5th Grade English


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PRIORITIZED STANDARDS

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.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.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.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

 


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-05 Targeted Standards
(RI) Strand: Reading Information
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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0


The student uses quotes and provides direct references to text evidence and vocabulary when summarizing a 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.
3.0The student quotes directly from the text, using key vocabulary and referencing the specific evidence when summarizing a text at the middle fluent reading stage.


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

The student summarizes important information including details that support the main idea of the text.



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

The student retells the information from the text, needing prompting to provide details that support the main idea of the text.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-05.RI.02

ELA-05 Targeted Standards
(RI) Strand: Reading Information
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.

Student Learning Targets:

Knowledge Targets

    • I can define main idea (who or what a text is mainly about)

Reasoning Targets

    • I can determine two or more main ideas of a text
    • I can determine key details in a text and explain how they support the main idea

Product Targets

    • I can state two main ideas and the details supporting each

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student determines a central idea of a text and explains how it is conveyed through details in a 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

The student is able to state and support two main ideas with specific text evidence from a text at the middle fluent reading stage.


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

The student states a main idea from a text and supports it with details, although the details may not directly support the main idea.


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

The student can identify a main idea of a text but does not provide details to support the main idea or relies on his/her background knowledge of the topic instead of specific text evidence.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Main Idea
  • Important/Key Details
  • Evidence
  • Fact
  • Opinion
  • Support
  • Information

 


ELA-05.RI.05

 

ELA-05 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-05.RI.05 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Student Learning Targets:

Knowledge Targets

  • I can identify and explain different structures used in informational text (e.g chronology, compare/contrast, cause/effect, problem/solution).

Reasoning Targets

  • I can determine the overall structure of an informational text.
  • I can compare (determine similarities) events, ideas, concepts, ad/or information in two or more texts.
  • I can contrast (determine differences) events, ideas, concepts, and/or information in two or more texts.
  • I can analyze informational texts and determine if the structure chosen effectively relates events, ideas, concepts or information.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0

Student is able to analyze how a particular sentence, paragraph, or chapter fits into the overall structure of a text and contributes to the development of the ideas.  



  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 student is able to correctly identify and compare the text structure used in two different texts or pieces of writing (or two different text structures used in the same text or piece of writing.  


  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0The student identifies key words and patterns that support the text structure in a text or portion of a text.


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

The student is able to identify the overall structure of a text, portion of a text or piece of writing with prompting.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Text Structure
  • Compare/Contrast 
  • Chronological
  • Cause/Effect
  • Problem/Solution
  • Description
  • Sequence
  • Signal Words

 


ELA-05.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.  

Before gaining deeper meanings, such as making logical inferences or drawing conclusions, readers must grasp the central details, characters, events, and ideas from the text.  importance of analyzing details and content that may be presented in a variety of formats. By drawing on the central details and facts of the text, skilled readers draw logical inferences and conclusions, or extend the themes of the present text to other literary settings. 

Fifth grade students must read widely and deeply from among a broad range of high-quality, increasingly literary texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements.

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) 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 Literature Strand:

  • Read to your child often, and let him/her read books to you
  • Ask questions about what is being read  
  • Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
  • Have your child summarize the story they have read (giving a gist of the story, not every minor detail)
  • Help your child determine the theme or themes (what message is the author trying to convey)
  • Allow your child to re-read favorite books to build fluency, comprehension and confidence
  • Discuss favorite stories together and talk about the characters and theme the author is trying to teach 
  • Don't forget - poetry can be a great read aloud
  • Make regular visits to a public library to select literature (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.RL.01

 

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-05.RL.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 I've 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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student infers and describes character traits, feelings and motivations from dialogue and text evidence, providing specific quotes when referring to them when summarizing text at the end of 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

The student provides quotes when summarizing text at the middle fluent reading stage and makes reference to his/her own feelings or connections to specific events in the story.


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

The student summarizes the important information to show understanding of how the setting or details are important to the plot and characters' perspectives.


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

The student retells the story, providing the important information with prompting.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Quote
  • Quotation
  • Explicit
  • Inference
  • Literacy
  • Poetry
  • Drama
  • Paraphrase
  • Speaker
  • Protagonist
  • Point of View
  • Speaker
  • Audience
  • Summary

 



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