Wednesday, February 28, 2024, 2:51 AM
Site: Learnbps
Course: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 5th Grade English
E

ELA-05.L

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives.  Fifth grade students gain control over proper use of pronouns, adjectives, adverbs, and other parts of speech, produce simple, compound, and complex sentences, and demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • When coming across unknown words, encourage your child to use diagramslabels or reference materials (glossaries, dictionaries....) to find out what the definition is
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to "bump up" the vocabulary words they use in their writing.  Help them by finding synonyms for simple words (using enormous instead of the word big)

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-05.L.01

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-05.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Sub-Standards:

Practice:
a. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
b. Produce complex and compound-complex sentences.
c. Rearrange complete simple and compound sentences of a variety of lengths.
d. Ensure pronoun-antecedent agreement.
e. Explain and use linking verbs.
f. Use verb tense to convey various times and sequences.
g. Use relative pronouns (who, whose, whom, which, that).
h. Use relative adverbs (where, when, why).
i. Use correlative conjunctions (e.g., either/or, neither/nor).
j. Resolve issues of complex of contested usage, consulting reliable references as needed.
k. Use coordinating and subordinating conjunctions.
l. Explain the function of coordinating conjunctions.
Display proficiency in:
m. Use possessive nouns.
n. Explain the function of a noun.
o. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
p. Form and use the perfect (e.g., I had walked; I have walked; I will walk) verb tenses.
q. Use helping and modal auxiliaries (e.g., can, may, must) to convey various conditions.
r. Explain the function of a verb.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.02

ELA Language Strand Logo 5th (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-05.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

proficiency scale iconProficiency Scale

Sub-Standards:

Practice:
a. Use commas and quotation marks in dialogue.
b. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
c. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).
Display proficiency in:
d. Form and use possessives.
e. Use correct capitalization overall.
f. Use a comma to separate an introductory element from the rest of a sentence.
g. Use underlining, quotation marks, or italics to indicate titles of works.

ELA-05.L.03

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

ELA-05.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Sub-Standards:

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.04

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-05.L.04 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Sub-Standards:

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.05

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-05.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

Sub-Standards:

a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.06

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-05.L.06 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.RF

Narrative for the Reading Foundations Strand:

The foundational skill standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.  

Phonics:  In fifth grade students continue to use strategies that enable them to decode multi-syllable words both in and out of context while reading.

Fluency:  Fluency is defined as being able to read orally with a reasonable rate of speed, with a high degree of accuracy, and with the proper expression (prosody). Fluency is one of several critical factors necessary for reading comprehension. 

Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text. Even very skilled readers may read in a slow, labored manner when reading texts with many unfamiliar words or topics. For example, readers who are usually fluent may not be able to read technical material fluently, such as a textbook about nuclear physics or an article in a medical journal. 

How to help my child at home with the Foundational Skill Standards:

  • Encourage your child to read many types of books.  Your child may also build fluency by reading the words to songs, poems, or speeches.
  • By reading with your child each night you are helping build his or her fluency! In fact, reading the same passages (and even their own writing pieces) repeatedly gives your child an opportunity to listen, practice, and improve fluency.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-05.RF.03

ELA Reading Foundations Strand Logo 5th Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-05.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
a. 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.

proficiency scale icon Proficiency Scale

ELA-05.RF.04

ELA Reading Foundations Strand Logo 5th Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-05.RF.04 Read with sufficient accuracy and fluency to support comprehension.

proficiency scale iconProficiency Scale

Sub-Standards:

a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

ELA-05.RI

Narrative for Informational Reading Strand:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books. 

Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a biology textbook is quite different from a vacation guide. 

An important reading comprehension skill is the ability to determine the relative importance and precise meanings of words, sentences, paragraphs, sections, and chapters. Readers must be able to make sense of the meanings of words within sentences and of sentences within paragraphs. When readers grasp the main ideas, they better understand the purpose of the details—which, in turn, further strengthens their understanding of those main ideas. Readers, then, link their understanding of individual paragraphs to comprehend sections and chapters.

To feel successful across content areas students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts. Through extensive reading of biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics students gain knowledge in various informational areas as well as familiarity with various text structures and elements. 

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about the solar system?)
  • Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
  • Have your child summarize the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Discuss and compare the text features in different informational texts (graphics, charts, diagrams)
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-05.RI.01

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-05.RI.01 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Summarize the text.

proficiency scale iconProficiency Scale

ELA-05.RI.02

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-05.RI.02 Determine two or more main ideas of a text and explain how they are supported by key details.

proficiency scale iconProficiency Scale

ELA-05.RI.03

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-05.RI.03 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Student Learning Targets:

Knowledge Targets

  • I can identify individuals, events, ideas, and/or concepts in different types of texts.

Reasoning Targets

  • I can use specific information in a text to identify and explain the relationship between two or more individuals, events, ideas, and/or concepts.
  • I can use specific information in a text to identify and explain the interactions between two or more individuals, events, ideas and/or concepts.

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Interaction
  • Individual
  • Event
  • Idea
  • Concept
  • Relationship

ELA-05.RI.04

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.RI.05

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.05 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

proficiency scale iconProficiency Scale

ELA-05.RI.06

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.06 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window