5th Grade English


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E

ELA-05.SL.04

ELA Speaking and Listening Strand Logo 5th Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-05.SL.04 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

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.SL.05

ELA Speaking and Listening Strand Logo 5th Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-05.SL.05 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

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.SL.06

ELA Speaking and Listening Strand Logo 5th Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-05.SL.06 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

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.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand:

The Writing standards outline three primary types of text that students are expected to produce: opinion, informational, and narrative texts.  Students are expected to produce each of these text types and to understand the purpose for each. When writing production is tightly integrated with purpose,  the differentiation between text types will be increasingly evident. Similarly, as students’ sophistication and maturity with language, vocabulary, and syntax grow, they will be better equipped to write for a specific purpose.The writing standards focus on instruction that enables students to gain adequate mastery of a range of writing skills and applications. As students progress through the grade levels they should demonstrate increasing sophistication in all aspects of writing, from vocabulary and syntax to the development and organization of ideas. The content and source students address are of an increasingly demanding nature. As they advance through the grade levels, students are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered during the preceding grades. 

Students continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“I think chocolate ice cream is the best ice cream because...... " Model this by giving your own opinions about topics or books. 
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer or writing tools to produce and publish what he/she has written.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

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.W.01

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-05.W.01 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Sub-Standards:

a. Introduces a topic or text clearly, states a clear opinion, and creates an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provides logically ordered reasons that are supported by facts and details.
c. Links opinion and reasons using transitional words and phrases (e.g. because, therefore, in addition, for example).
d. Ends with a strong concluding statement or section related to the opinion presented.

Student Learning Targets:

Knowledge Targets

  • I can identify introductions to writing pieces.
  • I can identify conclusions to writing pieces. I can identify structures of writing pieces.
  • I can identify linking words.

Reasoning Targets

  • I can determine my opinion/point of view on a particular topic or text.

Skills (Performance) Targets

  • I can create an organizational structure (chronology, compare/contrast, cause/effect, problem/solution) to logically introduce my topic and opinion.
  • I can support my opinion with logically ordered facts and details and link my reasons with words, phrases and clauses.
  • I can write an opinion piece with an introduction, supporting details/facts, and a concluding statement/section.

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:
    • transitional words and phrases, supporting facts and reasons, evidence
  • Performs basic processes, such as:
    • writes an opinion piece on a topic but does not include all required components.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write an opinion piece on topics or texts, supporting a point of view with reasons and information.
    • introduces a topic or text clearly, states a clear opinion, and creates an organizational structure in which ideas are logically grouped to support the writer’s purpose.
    • provides logically ordered reasons that are supported by facts and details.
    • links opinion and reasons using transitional words and phrases (e.g. because, therefore, in addition, for example).
    • ends with a strong concluding statement or section related to the opinion presented.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an opinion piece on topics or texts and convey ideas and information clearly referencing multiple rusted sources. Includes all required components.
Teacher Proficiency Scale

Resources

Vocabulary

  • Opinion
  • Persuade
  • Bias
  • Introduction
  • Transition
  • Conclusion
  • Evidence
  • Fact
  • Reference

Websites


ELA-05.W.02

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-05.W.02 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Sub-Standards:

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aid in comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using transitional words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

Student Learning Targets:

Knowledge Targets

  • I can identify introductions to writing pieces.
  • I can identify conclusions to writing pieces.
  • I can name the text structures that writers use. I can name some linking words.

Reasoning Targets

  • I can define common writing structures and determine the structure that will allow me to organize my information best.

Skills (Performance) Targets

  • I can  select a topic and gather information (facts, definitions, details, quotations, examples) to share with my audience.
  • I can write an informational piece with an introduction and closing that hooks my reader, along with factual details to support the information on my topic.

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).
  • Recognizes or recalls specific terminology, such as:
    • introduction, heading, illustrations, multimedia, transitional words and phrases, conclusion
  • Performs basic processes, such as:
    • writes informative/explanatory text to examine a topic and conveys ideas but information is not stated clearly and does not include all required components.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write an informative/explanatory text to examine a topic and convey ideas and information clearly.
    • introduces a topic clearly, draws the reader into the text, groups related information logically, and includes formatting (e.g., headings, illustrations, and multimedia)
    • develops the topic with facts, definitions, concrete details, quotations, and/or other information and examples related to the topic.
    • links ideas within and across categories of information using transitional words and phrases (e.g., in contrast, especially).
    • uses precise language and content vocabulary to inform about or explain the topic.
    • ends with a strong conclusion related to the information or explanation presented.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write informative/explanatory texts to examine a topic and convey ideas and information clearly using multiple resources and include all required components.
Teacher Proficiency Scale

Resources

Vocabulary

  • Information
  • Topic
  • Explain
  • Supporting Details
  • Graphics
  • Transition
  • Citation
  • Relevant
  • Reference
  • Introduction
  • Conclusion
  • Text Structures

Websites


ELA-05.W.03

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-05.W.03 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Sub-Standards:

a. Focuses the reader by establishing a situation and introduces a narrator and/or characters; organizes an event sequence that unfolds naturally.
b. Uses narrative techniques, such as dialogue, description, and pacing, to develop experiences and events by showing the characters’ responses to the experiences.
c. Uses a variety of transitional words to manage the sequence of events.
d. Uses descriptive words and sensory details to convey experiences and events precisely.
e. Ends with a conclusion that wraps up the narrative by including thoughts and feelings about the episode or event.

Student Learning Targets:

Knowledge Targets

  • I can identify an introduction to a writing piece.
  • I can identify a conclusion to a writing piece.
  • I can define narrative and describe the basic parts of plot (exposition, rising action, falling action and resolution).
  • I can identify sequence words.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can orient (set the scene for) the reader by introducing the narrator, characters and the event/situation that starts the story in motion.
  • I can write a story with an interesting opening and closing and sequence the events in my story so that one event logically leads to the next.

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:
    • dialogue, transitional words, descriptions, sensory details
  • perform basic processes, such as:
    • writes and develops imagined experiences and events using limited technique, basic details, and logical sequence but does not include all required components.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • focuses the reader by establishing a situation and introduces a narrator and/or characters; organizes an event sequence that unfolds naturally.
    • uses narrative techniques, such as dialogue, description, and pacing, to develop experiences and events by showing the characters’ responses to the experiences.
    • uses a variety of transitional words to manage the sequence of events.
    • uses descriptive words and sensory details to convey experiences and events precisely.
    • ends with a conclusion that wraps up the narrative by including thoughts and feelings about the episode or event.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a narrative to develop real or imagined experiences or events using advanced narrative techniques, vivid descriptions, a variety of transitional words, and sensory details to convey detailed experiences. Includes all required components.
Teacher Proficiency Scale

Resources

Vocabulary

  • Narrative
  • Plot Structure
  • Imagery
  • Characterization
  • Sensory Detail
  • Setting
  • Dialogue
  • Description
  • Introduction
  • Closure
  • Sequence

Websites


ELA-05.W.04

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-05.W.04 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

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.W.05

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-05.W.05 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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.W.06

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-05.W.06 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

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.W.07

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-05.W.07 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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.W.08

ELA Writing Strand Logo 5th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-05.W.08 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

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


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