Quarter 2
Learning Targets for Foundational Skills
1. Know and apply grade-level phonics and word analysis skills in decoding words. (R.F. 5.3)
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.
(Ongoing)
2. Read with sufficient accuracy and fluency to support comprehension. (R.F. 5.4)
A. Read grade-level text with purpose and understanding. (Ongoing)
B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings. (Beginning)
C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
(Ongoing)
1. Know and apply grade-level phonics and word analysis skills in decoding words. (R.F. 5.3)
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.
(Ongoing)
2. Read with sufficient accuracy and fluency to support comprehension. (R.F. 5.4)
A. Read grade-level text with purpose and understanding. (Ongoing)
B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings. (Beginning)
C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
(Ongoing)
Learning Targets for Reading Literature
1. Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(Ongoing) (R.L. 5.1)
2. Determine a theme of a story, drama, or poem from details in
the text, including how characters in a story or drama
respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text. (Beginning) (R.L. 5.2)
3. Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
(Ongoing) (R.L. 5.3)
4. Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes. (Beginning) (R.L. 5.4)
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem. (Beginning) (R.L.5.5)
6. Describe how a narrator's or speaker's point of view influences how events are
described. (Beginning) (R.L.5.6)
7. Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics. (Beginning) (R.L.5.9)
8. By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (Ongoing) (R.L.5.10)
1. Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(Ongoing) (R.L. 5.1)
2. Determine a theme of a story, drama, or poem from details in
the text, including how characters in a story or drama
respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text. (Beginning) (R.L. 5.2)
3. Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
(Ongoing) (R.L. 5.3)
4. Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes. (Beginning) (R.L. 5.4)
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem. (Beginning) (R.L.5.5)
6. Describe how a narrator's or speaker's point of view influences how events are
described. (Beginning) (R.L.5.6)
7. Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics. (Beginning) (R.L.5.9)
8. By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently. (Ongoing) (R.L.5.10)
Learning Targets for Reading Informational Text
1. Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(Beginning) (R.I.5.1)
2. Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
(Beginning) (R.I.5.2)
3. Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 5 topic or subject area.
(Beginning) (R.I.5.4)
4. Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent. (Beginning)
(R.I.5.6)
5. Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
(Beginning) (R.I.5.7)
6. Explain how an author uses reasons and evidence to support particular points in
a text, identifying which reasons and evidence support which point(s).
(Beginning) (R.I.5.8)
7. By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades
4-5 text complexity band independently and proficiently. (Beginning) (R.I.5.10)
1. Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
(Beginning) (R.I.5.1)
2. Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
(Beginning) (R.I.5.2)
3. Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 5 topic or subject area.
(Beginning) (R.I.5.4)
4. Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent. (Beginning)
(R.I.5.6)
5. Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
(Beginning) (R.I.5.7)
6. Explain how an author uses reasons and evidence to support particular points in
a text, identifying which reasons and evidence support which point(s).
