5th Grade English

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PRIORITIZED STANDARDS

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 diagrams, labels 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 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.
GoogleDrive logoTeacher Proficiency 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.

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).

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.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.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.
GoogleDrive logoTeacher Proficiency 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.

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.

Resources

Vocabulary

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

Websites

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

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 words, captions 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.
GoogleDrive logoTeacher Proficiency Scale

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.

Resources

Vocabulary

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

Websites

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.
GoogleDrive logoTeacher Proficiency Scale

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.

Skills (Performance) Targets

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

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).
... 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.
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).
... state a main idea from a text and supports it with details, although the details may not directly support the main idea.
  • recognize or recall specific terminology, such as:
    • topic, main idea, details
  • perform basic processes, such as:
    • identify the main idea of a text and explain how it is supported by key details
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... state and support two main ideas with specific text evidence from a text at the middle fluent reading stage.
  • determine two or more main ideas of a text
  • explain how the main ideas are supported by key details
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... determine 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.
  • demonstrate an in-depth understanding by noting subtle connections between two or more main ideas of a text and provide a sophisticated explanation of how they were supported by key details

Resources

Vocabulary

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

Websites

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.
GoogleDrive logoTeacher Proficiency Scale

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.

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).
... identify the overall structure of a text, portion of a text or piece of writing with prompting.
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).
... identify key words and patterns that support the text structure in a text or portion of a text.
  • recognize or recall specific terminology, such as:
    • compare, contrast, similarities, differences, text structure
  • perform basic processes, such as:
    • identify and describe the overall structure of events, ideas, concepts or information in a text or part of a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... 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.
  • compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... analyze how a particular sentence, paragraph, or chapter fits into the overall structure of a text and contributes to the development of the ideas.

Resources

Vocabulary

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

Websites

ELA-05.RL

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 Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-05.RL.01 Quote accurately using textual evidence when explaining what the text says explicitly and when drawing inferences from the text; summarize the text.
GoogleDrive logoTeacher Proficiency Scale

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.

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 story, providing the important information with prompting.
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 the important information to show understanding of how the setting or details are important to the plot and characters' perspectives.
  • recognize or recall specific terminology, such as:
    • quote, infer, draw conclusion, inference, summarize, text evidence
  • 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.
... 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.
  • provides accurate quotes from the text when drawing inferences
  • draws inferences while making connections to specific events or characters in the story.
  • includes textual evidence when summarizing the text.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... infer and describe 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.

Resources

Vocabulary

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

Websites

ELA-05.SL

Narrative for the Speaking and Listening Strand

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.

 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversing with others
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

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.SL.01

ELA Speaking and Listening Strand Logo 5th Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-05.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can list important information about the topic to be discussed.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read or study material to be discussed.
  • I can ask questions when I do not understand.
  • I can stay on topic by making comments about the information being discussed.
  • I can make connections between the comments of others.
  • I can explain my own ideas and tell what I've learned from a discussion.

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).
  • recognize or recall specific terminology, such as:
    • collaborate, engage, respectfully agree/disagree, elaborate
  • perform basic processes, such as:
    • Engages in a limited range of collaborative discussions (small group, one-on-one, and teacher led) with diverse partners with below grade level topics and texts.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • engage effectively in a range of collaborative, one-on-one, group, and teacher-led discussions on grade level topics with diverse partners, building on others’ ideas and expressing their own clearly
    • comes to discussions prepared
    • follows agreed upon rules
    • carries out assigned roles
    • poses and responds to questions by contributing to the discussion and elaborating on the remarks of others
    • reviews key ideas and draws conclusions based on knowledge gained from the discussion

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • facilitate and engage others effectively in a range of collaborative discussions with diverse partners.

Resources

Vocabulary

  • Discussion
  • Taking Turns
  • Listening
  • Questioning
  • Discussion/Group Conversation Rules

Websites

  • Links to sites that open in a new window

ELA-05.W

Narrative for the Writing Strand:

The Writing standards outline three primary types of text that students are expected to produce: opinion, informational, and narrative texts.  Students are expected to produce each of these text types and to understand the purpose for each. When writing production is tightly integrated with purpose,  the differentiation between text types will be increasingly evident. Similarly, as students’ sophistication and maturity with language, vocabulary, and syntax grow, they will be better equipped to write for a specific purpose.The writing standards focus on instruction that enables students to gain adequate mastery of a range of writing skills and applications. As students progress through the grade levels they should demonstrate increasing sophistication in all aspects of writing, from vocabulary and syntax to the development and organization of ideas. The content and source students address are of an increasingly demanding nature. As they advance through the grade levels, students are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered during the preceding grades. 

