Teaching the world through song, one student at a time…
Fifth Grade (General Basic Standards)
English-language Arts Content Standards


Reading:

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Content from the music consisting of letters, tier one and tier two words, composed in simple dictated sentences and letters, give students an opportunity to practice their listening, speaking, reading, and writing skills. Also, students are made aware of and discuss strategies to establish word meaning, e.g., word structure, apposition, and contextual  clues.

Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development
1.2 Use word origins to determine the meaning of unknown words.
1.3 Understand and explain frequently used synonyms, antonyms, and homographs.
1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., controversial).
1.5 Understand and explain the figurative and metaphorical use of words in context.

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal.

Structural Features of Informational Materials
2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.
2.2 Analyze text that is organized in sequential or chronological order.

Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique
2.5 Distinguish facts, supported inferences, and opinions in text.

When students repeat the lyrics (say it, sing it, read it, and write it), They read back what they have written. Words from the lyrics can be taken out of context, formulating discussions on word families i.e., beginning and ending sounds, common spellings. Specific attention can be  given to consonant and short vowel sounds, basic word formation, syllabication rules, and basic phonics aspects.