Narrative Text

        Students will…

	R.NT.05.01	Analyze how characters and communities reflect life (in positive and negative ways) in classic and contemporary literature recognized for quality and literary merit.
	R.NT.05.02	Analyze elements and style of narrative genres (e.g., historical fiction, talltales, science fiction, fantasy, mystery)
	R.NT.05.03	Analyze character traits and setting and how it defines characters/ plot, the role of dialogue, how problems are resolved, and the climax of a plot.
	R.NT.05.04	Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts.

      

 

 

      Comprehension

          Students will…

	R.CM.05.01	Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses.
	R.CM.05.02	Retell and summarize grade level appropriate narrative and informational text.
	R.CM.05.03	Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize).
	R.CM.05.04	Apply significant knowledge from what is read in grade level science and social studies text.

 

 

         Students will…

	R.MT.05.01	Independently self-monitor comprehension when reading or listening to text and automatically use and discuss the strategies used by mature readers to increase comprehension and engage in interpretive discussion (e.g., predicting, constructing mental images, representing ideas in text, questioning, rereading or listening again, inferring, summarizing).
	R.MT.05.02	Plan, monitor, regulate and evaluate skills, strategies, and processes to construct and convey meaning (e.g., use a variety of  morphemic, structure, and context cues to decode unfamiliar words, select an appropriate text type from known genre for particular writing purposes, and use theory and evidence, cause and effect, and persuasive organizational patterns appropriately).

           Students will…

R.CS.05.01

Develop, discuss, and apply individual and shared standards (e.g., student-and class-created rubrics) to assess or self-assess the qualities of personal or other written text to identify attainment of intended purpose, to interpret authors’ view-points, and to determine effect on classroom or school-wide-audiences.

             Students will...

	W.GN.05.01	Write a narrative piece (e.g., mystery, tall tale, historical fiction), using time period and setting to enhance the plot;  demonstrating roles and functions of  heroes, villains, and narrator; and depicting conflicts and resolutions.
	W.GN.05.02	Write poetry based on reading a wide variety of grade level appropriate published poetry.
	W.GN.05.03	Write a position piece to demonstrate understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings.
	W.GN.05.04	Use the writing process to produce and present a research project —including a teacher- approved topic, narrowed focus question,    and hypothesis —using a variety of resources to gather and organize information,    and organizing  the relevant information according to central    ideas and supporting details.

 
 

                    Students will…

	W.PR.05.01	Set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text.
	W.PR.05.02	Use a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, and Venn diagrams) in order to generate, sequence, and structure ideas (e.g. role and relationships of characters, settings, ideas; relationship of theory and evidence, compare/contrast).
	W.PR.05.03	Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs.
	W.PR.05.04	Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve organization (e.g., position/evidence, flow of ideas, and craft such as titles, leads, endings, and powerful verbs).
	W.PR.05.05	Independently and collaboratively edit and proofread writing using grade level checklists.

                    Students will…

W.PS.05.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor,  element of surprise; in informational text: emotional appeal, strong opinion, credible support).

          

            Grammar and Usage

            In the context of writing, students will…

W.GR.05.01

In the context of writing, students will identify and use compound subjects and predicates, proper nouns and pronouns, articles, conjunctions, hyphens in compound and number words, commas between two independent clauses to set off direct address/ long phrases/clauses, colons to separate hours, and minutes and to introduce a list.

           

 

 

           Spelling

           In the context of writing, students will…

W.SP.05.01

In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes,  morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

 

 

           Handwriting

                   Students will…

W.HW.05.01

Write neatly and legibly.

 

          Writing Attitude

                   Students will…

W.AT.05.01

Be enthusiastic about writing and learning to write.

 

SPEAKING



           Conventions

                    Students will…

	S.CN.05.01	Use irregular verbs correctly (e.g., lie/lay, sit/sat, rise/raise).
	S.CN.05.02	Adjust their use of language to communicate effectively with a variety of audiences and for different purposes (e.g., research, explanation, persuasion)
	S.CN.05.03	Use varying modulation, volume, and pace of speech to indicate emotions, create excitement, and emphasize meaning when presenting spoken informational and narrative text.
	S.CN.05.04	Make presentations or reports in standard American English if it is their first language. (Students whose first language is not English will present their work in their developing version of standard American English.)
	S.CN.05.05	Be aware that language differs from early American history to current day America as a function of linguistic and cultural group membership. (They can provide examples of language differences throughout the growth of the United States.)

 

 

            Spoken Discourse

                      Speaking clearly and audibly in complete sentences, students will…

	S.DS.05.01	Engage in interactive extended discourse to socially construct meaning (e.g., book clubs, literature circles, partnerships, or other conversation protocols).
	S.DS.05.02	Discuss narratives (e.g., mystery, fantasy, historical fiction), conveying the story grammar (e.g., traits of characters, relationship between setting and climax and anticlimax), while varying voice modulation, volume, and pace of speech to emphasize meaning.
	S.DS.05.03	Respond to multiple text types by analyzing content, interpreting the message, and evaluating the purpose.
	S.DS.05.04	Plan and deliver persuasive presentations or reports using an informational organizational pattern for a specific purpose (e.g., to persuade, describe, and inform) that conveys the point they want to make and supports the point with evidence and/or examples while varying voice modulation, volume, and pace of speech to emphasize meaning

                    

 

LISTENING &

VIEWING




           

             Conventions

                 Students will…

	L.CN.05.01	Ask substantive questions based on the argument(s) presented by a speaker.
	L.CN.05.02	Listen and view critically and interact appropriately during peer presentations.
	L.CN.05.03	Listen and view critically how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors during a variety of class presentations.
	L.CN.05.04	Recognize and analyze the various roles of the communication process. (eg., to persuade, critically analyze, flatter, explain, dare) in focusing attention on eventsand shaping opinions.

 

 

              Response

                   Students will…

	L.RP.05.01	Listen to or view in a variety of genres and compare their responses to those of their peers.
	L.RP.05.02	Listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
	L.RP.05.03	Respond to multiple text types listened to or viewed by speaking, illustrating, and/or writing in order to clarify meaning, make connections, take a position, and show deep understanding without major misconceptions
	L.RP.05.04	Begin to combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then paraphrasing in writing)
	L.RP.05.05	Go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.

MICHIGAN DEPARTMENT OF EDUCATION ■ v.6.04 ■ ENGLISH LANGUAGE ARTS  FIFTH GRADE