Grade 5 Reading FP and Pyp Lss How The World Works

Grade 5 Reading How The World Works
Level Range: S-Y (V being average)
Fountas and Pinnell Continuum Written Language Reading (PYP

Statement Language Scope and Sequence
Thinking Within the Text

Solving Words
Notice new and use words and intentionally

record and remember them to expand oral and
written vocabulary
Demonstrate ability to use automatically and Use meaning, visual, contextual and memory
flexibly a wide range of word-solving strategies cues, and cross-check cues against each other,
(for example, dividing words into syllables, when necessary (teacher monitors miscues to
using phonograms within multi-syllable words, identify strategies used and strategies to be
using word parts, using prefixes and affixes, and developed) (phase 2)
connecting words to known words)
Understand sound-symbol relationships and
recognize familiar sounds/symbols/words of
the language community (phase 3)

apply reliable phonetic strategies when
decoding print (phase 2)
Using word-solving strategies, background Use meaning, visual, contextual and memory
knowledge, graphics, text context, and readers cues, and cross-check cues against each other,
tools (glossaries, dictionaries) to solve words; when necessary (teacher monitors miscues to
including content-specific and technical words identify strategies used and strategies to be
developed) (phase 2)

apply reliable phonetic strategies when
decoding print (phase 2)
Derive the meaning of words that reflect

regional or historical dialects as well as words
from languages other than English
Understand multiple meanings of words
Understand words that represent abstract

concepts

Word Work
Read words with a full range of plurals,

including irregular plurals and plurals that
require spelling changes (marigold/marigolds,
volcano/volcanoes, louse/lice, loaf/loaves)
Use base words, prefixes and suffixes in the

process of deriving word meaning
Work flexibly with base words, making new

words by them
Read words that have multiple meanings,

homographs (look the same, sound different:
content, content), and homophones (sound the
same, look different: capitol, capital)
Notice and use word roots (Greek and Latin) to

take apart and understand words (class-;
classical, classify, classification)
Read words using a range of patterns, including

vowels with r, that appear in multi-syllable
words
Take apart long multi-syllable words with ease

(un-ex-cep-tion-able)
Read and determine the meaning of words that

are related to each other because they have
the same base or root word (partner, portable,
transport, import, export)
Notice and use frequently appearing vowel and

syllable patterns in multi-syllable words (-or- in
border, ordinary; -a- in bacon, station)

Monitoring and Correcting
Continue to monitor accuracy and Use meaning, visual, contextual and memory
understanding, self-correcting when errors cues, and cross-check cues against each other,
detract from meaning when necessary (teacher monitors miscues to
identify strategies used and strategies to be
developed) (phase 2)
Use a range of strategies to self-monitor and

self-correct, for example, meaning, context,
rereading, reading on, cross-checking one cue
source against another (phase 3)

Searching for and Using Information
Search for and use information in a wide range Read a wide range of texts confidently,
of graphics and integrate with information from independently and with understanding (phase
print (for example, pictures, captions, diagrams, 5)
illustrations with labels, maps, chart)
Use a full range of readers tools to search for Recognize and use the different parts of a book,
information (table of contents, glossary, for example, title page, contents, index (phase
headings and subheadings, call-outs, 3)
pronunciation guides, index, references)
Use reference books, dictionaries, and
computer and web-based applications with
increasing independence and responsibility
(phase 4)
Process long sentences (twenty or more words)

with embedded clauses (prepositional phrases,
introductory clauses, series of nouns, verbs, or
adverbs)
Process texts with a variety of complex layouts Realize that there is a difference between
and with some pages of dense print fiction and non-fiction and use books for
particular purposes, with teacher guidance
(phase 3)
Know how to skim and scan texts to decide

whether they will be useful, before attempting
to read in detail (phase 4)
Follow complex plots, including texts with Identify and explain the basic structure of a
literary devices (for example, flashbacks and story beginning, middle and end; may use
stories within stories) storyboards or comic strips to communicate
elements (phase 3)
Understand that stories have a plot; identify

