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

Under Development

ELA-05 Targeted Standards
(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.

a.  Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b.  Form and use the perfect (e.g I had walke; I have walked; I will have walked) verb tenses.

c.  Use verb tense to convey various times, sequence, states, and conditions.

d.  Recognize and correct inappropriate shiifts in verb tense.

e.  Use correlative conjunctions (e.g. either/or, neither/nor)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.L.02

 

ELA-05 Targeted Standards
(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.

a.  Use punctuation to separate items in a series

b. Use a comma to separate an introductory element from the rest of the sentence

c. Use a comma to set off the words yes and no (Yes, thank you), to set off a tag question from the rest of the sentence (It's true, isn't it?), and to indicate direct address (Is that you, Steve?)

d. Use underlining, quotation marks, or italics to indicate titles of works

e. Spell grade-appropriate words correctly, consulting references as needed

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

Rubric/Proficiency Scale

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

Websites

Vocabulary

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

 


ELA-05.L.03

Under Development

ELA-05 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

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

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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.L.04

Under Development

ELA-05 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

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

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, 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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.L.05

Under Development

ELA-05 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

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

a.  Interpret figuartive language, including similies 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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.L.06

Under Development

ELA-05 Targeted Standards
(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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


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-05 Targeted Standards
(RF) Strand: Reading Foundations
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:

Reasoning Targets

  • I can analyze the structure of words by finding compund 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.

 

(Rubric) Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to 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. 
  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 Student is able to 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. 

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to 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.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to read and spell multi-syllabic words found in the transitional reading stage.

  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Prefix
  • Suffix
  • Root
  • Syllable

 


ELA-05.RF.04

 

ELA-05 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Fluency.

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

a.  Read grade-level text with purpose and understanding.

b.  Read grade-level prose and poetry with accuracy, appropriate rate, and expression.

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.

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)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student reads text at the end of the fluent reading stage with appropriate rate, accuracy and expression using pausing, punctuation guided by the author's meaning.


  3.5  There is no advanced criteria (see Level 4 for explanation)
3.0

The student reads text at the middle fluent reading stage with appropriate rate, accuracy and expression using punctuation and quotation marks, with the reading sounding like conversation.


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

The student reads 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.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student reads mostly word by word, frequently hesitates and the reading does not sound like natural conversation.


  0.5 Limited or no understanding of the skill is demonstrated.

 

 

Resources

Websites

Vocabulary

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

 



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