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EXPLICIT INSTRUCTION IN ELEMENTARY READINGCOMMON READING BEHAVIORS CHECKLIST

IMPORTANT NOTES TO CONSIDER:

• This document is meant to serve as a general guide for what you can expect at each grade level in reading skills, and is based on based on Common Core standards, as well as Fountas and Pinnell’s reading levels.

• Each grade level builds upon the previous level. For example, a second grade student should be capable of the skills listed at the kindergarten and first grade level, as well as the second grade level.

• These behaviors represent end of year expectations, so there should be definite progress made towards them throughout the school year.

• Some of these skills can be taught via explicit instruction methods, but others will happen more naturally through whole group modeling and think-alouds.

© Model Teaching from Action Potential Learning, LLC 2018. All Rights Reserved.

© Model Teaching from Acton Potential Learning, LLC 2018. All Rights Reserved.

COMMON READING BEHAVIORS CHECKLIST

Kindergarten

Decoding and Oral Fluency:

o Reads left to right, top to bottom, matching spoken words to printed words o Recognizes and names all upper and lower case letters o Attends to beginning letter and final letters o Uses syllable knowledge to assist with word matching / segment syllables in spoken words o Uses letter/sound knowledge along with meaning and structure to solve words o Recognizes CVC patterns and is able to isolate and pronounce initial, medial vowel and final sounds o Add or substitute phonemes in simple, one-syllable words to make new words o Associate long and short sounds with common spellings for the five vowels o Recognizes 10-20 high frequency words (the, of, to, you, she, my, is, are, do, does, etc.) o Distinguish between similarly spelled words by identifying the sounds of the letters that differ o Processes text with simple dialogue and some pronouns o Notices and uses punctuation through appropriate pausing and intonation o Reads some phrases as word groups o Recognizes and produce rhyming words o Read with purpose and understanding

Within the Text:

o Self-monitors and corrects through prior knowledge, re-reading and cross-checking information o Asks and answers questions about key details and unknown words in a text o Rereads to search for information o Recalls and retells familiar stories, with key details o Talks about simple sequence of events o Identifies characters, settings, and major events in a story o Identifies the main topic and retells key details in informational text o Describes the relationship between illustrations and the story

Beyond the Text:

o Anticipates text based on language structure o Compares and contrasts the experiences of characters in familiar stories o Identifies basic similarities and differences between two informational texts on the same topic o Makes predictions based on pictures, beginning and middle of the story, and prior knowledge /

experiences, and then later on information gained through reading o Makes connections and talks about own experiences as related to the text o Talks about character feelings o Interprets ideas from pictures, points out connections between text and pictures o Shares opinions o Understands how ideas in the book are related to each other and how they are related to the title o Recognizes / applies attributes of recurring characters o Acquires and reports new information from the text and can show evidence of this new information


First grade


o Recognizes distinguishing features of a sentence (capitalization, ending punctuation) o Distinguishes long and short vowel sounds in single syllable words o Knows the spelling-sound correspondence for common consonant digraphs o Knows final –e and common vowel patters for long vowel sounds o Understands how to break a word into syllables and that every syllable must have a vowel sound o Recognizes most words quickly and easily o Recognizes 50-150 high frequency words within continuous text o Uses multiple strategies to decode words while focusing on meaning including:

o Using beginning and ending parts, onsets, rimes and consonant clusters o Breaking into syllables o Taking apart compound words o Making connections between letters, sounds, and spelling patterns o Removing endings from base words o Using sounds related to vowels and consonants o Uses letter clusters like blends and digraphs o Uses left to right letter/sound analysis

o Demonstrates awareness of the function of the full range of punctuation o Demonstrates phrased, fluent oral reading and reflects language syntax with phrasing and expression o Slows down while reading fluently to figure out new words and then resumes fluency o Self corrects close to the point of error using known words, re-reading or letter/sound relationships and

word parts o Connects words with similar meanings o Uses content and pictures to derive meaning of unfamiliar vocabulary o Realizes when more information is needed to understand text o Processes text with split dialogue and some pronouns o Reads independently and silently at an appropriate rate

Within the Text:

o Provides an oral summary of the text with appropriate details in correct sequence o Describes characters, settings, and major events in a story, using key details o Summarizes narratives with multiple events in a story o Reports important ideas in an organized way o Uses simple organizational features like title and headings and tools such as a table of contents to locate

information o Notices and uses graphics such as labels, captions, and diagrams o Searches for specific facts in informational texts o Processes text with split dialogue assigned to speakers o Understands problem and solution within a story

