2013-2014-5th grade ela parent · pdf file2013-2014-5th grade ela parent rubric phonics and...

Standard 3

ELACC5RF3: Know and apply grade-level phonics and word analysis skills

in decoding words.

Student demonstrates consistent achievement within the standard:

Standard 3

ELACC5RF4: Read with sufficient accuracy and fluency to support

comprehension.


a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate,

and expression on successive readings.

c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

2013-2014-5th Grade ELA Parent Rubric Phonics and Word Recognition

Fluency

Reading

Fou

ndation

al

Independently reads Lexile appropriate text, including poetry, with

accuracy, appropriate rate, and expression ·

Self-corrects and monitors while reading

· Reads with purpose & understanding

· Makes reading sound like everyday speech

a. Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology (e.g., roots and affixes) to read

accurately unfamiliar multi-syllabic words in context and out of context.

Uses knowledge of letter sounds, syllable patterns, and roots &

affixes to decode unfamiliar grade level words

7/24/201312:47 AM Fifth Grade of 16

Standard 3


Reads attentively to support claims & inferences with specific, text-

based evidence including quoting properly from the text

Practices annotating/note-taking skills

Paraphrases and summarizes for comprehension


Independently uses strategies to identify the author’s purpose or

theme in all types of texts, including novels, plays, newspaper articles,

poems, etc.

Applies knowledge that theme refers to the overall lesson about life

or the world

Practices summarizing texts without adding opinions

Understands difference between summary & paraphrase

ELACC5RL3: 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).


· Independently annotates while reading, noting character

interactions, and making predictions

· Shows elements of characterizations and differentiating between

important facts and trivial details within the text

ELACC5RL2: 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;

summarize the text.

ELACC5RL1: Quote accurately from a text when explaining what the text

says explicitly and when drawing inferences from the text.

Key Ideas and DetailsReading

Litera

ry


Standard 3


D istinguishes between literal and figurative speech and how it

affects a text

Understands the difference between denotations and

connotations of words

Uses context clues, reference materials, knowledge of roots and

prefixes, etc., to determine meaning of unfamiliar words

Examines word choices, types of figurative language, and imagery

used to determine the effect the authors are trying to create


Independently reads a wide variety of text structures (scientific

texts with abstract/methods

/procedures; dramas with acts, scenes, and lines; novels with chapters;

instructions with headings; etc.)

Notices structural elements while reading and applies to own

writing

Learns the terms associated with structure


Understands narrative voice (first person, third person, and

narrator), compares texts told from differing points of view, notes how it

changes the experience of a text, and applies to student writing

· Understands the difference between narrative Point of View and

point of view as in one’s biases

ELACC5RL6: Describe how a narrator’s or speaker’s point of view

influences how events are described.

ELACC5RL5: Explain how a series of chapters, scenes, or stanzas fits

together to provide the overall structure of a particular story, drama, or

poem.

ELACC5RL4: Determine the meaning of words and phrases as they are

used in a text, including figurative language such as metaphors and

similes.

Craft and StructureReading

Litera

ry


Standard 3


Understands multimedia components which can include

animation, sound effects, music, etc. and considers ways in which these

elements make presentations more fun and engaging

Thinks about how and when illustrations are helpful

Watches movies based on books they have read, easily notes the

differences in the versions, and why those changes might have been

necessary or desirable

Thinks whether he/she prefers to get information through words,

pictures, or listening


Learns about different genres and sub-genres of text (mystery,

adventure, biography, science fiction, etc.)

Compares themes between different stories

Compares texts based on setting, plot, characterization, and

other story elements

Reading

Litera

ryIntegration of Knowledge and Ideas

Range of Reading and Complexity of Text

ELACC5RL10: By the end of the year, read and comprehend literature, inlcuding stories, dramas, and poetry, at the high end of the grades 4-5 text

complexity band independently and proficiently. (not on the report card)

ELACC5RL9: Compare and contrast stories in the same genre (e.g.,

mysteries and adventure stories) on their approaches to similar themes

and topics.

ELACC5RL7: Analyze how visual and multimedia elements contribute to

the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia

presentation of fiction, folktale, myth, poem).


