5th Grade

K-5 Reading Intervention Curriculum - Fifth Grade 

CCO 1: Reading 

CCO 1: Reading - The student will use a wide variety of reading strategies to understand, evaluate, and interpret grade level fiction, nonfiction, 

poetry, and drama. 

Essential Question(s): 

What does it mean to be a good reader? 

What tools do good readers develop and access before, during, and after reading? 

How do authors determine the genre that suits their intended purpose? 

English/Language Arts: Missouri Standards: 1.4, 1.5, 1.6, 1.7, 1.8, 3.2, 3.3, 3.4, 3.5 

IRA/NCTE Standards: 4, 6, 7, 8, 9, 11, 12 

A. Content and Skills 

By the end of 5th grade, all 

students should know: 

Strategies to use throughout 

the reading process 

including: 

1. How to breakdown 

unknown words 

By the end of 5th grade, all students should be able to: 

Stage 1: 

1a. Apply decoding strategies to “problem solve” unknown 

words when reading 

1b. Apply decoding strategies when using syllables and 

patterns (A) 

1c. Apply decoding strategies when using word parts (A) 

Stage 2: 




patterns (A) 


B. Facilitating Activities (Recall, Skill/Concept, 

Strategic Thinking , Extended Thinking) 

• Decoding think-aloud teacher modeling (R) 

• Word Sorts (S/C) 

Revised 2/08 1





1. cont. How to breakdown 

unknown words 

2. Characteristics of fluent 

reading 


Stage 3: 




patterns (A) 


Stage 1: 

2a. Read grade-level instructional text with accuracy (A) 

2b. Read grade level instructional text with expression (A), 

2c. Read grade level instructional text while adjusting 

reading rate based on type and difficulty of text (E) 

Stage 2: 





Stage 3: 







• Reader’s Theater Webquest 

http://mywebpages.comcast.net/dkreiger/Reade 

rsTheaterWebquest (R, S/C, ST, ET) 

• Poetry(S/C) 

• Singing (S/C) 

• Repeated readings (S/C) 

• Partner Reading (S/C) 

• Choral Reading (S/C) 

Revised 2/08 2





3. The meaning and 

relationships of 5 th grade 

vocabulary words 


Stage 1: 

3a. Develop vocabulary through text using roots and affixes 

(prefixes and suffixes) (D) 

3b. Develop vocabulary through text using context clues (E) 

3c. Develop vocabulary through text using glossary, 

dictionary, and thesaurus (DE) 

3d. Develop vocabulary through text using synonyms, 

antonyms, homographs, and homophones (D) 

3e. Develop vocabulary through text using multi-meaning 

words (E) 

Stage 2: 









words (E) 

3f. Develop vocabulary through text using simple analogies 

(D) 

3g. Develop vocabulary through text using content area 

words (E) 

3h. Develop vocabulary through text using common 

academic vocabulary (see grade level list) (D) 



• Visual Boxing (Divide a box into four boxes, 

Top left box is the word, top right illustrate, 

bottom left use in a sentence, bottom right give 

an antonym) (S/C) 

• *Guess the covered word (context) (S/C) 

• Vocabulary charades (S/C) 

• Word wall – “delicious” words (S/C) 

Revised 2/08 3





3. cont. The meaning and 

relationships of 5 th grade 

vocabulary words 

4. Comprehension 

strategies before reading 


Stage 3: 









words (E) 

3f. Develop vocabulary through text using simple analogies 

(D) 

3g. Develop vocabulary through text using content area 

words (E) 

3h. Develop vocabulary through text using common 

academic vocabulary (see grade level list) (D) 

Stage 1: 

4a. Apply pre-reading strategies to aid comprehension 

through activating prior knowledge (D) 

4b. Apply pre-reading strategies to aid comprehension 

through previewing (A) 

4c. Apply pre-reading strategies to aid comprehension 

through predicting (E) 

4d. Apply pre-reading strategies to aid comprehension 

through setting a purpose for reading (A) 

4e. Apply pre-reading strategies to aid comprehension 

through recognizing text features of genres (poetry, 

fiction, nonfiction, plays) (A) 



