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2017-2018

Elementary Literacy Quick Guide Grade Five

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Grade 5: Year at a GlanceTopic Scales

*Bold = topic includes Literacy Essential(s)Unit 1

Q1Unit 2

Q2Unit 3

Q2Unit 4

Q3Unit 5

Q4Unit 6

Q4Suggested Pacing 8/28-10/6 10/9-11/17 11/20-1/12 1/17-3/2 3/5-4/20 4/23-5/30

Quoting from Text and Inferencing X X X X X XTheme and Main Ideas X X

Story Elements X XMaking Connections X

Text Structures X XPoint of View/Perspective X X

Vocabulary and Word Knowledge X X X X X XFigurative Language X X X X X X

Source of Information X XReasons and Evidence X X

Comparing and Contrasting XMultiple Sources X

Grade Level Reading X X X X X XOpinion Writing X

Informative Writing X XNarrative Writing X X

Research Organization X X

*Revising Writing and Presenting Ideas (Checklist)X

(Optional to Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*Spelling and Grammar (Checklist) X

(Optional to Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*See page 2 for sequence of individual standards within each checklist.

Page | 2 Grade 5 Literacy Quick Guide Updated 5/5/2023

Grammar and Spelling (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (L.5.1a) X X X

2) Form and use the perfect (for example, I had walked; I have walked; I will have walked) verb tenses. (L.5.1b) X X

3) Use verb tense to convey various times, sequences, states, and conditions. (L.5.1c) X X4) Recognize and correct inappropriate shifts in verb tense. (L.5.1d) X X5) Use correlative conjunctions (for example, either/or, neither/nor). (L.5.1e) X6) Use punctuation to separate items in a series. (L.5.2a) X X7) Use a comma to separate an introductory element from the rest of the sentence. (L.5.2b) X X

8) Use a comma to set off the words yes and no. (for example, Yes, thank you), to set off a tag question from the rest of the sentence (for example, It’s true, isn’t it?), and to indicate direct address (for example, Is that you, Steve?). (L.5.2c)

X

9) Use underlining, quotation marks, or italics to indicate titles of works. (L.5.2d) X10)Spell grade appropriate words correctly when writing, consulting references as needed.

(L.5.2e) X X X X X X11)Expand, combine and reduce sentences for meaning, reader/listener interest, and style in

context. (L.5.3a) X X X X X X12)Compare and contrast the varieties of English. (for example, dialects, registers) used in

stories, dramas, or poems. (L.5.3b) X X X X X X13)Acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal contract, addition, and other logical relationships. (E.g. however, although, nevertheless, similarly, moreover, in addition). (L.5.6)

X X X X X X

Reporting Conversion (# of standards mastered converted to scale score): 13= Score 3; 11-12= 2.5; 9-10= 2; 7-8= 1.5; 1-6= 1

Revising Writing and Presenting Ideas (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) 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). (W.5.4)

x x x x x x

2) With guidance and support from peers and adults, develop and strengthen writing as needed by planning. (W.5.5) x x x x x x

3) With guidance and support from adults and peers, develop and strengthen writing as needed by revising, editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4), rewriting, or trying a new approach. (W.5.5)

x x x x x x

4) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing. (W.5.6) x x x x x x

5) With some guidance and support from adults, use technology, including the Internet, to interact and collaborate with others (on writing). (W.5.6) x x x x x x

6) Demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (W.5.6) x x x x x x

7) 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. (SL.5.4)

x x x x x x

8) Include multimedia components (for example, graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

x x x x x x


(SL.5.5) Reporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1

Grade 5: Literacy Scales + ChecklistsNo changes can be made to targets identified in bold, as these are directly from the Iowa Core Standards. *** targets are Essentials to Literacy at this grade level.

Click here to read more about selecting an appropriate text to use with students when gathering evidence of mastery.

Quoting from Text and Inferencing (RL.5.1, RI.5.1)

ANCHOR STANDARD(S):

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the goal.

3Learning

GoalA. Quote accurately from a text when drawing inferences from the text. (RI.5.1, RL.5.1)***

ANALYSIS

2 a. Quote accurately from a text when explaining what the text says explicitly. (RI.5.1, RL.5.1)*** b. Reference details from the text and draw logical inferences.

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Academic Vocabular

yexplicit, inference*, logical, quote

*Inference: Students make meaning based on clues from the text. Students need direct textual evidence to support inferences.