the main idea; discuss and outline the sequence
of events leading to the final outcome (phase 4)
Identify and describe elements of a story plot,

setting, characters, theme and explain how
they contribute to its effectiveness (phase 5)
Form implicit questions and search for answers Show curiosity and ask questions about
while reading pictures or text (phase 1)
Read texts at an appropriate level,

independently, confidently and with good
understanding (phase 3)
Make predictions about a story, based on their

own knowledge and experience; revise or
confirm predictions as the story progresses
(phase 3)
Wonder about texts and ask questions to try to

understand what the author is saying to the
reader (phase 3)
Gain important information from longer texts Understand that stories have a plot; identify
with complex plots, multiple characters and the main idea; discuss and outline the sequence
episodes, long stretches of descriptive language of events leading to the final outcome (phase 4)
and dialogue, and no illustrations
Identify genre (including fantasy, biography,
science fiction, mystery, historical novel) and
explain elements and literary forms that are
associated with different genres (phase 5)

Search for and use information from texts (both Realize that there is a difference between
fiction and nonfiction) that have many new and fiction and non-fiction and use books for
unfamiliar concepts and ideas within a single particular purposes, with teacher guidance
chapter or section (dense concepts) (phase 3)
Know how to skim and scan texts to decide

whether they will be useful, before attempting
Compare and contrast the plots of two

different but similar novels, commenting on
effectiveness and impact (phase 5)
Notice details in illustrations that provide Read and understand familiar print from the
important information in comprehending a text immediate environment; for example, signs,
advertisements, logos, ICT iconography (phase
2)

Summarizing
Identify important ideas and information As part of the inquiry process, work
(longer texts with chapters and sometimes cooperatively with others to access, read,
multiple texts) and organize them in summary
form in order to remember and use them as interpret, and evaluate a range of source
background knowledge materials (phase 4)
Distinguish between fact and opinion, and

reach their own conclusions about what
represents valid information (phase 5)
Exercise selectivity in summarizing the Recognize the authors purpose, for example,
information in a text (most important to inform, entertain, persuade, instruct (phase
information or ideas and facts focused by the 4)
readers purpose)
Use a range of strategies to solve
comprehension problems and deepen their
understanding of a text (phase 5)
Participate in collaborative learning,

considering multiple perspectives and working
with peers to con-construct new understanding
(phase 5)
Construct summaries that are concise and Identify relevant, reliable and useful
reflect the important and overarching ideas and information and decide on appropriate ways to
information in texts use it (phase 4)
Locate, organize and synthesize information

from a variety of sources including the
library/media center, the internet, people in
the school, family, the immediate community
or the global community (phase 5)

Maintaining Fluency
Read dialogue with phrasing and expression

that reflects thinking
Demonstrate appropriate stress on words, Read a wide range of texts confidently,

pausing and phrasing intonation, and use of independently and with understanding (phase
punctuation while reading in a way that reflects 5)
understanding
Read texts at an appropriate level,
independently, confidently and with good
understanding (phase 3)

Adjusting
Change style and pace of reading to reflect Read a variety of books for pleasure, instruction
purpose and information; reflect regularly on reading
and set future goals. (phase 4)
Slow down and reread to solve words or think

about ideas and resume good rate of reading
Change purpose and aspects of processing to

reflect understanding of genre
Simultaneously follow illustrations and print in

an orchestrated way when reading graphic
texts
Thinking Beyond the Text

Predicting
Support predictions with evidence from the Make predictions about a story, based on their
text or from knowledge of genre own knowledge and experience; revise or
confirm predictions as the story progresses
(phase 3)
Use characteristics of genre as a source of

information to make predictions before and
during reading
Change predictions as new information is