• 

• KWL (S/C) 

• Picture walk, Text structure preview (S/C) 

• Graphic organizers (compare-contrast, 

problem-solution, cause-effect, sequencing) 

(S/C, ST) 

• Think Pair Share (S/C) 

• Build background through narrow reading (ST) 

• ERT (Everybody Reads To…) (R) 

• Anticipation Guide (S/C 

Revised 2/08 4





4. cont. Comprehension 

strategies before reading 


Stage 2: 












Stage 3: 














Revised 2/08 5





5. Comprehension strategies 

during reading 


Stage 1: 

5a. Apply strategies during reading to determine and clarify 

meaning of unknown words (E) 

5b. Apply strategies during reading to self monitor accuracy 

and understanding (E) 

5c. Apply strategies during reading to question the text to 

clarify (E) 

5d. Apply strategies during reading to reflect and respond to 

questions with text based support during reading(A) 

5e. Apply strategies during reading to infer/ draw 

conclusions (DE) 

5f. Apply strategies during reading to visualize/ make 

mental images (D) 

5g. Apply strategies during reading to retell including 

characters, setting, problem/solution, or topic, main idea, 

and detail (D) 

5h. Apply strategies during reading to paraphrase (E) 

5i. Apply strategies during reading to summarize (E) 

5j. Apply strategies during reading to identify/ Interpret 

narrative elements (beginning, middle, end, characters, 

setting, problem, solution, events) (A) 

5k. Apply strategies during reading to use text structure 

(titles, headings, visuals, captions, bold face words) (E) 

5l. Apply strategies during reading to make and confirm text 

based predictions (A) 

5m. Apply strategies during reading to connect to main 

ideas text features (graphics, sequence, maps, diagrams, 

charts and index) (E) *ALA* 



• Use vocabulary organizer to learn new words 

(S/C) 

• Utilize reciprocal teaching model to clarify, 

generate, predict, and summarize (ST) 

• Identify covered or unfamiliar words using 

context clues (guess the covered word) (S/C) 

• Use a graphic organizer to identify story 

elements (S/C) 

• Use the “think aloud” strategy to clarify text (R) 

• See “103 Things to Do Before, During and 

After Reading” in the Appendix for appropriate 

activities 

• Code/annotate text with post its during read 

aloud (S/C) 

• Use three facts and a fib (R) 

• Everyone Reads To (find out) (R) 

• Keep a reading journal using Interactive Notes 

(R) 

• Self-evaluate independent reading (S/C) 

• Use Question-Answer Relationship (Right 

There, Think and Search, Author and You, On 

My Own) (ST) 

• Use Reciprocal Teaching strategies (clarifying, 

questioning, predicting, summarizing) (ST) 

Revised 2/08 6






strategies during reading 


Stage 2: 






clarify (E) 
























Revised 2/08 7






strategies during reading 


Stage 3: 






clarify (E) 
























Revised 2/08 8





6. Comprehension strategies 

after reading 


Stage 1: 

6a. Apply post-reading skills to comprehend and interpret 

text by confirming/ rejecting predictions (A) 

6b. Apply post reading skills to comprehend and interpret 

text by questioning to clarify (E) 

6c. Apply post-reading skills to comprehend and interpret 

text by reflecting and responding to questions with text 

based support (A) 

6d. Apply post-reading skills to comprehend and interpret 

text by drawing conclusions/inferring (E) 

6e. Apply post-reading skills to comprehend and interpret 

text by analyzing (DE) 

6f. Apply post-reading skills to comprehend and interpret 

text by summarizing (E) 

6g. Apply post-reading skills to comprehend and interpret 

text by paraphrasing (E) 

6h. Apply post-reading skills to comprehend and interpret 

text by explaining main idea and supporting details (A) 

6i. Apply post-reading skills to comprehend and interpret 

text by identifying and sequence events (E) 

6j. Apply post-reading skills to comprehend and interpret 

text by identifying and explain cause and effect (A) 

6k. Apply post-reading skills to comprehend and interpret 

text by comparing and contrasting (A) 

6l. Apply post-reading skills to comprehend and interpret 

text by evaluating the accuracy of information (D) 

