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Virginia

Skills available for Virginia Fifth-grade language arts standards

Click on the name of a skill to practice that skill.

 
 Show alignments for:
    Virginia Curriculum Framework: Reading
    Virginia Curriculum Framework: Writing
    Virginia Standards of Learning: Reading
    Virginia Standards of Learning: Writing
    Print Standards
 

Virginia Curriculum Framework: Reading

  • 5.5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d) Identify an author’s use of figurative language. e) Use dictionary, glossary, thesaurus, and other word-reference materials. f) Develop vocabulary by listening to and reading a variety of texts. g) Study word meanings across content areas.
    • 5.5.4.A apply knowledge of word structure and context clues to determine the meanings of unfamiliar words.
    • 5.5.4.1 use context as a clue to infer the correct meanings of unfamiliar words and phrases.
    • 5.5.4.2 use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
    • 5.5.4.3 apply knowledge of roots, affixes (prefixes and suffixes), synonyms, antonyms, and homophones.
    • 5.5.4.4 begin to learn about Greek and Latin affixes.
    • 5.5.4.5 understand that often a word can be divided into root word, prefix, and suffix in order to determine its pronunciation.
    • 5.5.4.6 understand how a prefix changes the meaning of a root word.
    • 5.5.4.7 identify when an author uses language figuratively.
    • 5.5.4.8 use word references and context clues to determine which meaning is appropriate in a given situation.
    • 5.5.4.9 identify the word-reference materials, such as a dictionary, glossary, or thesaurus, that is most likely to contain the information needed.
    • 5.5.4.10 develop vocabulary by listening to and reading a variety of texts.
    • 5.5.4.11 study cross-curricular vocabulary.
  • 5.5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. a) Describe the relationship between text and previously read materials. b) Describe character development. c) Describe the development of plot and explain the resolution of conflict(s). d) Describe the characteristics of free verse, rhymed, and patterned poetry. e) Describe how an author’s choice of vocabulary contributes to the author’s style. f) Identify and ask questions that clarify various points of view. g) Identify main idea. h) Summarize supporting details from text. i) Draw conclusions and make inferences from text. j) Identify cause and effect relationships. k) Make, confirm, or revise predictions. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.
    • 5.5.5.A choose from a variety of comprehension strategies.
    • 5.5.5.B read a variety of fictional texts, narrative nonfiction texts, and poetry.
    • 5.5.5.C describe character and plot development.
    • 5.5.5.1 discuss the similarities and differences between a text and previously read materials (e.g., compare and contrast characters).
    • 5.5.5.2 understand that characters are developed by:
      • 5.5.5.2.a what is directly stated in the text;
      • 5.5.5.2.b their speech and actions; and
      • 5.5.5.2.c what other characters in the story say or think about them.
    • 5.5.5.3 understand that some characters change during the story or poem and some characters stay the same.
    • 5.5.5.4 understand that the main character has a conflict that usually gets resolved.
    • 5.5.5.5 identify the conflict or problem of the plot.
    • 5.5.5.6 understand that plot is developed through a series of events.
    • 5.5.5.7 identify the events in sequence that lead to resolution of the conflict.
    • 5.5.5.8 discuss why an author might have used particular words and phrases.
    • 5.5.5.9 identify the characteristics of free verse (poetry with neither regular meter nor rhyme scheme), rhymed poetry, and patterned poetry.
    • 5.5.5.10 describe how an author’s choice of vocabulary contributes to the author’s style.
    • 5.5.5.11 identify and ask questions that clarify various points of view.
    • 5.5.5.12 identify main idea or theme.
    • 5.5.5.13 summarize supporting details from text.
    • 5.5.5.14 draw conclusions/make inferences from text.
    • 5.5.5.15 identify cause and effect relationships.
    • 5.5.5.16 make, confirm, or revise predictions.
    • 5.5.5.17 become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
    • 5.5.5.18 read familiar text with fluency, accuracy, and expression to support comprehension.
    • 5.5.5.19 recognize structural elements of poems (e.g., verse, rhythm) and drama (e.g., casts, dialogue).
  • 5.5.6 The student will read and demonstrate comprehension of nonfiction texts. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. b) Use prior knowledge and build additional background knowledge as context for new learning. c) Skim materials to develop a general overview of content and to locate specific information. d) Identify the main idea of nonfiction texts. e) Summarize supporting details in nonfiction texts. f) Identify structural patterns found in nonfiction. g) Locate information to support opinions, predictions, and conclusions. h) Identify cause and effect relationships following transition words signaling the pattern. i) Differentiate between fact and opinion. j) Identify, compare, and contrast relationships. k) Identify new information gained from reading. l) Use reading strategies throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.
    • 5.5.6.A preview, pose questions, and make predictions before reading.
    • 5.5.6.B understand how the organizational patterns make the information easier to comprehend.
    • 5.5.6.C make connections between what they read in the selection and their prior knowledge.
    • 5.5.6.1 use text features, such as type styles (e.g., boldfaced, italics) and color, captions under pictures and graphics, and headings of sections and chapters, to predict and categorize information in both print and digital texts.
    • 5.5.6.2 apply prior knowledge to make predictions and build additional background knowledge as context for learning.
    • 5.5.6.3 skim material from print and digital texts to develop a general overview or to locate specific information.
    • 5.5.6.4 determine the main idea of a text and summarize supporting key details.
    • 5.5.6.5 identify structural and organizational patterns such as cause and effect, comparison/contrast, problem/solution, and chronological order.
    • 5.5.6.6 identify specific information in text that supports predictions.
    • 5.5.6.7 form opinions and draw conclusions from the selection.
    • 5.5.6.8 locate details to support opinions, predictions, and conclusions.
    • 5.5.6.9 identify cause and effect relationships following transition words signaling the pattern.
    • 5.5.6.10 distinguish between fact and opinion.
    • 5.5.6.11 identify, compare, and contrast relationships between characters, events, and facts.
    • 5.5.6.12 compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
    • 5.5.6.13 identify new information learned from reading.
    • 5.5.6.14 become aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty).
    • 5.5.6.15 read familiar text with fluency, accuracy, and prosody.
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