June 2023
Grade 5 ELA Reporting Standards | |||
Report Card Indicators | Concepts or Skills on Report Card | MLS Priority Standards: Support Mastery of Concept/Skill | Initially Reported |
Phonics and Word Recognition: Know and apply phonics /word analysis skills in decoding words | Decode multisyllabic words in context | 5.RF.3.A.a  Develop phonics in the reading process by decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multisyllabic words in context | Q1 |
Decode multisyllabic words in isolation | 5.RF.3.A.b Develop phonics in the reading process by reading root words, prefixes, suffixes, and important words from all  specific content curricula | Q1 | |
Vocabulary: | Use context to determine the meaning of academic words and use in conversation | 5.R.1.B.a Develop an understanding of vocabulary by determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes through context | Q1 |
5.R.1.B.b Develop an understanding of vocabulary by using context to determine meaning of unfamiliar or multiple-meaning words | |||
Explain and use figurative language | 5.R.1.B.d Develop an understanding of vocabulary by explaining the meaning of common idioms, adages, similes, metaphors, hyperboles, and other sayings in text | Q1 | |
Comprehension: Text Evidence | Draw conclusions/make inferences and provide text evidence to explain thinking (fiction and nonfiction) | 5.R.1.A.a Develop and demonstrate reading skills in response to text by drawing conclusions and inferring by referencing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text | Q1 |
5.R.1.A.b Develop and demonstrate reading skills in response to text by drawing conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the text | |||
Describe how point of view (perspective) influences events or messages | 5.R.2.A.c Read, infer, analyze, and draw conclusions describe how a narrator’s or speaker’s point of view influences events | Q2 | |
5.R.4.A.c Read to develop an understanding of media and its components by identifying the point of view of media | |||
Comprehension:  Fiction Text | Compare and contrast character  relationships, explain plot structures (conflict, resolution) and  theme | 5.R.2.A.a Read, infer, analyze, and draw conclusions compare and contrast the roles and functions of characters in various plots, their relationships, and their conflicts | Q2 |
5.R.2.A.b Read, infer, analyze, and draw conclusions explain the theme or moral lesson, conflict, and resolution in a story or novel | |||
Comprehension:Â Nonfiction Text | Use multiple text features and structures to locate and explain information | 5.R.3.A.a Read, infer, and draw conclusions to:
| Q1 |
5.R.3.C.c Read, infer, and draw conclusions to analyze how the pattern of organization of a text influences the relationships | |||
Provide evidence to support the author’s claim | 5.R.3.B.a Read, infer, and draw conclusions to evaluate if  the author’s purpose was achieved, identify reasons for the decision, and provide evidence to support the claim | Q1 | |
5.R.3.B.g Read, infer, and draw conclusions to use reasoning to determine the logic of an author’s conclusion and provide evidence to support reasoning | |||
Integrate information on the same topic from several sources | 5.R.3.C.e Read, infer, and draw conclusions to integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably | Q1 | |
Reading Independently | Read developmentally appropriate text and produce evidence of reading | 5.R.1.D.a Read independently for multiple purposes over sustained periods of time by:
| Q1 |
Writing Process: Â Uses strategies to plan, edit, revise, and strengthen writing | Use a prewriting strategy to generate and plan a first draft | 5.W.1.A.d Follow a writing process to plan a first draft by: using a prewriting strategy | Q2 |
Build on one main idea to create multiple paragraphs and support main idea with clear topic sentence, facts/details | 5.W.1.B.a Appropriate to genre type, develop a draft from prewriting by choosing an appropriate organizational structure and building on one main idea to create a multiple-paragraph text appropriate to the genre | Q2 | |
5.W.1.B.b Appropriate to genre type, develop a draft from prewriting by establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraph | |||
Create a clear introduction, supporting, and concluding paragraph in which the overall main idea is restated | 5.W.1.B.c Appropriate to genre type, develop a draft from prewriting by categorizing, organizing, and sequencing facts, details, and/or events (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structure | Q2 | |
5.W.1.B.d Appropriate to genre type, develop a draft from prewriting by restating the overall main idea in the concluding statement | |||
Opinion Writing | Writes texts that state an opinion about the topic and provides evidence based support for the opinion | 5.W.2.A.a Write opinion texts that:
| Q1 |
Informational Writing | Write texts to introduce a topic and supply facts and details Uses organized structure appropriate to topic (compare/contrast, cause/effect, sequence of events) Use specific and accurate words that are related to the topic, audience, and purpose | 5.W.2.B Write informative/ explanatory texts that:
| Q2 |
Narrative Writing | Establish a setting and situation/topic and introduce a narrator and/or characters Use a variety of transitions to manage the sequence of events Use narrative technique, such as dialogue, motivation, and descriptions | 5.W.2.C. Write fiction or nonfiction narratives and poems that:
| Q3 |
Research Process:Â Gather information from a variety of sources | Select resources and information relevant to purpose Differentiate between paraphrasing and plagiarism when using the ideas of others | 5.W.3.A. Apply research process to:
G. differentiate between paraphrasing and plagiarism when using ideas of others | Q1 |
Grammar and Conventions: Communicate using conventions of English language | Apply grade appropriate grammar and conventions in speech and written work | 5.L.1.A.a In speech and written form, apply standard English grammar to explain and use the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection | Q1 |
5.L.1.A.e In speech and written form, apply standard English grammar to produce a variety of complex sentences in writing | |||
5.L.1.B.c In written text use a comma to separate an introductory clause in a complex sentence | |||
5.L.1.B.h In written text use apostrophes in singular nouns to show possession | |||
5.L.1.B.i  In written text write apostrophes in regular plural nouns to show possession | |||
In written work, spell grade level words appropriately | L.1.B.j Use combined knowledge of all letter-sound correspondences, syllabication patterns ,and morphology (roots, affixes) to read and spell unfamiliar multisyllabic words in context | Q1 | |
Speaking and Listening: Apply effective listening skills and strategies | Contribute to conversations by applying effective listening skills and responding to/clarifying information | 5.SL.1.A.b Develop and apply effective listening skills and strategies in formal and informal settings by posing and responding to specific questions to clarify or following up on information and making comments that contribute to the discussion to link to the remarks of others | Q1 |
Listen to a speaker’s message and summarize the main points based on evidence | 5.SL.1.A.d Develop and apply effective listening skills and strategies in formal and informal settings by listening for speaker’s message and summarizing main points based on evidence | Q1 | |
Use grade level academic language in conversation | 5.R.1.B.g Develop an understanding of vocabulary by using conversational, general academic, and domain- specific words and phrases | Q1 | |