Beyond the Text:

o Identifies who is telling the story o Identifies words and phrases that suggest feelings or appeal to the senses o Makes and discusses connections about own experiences as related to the text


o Makes connections between texts and other texts read and can specify the nature of the connection (topic, writer, genre)

o Sees changes in characters over time and can cite reasons o Infers character feelings based on dialogue o Interprets and talks about character motivations and feelings, and the cause of their feelings o Shows empathy for characters and can infer their feelings / motivations o Hypothesizes how characters might have behaved differently o Shows evidence in print or pictures to support inferences o Identifies reasons an author gives to support ideas in a text o Understands that stories have a beginning, middle and end o Recognizes print layout features and how they convey meaning o Recognizes realistic fiction, fantasy, and informational texts by features o Predicts the solution to a problem, and searches for information to prove or disprove predictions o Infers causes of problems/outcomes in fiction and non-fiction o Uses text structure to predict the outcome of a narrative o Makes predictions about characters based on traits revealed by the writer o Incorporates new information into present understandings and can demonstrate this new learning o Agrees or disagrees with ideas in a text / Expresses changes in ideas after reading a text o Notices descriptive and figurative language and specific writing techniques and style o Recognizes author’s style after reading several books by the same author


Second grade


o Decodes words with common prefixes and suffixes o Recognizes and reads grade-level irregularly spelled words o Solves and understands content specific words using graphics and tools from the text o Understands longer descriptive words o Processes sentences over 15 words o Solves words with 2 or 3 syllables and longer descriptive words o Decodes two syllable words with long vowels o Begins to notice new and interesting words, records them and actively uses them in oral or written work o Reads grade level text orally with accuracy, appropriate rate and expression on repeated readings o Rereads when necessary, using context to confirm or self-correct

Within the Text:

o Asks and answers questions such as who, what, where, when why and how o Identifies main topic of a multi-paragraph text, as well as specific paragraphs o Describes connections between series of events, scientific concepts, or steps in a procedure when reading

informational texts o Notices and uses graphics such as labels, diagrams, maps, charts and captions to locate key facts or

important information efficiently o Uses chapter title to predict content o Identifies the main purpose of a text o Constantly checks on understanding or searches for information while reading o Retells stories, fables and folktales and determines their moral or central message o Acknowledges different points of view, and uses different voices for characters when reading aloud

Beyond the Text:

o Goes beyond the text in discussions and interpretations o Sustains problem solving and development of meaning through a longer text read over several days o Makes a wide range of predictions based on prior knowledge, content knowledge and knowledge of texts

and justifies predictions with evidence o Uses background knowledge to understand text before, during and after reading o Infers cause and effect by reading about characters and events o Demonstrates understanding of characters with evidence from the text o Demonstrates changing perspectives as events from the story unfold o Compares and contrasts important points from two texts on the same topic, or two versions of the same

story o Describes how words and phrases (alliteration, rhymes, repeated lines, etc.) supply rhythm and meaning in

a story, song or poem o Describes the overall structure of a story (introduction, conclusion, etc.)


Third grade


o Understands connotative meaning of words o Identifies and knows the meaning of most common prefixes and derivational suffixes o Decodes words with common Latin suffixes o Decodes multi-syllable words o Reads grade-level irregularly spelled words o Solves difficult words using background knowledge, word parts, endings, prefixes o Processes texts that have many lines of print on the page and long sentences with a series of nouns, verbs

and adjectives o Reads with purpose and understanding o Reads prose and poetry orally with accuracy, appropriate rate and expression on repeated readings

