5th Grade English


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ELA-05.RI.07

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RI.07 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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).
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.RI.08

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RI.08 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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).
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.RI.09

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RI.09 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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).
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.RI.10

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Range of Reading and Level of Text Complexity

ELA-05.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complex text.

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).
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

  • Reading Strategy
  • Comprehend
  • LIST

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

ELA-05.RL.02

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

ELA-05.RL.02 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.

Student Learning Targets:

Knowledge Targets

  • I can define theme (a lesson the author is revealing - honesty is the best policy).

Reasoning Targets

  • I can analyze details in a text (example: how characters respond to challenges or how the speaker in a poem reflects upon a topic) to determine a theme (author's overall message).

Skills (Performance) Targets

  • I can determine two themes of a text.

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).
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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to state a theme or central idea of a literature (fiction) text.  The student is able to identify what the author wanted readers to take away from the text and how the details contribute to the theme, citing text evidence.

The text used at this level is a middle 7th grade independent reading range

Advanced level text descriptions (link)

The student writes a summary of an advanced level text and includes the theme, citing evidence from the text that supports the theme.
  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.”The student correctly identifies the theme of the story and support the reason they identified that theme with evidence from the text.

The text used at this level is in the end of year 5th grade independent reading range.

Text descriptions for middle to end of 5th Grade (link)

Students select the key words from a poem they have read.  The student uses those key words to summarize the poem and determine what the theme of the poem is.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

Student is able to  correctly identify the theme of the story and support the reason they identified that theme with evidence from the text.

The text used at this level is a middle of year 5th grade independent reading range. 

Text descriptions for middle of 5th Grade (link)

See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

Student is able to identify a theme from a literature (fiction) text.

The text used at this level is a beginning of 5th grade independent reading range. 

Text descriptions for beginning 5th Grade (link)

The student uses a graphic organizer to summarize the beginning/middle/end of a story.  

The student lists the messages an author is conveying at various points of the text/passage.  The student determines if a similar message (theme) is being conveyed throughout the text.

  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Theme
  • Summary
  • LIST

Websites


ELA-05.RL.03

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

ELA-05.RL.03 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

Student Learning Targets:

Knowledge Targets

  • I can identify characters, settings, and events in a story or drama.

Reasoning Targets

  • I can compare (determine similarities) of two or more characters, settings, or events in a story or drama using specific details from the text.
  • I can contrast (determine differences) of two or more characters, settings, or events in a story or drama using specific details from the text.

Skills (Performance) Targets

  • I can describe a character using character traits.

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).
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

  • Event
  • Trait
  • Compare
  • Contrast
  • Character
  • Setting

Websites


ELA-05.RL.04

ELA Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-05.RL.04 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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).
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.RL.05

ELA Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-05.RL.05 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Student Learning Targets:

Knowledge Targets

  • I can recognize that chapters are found in stories, scenes are found in dramas, and stanzas are found in poems.

Reasoning Targets

  • I can explain how chapters, scenes and stanzas fit together to form stories, dramas or poems.

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).
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

  • Chapter
  • Scene
  • Stanza

Websites

  • Links to sites that open in a new window

ELA-05.RL.06

ELA Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Craft and Structure

ELA-05.RL.06 Describe how a narrator’s or speaker’s point of view influences how events are described.

Student Learning Targets:

Knowledge Targets

  • I can identify basic points of view as first person (narrator tells about her/himself; "I"), second person (narrator talks directly to the reader; "you"), or third person (narrator tells about others; "he/she/it").

Reasoning Targets

  • I can determine a narrator's or speaker's point of view in a text.

Skills (Performance) Targets

  • I an describe how events in a text are influences by point of view.

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).
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

  • First Person
  • Second Person
  • Third Person
  • Influence
  • Point of View

Websites


ELA-05.RL.07

ELA Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RL.07 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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).
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.RL.08

ELA Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RL.08 (Not applicable to literature)


ELA-05.RL.09

ELA Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RL.09 Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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).
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.RL.10

ELA Reading Literature Strand Logo 5th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Range of Reading and Level of Text Complexity

ELA-05.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, on grade level independently and proficiently.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complex text.

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).
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

  • Comprehend
  • Reading Strategy
  • LIST

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


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