Standard 3


Reads Lexile appropriate texts about a variety of subjects

Thinks about the methods an author utilizes for the purpose of

description and communicating

Locates facts produced by an author as evidence, notices when an

author fails to produce evidence, and makes judgments about the

strength of it

Supports ideas with textual evidence

Distinguishes between fact, opinion, and unimportant details


Understands the difference between theme and main idea

Summarizes texts without unnecessary additions

· Understands structures to help identify main ideas and details


Understands common textual features and organizational

structures

Takes notes while reading informational texts

Explains reasons for interactions between elements of a text

Reading

Inf

ormation

al

ELACC5RI2: Determine two or more main ideas of a text and explain how

they are supported by key details; summarize the text.

ELACC5RI3: 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.

ELACC5RI1: Quote accurately from a text when explaining what the text

says explicitly and when drawing inferences from the text.

Key Ideas and Details


Standard 3


Understands the effect of sound, form, and non-literal language

such as idioms and figures of speech in complex informational texts

Evaluates how an author uses words to create tone, mood, or

focus

Applies knowledge of effects of diction for varying audiences and

purposes

Acquires and applies knowledge of domain-specific terms for

informational texts

Determines pronunciations, meanings, alternate word choices,

parts of speech and etymologies of unfamiliar words


Recognizes common textual features & organizational structures

Notices placement of topic sentences in informational documents

and the evidence that supports them

Understands that specific organizational structures are particularly

for certain documents


Reads about a topic from more than one source before forming an

opinion about the information

Compares televised information to newsprint, magazines, and

websites, notes the differences in presentation

Is alert for bias and the strategies people use to attempt to

mislead readers/viewers Begins to make judgments about the reliability of sources

Reading

Inf

ormation

al

ELACC5RI5: 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.

ELACC5RI6: Analyze multiple accounts of the same event or topic, noting

important similarities and differences in the point of view they represent.

ELACC5RI4: Determine the meaning of general academic and domain-

specific words and phrases in a text relevant to a grade 5 topic or subject

area .

Craft and Structure


Standard 3


Learns about computer programs and presentation platforms while

becoming responsible users of media

Recognizes the most reliable types of media, and which are best for

various uses

Differentiates reliable websites from unreliable ones


Independently organizes information in terms of claim and

support

Supports all claims with solid evidence

Requires evidence from people who want to persuade them, while

being alert for nonsense arguments


Independently reads and researches a wide variety of topics that

appeal to him/her to build background knowledge

Checks multiple sources before drawing conclusions and not relying

solely on the internet for information

Reading

Inf

ormation

al

Range of Reading and Text Complexity

ELACC5RI10: 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. (not on the report card)

ELACC5RI8: Explain how an author uses reasons and evidence to support

particular points in a text, identifying which reasons and evidence

supports which point(s).

ELACC5RI9: Integrate information from several texts on the same topic in

order to write or speak about the subject knowledgeably.

ELACC5RI7: 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.

Integration of Knowledge and Ideas


Standard 3

ELACC5W1: Write opinion pieces on topics or texts, supporting a point of

view with reasons.


a. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support

the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and

details.

c. Link opinion and reasons using words, phrases, and clauses (e.g.,

consequently, specifically).

d. Provide a concluding statement or section related to the opinion

presented.

ELACC5W2: Write informative/explanatory texts to examine a topic and

convey ideas and information clearly.


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 aiding comprehension.

Independently selects a focus, organizational structure, and a point

of view based on purpose & genre while using appropriate word choice

& vocabulary for the topic

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 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.

Writing

Text Types and Purposes

Independently selects a focus, organizational structure, and a point

of view based on purpose & genre

· Uses traditional structures for conveying information (See Note)

· Provides relevant evidence to support the point of view

· Engages the reader by establishing a context, creating a speaker’s

voice, using appropriate word choice, and develops reader interest while

excluding extraneous details ·

Includes a final statement that supports the opinion

Uses traditional structures for conveying information (See Note)

· Understands and applies the writing process including

demonstrating the difference between fact/opinion & key

details/extraneous details

· Uses features of texts (See Note) to obtain and organize

information

· Includes a conclusion

· Cites sources used


Standard 3

ELACC5W3: Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear event

sequences.

a. Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters to

situations.

c. Use a variety of transitional words, phrases, and clauses to manage the

sequence of events.

d. Use concrete words and phrases and sensory details to convey

experiences and events precisely.

e. Provide a conclusion that follows from the narrated experiences or

events.