gathered from a text
Make and continually revise a wide range of Discuss personality and behavior of storybook
predictions (what characters will do, what will characters, commenting on reasons why they
happen to solve the problem) based on might react in particular ways (phase 3)
personal experiences, content knowledge, and
knowledge of similar texts
Confirm or disconfirm predictions using the

illustrations in graphic texts

Making Connections
Bring background knowledge to the Make connections to their own experience

understanding of a text when listening to or reading text (phase 1)
Bring knowledge from personal experiences to Make connections to their own experience
the interpretation of characters and events, when listening to or reading text (phase 1)
particularly content and situations related to Make connections between personal

preadolescents or adolescents experience and storybook characters (phase 2)
Make connections between the text and other

texts that have been read or heard (particularly
texts with diverse settings) and demonstrate in
writing
Connect and compare texts within genres and

across genres
Use knowledge from one text to help in

understanding diverse cultures and settings
encountered in new texts
Connect characters across texts by Make connections between personal

circumstances, traits, or actions experience and storybook characters (phase 2)
Understand and respond to the ideas, feelings

and attitudes expressed in various texts,
showing empathy for characters (phase 4)
Specify the nature of connections (topic, Make connections to their own experience
content, type of story, writer) when listening to or reading text (phase 1)
Make connections between personal

experience and storybook characters (phase 2)
Build meaning across several texts (fiction and

nonfiction)

Synthesizing
Mentally form categories of related information Wonder about texts and ask questions to try to
and revise them as new information is acquired understand what the author is saying to the
across the text reader (phase 3)
As part of the inquiry process, work

cooperatively with others to access, read,
interpret, and evaluate a range of source
materials (phase 4)
Appreciate authors use of language and

interpret meaning beyond the literal (phase 5)

Integrate existing content knowledge with new Participate in collaborative learning

information from a text to consciously create experiences, acknowledging that people see
new understandings things differently and are entitled to express
their point of view (phase 3)
As part of the inquiry process, work

cooperatively with others to access, read,
interpret, and evaluate a range of source
materials (phase 4)
Express changes in ideas or perspective across

the reading (as events unfold) after reading a
text
Acquire new perspectives and content through Discuss their own experiences and relate them
reading both fiction and nonfiction texts about to fiction and non-fiction texts (phase 3)
diverse cultures, times, and places
Use situations focusing on the problems of

preadolescents to develop new perspectives on
readers own lives
Incorporate new knowledge to better Compare and contrast the plots of two
understand characters and plots from material different but similar novels, commenting on
previously read when reading chapters, effectiveness and impact (phase 5)
connected short stories, or sequels
Draw conclusions and find evidence to support Distinguish between fact and opinion, and
ideas reach their own conclusions about what
represents valid information (phase 5)

Inferring
In texts with multiple complex characters, infer Wonder about texts and ask questions to try to
traits, motivations, and changes through understand what the author is saying to the
examining how the writer describes them, what reader (phase 3)
they do, what they say and think, and what
other characters say about them Understand and respond to the ideas, feelings

Make inferences and be able to justify them

(phase 5)
Infer characters or subjects thinking processes Wonder about texts and ask questions to try to
and struggles at key decision points in their understand what the author is saying to the
lives in fiction or biography reader (phase 3)


(phase 5)
Infer the big ideas of themes of a text (some Wonder about texts and ask questions to try to
texts with mature themes and issues) and understand what the author is saying to the
discuss how they are applicable to peoples reader (phase 3)
lives today

(phase 5)
Infer the meaning of symbols (objects, events, Wonder about texts and ask questions to try to
motifs, characters) that the writer uses to understand what the author is saying to the
convey and enhance meaning reader (phase 3)

(phase 5)
Infer causes of problems or of outcomes in Wonder about texts and ask questions to try to
fiction and nonfiction texts understand what the author is saying to the
reader (phase 3)

(phase 5)
Identify significant events and how they are Wonder about texts and ask questions to try to
related to problem and solution understand what the author is saying to the
reader (phase 3)