Students continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking. “I think chocolate ice cream is the best ice cream because...... " Model this by giving your own opinions about topics or books. 
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer or writing tools to produce and publish what he/she has written.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

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.W.01

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-05.W.01 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
GoogleDrive logoTeacher Proficiency Scale

Sub-Standards:

a. Introduces a topic or text clearly, states a clear opinion, and creates an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provides logically ordered reasons that are supported by facts and details.
c. Links opinion and reasons using transitional words and phrases (e.g. because, therefore, in addition, for example).
d. Ends with a strong concluding statement or section related to the opinion presented.

Student Learning Targets:

Knowledge Targets

  • I can identify introductions to writing pieces.
  • I can identify conclusions to writing pieces. I can identify structures of writing pieces.
  • I can identify linking words.

Reasoning Targets

  • I can determine my opinion/point of view on a particular topic or text.

Skills (Performance) Targets

  • I can create an organizational structure (chronology, compare/contrast, cause/effect, problem/solution) to logically introduce my topic and opinion.
  • I can support my opinion with logically ordered facts and details and link my reasons with words, phrases and clauses.
  • I can write an opinion piece with an introduction, supporting details/facts, and a concluding statement/section.

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).
  • recognize or recall specific terminology, such as:
    • transitional words and phrases, supporting facts and reasons, evidence
  • Performs basic processes, such as:
    • writes an opinion piece on a topic but does not include all required components.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write an opinion piece on topics or texts, supporting a point of view with reasons and information.
    • introduces a topic or text clearly, states a clear opinion, and creates an organizational structure in which ideas are logically grouped to support the writer’s purpose.
    • provides logically ordered reasons that are supported by facts and details.
    • links opinion and reasons using transitional words and phrases (e.g. because, therefore, in addition, for example).
    • ends with a strong concluding statement or section related to the opinion presented.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an opinion piece on topics or texts and convey ideas and information clearly referencing multiple rusted sources. Includes all required components.

Resources

Vocabulary

  • Opinion
  • Persuade
  • Bias
  • Introduction
  • Transition
  • Conclusion
  • Evidence
  • Fact
  • Reference

Websites

ELA-05.W.02

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-05.W.02 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
GoogleDrive logoTeacher Proficiency Scale

Sub-Standards:

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aid in comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using transitional words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

Student Learning Targets:

Knowledge Targets

  • I can identify introductions to writing pieces.
  • I can identify conclusions to writing pieces.
  • I can name the text structures that writers use. I can name some linking words.

Reasoning Targets

  • I can define common writing structures and determine the structure that will allow me to organize my information best.

Skills (Performance) Targets

  • I can  select a topic and gather information (facts, definitions, details, quotations, examples) to share with my audience.
  • I can write an informational piece with an introduction and closing that hooks my reader, along with factual details to support the information on my topic.

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).
  • Recognizes or recalls specific terminology, such as:
    • introduction, heading, illustrations, multimedia, transitional words and phrases, conclusion
  • Performs basic processes, such as:
    • writes informative/explanatory text to examine a topic and conveys ideas but information is not stated clearly and does not include all required components.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write an informative/explanatory text to examine a topic and convey ideas and information clearly.
    • introduces a topic clearly, draws the reader into the text, groups related information logically, and includes formatting (e.g., headings, illustrations, and multimedia)
    • develops the topic with facts, definitions, concrete details, quotations, and/or other information and examples related to the topic.
    • links ideas within and across categories of information using transitional words and phrases (e.g., in contrast, especially).
    • uses precise language and content vocabulary to inform about or explain the topic.
    • ends with a strong conclusion related to the information or explanation presented.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write informative/explanatory texts to examine a topic and convey ideas and information clearly using multiple resources and include all required components.

Resources

Vocabulary

  • Information
  • Topic
  • Explain
  • Supporting Details
  • Graphics
  • Transition
  • Citation
  • Relevant
  • Reference
  • Introduction
  • Conclusion
  • Text Structures

Websites

(L) LANGUAGE

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 diagrams, labels 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

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