READING: Comprehension, Expository Texts

ELA Standards Grade 5

READING: Comprehension, Expository

2.1: Understand how format, graphics, charts, maps, etc. make information accessible. 2.2: Analyze text organized in sequential or chronological order. 2.3: Discern main ideas and supporting evidence. 2.4: Draw inferences and conclusions about text. 2.5: Distinguish facts, support inferences and opinions in texts.

ELD Standards Grade 5 – Beginning Level

READING: Comprehension, Expository

(2.1) Point out text features such as title, table of contents, and chapter headings. (2.2) Identify the basic sequence of events in stories read to them, using key words or pictures. (2.3) Orally identify relationship between simple text read to them and their own experience using key words and/or phrases. (2.4) Respond orally to stories read to them by answering questions, using one- or two-word responses (e.g., “brown bear”). (2.5) Respond orally to expository text read to them, signaling whether events are true/false.

Grade 5 – Early Intermediate Level

READING: Comprehension, Expository

(2.1) Read and identify basic text features such as title, table of contents, and chapter headings. (2.2) Orally identify the basic sequence of written text using simple sentences. (2.3) Read and orally identify relationships between written text and their own experience using simple sentences. (2.4) Read and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”). RECOMMENDED: Use expository passages to gather information about a subject. (2.5) Orally identify examples of fact/opinion in familiar texts read to them.

Grade 5 – Intermediate Level

READING: Comprehension, Expository

(2.1) Read and identify text features such as title, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts. (2.2) RECOMMENDED: Use graphic organizers to compare and contrast information about content area subjects. (2.3) Read and use more detailed sentences to orally describe relationships between text and their own experiences. RECOMMENDED: Locate topic sentences in content area text and state main idea of simple paragraph. (2.4) Use detailed sentences to orally respond to comprehension questions about written text (e.g., The brown bear lives with his family in the forest.”). RECOMMENDED: Use expository passages to locate, then graphically represent similarities about a subject. (2.5) Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts read to them.

Grade 5 – Early Advanced Level

READING: Comprehension, Expository

(2.1) Locate and identify the function of text features such as format, diagrams, charts, glossaries, and indexes. (2.2) Identify some significant structural (organizational) patterns in text, such as sequence/chronological order, and cause/effect. (2.3) Describe relationships between text and their experience. Use resources in text (such as ideas, illustrations, titles, etc.) to draw conclusions and make inferences. (2.4) RECOMMENDED: Use expository passages to locate, then graphically represent similarities and differences about a subject. (2.5) Distinguish between explicit examples of facts, opinions, inference, and cause/effect in texts.

Grade 5 – Advanced Level

READING: Comprehension, Expository

(2.1) Use text features such as format, diagrams, charts, glossaries, indexes, etc, to locate and draw information from text. (2.2) Identify significant structural (organizational) patterns in text, such as compare/contrast, cause/effect, and sequence/chronological order. (2.3) Use resources in text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations. (2.4) RECOMMENDED: Make an oral or written presentation after creating a graphic representation comparing and contrasting information about a subject. (2.5) Distinguish between fact/opinion, inference, and cause/effect in text. RECOMMENDED: Use expository text for examples.