Read 5th Grade Reading text version

5th Grade Reading Assurances

Be able to read and comprehend fifth grade material with fluency. Be able to maintain stamina to read and comprehend lengthy passages and paired passages. Be able to define new or unknown words by using context clues. Be able to summarize a passage, book, or story and retell its contents. Be able to find the main idea of shorter sections of reading material. Be able to make generalizations and draw conclusions from information read. Be able to make inferences of unstated ideas using provided information. Be able to recognize and order sequence of events in a given passage. Be able to determine the cause and effect relationship of given information. Be able to analyze character feelings and traits. Be able to locate textual evidence finding facts and details. Be able to distinguish between different genres of reading. Be able to use graphic organizers to find information. Recurring TEKS Reading/word identification. The student uses a variety of word identification strategies. The student is expected to: Apply knowledge of letter-sound correspondences, language structure, and context to recognize words (TEKS 5.6A) Locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (TEKS 5.6C) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to: Read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) ( TEKS 5.7A) Read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" 5th grader reads approximately 100 wpm) (TEKS 5.7B) Demonstrate characteristics of fluent and effective reading (TEKS 5.7C); Adjust reading rate based on purposes for reading (TEKS 5.7) Read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners . Read silently with increasing ease for longer periods (TEKS 5.7F). Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: Read classic and contemporary works (TEKS 5.8A) Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (TEKS 5.8B)

Read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (TEKS 5.8C). Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to: Develop vocabulary by listening to selections read aloud (TEKS 5.9A); Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (TEKS 5.9B); Use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (TEKS 5.9C); Study word meanings systematically such as across curricular content areas and through current events (TEKS 5.9E). Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: Use his/her own knowledge and experience to comprehend (TEKS 5.10A); Establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (TEKS 5.10B); Monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (TEKS 5.10C); Describe mental images that text descriptions evoke (TEKS 5.10D); Use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (TEKS 5.10E); Determine a text's main (or major) ideas and how those ideas are supported with details (TEKS 5.10F); Paraphrase and summarize text to recall, inform, or organize ideas (TEKS 5.10G) Draw inferences such as conclusions or generalizations and support them with text evidence and experience (TEKS 5.10H); Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and shortanswer (TEKS 5.10K); and (represent text information in different ways such as in outline, timeline, or graphic organizer (TEKS 5.10L). Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: Offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (TEKS 5.11 A); Interpret text ideas through such varied means as journal writing, discussion, enactment, and media (TEKS 5.11B); Support responses by referring to relevant aspects of text and his/her own experiences (TEKS 5.11C); and Connect, compare, and contrast ideas, themes, and issues across text (TEKS 5.11D). Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: Recognize that authors organize information in specific ways (TEKS 5.12B); Identify the purposes of different types of texts such as to inform, influence, express, or entertain (TEKS 5.12C);

Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (TEKS 5.12D); Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (TEKS 5.12G); Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (TEKS 5.12H); Recognize and analyze story plot, setting, and problem resolution (TEKS 5.12I); and Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: Draw conclusions from information gathered from multiple sources (TEKS 5.13G); and Use compiled information and knowledge to raise additional, unanswered questions (TEKS 5.13H). Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: Compare text events with his/her own and other readers' experiences (TEKS 5.14A); Determine distinctive and common characteristics of cultures through wide reading (TEKS 5.14B); and Articulate and discuss themes and connections that cross cultures (TEKS 5.14C).

1st Six Weeks

Vocabulary Authority, souvenir, incredible, vow, commotion, exhausted, quiver, tread, moss, sternly, exaggerate, compose, audition, sonata, accompanist accompaniment, grimaced, simultaneously, correspondence, ridiculed,

potential, dignity, inspire, counsel, mentor, sponsor, impact, reaction, podium, anticipation, perspective TEKS Use structural analysis to identify root words with prefixes such as dis-, non-, and in-; and suffixes such as ness, -tion, and able (5.6B) Determine meanings of derivatives by applying knowledge of meaning of root words such as like, pay, or happy and affixes such as dis-, pre-, and un- (5.9D) Analyze characters, including their traits, motivations, conflicts, point of view, relationships, and changes they undergo (5.12H) Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple meaning words (5.9B) Judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?" (5.12A) Draw inferences such as conclusions or generalizations and support them with text evidence and experience (5.10H)

2nd Six Weeks

Vocabulary Lineup, ace, error, artificial, control tower, dedicated, stadium, deflected, murmur, fielded, rookie, headquarters, positions, handlers,

tangle, pace, resembled, retired, snort, harness, disengage, bulk, pointedly, overcome, forlorn, pitched, vainer, gorged, abalone, lair, biography, autobiography TEKS Draw inferences such as conclusions or generalizations and support them with text evidence and experience (5.10H) Connect, compare, and contrast ideas, themes, and issues across text (5.11D) Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (5.12G) Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (5.12D) Use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (5.10E) Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (5.13C) Summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (5.13E) Produce research projects and reports in effective formats using visuals to support meaning as appropriate (5.13F)

3rd Six Weeks

Vocabulary Bolt, evaporating, engrossed, susceptible, heaved,

undulating, ominous, geyser, veered, canopy, tinder, dwindled, embers, policy, gravitational, bulge, inlet, generated, energy, shallow, breakthrough, satellite, cosmonaut, disregarded, enrolls, formulas, altimeter, dejectedly, sensors, reef, lagoon, atoll, meander, barren TEKS Use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (5.10E) Recognize that authors organize information in specific ways (5.12B) Identify the purposes of different types of texts such as to inform, influence, express, or entertain (5.12C) Recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (5.12D) Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (5.12G) Use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (5.13B) Use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (5.13C)

Interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (5.13D) Summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (5.13E) Represent text information in different ways such as in outline, timeline, or graphic organizer (5.10L)

4th Six Weeks

Vocabulary Undeniable, rations, brooded, concocted, despair, homestead, perch, booming, distressed, negotiating, distributor, inefficient, duplicate, illustrating, series, encouraged, pastels, charcoal, pawnshop, produce, errands, numerous, international, gravelly, migrant, timid, flexibility, devote, scholarship, thrived, apprentice, TEKS

Distinguish fact and opinion in various texts (5.10J) Represent text information in different ways such as in outline, timeline, or graphic organizer (5.10L) Recognize and analyze story plot, setting, and problem resolution (5.12I) Summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (5.13E)

5th Six Weeks

Vocabulary Campaign, residence, obnoxious, endorse, graffiti, polio, immobility, despised, dismay, decipher, astonished, insulated, muffle, partition, prowls, refinery, grade, submitted, jaunty, impulsively, incredulously, stolidly, accord, exquisite, beaming, reputation, sidetrack, absorbed, aisle, oath TEKS

Recognize that authors organize information in specific ways 5.12B Identify the purposes of different types of texts such as to inform, influence, express, or entertain 5.12C Describe how the author's perspective or point of view affects the text 5.12J

6th Six Weeks

Vocabulary Rigging Furl, huddled , vast,

beams, settlement, edition, suspended, honors, contraption, repeal, treaty, burrowed, migrated, installments, exodus, designated, wranglers, stampedes, domesticated, descended, discharged, prospering, guarantee, distinguished stumps, misleading, indebted, interpreter, suffrage, anthem, play, performance

TEKS Select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure 5.8B Determine a text's main (or major) ideas and how those ideas are supported with details 5.10F Paraphrase and summarize text to recall, inform, or organize ideas 5.10G Find similarities and differences across texts such as in treatment, scope, or organization 5.10I Answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and shortanswer 5.10K Compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants 5.12E

Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms (texts) 5.12F

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5th Grade Reading

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