(Beginning) (R.I.5.8)
7. By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades
4-5 text complexity band independently and proficiently. (Beginning) (R.I.5.10)
Learning Targets for Writing
1. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and
clear event sequences. (W.5.3)
A. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally. (Ongoing)
B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations. (Ongoing)
C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (Ongoing)
D. Use concrete words and phrases and sensory details to convey experiences and events precisely. (Ongoing)
E. Provide a conclusion that follows from the narrated experiences or events. (Ongoing)
2. Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (W.5.4) (Ongoing)
3. With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (Ongoing) (W.5.5)
4. With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of two pages in a single sitting. (Beginning) (W.5.6)
5. Draw evidence from literary or informational texts to support analysis, reflection,
and research. (W.5.9)
A. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings,
or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
(Beginning)
B. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and
evidence to support particular points in a text, identifying which reasons and evidence support which
point[s]""). (Beginning)
6. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (Ongoing) (W.5.10)
1. Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and
clear event sequences. (W.5.3)
A. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally. (Ongoing)
B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations. (Ongoing)
C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (Ongoing)
D. Use concrete words and phrases and sensory details to convey experiences and events precisely. (Ongoing)
E. Provide a conclusion that follows from the narrated experiences or events. (Ongoing)
2. Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (W.5.4) (Ongoing)
3. With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (Ongoing) (W.5.5)
4. With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of two pages in a single sitting. (Beginning) (W.5.6)
5. Draw evidence from literary or informational texts to support analysis, reflection,
and research. (W.5.9)
A. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings,
or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
(Beginning)
B. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and
evidence to support particular points in a text, identifying which reasons and evidence support which
point[s]""). (Beginning)
6. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (Ongoing) (W.5.10)
Learning Targets for Language
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(L.5.1)
A. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (Beginning)
B. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (Beginning)
C. Use verb tense to convey various times, sequences, states, and conditions. (Beginning)
D. Recognize and correct inappropriate shifts in verb tense.* (Beginning)
E. Use correlative conjunctions (e.g., either/or, neither/nor). (Beginning)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.5.2)
A. Use punctuation to separate items in a series.* (Beginning)
B. Use a comma to separate an introductory element from the rest of the sentence. (Beginning)
C. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). (Beginning)
D. Use underlining, quotation marks, or italics to indicate titles of works. (Beginning)
E. Spell grade-appropriate words correctly, consulting references as needed. (Beginning)
3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (L.5.4)
A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (Ongoing)
B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (Ongoing) (e.g., photograph, photosynthesis).
C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (Beginning)
4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.5)
A. Interpret figurative language, including similes and metaphors, in context. (Beginning)
B. Recognize and explain the meaning of common idioms, adages, and proverbs. (Beginning)
C. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (Beginning)
5. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (Ongoing) (L.5.6)
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(L.5.1)
A. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (Beginning)
B. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (Beginning)
C. Use verb tense to convey various times, sequences, states, and conditions. (Beginning)
D. Recognize and correct inappropriate shifts in verb tense.* (Beginning)
E. Use correlative conjunctions (e.g., either/or, neither/nor). (Beginning)
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.5.2)
A. Use punctuation to separate items in a series.* (Beginning)
B. Use a comma to separate an introductory element from the rest of the sentence. (Beginning)
C. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). (Beginning)
D. Use underlining, quotation marks, or italics to indicate titles of works. (Beginning)
E. Spell grade-appropriate words correctly, consulting references as needed. (Beginning)
3. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (L.5.4)
A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (Ongoing)
B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (Ongoing) (e.g., photograph, photosynthesis).
C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (Beginning)
4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.5.5)
A. Interpret figurative language, including similes and metaphors, in context. (Beginning)
B. Recognize and explain the meaning of common idioms, adages, and proverbs. (Beginning)
C. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (Beginning)
5. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). (Ongoing) (L.5.6)
Learning Targets for Speaking and Listening
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others'
ideas and expressing their own clearly. (S.L.5.1)
A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (Ongoing)
B. Follow agreed-upon rules for discussions and carry out assigned roles. (Ongoing)
C. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (Ongoing)
D. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (Ongoing)
2. Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.(Ongoing) (S.L.5.2)
3. Summarize the points a speaker makes and explain how each claim is supported
by reasons and evidence. (Beginning) (S.L.5.3)
4. Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace. (Beginning) (S.L.5.4)
5. Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (Beginning) (S.L.5.6)
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others'
ideas and expressing their own clearly. (S.L.5.1)
A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (Ongoing)
B. Follow agreed-upon rules for discussions and carry out assigned roles. (Ongoing)
C. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (Ongoing)
D. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (Ongoing)
2. Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.(Ongoing) (S.L.5.2)
3. Summarize the points a speaker makes and explain how each claim is supported
by reasons and evidence. (Beginning) (S.L.5.3)
4. Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace. (Beginning) (S.L.5.4)
5. Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (Beginning) (S.L.5.6)