Reading Comprehension
How can we become better readers?
Understandings & Standards
Reading in fifth grade is meant to encourage students to become life long readers. Students will:
  • Read stories of interest to them
  • Compare and contrast
  • Explain similarities and differences
  • Identify words and concepts found in text  
  • Identify inferences in readings
Links for Teachers and Students
Reading Comprehension WRL

California English Language Development Standards
Reading
By Grade Level
3-5
Reading Comprehension
Early Intermediate
Comprehension
Read and listen to simple stories and demonstrate under-standing by using simple sentences to respond to explicit detailed questions (e.g., ?The bear is brown?).
Read and orally identify relationships between written text and one?s own experience by using simple sentences.
Understand and follow simple two-step directions for classroom activities.
Intermediate
Comprehension and Analysis of Grade-Level-Appropriate Text
Use detailed sentences to respond orally to comprehension questions about text (e.g., ?The brown bear lives with his family in the forest?).
Read text and identify features, such as the title, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.
Read text and use detailed sentences to identify orally the main ideas and use them to make predictions and support them with details.
Comprehension and Analysis of Grade-Level-Appropriate Text and Expository Critique
Read literature and content area texts and orally identify examples of fact and opinion and cause and effect.
Writing
By Grade Level
3-5
Strategies and Applications
Early Intermediate
Organization and Focus
Write short narrative stories that include elements of setting and characters.
Organization and Focus, Evaluation and Revision
Produce independent writing that is under-stood when read but may include inconsistent use of standard grammatical forms.
Intermediate
Organization and Focus
Narrate with some detail a sequence of events.
Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.
Begin to use a variety of genres in writing (e.g., expository, narrative, poetry).
Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms. (Some rules may not be followed.)
Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history?social science).
Write a letter independently by using detailed sentences.