5th Grade English

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(RF) Reading Foundations

ELA-05.RF

Narrative for the Reading Foundations Strand:

The foundational skill standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.  

Phonics:  In fifth grade students continue to use strategies that enable them to decode multi-syllable words both in and out of context while reading.

Fluency:  Fluency is defined as being able to read orally with a reasonable rate of speed, with a high degree of accuracy, and with the proper expression (prosody). Fluency is one of several critical factors necessary for reading comprehension. 

Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text. Even very skilled readers may read in a slow, labored manner when reading texts with many unfamiliar words or topics. For example, readers who are usually fluent may not be able to read technical material fluently, such as a textbook about nuclear physics or an article in a medical journal. 

How to help my child at home with the Foundational Skill Standards:

  • Encourage your child to read many types of books.  Your child may also build fluency by reading the words to songs, poems, or speeches.
  • By reading with your child each night you are helping build his or her fluency! In fact, reading the same passages (and even their own writing pieces) repeatedly gives your child an opportunity to listen, practice, and improve fluency.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-05.RF.03

ELA Reading Foundations Strand Logo 5th Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-05.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can analyze the structure of words by finding compound words, roots, prefixes, suffixes and syllables.

Skills (Performance) Targets

  • I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... read and spell multi-syllabic words found in the transitional reading stage.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... read and spell words with common prefixes and suffixes as well as use word parts to decode and determine the meaning of multi-syllabic words in text at the beginning fluent reading stage.
  • recognize or recall specific terminology, such as:
    • root, syllable, affix, suffix, prefix, derived, accented syllable, unaccented syllable
  • perform basic processes, such as:
    • identify and know the meaning of the most common prefixes and derivational suffixes
    • read words with correctly accented and unaccented syllables.
    • decode words with common Latin suffixes
    • decode and understand multisyllabic words read grade-appropriate irregularly spelled words
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read and spell words with Greek and Latin roots, using word parts to determine the meaning of words in text at the middle of the fluent reading stage.
  • use combined knowledge of all letter-sound correspondences
  • use syllabication patterns
  • use morphology (e.g. roots and affixes)
  • accurately read unfamiliar multisyllabic words in context and out of context
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read and spell words with Greek and Latin roots, using word parts to determine the meaning of words in text at the end of the fluent reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Prefix
  • Suffix
  • Root
  • Syllable

Websites

ELA-05.RF.04

ELA Reading Foundations Strand Logo 5th Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-05.RF.04 Read with sufficient accuracy and fluency to support comprehension.
GoogleDrive logoTeacher Proficiency Scale

Sub-Standards:

a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a word I read does not make sense within the text.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read grade-level text fluently and show comprehension through voice, timing and expression.
  • I can self-correct misread or misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently (easy,smooth and automatic).

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... read mostly word by word, frequently hesitates and the reading does not sound like natural conversation.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... read text at the early fluent reading stage with appropriate rate, accuracy and expression. The student may be reading in two to three word phrases and the reading sounds like talking in parts of the text.
  • recognize or recall specific terminology, such as:
    • rate, expression, fluency, accuracy, prose, intonation, inflection
  • perform basic processes, such as:
    • independently self-monitors their accuracy and fluency
    • re-reads when necessary
    • identifies how to interpret punctuation when reading
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read text at the middle fluent reading stage with appropriate rate, accuracy and expression using punctuation and quotation marks, with the reading sounding like conversation.
  • read grade with sufficient accuracy and fluency to support comprehension
    • read grade-level text with purpose and understanding.
    • read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reads.
    • use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read text at the end of the fluent reading stage with appropriate rate, accuracy and expression using pausing, punctuation guided by the author's meaning.

Resources

Vocabulary

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression

Websites

  • Links to sites that open in a new window
  • Poetry