Grade 5 Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF 3a: Use knowledge of morphology to read unfamiliar multisyllabic words in context and out of context.
RF 4a: Read on-level text with purpose and understanding.
RF 4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF 4c: Use context (definitions, examples and restatements) to confirm or self-correct word recognition and understanding,
rereading as necessary.
SL 1: Engage effectively in a range of collaborative discussions.
SL 1a: Explicitly draw on information known about the topic to explore ideas under discussion.
SL 1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
SL 1d: Review the key ideas expressed and draw conclusions.
L 1d: Recognize and correct inappropriate shifts in verb tense.*
L 2a: Use punctuation to separate items in a series.*
L 2e: Spell grade-appropriate words correctly, consulting references as needed.
L 3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L 4c: Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases and to identify alternate word choices in all content areas.
L 5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of
the words.
L 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
Student Learning Targets- Quarter 1
RF 3a: Use combined knowledge of all letter-sound correspondences and the open and closed syllable patterns to read
unfamiliar multisyllabic words in context and out of context.
SL 2: Summarize a written text read aloud.
SL 3: Explain how a claim is supported by reasons and evidence.
SL 3: Identify and analyze any logical fallacies in a claim.
SL 3: Summarize the points a speaker or media source makes.
SL 4: Speak clearly at an understandable pace.
SL 4a. Plan and deliver an opinion speech that: states an opinion, logically sequences evidence to support the speaker’s
position, uses transition words to effectively link opinions and evidence (e.g., consequently and therefore), and provides a
concluding statement related to the speaker’s position.
L 1a: Explain the function of conjunctions in particular sentences.
L 1a: Explain the function of interjections in particular sentences.
L 1a: Explain the function of prepositions in particular sentences.
L 1e: Use correlative conjunctions.
L 2b: Use a comma to separate an introductory element from the rest of the sentence.
L 2d: Use underlining, quotation marks, or italics to indicate titles of works.
L 5a: Interpret figurative language, including similes and metaphors, in context.
L 3a: Expand sentences for meaning, reader/listener interest, and style.
L 4b: Use the prefixes anti-, mis-, semi-, and mid- as clues to the meaning of a word.
*Beginning in grade 3, these skills and understandings are particularly likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking.
5th grade 2014-15
1
Revised 7-24-14
Grade 5 Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF 3a: Use knowledge of morphology to read unfamiliar multisyllabic words in context and out of context.
RF 4a: Read on-level text with purpose and understanding.
RF 4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF 4c: Use context (definitions, examples and restatements) to confirm or self-correct word recognition and understanding,
rereading as necessary.
SL 1: Engage effectively in a range of collaborative discussions.
SL 1a: Explicitly draw on information known about the topic to explore ideas under discussion.
SL 1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
SL 1d: Review the key ideas expressed and draw conclusions.
L 1d: Recognize and correct inappropriate shifts in verb tense.*
L 2a: Use punctuation to separate items in a series.*
L 2e: Spell grade-appropriate words correctly, consulting references as needed.
L 3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L 4c: Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases and to identify alternate word choices in all content areas.
L 5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of
the words.
L 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
Student Learning Targets- Quarter 2
RF 3a: Use combined knowledge of all letter-sound correspondences and the vowel team and vowel-r syllable patterns to
read unfamiliar multisyllabic words in context and out of context.
SL 2: Summarize information presented in charts, graphs, and other visuals.
SL 4: Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes.
SL 4b: Memorize a section of a speech or historical document using appropriate rate, expression, and gestures.
SL 5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to
enhance the development of main ideas or themes.
L 3a: Combine sentences for meaning, reader/listener interest, and style.
L 4a: Use context as a clue to the meaning of a word or phrase. (comparisons in text)
L 4b: Use the roots aqua and circum as clues to the meaning of a word.
L 4b: Use the suffixes –ous, –eous, and -ious as clues to the meaning of a word.
*Beginning in grade 3, these skills and understandings are particularly likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking.
5th grade 2014-15
2
Revised 7-24-14
Grade 5 Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF 3a: Use knowledge of morphology to read unfamiliar multisyllabic words in context and out of context.
RF 4a: Read on-level text with purpose and understanding.
