5th Grade English


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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.

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
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-05.RI.03

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-05.RI.03 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Student Learning Targets:

Knowledge Targets

  • I can identify individuals, events, ideas, and/or concepts in different types of texts.

Reasoning Targets

  • I can use specific information in a text to identify and explain the relationship between two or more individuals, events, ideas, and/or concepts.
  • I can use specific information in a text to identify and explain the interactions between two or more individuals, events, ideas and/or concepts.

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

  • Interaction
  • Individual
  • Event
  • Idea
  • Concept
  • Relationship

ELA-05.RI.04

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

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.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.

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.
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites


ELA-05.RI.06

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.06 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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.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

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for Literature Strand:

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

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

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

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

How to Help Your Child At Home with the Literature Strand:

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

 

Resources:

Calculation Method for Strands

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


ELA-05.RL.01

ELA 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.

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.
Teacher Proficiency Scale

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



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