(phase 5)
Infer characters traits and feelings, and plot Wonder about texts and ask questions to try to
from illustrations in graphic texts understand what the author is saying to the
reader (phase 3)


(phase 5)
Infer themes and ideas from illustrations in Wonder about texts and ask questions to try to
graphic texts understand what the author is saying to the
reader (phase 3)


(phase 5)
Thinking About the Text

Analyzing
Notice aspects of genres (realistic and historical Access information from a variety of texts both
fiction, fantasy, myths and legends, biography, in print and online, for example, newspapers,
autobiography, memoir, diaries, and hybrid magazines, journals, comics, graphic books, e-
texts) books, blogs, wikis (phase 4)

Appreciate structural and stylistic differences

between fiction and non-fiction; show
understanding of this distinction when
structuring their own writing (phase 5)
Read a variety of books for pleasure, instruction

and information; reflect regularly on reading
and set future goals (phase 4)
Recognize a range of different text types, for

example, letters, poetry, plays, stories, novels,
reports, articles (phase 3)
Identify the selection of genre in relation to Recognize the authors purpose, for example,
inferred writers purpose to inform, entertain, persuade, instruct (phase
4)


Understand when a writer has combined Appreciate that writers plan and structure their
underlying organizational structure stories to achieve particular effects; identify
(description, compare and contrast, temporal features that can be replicated when planning
sequence, problem and solution, cause and their own stories (phase 4)
effect)

Notice and discuss how the author or illustrator

has used illustrations and other graphics to
convey meaning or create mood
Notice and interpret figurative language and Understand that authors use words and literary
discuss how it adds to the meaning or devices to evoke mental images (phase 5)
enjoyment of a text
Recognize and understand figurative language,
for example, similes, metaphors, idioms (phase
5)
Notice descriptive language and discuss how it Understand that authors use words and literary
adds to enjoyment or understanding devices to evoke mental images (phase 5)
Notice how an author uses words in a

connotative way (to imply something beyond
the literal meaning)
Understand and talk about the role of setting in Identify and describe elements of a story plot,
realistic and historical fiction, and fantasy setting, characters, theme and explain how
Understand how the writer built interest and Identify genre (including fantasy, biography,
suspense across a story, providing examples science fiction, mystery, historical novel) and
Understand that authors use words and literary

devices to evoke mental images (phase 5)
Notice the structure of complex plots in fiction

and the organization of the text in nonfiction
and sometimes show in a graphic organizer or

diagram
Notice aspects of a writers craft across texts Appreciate that writers plan and structure their
(style, themes) stories to achieve particular effects; identify
features that can be replicated when planning
their own stories (phase 4)

Notice and understand the meaning of Understand that authors use words and literary
symbolism when used by a writer to create devices to evoke mental images (phase 5)
texts (including complex fantasy representing
good and evil)
Notice the writers choice of words that are not Understand that authors use words and literary
English and reflect on the reasons for these devices to evoke mental images (phase 5)
choices and how those words add to the
meaning of a text
Notice the way writers use regional dialect and

discuss how it adds to the authenticity of the
text or characters
Examine character traits in a complex way, Discuss personality and behavior of storybook
recognizing that they are multidimensional and characters, commenting on reasons why they
change over time might react in particular ways (phase 3)
Identify similarities across texts
Find the topic sentence or main idea of a

paragraph
Identify main ideas and supporting details Understand that stories have a plot; identify
Locate textually explicit information such as Identify and explain the basic structure of a
setting, plot, resolution, and character story beginning, middle and end; may use
development storyboards or comic strips to communicate
elements (phase 3)
Understand that stories have a plot; identify