RF 4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF 4c: Use context (definitions, examples and restatements) to confirm or self-correct word recognition and understanding,
rereading as necessary.
SL 1: Engage effectively in a range of collaborative discussions.
SL 1a: Explicitly draw on information known about the topic to explore ideas under discussion.
SL 1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
SL 1d: Review the key ideas expressed and draw conclusions.
L 1d: Recognize and correct inappropriate shifts in verb tense.*
L 2a: Use punctuation to separate items in a series.*
L 2e: Spell grade-appropriate words correctly, consulting references as needed.
L 3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L 4c: Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases and to identify alternate word choices in all content areas.
L 5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of
the words.
L 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
Student Learning Targets- Quarter 3
RF 3a: Use combined knowledge of all letter-sound correspondences and the VCe and C-le patterns to read unfamiliar
multisyllabic words in context and out of context.
SL 6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
L 1b: Form and use the perfect verb tenses.
L 1c: Use verb tense to convey various times, sequences, states, and conditions.
L 2c: 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?).
L 3a: Reduce sentences for meaning, reader/listener interest, and style.
L 4a: Use context as a clue to the meaning of a word or phrase. (cause/effect relationships)
L 4b: Use the roots contra and counter as clues to the meaning of a word.
L 4b: Use the suffix –ness as a clue to the meaning of a word.
L 5b: Recognize and explain the meaning of adages and proverbs.
L 6: Acquire and use words that signal contrast, addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
*Beginning in grade 3, these skills and understandings are particularly likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking.
5th grade 2014-15
3
Revised 7-24-14
Grade 5 Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
RF 3a: Use knowledge of morphology to read unfamiliar multisyllabic words in context and out of context.
RF 4a: Read on-level text with purpose and understanding.
RF 4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
SL 1: Engage effectively in a range of collaborative discussions.
SL 1a: Explicitly draw on information known about the topic to explore ideas under discussion.
SL 1b: Follow agreed-upon rules for discussions and carry out assigned roles.
SL 1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
SL 1d: Review the key ideas expressed and draw conclusions.
L 1d: Recognize and correct inappropriate shifts in verb tense.*
L 2a: Use punctuation to separate items in a series.*
L 2e: Spell grade-appropriate words correctly, consulting references as needed.
L 3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L 4c: Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases and to identify alternate word choices in all content areas.
L 5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of
the words.
L 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
Student Learning Targets- Quarter 4
RF 3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read
unfamiliar multisyllabic words in context and out of context.
RF 4c: Use context (definitions, examples and restatements) to confirm or self-correct word recognition and understanding,
rereading as necessary.
SL 4b. Memorize and recite a poem using appropriate rate, expression, and gestures.
L 3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L 4b: Use the root rupt as a clue to the meaning of a word.
L 5b: Recognize and explain the meaning of common idioms.
*Beginning in grade 3, these skills and understandings are particularly likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking.
5th grade 2014-15
4
Revised 7-24-14
Grade 5 Foundational Skills/Language/Speaking & Listening Learning Targets 2014-15
Review Standards from 4th Grade
L 1e. Form and use prepositional phrases.
L 1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
L 1g. Correctly use frequently confused words (e.g., to, too, two; there, their).*
L 2b. Use commas and quotation marks to mark direct speech and quotations from a text.
L 2c. Use a comma before a coordinating conjunction in a compound sentence
Suggestions
Prefix meanings and examples
anti-: against, opposite – antifreeze, antisocial, antibody
mis-: wrongly – misfire, misconduct, misinform, misinterpret, mistake, mispronounce
semi-: half – semicircle, semiannual, semiconscious
mid-: middle – midway, mid-afternoon, midfield, midsection
Suffix meanings and examples
-ness: state of, condition of - kindness, happiness
-ous, -eous, -ious: possessing the qualities of – joyous, adventurous, courageous, nutritious
Root meanings and examples
circum: around – circumnavigate, circumscribe, circumstance, circumference
contra/counter: against, opposite – contradict, counteract, contrary, counterintelligence, counterproductive
rupt: break – erupt, corrupt, disrupt, interrupt
aqua: water – aquarium, aquanaut, aquatic, aqueduct
5th grade 2014-15
5
Revised 7-24-14