Fifth Grade: Reading: Literatrure - Fifth Grade: Reading Literature

  • FIFTH GRADE

    Reading: Literature

    Key Ideas and Details

    RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

    RL.5.2 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.

    RL.5.3 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).


    Craft and Structure

    RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

    RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

    RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
    a. Recognize and describe how an author’s background and culture affect his or her perspective.


    Integration of Knowledge and Ideas

    RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

    RL.5.8 (Not applicable to literature)

    RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


    Range of Reading and Level of Text Complexity

    RL.5.10 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.


    Responding to Literature

    RL.5.11 Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations.
              a. Self-select text to develop personal preferences regarding  favorite authors.
              b. Use established criteria to categorize, select texts and assess to make informed judgments about the quality of the pieces.


    More on Text Complexity:

    Cultivating Students’ Ability To Read Complex Texts Independently: Among the highest priorities of the Common Core State Standards is a requirement that students be able to demonstrate their independent capacity to read at the appropriate level of complexity and depth.

     

    A. Scaffolds enable all students to experience the complexity of the text, rather than avoid it. Many students will need careful instruction — including effective scaffolding — to enable them to read at the level of text complexity required by the Common Core State Standards. However, the scaffolding should not preempt or replace the text by translating its contents for students or telling students what they are going to learn in advance of reading the text; that is, the scaffolding should not become an alternate, simpler source of information that diminishes the need for students to read the text itself carefully. Effective scaffolding aligned with the standards should result in the reader encountering the text on its own terms, with instructions providing helpful directions that focus students on the text.

     

    Follow-up support should guide the reader when encountering places in the text where he or she might struggle. Aligned curriculum materials therefore should explicitly direct students to re-read challenging portions of the text and offer instructors clear guidance about an array of text-based scaffolds. When productive struggle with the text is exhausted, questions rather than explanations can help focus the student’s attention on key phrases and statements in the text or on the organization of ideas in the paragraph.