Grade 5

Other Oregon School Library sets

• Grades K-1
• Grade 2
• Grade 3
• Grade 4
• Grade 6
• Grade 7
• Grade 8
• Grades 9-10
• Grades 11-12
• Level 13
• Level 14

With prompting, guidance, and support, select and read from a variety of genres and formats and identify their characteristicsLIB 2.1.A.5

With prompting, guidance, and support, identify and reflect upon how personal experiences and perspectives are reflected in universal theme(s), and exemplify the human experienceLIB 2.1.B.5

With prompting, guidance, and support, expand and cultivate reading selections to explore personal interests, to make decisions, and solve problemsLIB 2.1.C.5

With prompting, guidance, and support, select and read a wide range of texts, identifying similarities and differences among texts, between text to self, and between text to worldLIB 2.1.D.5

With prompting, guidance and support, read a wide variety of texts to identify features of author’s craft and use of literary devicesLIB 2.1.E.5

With prompting, guidance, and support, read a variety of fiction and nonfiction to identify diverse perspectives, cultural influences, and global issues, and explore how they impact personal perspectivesLIB 2.1.F.5

Interact with a variety of sources to build background knowledgeLIB 2.2.A.5

With prompting, guidance, and support, identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaningLIB 2.2.B.5

With prompting, guidance, and support, evaluate evidence used when drawing conclusions and forming opinionsLIB 2.2.C.5

With prompting, guidance, and support, demonstrate an understanding that reading broadly deepens knowledge of history and current events, and informs personal decisionsLIB 2.2.D.5

With support, interact with a variety of texts to determine author's purposeLIB 2.2.E.5

With prompting, guidance and support, use a wide variety of text features, characteristic to, or specific of, different content areas, to increase reading comprehensionLIB 2.3.A.5

Participate in reading and learning communities by sharing ideas, asking and answering questions, listening to others, and understanding that learning communities are guided by rules and protocolsLIB 2.3.B.5

With support, identify genres and formats within fiction and nonfiction materials, and make a selectionLIB 2.3.C.5

With prompting, guidance, and support, read or listen to text and use strategies and patterns of thinking to make personal connections to self, to others, and to the worldLIB 2.3.D.5

With prompting, guidance and support, recognize and begin to identify and strengthen habits and techniques that build personal reading resiliency, perserverance, and staminaLIB 2.3.E.5

With prompting, guidance, and support, consider audience and environment, and identify purpose of communication, presentation style and how it may be perceived when communicating with othersLIB 3.1.A.5

With prompting, guidance, and support, practice safe and ethical communication, and demonstrate an understanding of digital citizenship and the responsibility of online behaviorsLIB 3.1.B.5

With guidance and support, identify biased information, and demonstrate an understanding of the importance of sharing objective and accurate informationLIB 3.1.C.5

Use a variety of teacher-selected authoritative sources to answer a question or explore a topicLIB 3.2.A.5

With prompting, guidance, and support, identify components of citations for a variety of formats, and use a citation generator to create a bibliographyLIB 3.2.B.5

With prompting, guidance, and support, define intellectual property and plagiarism, and use strategies to avoid presenting another's work/ideas as one's ownLIB 3.2.C.5

With prompting, guidance, and support, demonstrate an understanding that intellectual property refers to ownership of a creation or idea, that creators have rights to protect their work, and copyright laws exist to protect those rights and define parameters for which the work may be usedLIB 3.2.D.5

With prompting, guidance, and support, collaborate within social and intellectual communities, online and face-to-face, and demonstrate an understanding of their similarities and differencesLIB 3.3.A.5

With prompting, guidance, and support, demonstrate an understanding that the principle of intellectual freedom is a protected right and is governed by policies which uphold the rights of othersLIB 3.3.B.5

With prompting, guidance, and support, develop dispositions of a responsible citizen, and use policies and practices that govern the use of materials and resourcesLIB 3.3.C.5