., your/you're) and multiple-meaning words (e.g., beat).

UT.7. Comprehension: Students understand, interpret, and analyze narrative and informational grade level text.

7.1. Identify purposes of text.

7.1.a. Identify purpose for reading.

7.1.b. Identify author's purpose.

7.2. Apply strategies to comprehend text.

7.2.a. Relate prior knowledge to make connections to text (e.g., text to text, text, to self, text to world).

7.2.b. Generate questions about text (e.g., factual, inferential, evaluative).

7.2.c. Form mental pictures to aid understanding of text.

7.2.d. Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.

7.2.e. Make inferences and draw conclusions from text.

7.2.f. Identify theme/topic/main idea from text; note details.

7.2.g. Summarize important ideas/events; summarize supporting details in sequence.

7.2.h. Monitor and clarify understanding applying fix-up strategies while interacting with text.

7.2.i. Compile, organize, and interpret information from text.

7.3. Recognize and use features of narrative and informational text.

7.3.a. Identify characters, setting, sequence of events, problem/resolution.

7.3.b. Compare and contrast elements of different genres fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction, science fiction).

7.3.c. Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary.

7.3.d. Identify different structures in text (e.g., description, problem/solution, compare/contrast, cause/effect, order of importance, time, geographic classification).

7.3.e. Locate information from a variety of informational text (e.g., newspapers, magazines, textbooks, biographies, Internet, other resources).

UT.8. Writing: Students write daily to communicate effectively for a variety of purposes and audiences.

8.1. Prepare to write by gathering and organizing information and ideas (pre-writing).

8.1.a. Generate ideas for writing by reading, discussing, researching, and reflecting on personal experiences.

8.1.b. Select and narrow a topic from generated ideas.

8.1.c. Identify audience, purpose, and form for writing.

8.1.d. Use a variety of graphic organizers to organize information from multiple sources.

8.2. Compose a written draft.

8.2.a. Draft ideas on paper in an organized manner utilizing words, sentences, and multiple paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).

8.2.b. Use voice to fit the purpose and audience.

8.2.c. Use strong verbs and precise and vivid language to convey meaning.

8.2.d. Identify and use effective leads and strong endings.

8.3. Revise by elaborating and clarifying a written draft.

8.3.a. Revise draft to add details, strengthen word choice, clarify main idea and reorder content.

8.3.b. Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences and paragraphs to build ideas (e.g., varied sentence length, simple and compound sentences).

8.3.c. Revise writing, considering the suggestions from others.

8.4. Edit written draft for conventions.

8.4.a. Edit writing for correct capitalization and punctuation (i.e., introductory and dependent clauses, dialogue, singular and plural possessives).

8.4.b. Edit for spelling of grade level-appropriate words.

8.4.c. Edit for standard grammar (e.g., subject-verb agreement, verb tense, irregular verbs).

8.4.d. Edit for appropriate formatting features (e.g., margins, indentations, titles, headings).

8.5. Use fluent and legible handwriting to communicate.

8.5.a. Write using upper- and lower-case cursive letters using proper form, proportions, and spacing. .

8.5.b. Increase fluency with cursive handwriting. .

8.5.c. Produce legible documents with manuscript or cursive handwriting. .

8.6. Write in different forms and genres.

8.6.a. Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs, literature responses). .

8.6.b. Produce traditional and imaginative stories, narrative and formula poetry. .

8.6.c. Produce informational text (e.g., book reports, cause and effect reports, compare and contrast essays, observational/research reports, content area reports, biographies, historical fiction, summaries). .

8.6.d. Produce writing to persuade (e.g., essays, editorials, speeches, TV scripts, responses to various media). .

8.6.e. Produce functional texts (e.g., newspaper and newsletter articles, e-mails, simple PowerPoint presentations, memos, agendas, bulletins).

8.6.f. Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.

8.6.g. Publish 6-8 individual products.