Quoting from Text and Inferencing- Item Bank(RL.5.1, RI.5.1)

Level 4

Investigate your questions using an additional resource. Write or tell what you found out. Quote examples using details from the text.

Level 3A

Use a quote to support your inference* about _____________.What lesson did you learn from this text? Use a direct quote from the text to support your reasoning.

Level 2 a b

What quote supports the following fact about the text ________________________.Use a quote from the text to answer this question, “________.” What does this author want me to know?

What detail supports the following fact about the text ________________________.What inference can you make based on what this text states? What detail(s) from the text supports this inference?


https://www.dropbox.com/s/qv162vl9733ucps/Using%20a%20Below%20Level%20Text.docx?dl=0

Theme and Main Ideas (RL.5.2, RI.5.2)

ANCHOR STANDARD(S):

Determine central ideas or themes of a text and analyze their development; summarize the key details and supporting ideas.


3Learning

Goal

A. 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. (RL.5.2)

B. Explain how the main ideas are supported by key details. (RI.5.2)*** ANALYSIS

2a. Summarize the non-fiction and fiction text. (RL.5.2; RI.5.2)*** b. Determine two or more main ideas of a text. (RI.5.2)*** c. Identify the theme* (underlying message) or main idea of text.d. Identify details that support a provided theme (underlying message) or main idea of a text. e. Identify details that support a teacher-provided main idea of a text.


ymain idea, supporting detail, theme* (underlying message), summarize

*Theme is not a one-word response (i.e. determination). The theme of a story is a sentence or phrase used to indirectly state the underlying lesson of the entire text.

Theme and Main Ideas- Item Bank (RL.5.2, RI.5.2)

Level 4

Write/tell a new story using the same theme or main idea. Provide key details that support the theme/main idea and include details about how characters in the story respond to challenges.

Level 3A B

What is the theme* of the text? Cite two details from the text to support your answer.

What are the challenges the characters face? Because of these challenges, what do the characters say, do or think? Cite evidence.

Based on those challenges and responses, what do you think the theme of the story is?

Complete the graphic organizer:

*click on the picture to follow link to resource.

Level 2 a b c d e


Summarize the text. What are two or more main ideas of this text?

Which is the theme* of the text?

(Multiple Choice)

The theme* of this story is ______________. Cite details from the text to help support the theme.

The main idea of the text is _________________. What details from the text support this?

Story Elements(RL.5.3)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


3Learning

Goal

A. 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). (RL.5.3)

ANALYSIS

2 a. Describe the characters' (e.g. words, thoughts, actions), settings, and events in a text. b. Identify details that support the description of a character, setting, or event in a text.


ycompare, contrast, interact

Story Elements- Item Bank(RL.5.3)Level 4

Based on what you know about two characters, what would happen if…. How would each character respond? Cite details in the text to support your answer.

Level 3A

Think about two events. How did they change the way the characters think about something or teach them a lesson?

Read paragraph ____. Why do you think (character) and (character) responded _______ when _____?

In what ways do the characters think alike/differently?

How does the setting (time: past, present or future) influence the ways in which the characters interact? What was their motivation? Use specific details from the text to support your reasoning.

Describe how these two characters are the same. How are they different?

Level 2 a b


Use the following graphic organizer to describe the characters, settings, and events of the story. *click on the picture to follow link to resource.

Describe the characters, setting(s) and/or events in the text.Which details in the text support your description?

Underline the text evidence to support your answer.

Making Connections (RI.5.3)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


3Learning

Goal

A. 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. (RI.5.3)

ANALYSIS

2 a. Describe the relationships or interactions between two individuals, events, ideas, or concepts in a text.


yinteraction, relationship

Making Connections- Item Bank(RI.5.3)

Level 4When presented with an idea seemingly contrary to the relationships/interactions described in the text: How can this be explained? Use details in the text to support your answer.

Level 3A

What is the relationship/interaction between __________(individual A) and __________ (individual B)? Cite information from the text to support your answer.

What is the relationship/interaction between __________(event A) and __________ (event B)? Cite information from the text to support your answer.

What conclusion can be drawn about the effect people have on hermit crabs? Support your answer with details from the text.

What is the relationship/interaction between __________ (concept A) and __________ (concept B)? Cite information from the text to support your answer.