Within the Text:

o Forms implicit questions and searches for answers explicitly in the text while reading o Determines main idea and explains how key details support the main idea o Uses language that pertains to time, sequent and cause/effect when describing relationships between

events, concepts, or steps in a procedure o Determines the meaning of academic and domain-specific words o Searches for information using text features and search tools such as illustrations, table of contents,

index, glossary, headings, hyperlinks, sidebars, etc.) o Notices combined genres in hybrid texts o Summarizes longer narrative texts with multiple episodes either orally or in writing o Retells stories from diverse cultures, determines the central message and explains how it is conveyed

through key details o Describes characters in a story and how their actions contribute to the story o Distinguishes literal and nonliteral language o Refers to parts of a story (chapter, scene, stanza, etc.) when writing or speaking about a story, is able to

describe how each part builds on earlier sections

Beyond the Text:

o Makes connections between real life experiences and people who live in diverse cultures o Interprets characters and events that are not in the readers experiences o Mentally forms categories of related information and revises when new information is read o Expresses changes in ideas or opinions and can justify their ideas o Distinguishes their point of view from the author, narrator or characters in the story o Compares and contrasts important points and key details from two texts on the same topic o Compares and contrasts themes, settings, and plot of stories by the same author about same or similar

characters o Explains how illustrations contribute to the story’s mood or emphasizes aspects of a character or setting


Fourth grade


o Identifies words with multiple meanings and discusses deeper meanings of words o Solves words with more than 3 syllables o Solves difficult and technical words using background knowledge and graphics in the text o Continues to monitor accuracy and understanding, self-correcting when errors detract from meaning

Within the Text:

o Follows and remembers events and the problem in the story over a longer text to understand the ending o Determine the main idea and explain how it is supported by key details o Determine the theme of a text o Summarize a text o Explain events, procedures, ideas or concepts from historical, scientific or technical texts o Describe characters, settings, or events based on specific details in the text

Beyond the Text:

o Make inferences from a text, referring to specific details and examples o Uses knowledge from one text to help understand reading in new texts o Compare and contrast firsthand and secondhand accounts of the same event o Describe the overall structure of a text (chronology, comparison, cause/effect, problem/solution) o Interpret information presented visually, orally, or quantitatively and explain how the information

contributes to understanding of the text o Make connections between a test and a visual or oral representation of the text o Incorporates new knowledge when reading chapters or short stories o Demonstrates understanding of multiple characters and complex plots using evidence from the text o Speculates on alternative meanings that the text might have o Write or speak about a subject based on integrated information from two texts o Explain differences between poems, drama, and prose o Compare and contrast points of view, including first and third person o Compare and contrast similar themes and topics in stories from different cultures


Fifth grade


o Solves multi-syllable words using vowel patterns, phonogram patterns, prefixes and suffixes o Uses context clues to determine the meaning of words o Derives the meaning of words that reflect regional or historical dialects as well as words other than

English o Uses readers’ tool such as glossaries, dictionaries and pronunciation guides to solve difficult words o Identifies words with multiple meanings and selects the correct meaning, also understands figurative

meaning of words o Changes style and pace of reading to reflect purpose o Adjusts reading to process texts with difficult and complex layouts o Reads dialogue with phrasing, intonation, use of punctuation and expression that reflects understanding

of character and events o Processes long sentences of over 20 words, with embedded clauses and nouns, verbs and adjectives

Within the Text:

o Searches for information in graphics such as diagrams, charts, maps and captions o Processes a wide range of complex dialogue and/or dense print o Remembers the details of complex plots with many episodes or chapters o Identifies important ideas in a text and reports them in an organized way, orally or in writing o Selectively summarizes the most important information in a text depending on the reading purpose o Constructs summaries that are concise and reflective of the important overarching ideas in the text o Uses important ideas as background knowledge in reading or for further discussion, orally or in writing o Quote accurately from a text

Beyond the Text:

o Uses knowledge of similar texts to make a wide range of predictions o Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text o Determine the meaning of figurative language such as metaphors and similes o Makes connections between real life and other diverse cultures, times and places o Infers the big ideas or themes of a text o Compare and contrast the overall structure of information in two or more texts o Compare and contrast two or more characters, settings, or events in a story, using specific details o Analyze multiple accounts of the same event, noting similarities and differences in points of view o Speculates on alternate meanings and the meaning of symbols in a text o Understands the role of setting in realistic, historical fiction, and fantasy o Notices aspects of the writer’s craft, including how the writer builds suspense across as story o Describe how a narrator’s point of view influences the description of events o Connects and compares texts with genres and across genres o Identifies the selection of genre in relation to the inferred writer’s purpose o Locate the answer to a question quickly by drawing on information from multiple print or digital sources o Write or speak about a subject based on integrated information from several texts


Tested MasteredNeeds

Attention

- +

Instructions:

I. Print this document for each student. In the column next to each reading behavior, record the dates you will test a given set of behaviors over time.