Writing

Text Types and Purposes


· Independently selects a focus, organizational structure, and a point

of view based on purpose & genre while using appropriate word choice,

transitions, & vocabulary for the topic

· Establishes a plot, point of view, setting, and conflict, and/or the

significance of the events while using the steps of the writing process

and excluding extraneous details

· Establishes a context, creates a point of view, and develops reader

interest

· Uses narrative strategies such as flashback, foreshadowing,

dialogue, tension, or suspense ·

Includes a final statement that follows the experiences or events


Standard 3


Produces a writing that establishes an appropriate organizational

structure, sets context, and engages the reader while maintaining focus

on audience and purpose

Cites appropriately and avoids plagiarism

Uses traditional structures for conveying information and

appropriate vocabulary choices (domain-specific, academic, colloquial,

or informal).


Plans and drafts independently and resourcefully

Revises and edits manuscripts to improve focus by adding, deleting,

consolidating, clarifying, rearranging words and sentences, and corrects

spelling errors & punctuation


Uses various reference materials and organizational features of

printed text to locate relevant information

Uses features of texts to obtain and organize information

Uses technology to interact and collaborate with others while

creating simple documents by using electronic media and demonstrating

basic keyboarding skills and familiarity with computer terminology

Writing

Production and Distribution

ELACC5W5: With guidance and support from peers and adults, develop

and strengthen writing as needed by planning, revising, and editing.

(Editing for conventions should demonstrate command of Language

Standards 1–3 up to and including grade 5.)

ELACC5W6: 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.

ELACC5W4: Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in

Standards 1–3 above.)


Standard 3


Conducts independent research on topics of personal interest

Learns to navigate the web (differentiating between reliable &

unreliable sites) and the media center effectively

Uses latest software for gathering & sharing information

Acquires keyboarding skills to produce text within the quantities

and time limits required

Cites sources accurately


Uses organizational features of printed and electronic text to locate

relevant information

Supports judgments through references to the text, or other works,

including researched information in different types of products

Summarizes and paraphrases information

Cites references appropriately

Writing

Range of Writing

ELACC5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a

day or two) for a range of discipline-specific tasks, purposes, and audiences. (not on the report card)

Research to Build and Present Knowledge

ELACC5W8: 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.

ELACC5W7: Conduct short research projects that use several sources to

build knowledge through investigation of different aspects of a topic.


Standard 3

ELACC5L1: Demonstrate command of the conventions of Standard

English grammar and usage when writing or speaking.


a. Explain the function of conjunctions, prepositions, and interjections in

general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have

walked) verb aspects.

c. Use verb tense and aspect to convey various times, sequences, states,

and conditions.d. Recognize and correct inappropriate shifts in verb tense and aspect.*

e. Use correlative conjunctions (e.g., either/or, neither/nor).

ELACC5L2: Demonstrate command of the conventions of Standard

English capitalization, punctuation, and spelling when writing.


a. Use punctuation to separate items in a series.*

b. Use a comma to separate an introductory element from the rest of the

sentence.

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to

set off a tag question from the rest of the sentence (e.g., It’s true, isn’t

it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

e. Spell grade-appropriate words correctly, consulting references as

needed.

Lang

uage

Conventions of Standard English

Reviews and maintains previously learned grammar & conventions

· Reviews, uses and identifies the eight parts of speech (e.g., noun,

pronoun, verb, adverb, adjective, conjunction, preposition, interjection)

focusing on conjunctions (including correlative), prepositions,

interjections, and verb tenses · Avoids

common mistakes in verb agreement (such as with collective nouns and

plural pronouns)

Reviews and maintains familiarity with rules and patterns of

spelling and consults reference materials for clarification when needed

· Understands and applies the rules of spelling, capitalization, and

comma usage while not allowing abbreviations common to digital media

to impact spelling


Standard 3

ELACC5L3: Use knowledge of language and its conventions when writing,

speaking, reading, or listening.


a. Expand, combine, and reduce sentences for meaning, reader/listener

interest, and style.*

Reviews rules of grammar & conventions, including parts of speech

& spelling

b. Compare and contrast the varieties of English (e.g., dialects, registers)

used in stories, dramas, or poems.

