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Pitt County Schools 5th Grade ELA Power Standards

TF 3rd 9 Weeks: Learning Goals


S Reading: Literature Reading: Informational Text Language
PS RL5.2: Determine a theme of a RL5.6: Describe how a RI5.8: Explain how an author uses RI5.6: Analyze multiple L5.4: Determine and/or clarify the
meaning of unknown and multiple-
story, drama, or poem from narrator's or speaker's point reasons and evidence to support accounts of the same event or
meaning words and phrases based on
details in the text, including how of view influences how particular points in a text, topic, noting important grade 5 reading and content, choosing
characters in a story or drama events are described. identifying which reasons and similarities and differences in flexibly from a range of strategies:
respond to challenges or how the evidence support which point(s) the point of view they context clues, word parts, word
relationships, and reference materials.
speaker in a poem reflects upon represent.
a topic; summarize the text.
Will Know: Will Know: Will Know: Will Know: Will Know:
*That the theme of a story or drama is *Narrators or speakers in *An author uses reasons and *Multiple accounts of a *Words often have dual
a result of how the main character
responds to challenges and the a text use a POV in which evidence to support points. topic or event reflect meanings
outcome that is produced. they feel a certain way *Authors often give multiple different points of views or *Authors sometimes use
*That the theme of a poem is about a character, setting, points and are required to attitudes towards the event phrases figuratively to
determined by analyzing the author’s
feelings toward a topic (seashells,
or event. support each one. or topic. engage the reader.
tornado, dogs) or toward a universal *A narrator’s or speaker’s Will be Able to: *Words that allude to types
theme (poverty, heroism, compassion). point of view impacts how *Identify the points given of attitudes, biases, or POV. Will be Able to:
*The components of a summary of the reader perceives a within a paragraph and the Will be Able to: *Recognize that the
literature.
Will be Able to: character, setting, or text as a whole and the *Identify the same event meaning of a word or
(Story or Drama) event. support that follows. described from multiple phrase is unknown to the
*Retell the structure of the story Will be Able to: *Organize each point along a accounts. reader.
including conflict, resolution, and *Identify the tone and graphic organizer and provide *Paraphrase the event using *Determine which context
main events.
*Describe how the main characters
feeling in which the the textual support that the perspectives of the clues to use to help identify
in a story or drama respond to narrator or speaker corresponds with the points. authors. the meaning of the
challenges. describes a character, *Explain how each piece of *Compare all accounts using unknown word or phrase.
*Analyze the characters response to setting, or event. evidence and support relates a graphic organizer and *Explain the meaning of the
the challenge and determine or infer
*Describe how the POV to the point. identify the similarities and unknown word or phrase in
the theme.
(Poem) influences the way the *Determine and evaluate how differences. their own words and check
*Recognize the author’s approach to events are described. well the support or evidence *Compare the similarities to see if it makes sense in
the topic of the poem. *Evaluate the given validates the points. and differences between the context of the story or
*Describe the author’s feelings effectiveness of the the perspectives (attitudes, informational text.
toward the topic.
*Analyze the relationship between
narrator or speaker in feeling, biases, etc.) of the
universal themes in poetry and the influencing the reader. event.
author’s approach towards a theme.
(Both)
*Compose a summary of a story,
drama or poem that includes the
theme of the work.
Alan Becker (District Specialist for Elementary Education ELA)

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