II. Then, on the testing date, place a “-” next to each reading behavior you plan to test that day.

III. If a student demonstrates sufficient mastery of the behavior, place a vertical line through the dash to produce a “+”. If a student does not demonstrate mastery of the behavior, circle the dash to produce a “ ”. If you were not able to test that day, it will remain a “-” letting you know this needs to still be tested.

Use this form as a quick guide to track reading behaviors in your students to help better guide your instruction.

EXAMPLE:

2/3/2018 3/3/2018 4/6/2018 4/25/2018

Reading Behavior 1

- +

Reading Behavior 2 + +

STUDENT: Jane Smith



STUDENT:


BehaviorDate 1 Date 2 Date 3 Date 4 Date 5

Reads left to right, top to bottom, matching spoken words to printed words

Recognizes and names all upper and lower case letters

Attends to beginning letter and final letters

Uses syllable knowledge to assist with word matching / segment syllables in spoken words

Uses letter/sound knowledge along with meaning and structure to solve words

Recognizes CVC patterns and is able to isolate and pronounce initial, medial vowel and final sounds

Add or substitute phonemes in simple, one-syllable words to make new words

Associate long and short sounds with common spellings for the five vowels

Recognizes 10-20 high frequency words (the, of, to, you, she, my, is, are, do, does, etc.)

Distinguish between similarly spelled words by identifying the sounds of the letters that differ

Processes text with simple dialogue and some pronouns

Notices and uses punctuation through appropriate pausing and intonation

Reads some phrases as word groups

Recognizes and produce rhyming words

Read with purpose and understanding

Kindergarten– Decoding & Oral Fluency


Self-monitors and corrects through prior knowledge, re-reading and cross-checking information

Asks and answers questions about key details and unknown words in a text

Rereads to search for information

Recalls and retells familiar stories, with key details

Talks about simple sequence of events

Identifies characters, settings, and major events in a story

Identifies the main topic and retells key details in informational text

Describes the relationship between illustrations and the story

Kindergarten– Within the Text




Anticipates text based on language structure

Compares and contrasts the experiences of characters in familiar stories

Identifies basic similarities and differences between two informational texts on the same topic

Makes predictions based on pictures, beginning and middle of the story, and prior knowledge / experiences, and then later on information gained through reading

Makes connections and talks about own experiences as related to the text

Talks about character feelings

Interprets ideas from pictures, points out connections between text and picturesShares opinions

Understands how ideas in the book are related to each other and how they are related to the title

Recognizes / applies attributes of recurring characters

Acquires and reports new information from the text and can show evidence of this new information

Kindergarten– Beyond the Text


STUDENT:



Recognizes distinguishing features of a sentence (capitalization, ending punctuation)

Distinguishes long and short vowel sounds in single syllable words

Knows the spelling-sound correspondence for common consonant digraphs

Knows final –e and common vowel patters for long vowel sounds

Understands how to break a word into syllables and that every syllable must have a vowel sound

Recognizes most words quickly and easily

Recognizes 50-150 high frequency words within continuous text

Uses multiple strategies to decode words while focusing on meaning including:

• Using beginning and ending parts, onsets, rimes and consonant clusters

• Breaking into syllables

• Taking apart compound words

• Making connections between letters, sounds, and spelling patterns

• Removing endings from base words

• Using sounds related to vowels and consonants

• Uses letter clusters like blends and digraphs

• Uses left to right letter/sound analysis

Demonstrates awareness of the function of the full range of punctuation

Demonstrates phrased, fluent oral reading and reflects language syntax with phrasing and expression

Slows down while reading fluently to figure out new words and then resumes fluency

Self corrects close to the point of error using known words, re-reading or letter/sound relationships and word parts

Connects words with similar meanings

Uses content and pictures to derive meaning of unfamiliar vocabulary

Realizes when more information is needed to understand text

Processes text with split dialogue and some pronouns

Reads independently and silently at an appropriate rate

First Grade – Decoding & Oral Fluency




Provides an oral summary of the text with appropriate details in correct sequence

Describes characters, settings, and major events in a story, using key details

Summarizes narratives with multiple events in a story

Reports important ideas in an organized way

Uses simple organizational features like title and headings and tools such as a table of contents to locate information