Level 2 a

What caused ________ (individual) to ________(action or event)?

What was the result of ________________’s idea?

Why does ______ (event) happen?


Vocabulary and Word Knowledge (RI.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5c)

ANCHOR STANDARD(S):

Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


3Learning

Goal

Students demonstrate they have the ability to 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. (Language 4):

A. Use context (For example, cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (L.5.4a)***

B. Use common Greek and Latin affixes and roots as clues to the meaning of a word (for example, photograph, photosynthesis). (L.5.4b)***

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. (L.5.4c)

D. Use the relationship between particular words (for example, synonyms, antonyms, homographs) to better understand each of the words. (L.5.5c)

ANALYSIS

2a. Describe the meaning of common Greek and affixes and roots. b. Determine the meaning of general academic and domain-specific words and phrases in a text relevant

to a grade 5 topic and subject area. (RI.5.4)1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabular

yaffix, root, synonym, antonym, homograph, simile, metaphor, context clue*Use “Prefixes, Suffixes, Root Words” document as a guide

Vocabulary and Word Knowledge- Item Bank(RI.5.4, L.5.4a, L.5.4b, L.5.4c, L.5.5c)

Level 4Student appropriately uses above grade level vocabulary in writing and speaking. See next grade level for suggested vocabulary words.

Level 3- Student CHOOSES FLEXIBLY from a range of strategies to determine word meaningsA B C D

Use the context of the word, and information provided in the article to figure out the meaning of the underlined words. Write the meanings on the lines below.

Add prefix/suffix to a root word. Student writes/tells new meaning. This task is most effective when completed in reading connected text or when writing.

*Use “Prefixes, Suffixes, Root Words” document as a guide

Student uses glossary, dictionary to say/write his own definition for a word encountered in connected text.

Student says/writes definitions for words and uses those to determine definitions for their antonyms, synonyms, homographs.

This task is most effective when completed in reading connect text or when writing.

Level 2 a b

Student says/write a meaning/definition in his own words for common prefixes, suffixes, and roots.

*Use “Prefixes, Suffixes, Root Words” document as a guide Students says/writes the meaning of common grade level vocabulary. This task is most effective when completed in reading connected text.


https://www.dropbox.com/s/wxc551b3wj7nlmw/5%20LITERACY%20Prefixes%2C%20Suffixes%2C%20Roots.docx?dl=0



Figurative Language (L5.5a, L5.5b, RL.5.4)

ANCHOR STANDARD(S):

Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


3Learning

Goal

A. Interpret figurative language, including similes and metaphors, in context. (L5.5a)B. Determine the meaning of words and phrases as they are used in a text, including figurative

language such as metaphors and similes. (RL.5.4)

ANALYSIS 2 a. Recognize and explain the meaning of common idioms, adages, and proverbs. (L.5.5b)


ysimile, metaphor, figurative language, idioms, adages/proverbs

Figurative Language- Item Bank (L5.5a, L5.5b, RL5.4)

Level 4

Students uses similes, metaphors, idioms, and other figurative language in their writing and/or speaking.

Level 3A B

Read the metaphor/simile from the text. What is the author comparing? What does the metaphor/simile symbolize? What does it emphasize? What feeling or emotion? How does it describe the speaker’s state of mind?

Read the metaphor/simile from the text. What is the author comparing? What does the metaphor/simile symbolize? What does it emphasize? What feeling or emotion? How does it describe the speaker’s state of mind?

Level 2a

Underline/highlight any idioms, adages, or proverbs you find in the text.


Text Structures(RL.5.5, RI.5.5)

ANCHOR STANDARD(S):

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


3Learning

Goal

A. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (RL.5.5)

B. 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. (RI.5.5)

ANALYSIS

2 a. Identify the parts (chapters, scenes, stanzas) of stories, dramas, and poems. b. Recognize the structure of an informative text.


ytext structure, cause/effect, chronological, sequence, comparison, problem/solution, drama, scene, stanza

Text Structures and Features- Item Bank(RL.5.5, RI.5.5)

Level 4

Level 3A B

FICTION: How are the *events/ideas/concepts/information described in Text A similar or different from the events described in Text B? Cite text evidence.*only one item above needs to be compared/contrasted Look at the text structures used in paragraph _____ compare/contrast with the overall structure of the text? Ex: In paragraph 3 the author described the events that happened in chronological order. However, the overall structure of the text is to tell the reader about what caused ______ to ________.