Applies knowledge of literal & figurative language & the

denotations & connotations of words when choosing diction in speaking

and writing

Edits writing for over-use of words & simple sentences, revises to

achieve appropriate fluency and variation

Expands, combines, and reduces sentences

Lang

uage

Knowledge of Language


Standard 3

ELACC5L4: Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 5 reading and content,

choosing flexibly from a range of strategies.


a. Use context (e.g., cause/effect relationships and comparisons in text)

as a clue to the meaning of a word or phrase. Uses cause/effect relationships and comparisons in text to

determine word meaning

b. Use common, grade-appropriate Greek and Latin affixes and roots as

clues to the meaning of a word (e.g., photograph, photosynthesis).

Acquires new vocabulary from a variety of texts and environments,

and uses context as a clue to the meaning of an unknown word or phrase

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses),

both print and digital, to find the pronunciation and determine or clarify

the precise meaning of key words and phrases.

Makes effective use of reference materials, including digital

references

ELACC5L5: Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in

context.

b. Recognize and explain the meaning of common idioms, adages, and

proverbs.

c. Use the relationship between particular words (e.g., synonyms,

antonyms, homographs) to better understand each of the words.

ELACC5L6: Acquire and use accurately grade-appropriate general

academic and domain-specific vocabulary, including words and phrases

that signal contrast, addition, and other logical relationships (e.g.,

however, although, nevertheless, similarly, moreover, in addition).


· Learns and uses many new words from reading in conversations

and writing

· Uses correct noun/verb agreement, provides correct antecedents

for pronouns, and correctly places modifiers

Lang

uage


· Identifies & analyzes the effects within texts of various types of

figurative language while understanding the impact of literary elements

(imagery, diction, syntax, and sensory details)

· Understands relationships between synonyms, antonyms, and

homophones · Identifies and analyzes

alliteration, assonance, consonance, onomatopoeia

· Considers connotations of various words when determining

author’s purpose

Vocabulary Acquisition and Use


Standard 3

ELACC5SL1: 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 discussions.


Acquires knowledge of elements of visual text, such as color or

camera angle

Uses many kinds of media such as audio versions of text to help

model *prosody

Understands difference between summarizing and paraphrasing

Uses appropriate organizational structures for argument writing

(focus for audience and purpose)


Summarizes the points a speaker makes without including his/her

own opinion

Thinks about a speaker’s opinion(s) noticing when he or she is

biased, not based on facts, or trying to fool an audience (celebrities and

distractions)

Considers the impact of visual elements.

Spe

aking

and

Liste

ning

ELACC5SL3: Summarize the points a speaker makes and explain how each

claim is supported by reasons and evidence.

ELACC5SL2: Summarize a written text read aloud or information

presented in diverse media and formats, including visually,

quantitatively, and orally.

Comprehension and Collaboration


· Researches topics to be discussed and provides reasons to support

opinions when participating in student-to-teacher, student-to-student,

and group verbal interactions · Responds

appropriately to questions and comments with appropriate information

· Clarifies, illustrates or expands on responses when asked to or

asking peers for similar responses

· Asks relevant questions


Standard 3


Shapes information to achieve a particular purpose and appeal to

the interest and background knowledge of audience members, while

becoming comfortable presenting

Practices presentations, seeks feedback on pacing, eye contact,

volume, etc.

Records oral presentations in order to self-assess pacing, volume,

and inflection

Uses appropriate facts and details to support ideas and/or themes

Adapts speech as necessary for formal and informal presentations


Uses the latest digital trends for gathering and sharing information

Notices the graphic components of texts

Makes a practice of imagining visual images, including charts and

graphs that would enhance ideas and claims

Acquires keyboarding skills adequate to produce text within the

quantities and time limits required


Adapts speech to context and task, u sing formal English when

appropriate

Seeks out opportunities to speak in formal & informal situations

Projects a sense of individuality and personality in selecting and

organizing content and in delivery

Spe

aking

and

Liste

ning

ELACC5SL6: Adapt speech to a variety of contexts and tasks, using formal

English when appropriate to task and situation. (See grade 5 Language

Standards 1 and 3 for specific expectations.)

Presentation of Knowledge and Ideas

ELACC5SL5: Include multimedia components (e.g., graphics, sound) and

visual displays in presentations when appropriate to enhance the

development of main ideas or themes.

ELACC5SL4: 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.


2013-2014-5th grade ela parent · pdf file2013-2014-5th grade ela parent rubric phonics and...

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