5th Grade English
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(RF) Reading Foundations |
ELA-05.RF.03
ELA-05.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe student can ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).... read and spell multi-syllabic words found in the transitional reading stage. 2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).... read and spell words with common prefixes and suffixes as well as use word parts to decode and determine the meaning of multi-syllabic words in text at the beginning fluent reading stage.
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. ... read and spell words with Greek and Latin roots, using word parts to determine the meaning of words in text at the middle of the fluent reading stage.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.... read and spell words with Greek and Latin roots, using word parts to determine the meaning of words in text at the end of the fluent reading stage. ResourcesVocabulary
Websites
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ELA-05.RF.04ELA-05.RF.04 Read with sufficient accuracy and fluency to support comprehension.![]() Sub-Standards:
a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Proficiency ScaleThe 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.
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.
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. ResourcesVocabulary
Websites
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