5th Grade English


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ELA-05.L

BPSS-ELA logoStrand (L)

Language

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.

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.

Student Learning Targets:

Knowledge Targets

  • I can name different forms of punctuation.

Reasoning Targets

  • I can determine when to capitalize words.

Skills (Performance) Targets

  • I can identify items in a series and punctuate them correctly.
  • I can identify when a comma should be used.
  • I can identify when periods, question marks and quotations should be used.
  • I can identify titles of works and choose the correct formatting style.
  • I can spell high-frequency words correctly.
  • I can identify misspelled words and use resources to assist me in spelling correctly.

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).
  • Recognizes or recalls specific terminology, such as:
    • Punctuation, comma, quotation mark, italics, underlines
  • Performs basic processes, such as:
    • capitalize beginning of sentences and include appropriate ending punctuation
    • identify possessives

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • form and use possessives
  • use correct capitalization overall
  • use a comma to separate an introductory element from the rest of a sentence
  • use underlining, quotation marks, or italics to indicate titles of works

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Use commas and quotation marks in dialogue.
  • Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
  • 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).

Teacher Proficiency Scale

Scoring Rubric

Score   Description Sample Activity
4.0

Student is able to:

  • Make no errors in capitalization, punctuation or spelling
  • The writing piece is exceptionally easy to read
The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to :

  • Makes no errors in grade appropriate capitalization, punctuation or grade appropriate spelling
  • The writing piece is easy to read

Students work on many writing pieces (opinion, informative and narrative).  Some pieces will be edited and published for an outside audience.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Makes a few errors in capitalization, punctuation and grade-appropriate spelling
  • The errors are noticeable and interrupt the flow
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

The student:

  • Makes many errors in capitalization, punctuation and grade-appropriate spelling
  • The errors are noticeable and greatly interrupt the flow
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Usage
  • Series
  • Comma
  • Quotation
  • Conventions
  • Capitalization
  • Punctuation
  • High-Frequency Words

Websites

  • Links to sites that open in a new window
  • Scholastic

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

BPSS-ELA logoStrand (RF)

Reading Foundations

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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can analyze the structure of words by finding compound words, roots, prefixes, suffixes and syllables.

Skills (Performance) Targets

  • I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.

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).
... read and spell multi-syllabic words found in the transitional reading stage.
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).
... read and spell words with common prefixes and suffixes as well as use word parts to decode and determine the meaning of multi-syllabic words in text at the beginning fluent reading stage.
  • recognize or recall specific terminology, such as:
    • root, syllable, affix, suffix, prefix, derived, accented syllable, unaccented syllable
  • perform basic processes, such as:
    • identify and know the meaning of the most common prefixes and derivational suffixes
    • read words with correctly accented and unaccented syllables.
    • decode words with common Latin suffixes
    • decode and understand multisyllabic words read grade-appropriate irregularly spelled words
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read and spell words with Greek and Latin roots, using word parts to determine the meaning of words in text at the middle of the fluent reading stage.
  • use combined knowledge of all letter-sound correspondences
  • use syllabication patterns
  • use morphology (e.g. roots and affixes)
  • accurately read unfamiliar multisyllabic words in context and out of context
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read and spell words with Greek and Latin roots, using word parts to determine the meaning of words in text at the end of the fluent reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Prefix
  • Suffix
  • Root
  • Syllable

Websites


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.

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.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a word I read does not make sense within the text.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read grade-level text fluently and show comprehension through voice, timing and expression.
  • I can self-correct misread or misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently (easy,smooth and automatic).

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).
... read mostly word by word, frequently hesitates and the reading does not sound like natural conversation.
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).
... read text at the early fluent reading stage with appropriate rate, accuracy and expression. The student may be reading in two to three word phrases and the reading sounds like talking in parts of the text.
  • recognize or recall specific terminology, such as:
    • rate, expression, fluency, accuracy, prose, intonation, inflection
  • perform basic processes, such as:
    • independently self-monitors their accuracy and fluency
    • re-reads when necessary
    • identifies how to interpret punctuation when reading
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read text at the middle fluent reading stage with appropriate rate, accuracy and expression using punctuation and quotation marks, with the reading sounding like conversation.
  • read grade with sufficient accuracy and fluency to support comprehension
    • read grade-level text with purpose and understanding.
    • read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reads.
    • use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read text at the end of the fluent reading stage with appropriate rate, accuracy and expression using pausing, punctuation guided by the author's meaning.
Teacher Proficiency Scale

Resources

Vocabulary

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression

Websites

  • Links to sites that open in a new window
  • Poetry

ELA-05.RI

BPSS-ELA logoStrand (RI)

Reading Information

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.

Student Learning Targets:

Knowledge Targets

  • I can identify what an inference question is.
  • I can identify key words that lead me to an inference.
  • I can describe what the author tells me in the text.
  • I can identify a "right there" question.

Reasoning Targets

  • I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion ("based on what Iv'e read, it's most likely true that......").
  • I can determine what I already know about the text (background knowledge) I am reading through my own experiences.
  • I can define summary (a shortened version of the text that states the key points).

Skills (Performance) Targets

  • I can quote ("word for word" support) accurately from a text.
  • I can re-read to find answers explicitly in the text (right there answers) and answers that require an inference (answers are not stated directly in the text).
  • I can analyze an author's word and find quotes needed to support both right there questions and inferential questions.
  • I can summarize the text using the important details.

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).
... retell the information from the text, needing prompting to provide details that support the main idea of the text.
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).
... summarize important information including details that support the main idea of the text.
  • recognize or recall specific terminology, such as:
    • quote, inference, textual evidence/details, summarize, main idea
  • perform basic processes, such as:
    • refer to details and examples using text evidence when explaining what the text says refers to details and examples in a text when making inferences summarize the text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... quote directly from the text, using key vocabulary and referencing the specific evidence when summarizing a text at the middle fluent reading stage.
  • quote accurately using textual evidence when explaining what the text says explicitly and when drawing inferences from the text
  • summarize the text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... use quotes and provides direct references to text evidence and vocabulary when summarizing a text at the end of the fluent reading stage.
  • demonstrate an in-depth understanding by quoting accurately when explaining what the text says explicitly and when drawing inferences from the text.
Teacher Proficiency Scale

Resources

Vocabulary

  • Quote
  • Inference
  • Explicit
  • Paraphrase
  • Fact
  • Opinion
  • Key Detail
  • Evidence
  • Support
  • Quotation
  • Informational


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