5th Grade English


(L) Language

ELA-05.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives.  Fifth grade students gain control over proper use of pronouns, adjectives, adverbs, and other parts of speech, produce simple, compound, and complex sentences, and demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • When coming across unknown words, encourage your child to use diagramslabels or reference materials (glossaries, dictionaries....) to find out what the definition is
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to "bump up" the vocabulary words they use in their writing.  Help them by finding synonyms for simple words (using enormous instead of the word big)

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-05.L.01

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-05.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Sub-Standards:

Practice:
a. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
b. Produce complex and compound-complex sentences.
c. Rearrange complete simple and compound sentences of a variety of lengths.
d. Ensure pronoun-antecedent agreement.
e. Explain and use linking verbs.
f. Use verb tense to convey various times and sequences.
g. Use relative pronouns (who, whose, whom, which, that).
h. Use relative adverbs (where, when, why).
i. Use correlative conjunctions (e.g., either/or, neither/nor).
j. Resolve issues of complex of contested usage, consulting reliable references as needed.
k. Use coordinating and subordinating conjunctions.
l. Explain the function of coordinating conjunctions.
Display proficiency in:
m. Use possessive nouns.
n. Explain the function of a noun.
o. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
p. Form and use the perfect (e.g., I had walked; I have walked; I will walk) verb tenses.
q. Use helping and modal auxiliaries (e.g., can, may, must) to convey various conditions.
r. Explain the function of a verb.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.02

ELA Language Strand Logo 5th (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-05.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sub-Standards:

Practice:
a. Use commas and quotation marks in dialogue.
b. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
c. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).
Display proficiency in:
d. Form and use possessives.
e. Use correct capitalization overall.
f. Use a comma to separate an introductory element from the rest of a sentence.
g. Use underlining, quotation marks, or italics to indicate titles of works.

Student Learning Targets:

Knowledge Targets

  • I can name different forms of punctuation.

Reasoning Targets

  • I can determine when to capitalize words.

Skills (Performance) Targets

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

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • Recognizes or recalls specific terminology, such as:
    • Punctuation, comma, quotation mark, italics, underlines
  • Performs basic processes, such as:
    • capitalize beginning of sentences and include appropriate ending punctuation
    • identify possessives

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

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Use commas and quotation marks in dialogue.
  • Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
  • Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).

Teacher Proficiency Scale

Scoring Rubric

Score   Description Sample Activity
4.0

Student is able to:

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

“The Standard.” Student is able to :

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

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

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

The student:

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

The student:

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

Resources

Vocabulary

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

Websites

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

ELA-05.L.03

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

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

Sub-Standards:

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.04

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

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

Sub-Standards:

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.05

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

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

Sub-Standards:

a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.L.06

ELA Language Strand Logo 5th Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-05.L.06 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window