6m. Apply post-reading skills to comprehend and interpret 

text by identifying and interpreting author’s ideas and 

purpose (DE) 



• Utilize SQ3R, QAR, KWL to monitor and 

develop comprehension *see appendix(ST) 

• Interpret a story element by creating an 

illustration (S/C) 

• Identify and summarize the major events of 

story in a journal or reading log entry (S/C) 

• Conduct a Socratic Seminar (ST) 

• Construct a T-chart to identify main idea and 

supporting details (ST) 

• Construct a sequel chapter or paragraph to a 

story (ST) 

• Create a product that shows understanding of a 

story or book/genre (ST) 

• Student/teacher independent reading 

conferences (ST) 

• Write a gist summary ((S/C) 

• Make a story pyramid to summarize a story 

Revised 2/08 9






strategies after reading 


Stage 2: 




























purpose (DE) 



Revised 2/08 10






strategies after reading 


Stage 3: 




























purpose (DE) 



Revised 2/08 11



By the end of 5th grade, all By the end of 5th grade, all students should be able to: 


7. Making Connections Stage 1: 

7a. Compare, contrast, and analyze connections between 

information and relationships in various fiction and 

nonfiction works (text to text) (A) 

7b. Compare, contrast, and analyze connections between 

text ideas and own experiences (text to self) (A) 

7c. Compare, contrast, and analyze connections between 

text ideas and the world by responding to literature that 

reflects a culture and historic time frame (text to world) 

(A) 

7d. Generate questions while reading 

7e. Self-monitor for understanding 

7f. Self-correct if reading doesn’t make sense 



• Coding or annotation of text (with post-its) 

(S/C) 

• Text connections graphic organizer (appendix) 

(S/C) 

• Double column notes (appendix) (S/C) 

Stage 2: 









(A) 




Revised 2/08 12



7. cont. Making 

Connections 




Stage 3: 









(A) 




1. Genre Stage 1: 

1a. Expose author techniques while making inferences about 

setting, character traits, problem and solution and story 

events (E) 

1b. Interpret poetry on literal and figurative levels (D) 

Stage 2: 

1a. Identify author techniques while reading mentor text 

(author study) (D) 

1b. Expose author techniques while making inferences about 


events (E) 

1c. Expose author techniques while comparing and 

contrasting various literary elements (A) 

1d. Expose author techniques while explaining author’s 

purpose (E) 

1e. Interpret poetry on literal and figurative levels (D) 



• Teacher/student book talks (ST) 

• Favorite books display “bucket of books” 

(S/C) 

• Author study (ST) 

• Poem of the week (R) 

• Poetry visualization (ST) 

Revised 2/08 13



By the end of 5th grade, all By the end of 5th grade, all students should be able to: 


1. Genre Stage 3: 

1a. Identify author techniques while reading mentor text 

(author study) (D) 

1b. Expose author techniques while making inferences about 


events (E) 

1c. Expose author techniques while comparing and 

contrasting various literary elements (A) 

1d. Expose author techniques while explaining author’s 

purpose (E) 

1e. Interpret poetry on literal and figurative levels (D) 

2. Literary techniques Stage 3: 

2a. Explain examples of literary techniques in text and 

emphasizing: 

• Simile (E) 

• Metaphor (E) 

• Personification (E) 



• Poet study (R, S/C, ST) 

• Write/illustrate similes and metaphors (literal 

vs. figurative) (ST, ET) 

• Flipbook –id and illustrate similes, metaphors, 

and personification (S/C ST) 

• Id similes and metaphors personification in 

other works fiction vs. nonfiction identify 

author’s purpose (S/C, ST) 

Revised 2/08 14



C. Application Level Assessment (ALA) 

Stage 1 

1. Student will score 90-94% word accuracy 

2. Student will score 80% comprehension 

Stage 2: 



Stage 3: 



D. Exit Criteria 

Stage 1: 

1. Student will read less than one year below grade level with 90-94% decoding accuracy 

2. Student will answer explicit/implicit comprehension questions with 80% accuracy 

3. Student will score less than one year below grade level (GE) on the STAR 

Stage 2: 

