5th Grade English


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ELA-05.RI.10

 

ELA-05 Targeted Standards
(RI) Strand: Reading Information
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:

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 (Rubric) Scale

Score   Description Sample Activity
4.0


  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



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



  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Reading Strategy
  • Comprehend

 


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-05 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-05.RL.01 Quote accurately from a text 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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student infers and describes 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.
  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 student 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.


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

The student summarizes the important information to show understanding of how the setting or details are important to the plot and characters' perspectives.


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student retells the story, providing the important information with prompting.


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-05.RL.02

 

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
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)

Product Targets

  • I can determine two themes of a text 

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

Websites

Vocabulary

  • Theme
  • Summary

 


ELA-05.RL.03

 

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
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 (e.g., how characters interact).

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 (Rubric) Scale

Score   Description Sample Activity
4.0


  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


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


  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 


ELA-05.RL.04

 Under Development

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.RL.05

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
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

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

 

Vocabulary

  • Chapter
  • Scene
  • Stanza

 


ELA-05.RL.06

 

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
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 can describe how events in a text are influences by point of view

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0



  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



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



  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

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

 


ELA-05.RL.07

 Under Development

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
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

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-05.RL.08

 Under Development

ELA-05 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

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

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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
-
  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  -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 



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