Identify multiple points of view Participate in collaborative learning

experiences, acknowledging that people see
things differently and are entitled to express
their point of view (phase 3)
Derive authors implicitly stated purpose Recognize the authors purpose, for example,
to inform, entertain, persuade, instruct (phase
4)
Identify the mood of a piece of writing Understand that authors use words and literary
devices to evoke mental images (phase 5)
Notice how illustrations and text work together

in graphic texts
Notice aspects of the writer/illustrators style in

graphic texts
Thinking About the Text

Critiquing
Evaluate the text in terms of readers own Make connections between personal
experience as preadolescents experience and storybook characters (phase 2)
Critique a text as an example of a genre Identify genre (including fantasy, biography,

Assess the authors qualifications to write an

informational text
Evaluate the authors use of characterization Know how to skim and scan texts to decide
and plot (for example, believability or depth) whether they will be useful, before attempting
Evaluate aspects of a text that add to

enjoyment (for example, a humorous
character) or interest (plot or information)
Assess whether a text is authentic and

consistent with life experience or prior
knowledge, including how the text reflects the
lives of preadolescents or adolescents
Use other sources of information to check the As part of the inquiry process, work
authenticity of a text (fiction, historical fiction, cooperatively with others to access, read,
nonfiction) when questions arise interpret, and evaluate a range of source
materials (phase 4)
For historical fiction, evaluate the authenticity As part of the inquiry process, work
of the details of the setting and reporting of cooperatively with others to access, read,
events against knowledge from other sources interpret, and evaluate a range of source
materials (phase 4)
Discuss whether social issues and different

cultural groups are accurately represented in a
fiction or nonfiction text
Support choices with specific descriptions of

text features (plots, use of language, kinds of
characters, genres)
Evaluate the quality of illustrations and text in

graphic texts
Evaluate how the writer has used illustrations

and print to convey big ideas

Grade 5 Reading FP and Pyp Lss How The World Works

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Grade 5 Reading How The World Works

Level Range: S-Y (V being average)

Fountas and Pinnell Continuum Written Language Reading (PYP

Thinking Within the Text

Notice new and use words and intentionally

Understand sound-symbol relationships and

Understand sound-symbol relationships and

Derive the meaning of words that reflect

Understand multiple meanings of words

Understand words that represent abstract

Thinking Within the Text

Read words with a full range of plurals,

Use base words, prefixes and suffixes in the

Work flexibly with base words, making new

Read words that have multiple meanings,

Notice and use word roots (Greek and Latin) to

Read words using a range of patterns, including

Take apart long multi-syllable words with ease

Read and determine the meaning of words that

Notice and use frequently appearing vowel and

Thinking Within the Text

Use a range of strategies to self-monitor and

Thinking Within the Text

Process long sentences (twenty or more words)

Know how to skim and scan texts to decide

Understand that stories have a plot; identify

Identify and describe elements of a story plot,

Read texts at an appropriate level,

Make predictions about a story, based on their

Wonder about texts and ask questions to try to

Identify and describe elements of a story plot,

Know how to skim and scan texts to decide

Compare and contrast the plots of two

Thinking Within the Text

Distinguish between fact and opinion, and

Participate in collaborative learning,

Locate, organize and synthesize information

Thinking Within the Text

Read dialogue with phrasing and expression

Demonstrate appropriate stress on words, Read a wide range of texts confidently,

Thinking Within the Text

Slow down and reread to solve words or think

Change purpose and aspects of processing to

Simultaneously follow illustrations and print in

Thinking Beyond the Text

Use characteristics of genre as a source of

Change predictions as new information is

Confirm or disconfirm predictions using the

Thinking Beyond the Text

Bring background knowledge to the Make connections to their own experience

particularly content and situations related to Make connections between personal

Make connections between the text and other

Connect and compare texts within genres and

Use knowledge from one text to help in

Connect characters across texts by Make connections between personal

Understand and respond to the ideas, feelings

Make connections between personal

Build meaning across several texts (fiction and

Thinking Beyond the Text

As part of the inquiry process, work

Appreciate authors use of language and

Locate, organize and synthesize information

Integrate existing content knowledge with new Participate in collaborative learning