Notices and uses graphics such as labels, captions, and diagrams

Searches for specific facts in informational texts

Processes text with split dialogue assigned to speakers

Understands problem and solution within a story

First Grade – Within the Text


Identifies who is telling the story

Identifies words and phrases that suggest feelings or appeal to the senses

Makes and discusses connections about own experiences as related to the text

Makes and discusses connections about own experiences as related to the text

Infers character feelings based on dialogue

Interprets and talks about character motivations and feelings, and the cause of their feelings

Shows empathy for characters and can infer their feelings / motivations

Hypothesizes how characters might have behaved differently

Shows evidence in print or pictures to support inferences

Identifies reasons an author gives to support ideas in a text

Understands that stories have a beginning, middle and end

Recognizes print layout features and how they convey meaning

Recognizes realistic fiction, fantasy, and informational texts by features

Predicts the solution to a problem, and searches for information to prove or disprove predictions

Infers causes of problems/outcomes in fiction and non-fiction

Uses text structure to predict the outcome of a narrative

Makes predictions about characters based on traits revealed by the writer

Incorporates new information into present understandings and can demonstrate this new learning

Agrees or disagrees with ideas in a text / Expresses changes in ideas after reading a text

Notices descriptive and figurative language and specific writing techniques and style

Recognizes author’s style after reading several books by the same author

First Grade – Beyond the Text


STUDENT:



Decodes words with common prefixes and suffixes

Recognizes and reads grade-level irregularly spelled words

Solves and understands content specific words using graphics and tools from the text

Understands longer descriptive words

Processes sentences over 15 words

Solves words with 2 or 3 syllables and longer descriptive words

Decodes two syllable words with long vowels

Begins to notice new and interesting words, records them and actively uses them in oral or written work

Reads grade level text orally with accuracy, appropriate rate and expression on repeated readings

Rereads when necessary, using context to confirm or self-correct

Second Grade – Decoding & Oral Fluency


Asks and answers questions such as who, what, where, when why and how

Identifies main topic of a multi-paragraph text, as well as specific paragraphs

Describes connections between series of events, scientific concepts, or steps in a procedure when reading informational texts

Notices and uses graphics such as labels, diagrams, maps, charts and captions to locate key facts or important information efficiently

Uses chapter title to predict content

Identifies the main purpose of a text

Constantly checks on understanding or searches for information while reading

Retells stories, fables and folktales and determines their moral or central message

Acknowledges different points of view, and uses different voices for characters when reading aloud

Second Grade – Within the Text



Behavior

Date 1 Date 2 Date 3 Date 4 Date 5

Goes beyond the text in discussions and interpretations

Sustains problem solving and development of meaning through a longer text read over several days

Makes a wide range of predictions based on prior knowledge, content knowledge and knowledge of texts and justifies predictions with evidence

Uses background knowledge to understand text before, during and after reading

Infers cause and effect by reading about characters and events

Demonstrates understanding of characters with evidence from the text

Demonstrates changing perspectives as events from the story unfold

Compares and contrasts important points from two texts on the same topic, or two versions of the same story

Describes how words and phrases (alliteration, rhymes, repeated lines, etc.) supply rhythm and meaning in a story, song or poem

Describes the overall structure of a story (introduction, conclusion, etc.)

Second Grade – Beyond the Text


STUDENT:



Understands connotative meaning of words

Identifies and knows the meaning of most common prefixes and derivational suffixes

Decodes words with common Latin suffixes

Decodes multi-syllable words

Reads grade-level irregularly spelled words

Solves difficult words using background knowledge, word parts, endings, prefixes

Processes texts that have many lines of print on the page and long sentences with a series of nouns, verbs and adjectives

Reads with purpose and understanding

Reads prose and poetry orally with accuracy, appropriate rate and expression on repeated readings

Third Grade – Decoding & Oral Fluency


Forms implicit questions and searches for answers explicitly in the text while reading

Determines main idea and explains how key details support the main idea

Uses language that pertains to time, sequent and cause/effect when describing relationships between events, concepts, or steps in a procedure

Determines the meaning of academic and domain-specific words

Searches for information using text features and search tools such as illustrations, table of contents, index, glossary, headings, hyperlinks, sidebars, etc.)