1. Student will read less than six months below grade level with 90-94% decoding accuracy 


3. Student will score less than six months below grade level (GE) on the STAR 

Stage 3: 

1. Student will read a grade level passage with 90-94% accuracy 


3. Student will score at grade level on the STAR 

Revised 2/08 15

4. Advanced 

Always… 

3. Proficient 

Consistently 

Elementary Reading Scoring Guide Grades 1-5 

Fluency Comprehension Strategic Reading* Independent Reading 

In text at or above grade level: In text at or above grade level: In text at or above grade level: In text above grade level: 

_ reads accurately 

_ retells and summarizes text _ uses multiple strategies to read _ completes books 

_ reads orally at a pace 

_ completes graphic organizers to and understand 

_ can discuss books 

comparable with talking 

show understanding 

_ monitors accuracy and selfcorrects 

_ selects ‘just right’books 

_ reads with expression that _ contributes to discussions 

mistakes 

_ understands books read 

accurately interprets the text _ answers questions completely _ monitors understanding while independently 

with text –based support 

reading; repairs misunderstanding 

In text at grade level: 





_ retells and summarizes text _ uses multiple strategies to read _ completes books 


_ completes graphic organizers to and understand 






_ reads with expression that _ contributes to discussions 

mistakes 


accurately interprets the text _ answers questions completely _ monitors understanding while independently 



2. Basic 

Sometimes… 

1. Below Basic 

Seldom… 





_ reads with expression that 

accurately interprets the text 





_ reads with expression that 

accurately interprets the text 


_ retells and summarizes text 

_ completes graphic organizers to 


_ contributes to discussions 

_ answers questions completely 



_ retells and summarizes text 

_ completes graphic organizers to 


_ contributes to discussions 

_ answers questions completely 



_ uses multiple strategies to read 

and understand 


mistakes 

_ monitors understanding while 



_ uses multiple strategies to read 

and understand 


mistakes 

_ monitors understanding while 



_ completes books 




independently 


_ completes books 




independently 

Level 4 – student always completes assigned and independent reading with no support and a high level of understanding. Level 3 – student is consistent and completes 

assigned and independent reading with adequate comprehension and little support. Level 2 – student is inconsistent and still needs reminders and support to complete 

assigned and independent reading; demonstrates incomplete understanding. Level 1 – student needs frequent reminders and significant support to complete assigned and 

independent reading; demonstrates limited understanding. 

* Strategies include visualizing, inferring/predicting, summarizing, questioning, connecting, synthesizing, and clarifying/fix-up 

Revised 2/08 16


CCO 2: Writing 

CCO 2: Writing - Using the writing process and 6 Traits terminology the student will produce narrative, expository, and persuasive pieces to 

communicate for a variety of purposes 

Essential Question(s): 

What does it mean to be a good writer? 

What rules must writers be mindful of as they compose text? 

What tools do writers use to impact and provoke their readers? 

English/Language Arts Standards: Missouri Standards: 1.4, 1.8, 2.1, 2.2, 2.3, 2.4 

IRA/NCTE Standards: 6 





1. How to use the writing 

process when composing 

text 


Stage 1: 

1a. Generate a thought orally before writing 

1b. Count words in sentences 

1c. Use writing process, Think it (brainstorm and organize), 

Say it (verbalize), Write it (encoding a draft), Read it 

(revise), Check it (edit) 

1d. Write in response to text read 

Stage 2: 

1a. Use writing process, Think it (brainstorm and organize), 



1b. Write in response to text read 



• Inspiration 

• Writer’s Notebook 

• Editing checklist 

• Colored revision checklist 

Revised 2/08 17





1. cont. How to use the 

writing process when 

composing text 

How to compose welldeveloped 

text using the 

traits of writing: 

1. Voice(the heart and soul, 

the “sparkle”, the wit, 

along with the feeling 

and conviction of the 

individual writer coming 

out through the words) 

** 


Stage 3: 

1a. Use writing process, Think it (brainstorm and organize), 



1b. Write in response to text read 

Stage 1: 

1a. Develop Six Traits of Writing Skills (ideas, organization 

and conventions) 

1b. Read the question and find key words that tell you what 

the question is asking you to do. Ask yourself how many 

parts the question has. 

