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Welcome to
the Grade 5 English Language Arts
Home Page!
CORE Performance
Indicators
Core
Performance Indicators are descriptions of
student achievement: what students should know and be able to do
in PreK-Grade 12 as a result of skilled instruction. Core
performance indicators are common to all
four ELA standards and are specific to
grouped grade levels according to the
following configuration:
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PreK K1 |
234 |
56 |
78 |
9101112 |
Throughout fifth and
sixth grades, students are developing the
following core performance indicators in the
skills of reading, writing, listening, and
speaking.
Reading
Identify purpose of
reading
Adjust reading rate
according to purpose for reading
Use word recognition and
context clues to read fluently
Determine the meaning of
unfamiliar words by using context clues, a
dictionary, or a glossary
Identify signal words,
such as finally or in addition, that provide
clues to organizational formats such as time
order
Use knowledge of
punctuation to assist in comprehension
Apply corrective
strategies (e.g., rereading and discussion
with teachers, peers, or
parents/caregivers) to assist
in comprehension
Read aloud, using
inflection and intonation appropriate to
text read and to audience
Maintain a personal
reading list to reflect reading goals and
accomplishments
Writing
Understand the purpose
for writing; the purpose may be to explain,
describe, narrate, persuade, or express
feelings
Determine the intended
audience before writing
Use tone and language
appropriate for audience and purpose
Use prewriting activities
(e.g., brainstorming, note taking,
freewriting, outlining, and paragraphing)
Use the writing process
(e.g., prewriting, drafting, revising,
proofreading, and editing)
Use teacher conferences
and peer review to revise written work
Observe the rules of
punctuation, capitalization, and spelling,
such as
- punctuation of compound
sentences, friendly/business letters, simple
dialogue, and exact words from sources
(quotations); use italics/underlining for
titles
- capitalization of proper
nouns such as key words in literary and/or
book titles, languages, and historical
events
- spelling of commonly
misspelled words, homonyms, and content-area
vocabulary
Use correct grammatical
construction in
- parts of speech such as
nouns; adjectives and adverbs
(comparative/superlative); pronouns
(indefinite/nominative/objective);
conjunctions (coordinating/subordinating);
prepositions and prepositional phrases; and
interjections
- simple/compound/complex
sentences, using, correct subject-verb
agreement, verb tense, punctuation, and
pronouns with clear antecedents
Use signal/transitional
words (e.g., in addition, for example,
finally, as a result, similarly, and on the
other hand) to provide clues to
organizational format
Use
dictionaries, thesauruses, and style manuals
Use word processing
skills
Listening
Listen respectfully and
responsively
Identify own purpose for
listening
Recognize
content-specific vocabulary or terminology
Listen for unfamiliar
words and learn their meaning
Speaking
Respond respectfully
Initiate communication
with peers, teachers, and others in the
school community
Use language and grammar
appropriate to purpose for speaking
Use facial expressions
and gestures that enhance communication
Establish eye contact
during presentations and group discussions
Use audible voice and
pacing appropriate to content and audience
Use visual aids to
support the presentation
These core performance
indicators are reflected in grade-specific
performance indicators and literacy
competencies. To view them and lessons
aligned to them click on links below or on
quick links above.
• Grade 5 Reading • Grade 5 Writing • Grade 5 Listening • Grade 5 Speaking •
©2005 NYS Teacher Centers and
the New York Institute of Technology.
All rights reserved.
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