FIFTH GRADE
Standards, Learning Expectations and
Draft Performance Indicators
Reading
Content Standard: 1.0
The student will develop
the reading and listening skills necessary for word recognition, comprehension,
interpretation, analysis, evaluation, and appreciation of print and non-print
text.
Fifth Grade
Benchmarks (Reading)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
5.1.spi.2 select appropriate synonyms, antonyms, and
homonyms within context.
5.1.spi.3. identify compound words, contractions, and
common abbreviations within text.
5.1.spi.4. select and use common text features to make
meaning from text (e.g., headings, key words, graphics, captions, side bars).
5.1.spi.5. identify setting, characters, and plot in a
passage.
At Level 2, the student is able to
5.1.spi.6. recognize and use grade appropriate
vocabulary within context.
5.1.spi.7. select questions used to focus and clarify
thinking before, during and after reading the text.
5.1.spi.8. determine correct meaning/usage of
multiple-meaning words within context.
5.1.spi.9. determine word meanings within context.
5.1.spi.10. identify the sequence of events in fiction
and non-fiction selections.
5.1.spi.11. select stated or implied main idea and
supporting details from text.
5.1.spi.12. identify stated or implied cause and effect
relationships.
5.1.spi.13. distinguish between elements of fact/opinion
and reality/fantasy.
5.1.spi.14. determine inferences from selected passages.
5.1.spi.15. select the appropriate summary statement for
a given passage.
5.1.spi.17. recognize reasonable predictions of future
events within a given context.
At Level 3, the student is able to
5.1.spi.20. recognize that a story is told from the
first person point of view.
5.1.spi.21. identify the author's
purpose(s) (i.e. to
inform or to entertain).
5.1.spi.22. determine whether the theme is stated or
implied within a passage.
5.1.spi.23. identify similes, metaphors,
personification, and hyperbole in context.
5.1.spi.24. identify the effect of sound within context
(e.g., onomatopoeia, alliteration, rhyme, and repetition).
5.1.spi.25. identify information to support opinions,
predictions, and conclusions.
5.1.spi.26. select a logical word to complete an analogy
using synonyms, antonyms, categories and subcategories.
5.1.spi.27. identify, using a graphic organizer,
placement of events.
Performance Indicators Teacher
As documented through teacher observation -
At Level 1, the student
is able to
5.1.tpi.1. demonstrate active listening and observe
conversational conventions in both formal and informal settings.
5.1.tpi.2. decode unknown words utilizing learned
strategies and verify word meanings within the context.
5.1.tpi.3. read orally with fluency using appropriate
pronunciation, expression, and rate.
5.1.tpi.4. recognize various literary genres (e.g.,
poetry, short stories, plays, novels, folk tales, myths, and science fiction).
5.1.tpi.5. relate and discuss literary experiences
(e.g., book discussions, literacy circles, writing, oral presentations, artistic
expressions).
5.1.tpi.6. understand, follow, and give oral multi-step
directions, which may include pictures or graphics.
5.1.tpi.7. predict outcomes and adjust as additional
information is acquired.
5.1.tpi.8. connect life experiences to text.
At Level 2, the student is able to
5.1.tpi.9. preview the text to establish a purpose for
reading, to activate prior knowledge, and to facilitate the reading process.
5.1.tpi.10. organize prior knowledge using a variety of
strategies (e.g., webbing, mapping, and brainstorming).
5.1.tpi.11. build vocabulary by reading from a wide
variety of texts and literary genres.
5.1.tpi.12. use content specific vocabulary.
5.1.tpi.13. use metacognitive and self-monitoring
reading strategies to improve comprehension (e.g., rereading, identifying
miscues, reading ahead, and drawing on earlier reading).
5.1.tpi.14. summarize orally what has been learned or
accomplished after completing an activity or assignment.
5.1.tpi.15. express reactions and personal opinions to a
selection or relate the selection to personal experience.
5.1.tpi.16. participate in creative responses to texts.
5.1.tpi.17. set a purpose for reading (e.g., to
understand, to enjoy, and to locate information).
5.1.tpi.18. use library media sources to access
information.