1c. Restate the question in your answer. 

1d. Think about where to find the answer. 

1e. Use details or reasons from the story to support your 

answer. 

1f. Check your answers by rereading it. 

__ Answer all parts of the question fully. 

__ Use names instead of “he,” “she,” or “it.” 

__ Use proper conventions. 

Stage 2: 








• Reinforce Six Traits of Writing Skills (ideas, 

organization and conventions) 

Revised 2/08 18








1. cont. Voice(the heart 

and soul, the “sparkle”, 

the wit, along with the 

feeling and conviction of 

the individual writer 

coming out through the 

words) ** 





answer. 





Stage 3: 









answer. 







Revised 2/08 19








2. Ideas and Content (the 

heart of the message, the 

content of the piece, the 

main theme, together 

with the details that 

enrich and develop that 

theme)** 

3. Organization (the 

internal structure of a 

piece of writing, the 

thread of central 

meaning, the logical and 

sometimes intriguing 

pattern of the ideas) ** 

4. Sentence Fluency (the 

rhythm and flow of the 

language, the sound of 

word patterns, the way 

in which the writing 

plays to the ear- not just 

to the eye)** 


Stage 1: 

4a. Compose text with a variety of sentence lengths (DE) 

4b. Compose texts with complete sentences (DE) 

Stage 2: 


4b. Compose texts with a variety of sentence structures (DE) 

4c. Compose texts with complete sentences (DE) 



• Graphic Organizers 

• Snapshot Activity 

• Mentor text to show various structures 

• Copycat lead writing 

• Gisting for dollars 

• Sentence frames 

• Highlight for sentence length 

Revised 2/08 20





4. cont.Sentence Fluency 

(the rhythm and flow of 

the language, the sound 

of word patterns, the 

way in which the writing 

plays to the ear- not just 

to the eye)** 

5. Word Choice (the use of 

rich, colorful, precise 

language that moves and 

enlightens the reader)** 


Stage 3: 


4b. Compose texts with a variety of sentence structures (DE) 

4c. Compose texts with complete sentences (DE) 

4d. Identify, evaluate, and imitate quality examples from 

mentor text (D) 

Stage 1: 

5a. Compose text using words that are specific, accurate, 

and suited to the topic (DE) 

5b. Compose text using minimal repetition (DE) 

Stage 2: 



5b. Compose text using minimal repetition (DE) 

5c. Identify, evaluate, and imitate quality examples from 


Stage 3: 



5b. Compose text using sensory detail (DE) 

5d. Compose text using minimal repetition (DE) 

5d. Identify, evaluate, and imitate quality examples from 




• Semantic Webbing 

• Semantic gradient 

Revised 2/08 21





6. Conventions (the 

mechanical correctness 

of the piece- spelling, 

grammar and usage, 

indenting paragraphs, 

use of capitals, and 

punctuation)** 


Stage 1: 

6a. Capitalize titles and proper nouns (A) 

6b. Use apostrophes singular possessives (E) 

6c. Use proper punctuation in titles (A) 

6d. Use correct verb tense- past, present and future (E) 

6e. Use commas in a series 

6f. Use commas in contractions 

6g. Use subject/verb agreement (E) 

6h. Identify subject and predicate (A) 

Stage 2: 




6d. Use quotation marks in dialogue (D) 

6e. Use correct verb tense- past, present and future (E) 

6f. Use commas in a series 

6g. Use commas in contractions 

6h. Use subject/verb agreement (E) 

6i. Identify and use adverbs (words that answer when, 

where, why, and how questions; words that compare) 

(E) 

6j. Identify and use conjunctions (words to link ideas) (E) 

6k. Identify subject and predicate (A) 



• (include a list of common, research-based 

spelling generalizations that 5 th graders should 

be responsible for) 

• Locate words that follow the same 

rule/generalization in other texts (newspaper, 

dictionary, text book, independent reading 

book, magazines etc.) 

