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NECAP Grade Level Expectations (GLEs) for Reading Grade 5
GLE Clusters: Word Identification Skills and Strategies | Vocabulary Strategies and Breadth of Vocabulary | Initial Understanding of Literary Text | Analysis and Interpretation of Literary Texts/Citing Evidence | Initial Understanding of Informational Text | Analysis and Interpretation of Informational Texts/Citing Evidence
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| R-5-1: Applies word identification/ decoding strategies. | This strand is not assessed on the state assessment; it is part of local assessment. | |
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Web-based Reading GLEsGrade 5 Clusters: |
R-5-2: Students identify the meaning of unfamiliar vocabulary by… | ||
| R-5-2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) | |||
| R-5-3: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by … | |||
| R-5-3.1 Identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning EXAMPLE (of shades of meaning): tired, exhausted |
Passage-Related Reading Items for Literary Text: "Why Raven's Beak is Curved," Items #1 and #2 |
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| R-5-3.2 Selecting appropriate words or explaining the use of words in context, including, content specific vocabulary, words with multiple meanings, or precise vocabulary EXAMPLE (multiple meanings): Students explain the intended meanings of words found in text - Based on the way "spring" is used in this passage, would having a "spring" be necessary for survival? Explain how you know. |
Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Item #1 |
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Web-based Reading GLEsGrade 5 Clusters: |
R-5-4: Demonstrate initial understanding of elements of literary texts by… | ||
| R-5-4.1 Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time | Passage-Related Reading Items for Literary Text: "Why Raven's Beak is Curved," Item #3 and #4 | ||
| R-5-4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text | Passage-Related Reading Items for Literary Text: "Why Raven's Beak is Curved," Item #5 | ||
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Web-based Reading GLEsGrade 5 Clusters: |
R-5-5: Analyze and interpret elements of literary texts, citing evidence where appropriate by… | ||
| R-5-5.1 Making logical predictions EXAMPLE: Which event is most likely to happen next? |
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| R-5-5.2 Describing characters' physical characteristics, personality traits, or interactions; or providing examples of thoughts, words, or actions that reveal characters' personality traits or their changes over time | Passage-Related Reading Items for Literary Text: "Why Raven's Beak is Curved," Item #6, #7, and #8 | ||
| R-5-5.3 Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development) | |||
| R-5-5.4 Identifying the narrator | Passage-Related Reading Items for Literary Text: "Why Raven's Beak is Curved," Item # 9 | ||
| R-5-5.5 Identifying author's message or theme (implied or stated, as in a fable) | Passage-Related Reading Items for Literary Text: "Why Raven's Beak is Curved," Item # 10 | ||
| R-5-6: Analyze and interpret author's craft, citing evidence where appropriate by… | |||
| R-5-6.1 Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works | Passage-Related Reading Items for Literary Text: "Why Raven's Beak is Curved," Item # 11 Passage-Related Reading Items for Literary Text: "The Best Summer Night Is..." Items #1 and #2 |
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Web-based Reading GLEsGrade 5 Clusters: |
R-5-7: Demonstrate initial understanding of informational texts (expository and practical texts) by… | ||
| R-5-7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) | Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Items #2 and #3 | ||
| R-5-7.2 Using information from the text to answer questions related to main/central ideas or key details | Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Items #4 and #5 | ||
| R-5-7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) | Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Item #6 and #7 | ||
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Web-based Reading GLEsGrade 5 Clusters: |
R-5-8: Analyze and interpret informational text, citing evidence as appropriate by… | ||
| R-5-8.1 Connecting information within a text or across texts | Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Item #8 | ||
| R-5-8.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) | |||
| R-5-8.3 Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant | Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Item #9 | ||
| R-5-8.4 Distinguishing fact from opinion | Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Item #10 | ||
| R-5-8.5 Making inferences about causes or effects | Passage-Related Reading Items for Literary Text: "A Whale of a Tale," Item #11 | ||