Notices combined genres in hybrid texts

Summarizes longer narrative texts with multiple episodes either orally or in writing

Retells stories from diverse cultures, determines the central message and explains how it is conveyed through key details

Describes characters in a story and how their actions contribute to the story

Distinguishes literal and nonliteral language

Refers to parts of a story (chapter, scene, stanza, etc.) when writing or speaking about a story, is able to describe how each part builds on earlier sections

Third Grade – Within the Text



Behavior


Makes connections between real life experiences and people who live in diverse cultures

Interprets characters and events that are not in the readers experiences

Mentally forms categories of related information and revises when new information is read

Expresses changes in ideas or opinions and can justify their ideas

Distinguishes their point of view from the author, narrator or characters in the story

Compares and contrasts important points and key details from two texts on the same topic

Compares and contrasts themes, settings, and plot of stories by the same author about same or similar characters

Explains how illustrations contribute to the story’s mood or emphasizes aspects of a character or setting

Third Grade – Beyond the Text


STUDENT:


Behavior


Identifies words with multiple meanings and discusses deeper meanings of words

Solves words with more than 3 syllables

Solves difficult and technical words using background knowledge and graphics in the text

Continues to monitor accuracy and understanding, self-correcting when errors detract from meaning

Fourth Grade – Decoding & Oral Fluency

Behavior


Follows and remembers events and the problem in the story over a longer text to understand the ending

Determine the main idea and explain how it is supported by key details

Determine the theme of a text

Summarize a text

Explain events, procedures, ideas or concepts from historical, scientific or technical texts

Describe characters, settings, or events based on specific details in the text

Fourth Grade – Within the Text



Behavior


Make inferences from a text, referring to specific details and examples

Uses knowledge from one text to help understand reading in new texts

Compare and contrast firsthand and secondhand accounts of the same event

Describe the overall structure of a text (chronology, comparison, cause/effect, problem/solution)

Interpret information presented visually, orally, or quantitatively and explain how the information contributes to understanding of the text

Make connections between a test and a visual or oral representation of the text

Incorporates new knowledge when reading chapters or short stories

Demonstrates understanding of multiple characters and complex plots using evidence from the text

Speculates on alternative meanings that the text might have

Write or speak about a subject based on integrated information from two texts

Explain differences between poems, drama, and prose

Compare and contrast points of view, including first and third person

Compare and contrast similar themes and topics in stories from different cultures

Fourth Grade – Beyond the Text


STUDENT:



Solves multi-syllable words using vowel patterns, phonogram patterns, prefixes and suffixes

Uses context clues to determine the meaning of words

Derives the meaning of words that reflect regional or historical dialects as well as words other than English

Uses readers’ tool such as glossaries, dictionaries and pronunciation guides to solve difficult words

Identifies words with multiple meanings and selects the correct meaning, also understands figurative meaning of words

Changes style and pace of reading to reflect purpose

Adjusts reading to process texts with difficult and complex layouts

Reads dialogue with phrasing, intonation, use of punctuation and expression that reflects understanding of character and events

Processes long sentences of over 20 words, with embedded clauses and nouns, verbs and adjectives

Fifth Grade – Decoding & Oral Fluency


Searches for information in graphics such as diagrams, charts, maps and captions

Processes a wide range of complex dialogue and/or dense print

Remembers the details of complex plots with many episodes or chapters

Identifies important ideas in a text and reports them in an organized way, orally or in writing

Selectively summarizes the most important information in a text depending on the reading purpose

Constructs summaries that are concise and reflective of the important overarching ideas in the text

Uses important ideas as background knowledge in reading or for further discussion, orally or in writing

Quote accurately from a text

Fifth Grade – Within the Text



Behavior


Uses knowledge of similar texts to make a wide range of predictions

Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text

Determine the meaning of figurative language such as metaphors and similes

Makes connections between real life and other diverse cultures, times and places

Infers the big ideas or themes of a text

Compare and contrast the overall structure of information in two or more texts

Compare and contrast two or more characters, settings, or events in a story, using specific details

Analyze multiple accounts of the same event, noting similarities and differences in points of view

Speculates on alternate meanings and the meaning of symbols in a text

Understands the role of setting in realistic, historical fiction, and fantasy

Notices aspects of the writer’s craft, including how the writer builds suspense across as story

Describe how a narrator’s point of view influences the description of events

Connects and compares texts with genres and across genres

Identifies the selection of genre in relation to the inferred writer’s purpose

Locate the answer to a question quickly by drawing on information from multiple print or digital sources

Write or speak about a subject based on integrated information from several texts

Fifth Grade – Beyond the Text

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