5th grade
reading fundamentals
Standards
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Essential Questions
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CC.5.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.
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How does knowledge of phonics and word structure help students develop strategies for reading multisyllabic words?
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CC.5.R.F.3.a Phonics and Word Recognition: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
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How does knowledge of phonics and word structure help students develop strategies for reading multisyllabic words?
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CC.5.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.
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How does reading on-level text with purpose and understanding support reading development?
How does fluent reading of prose and poetry impact a reader's comprehension? How does students' ability to monitor and self-correct increase comprehension? |
CC.5.R.F.4.a Fluency: Read grade-level text with purpose and understanding.
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How does reading on-level text with purpose and understanding support reading development?
How does fluent reading of prose and poetry impact a reader's comprehension? How does students' ability to monitor and self-correct increase comprehension? |
CC.5.R.F.4.b Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
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How does reading on-level text with purpose and understanding support reading development?
How does fluent reading of prose and poetry impact a reader's comprehension? How does students' ability to monitor and self-correct increase comprehension? |
CC.5.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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How does reading on-level text with purpose and understanding support reading development?
How does fluent reading of prose and poetry impact a reader's comprehension? How does students' ability to monitor and self-correct increase comprehension? |