5.1.tpi.19. use learned strategies to determine the
meaning of unfamiliar words.
5.1.tpi.20. read fluently basic grade appropriate
selections.
5.1.tpi.21. read daily and independently.
At Level 3, the student is able to
5.1.tpi.22. design and deliver an oral presentation
incorporating several sources, using visual aids or props.
5.1.tpi.23. recognize, create, and discuss the
techniques of propaganda (i.e., band wagon, loaded words, testimonials).
5.1.tpi.24. discuss similarities and differences in
events and/or characters, using evidence cited in two or more texts.
5.1.tpi.25. identify how culture, ethnicity, and
historical eras are represented in literary text.
5.1.tpi.26. relate text to prior personal and historical
experiences as well as previously read print and non-print media.
5.1.tpi.27. make inferences and recognize unstated
assumptions.
5.1.tpi.28. make connections among various texts showing
similarities and differences.
5.1.tpi.29. use media and current technology as a
research and communication tool to view, read, and represent information.
5.1.tpi.30. extend ideas presented in texts.
5.1.tpi.31. interact with the text(s) (e.g., ask
questions, make comments, use post-it notes).
Writing
Content Standard: 2.0
The student will develop
the structural and creative skills of the writing process necessary to produce
written language that can be read, presented to, and interpreted by various
audiences.
Fifth Grade
Benchmarks (Writing)
Performance Indicators State
*These performance indicators will be assessed by the
Tennessee Writing Assessment.
As documented through state assessment -
At Level 1, the student is able to
5.2.spi.2. rearrange sentences to form a sequential,
coherent paragraph.
5.2.spi.3. identify the purpose for writing (i.e., to
entertain, to inform, and to report) .
5.2.spi.4. identify the audience for which a piece of
text is written.
5.2.spi.5. select details that support a topic sentence.
5.2.spi.6. choose vivid and active words when writing.
*5.2.spi.7.develop and write a paragraph topic sentence
with supporting details.
At Level 2, the student is able to
5.2.spi.9. select appropriate time-order or transitional
words/phrases to enhance the flow of a writing sample.
5.2.spi.10. identify the most reliable sources of
information for preparing a report or project.
5.2.spi.11. select the best way to combine sentences to
provide syntactic variety within context.
5.2.spi.12. select the best title for a written
selection.
5.2.spi.14. supply a missing piece of information in an
outline.
*5.2.spi.15. select, limit, and refine a writing topic.
*5.2.spi.16. write well-developed, organized, and
coherent essays in response to narrative prompts.
*5.2.spi.18. edit writing for the elements of language.
*5.2.spi.19. explain and/or illustrate key ideas when
writing.
*5.2.spi.20. demonstrate syntactic variety when writing.
At Level 3, the student is able to
5.2.spi.21. arrange multi-paragraphed work of exposition
(e.g., persuasion, compare/contrast) in a logical and coherent order.
5.2.spi.22. identify the sentence irrelevant to a
paragraph's theme or flow.
5.2.spi.23. select an appropriate concluding sentence
for a well-developed paragraph.
*5.2.spi.24. use appropriate transitional words and
devices when writing.
*5.2.spi.25. incorporate figurative language, vivid
descriptions, active voice verbs, sensory details, and personal observations to
display facility in the use of language.
*5.2.spi.26. write an effective concluding paragraph for
a well-developed essay.
Performance Indicators Teacher
As documented through teacher observation -
At Level 1, the student is able to
5.2.tpi.1. use writing prompts for descriptive and
narrative essays.
5.2.tpi.2. generate ideas for writing.
5.2.tpi.3. establish a purpose for writing.
5.2.tpi.4. use a variety of prewriting strategies.
5.2.tpi.5. share written work with others.
5.2.tpi.6. write in a variety of forms and genres.
5.2.tpi.7. recognize and use all steps in the writing
process.
At Level 2, the student is able to
5.2.tpi.8. use a variety of sources to gather
information.
5.2.tpi.9. compare and contrast two persons, places or
things.
5.2.tpi.10. write in response to works of literature.
5.2.tpi.11. create a well-developed story or passage
summary.