• Word sort according to spelling generalization 

Revised 2/08 22





6. cont. Conventions (the 

mechanical correctness 

of the piece- spelling, 

grammar and usage, 

indenting paragraphs, 

use of capitals, and 

punctuation)** 

7. How to write effectively 

in various forms and 

styles of writing: 


Stage 3: 




6d. Use quotation marks in dialogue (D) 

6e. Use correct verb tense- past, present and future (E) 

6f. Use commas in a series 

6g. Use commas in contractions 

6h. Use subject/verb agreement (E) 

6i. Identify and use adverbs (words that answer when, 

where, why, and how questions; words that compare) 

(E) 

6j. Identify and use conjunctions (words to link ideas) (E) 

6k. Identify subject and predicate (A) 

6l. Use spelling strategies, standard spelling generalizations, 

and resources(dictionary, word wall, spell check, etc.) to 

spell words correctly(E) 

Stage 1: 

7a. Write narrative text with beginning/middle/end, relevant 

details, controlling idea, and precise and descriptive language 

(A) 

7d. Write a friendly letter (A) 

7c. Write a summary retelling main ideas of writers text (E) 

7d. Complete graphic organizers 

7e. Write a constructed response using information from text 

Stage 2: 



(A) 



• Use websites and computer resources such as 

TCR Connections to reinforce skills –reading – 

writing component (S/C) 

• Incorporate multiple techniques from an author 

in a piece of writing (ET) 

• Write a summary to include main ideas of 

written text (S/C) 

• Write a letter to a buddy reader (ST) 

• Write a thank-you letter to a speaker and 

include facts/opinions from the presentation 

(ST) 

Revised 2/08 23





7. cont. How to write 

effectively in various 

forms and styles of 

writing: 


7b. Write expository text with a topic sentence (TS), 3 or more 

concrete details (CD) and a concluding sentence (CS) (A) 

7c. Incorporate commentary (CM) as appropriate (persuasive, 

expository writing, report, constructed response) 


7e. Write a compare/contrast paragraph (E) 

7f. Write a summary retelling main ideas of writers text (E) 

7g. Complete graphic organizers 

7h. Write a constructed response using information from text 

Stage 3: 



(A) 

7b. Write expository text with a topic sentence (TS), 3 or more 

concrete details (CD) and a concluding sentence (CS) (A) 

7c. Incorporate commentary (CM) as appropriate (persuasive, 

expository writing, report, constructed response) 


7e. Write persuasive paragraphs (TS, CD, CM, CD) (D) 

7f. Write a compare/contrast paragraph (E) 

7g. Write a summary retelling main ideas of writers text (E) 

7h. Complete graphic organizers 

7i. Write a constructed response using information from text 



Revised 2/08 24



Application Level Assessment (ALA) 

Stage 1: 

1. Write a constructed response with two supporting details from the text (TS, CD, CD) 

2. Use Quality Answers-constructed response scoring guide 

3. Using a piece of non-fictional/expository text, the student will write a summary paragraph with teacher assistance (TS, CD, CM, CS) 

Stage 2: 

1. Write a constructed response with two supporting details from the text with minimal teacher assistance (TS, CD, CD) 


3. Write a paragraph (TS, CD, CM, CS) 

Stage 3: 

1. Write a constructed response with two supporting details from the text (independently) (TS, CD, CD) 


3. Write a paragraph (TS, CD, CM, CS) 

Steps to Creating Quality Answers 

1. Read the question and find key words that tell 

you what the question is asking you to do. 

Ask yourself how many parts the question has. 

2. Restate the question in your answer. 

3. Think about where to find the answer. 

4. Use details or reasons from the story to 

support your answer. 

5. Check your answers by rereading it. 




Quality Answers-Constructed Response Scoring Guide 

Answers will be scored as a 2, 1 or a 0 

2 ___ Correct answers to all parts of the question. 

___ Good reasons and examples from the story for 

support. 

1 ___ Correct answers to part of the question, but 

maybe not all parts. 

___ Might not have enough examples from the 

story. 

0 ___ May not contain correct answer to the 

question. 

___ May not show student read and understood 

story. 

Revised 2/08 25

5th Grade

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