5.2.tpi.12. write with a sense of audience.
5.2.tpi.13. compose notes that include important
concepts.
5.2.tpi.14. construct clear, coherent, well-organized
multi-paragraphed works.
5.2.tpi.15. write frequently in the narrative and
descriptive modes, including frequent opportunities for timed writing.
5.2.tpi.16. use grade level appropriate vocabulary when
writing.
5.2.tpi.17. produce and edit more than one draft.
5.2.tpi.18. write in expressive and imaginative modes.
5.2.tpi.19. write creative, original, and imaginative
responses to literature.
5.2.tpi.20. demonstrate confidence and competence in
using the Tennessee Writing Assessment rubric.
5.2.tpi.21. develop methods of sharing written work.
5.2.tpi.22. produce multiple drafts of writings.
5.2.tpi.23. evaluate own and others' narrative writing
using the Tennessee Writing Assessment rubric.
5.2.tpi.24. write friendly and business letters.
At Level 3, the student is able to
5.2.tpi.25. experience numerous publishing
opportunities.
5.2.tpi.26. write frequently across content areas.
5.2.tpi.27. conduct self-evaluation by reviewing one's
own writing to assess progress.
5.2.tpi.28. write personal reflections to experiences
and events.
5.2.tpi.29. experience writing in the expository mode
(e.g., "how to" paragraphs and explanations).
5.2.tpi.30. compose and respond to original questions
and/or problems from all content areas.
5.2.tpi.31. write using appropriate time-order words or
transitional words and phrases.
5.2.tpi.32. write a research report using multiple
sources and notes taken from these sources.
5.2.tpi.33. use correct page format (e.g., paragraphs,
margins, indentations, and title).
5.2.tpi.34. begin to develop a writing
"voice."
Elements of Language
Content Standard: 3.0
The student will use standard English conventions and
proper spelling as appropriate to speaking and writing.
Fifth Grade Benchmarks
(Elements of Language)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
5.3.spi.2. select the best way to correct incomplete
sentences within context..
At Level 2, the student is able to
5.3.spi.3. identify the correct use of nouns (i.e.,
singular/plural, possessives, predicate nouns, nouns as objects), pronouns
(i.e., agreement, subject, object), verbs (i.e., action/linking,
regular/irregular, agreement, tenses), adjectives (i.e., common/proper,
comparative forms, predicate adjectives), and adverbs (i.e., comparative forms,
negatives) within context.
5.3.spi.4. identify sentences with correct subject-verb
agreement (person/number).
5.3.spi.5. identify the correct use of commas (i.e.,
series, dates, addresses, friendly letters, compound sentences, coordinating
conjunctions, and introductory words) within context.
5.3.spi.6. choose the correct use of quotation marks and
commas in direct quotations.
5.3.spi.7. identify correctly or incorrectly spelled
words in context.
5.3.spi.8. identify the correct spelling of plurals and
possessives.
At Level 3, the student is able to
5.3.spi.10. choose the most appropriate interjection to
complete a sentence.
5.3.spi.11. identify the correct use of colons (i.e., in
business letters and preceding a list of items).
Performance Indicators Teacher
As documented through teacher observation -
At Level 1, the student is able to
5.3.tpi.1. write legibly.
5.3.tpi.2. spell high-frequency words and frequently
misspelled words correctly.
5.3.tpi.3. use appropriate language structure in oral
and written communication (e.g., subject-verb agreement, correct word order, and
placement of modifiers).
At Level 2, the student is able to
5.3.tpi.4. use correctly formed contractions,
abbreviations, and possessives when writing.
5.3.tpi.5. use correctly punctuated dialog in writing.
5.3.tpi.6. edit one's own writing for spelling,
capitalization and punctuation.
5.3.tpi.7. demonstrate the correct use of punctuation.
At Level 3, the student is able to
5.3.tpi.8. routinely incorporate compound sentences in
writing.
5.3.tpi.9. begin to use complex sentences in writing.
5.3.tpi.10. develop a consciousness toward correct
spelling across all subject areas.
5.3.tpi.11. use commas, colons, and semi-colons
correctly when writing.