NONFICTION: How are the *events/ideas/concepts/information described in Text A similar or different from the events described in Text B? Cite text evidence.*only one item above needs to be compared/contrasted Look at the text structures used in paragraph _____ compare/contrast with the overall structure of the text? Ex: In paragraph 3 the author described the events that happened in chronological order. However, the overall structure of the text is to tell the reader about what caused ______ to ________.

Level 2 a b


The poet groups the lines in twos because each stanzaA. focuses on a separate event.B. has a similar meter.C. shows a different feelingD. has a similar conflict.

Circle one stanza of the poem.

How is the text organized? Use evidence from the text to support your answer. How is the text organized?A.) Problem/solutionB.) Cause and effectC.) Sequencing D.) Compare/Contrast


Point of View/Perspective(RL.5.6, RI.5.6)

ANCHOR STANDARD(S):

Assess how point of view or purpose shapes the content and style of a text.


3Learning

Goal

A. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI.5.6)

ANALYSIS

2a. Describe how a narrator’s or speaker’s point of view (perspective) influences how events are

described. (RL.5.6) b. Identify the narrator's point of view in a story, poem, or drama. c. Identify the author’s angle/point of view in an informational text.


ypoint of view, analyze, first hand, second hand

Point of View/Perspective- Item Bank(RL.5.6, RI.5.6)

Level 4

How would the event/topic be described from a third perspective? What might be different? Why?

Level 3A

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.(Things for students to consider when answering this question: What is the point of view of each account? How do I know this? How are these accounts similar? How are they different?)

How are the points of view represented in each text regarding ___ (event/topic) similar and different? Cite and describe two examples from the text.Level 2


a b c

How would the story be different if another character was telling the story?

What do you know about the narrator’s beliefs/attitude/experiences based on how he/she tells the story?

Distinguish your own point of view from that of the author of the text.

What is the author’s attitude towards it? What is the topic or subject? What do I think about this topic as I begin to read this text? Has the author provided information and ideas to change my attitude about the topic at the end?

Sources of Information (RL.5.7, RI.5.7)

ANCHOR STANDARD(S):

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.


3Learning

Goal

A. 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). (RL.5.7)

B. 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. (RI.5.7)

KNOWLEDGE UTILIZATION

2 a. Interpret visual and multimedia elements that have an impact on the meaning or tone of a text. b. Use text feature to quickly locate information related to a topic.


ytone, digital, multimedia, source

Sources of Information- Item Bank(RL.5.7, RI.5.7)

Level 4

Level 3A B


Look at the image located on page ______. What does this image we are viewing mean to the text we are reading?

How does it add to the meaning or tone? Which specific *details from the visual elements contribute to your understanding of the text? Explain.

*This can include gestures, setting, clothing, focal point, etc. Discuss how the oral version reflects or differs from the text version of the same story.

Which idea is found in both the article about ____ and the sidebar about ____? Who or what are the sources of information about? What is the topic or issue?

Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Level 2 a b

How does adding illustrations help increase your understanding of the text? Why? Which picture reinforces the author’s serious tone about _________?

Discuss what you think the illustrator is trying to show about the setting.

How does adding photos/videos increase your understanding of the text? Why?

What part of the passage shows you that ________ (information found only in a picture, drawing, or illustration)?

What information can you gather by looking at the photograph on page _______________.


Reasons and Evidence (RI.5.8)

ANCHOR STANDARD(S):

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. *Important Note: NOT the same as main idea


3Learning

Goal

A. Explain how an author uses reasons and evidence to support particular points in a text. (RI.5.8)***

ANALYSIS

2 a. Identify the author's point. b. Identify which reasons and evidence support which points in a text. (RI.5.8)***


yevidence, particular point, reason, reasoning

Reasons and Evidence- Item Bank(RI.5.8)

Level 4

Take a position on a real world issue. Develop reasons and evidence for your position through research from multiple authors.

Level 3A

What is the author’s key point?

What evidence does he provide to support this point

Level 2 a b

*click on the picture to follow link to resource. What evidence supports the main idea that ______.Which of the following supports the author’s point that _______________________?

MULTIPLE CHOICE


Comparing and Contrasting (RL.5.9)

ANCHOR STANDARD(S):

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


3Learning

Goal

A. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (RL.5.9)

ANALYSIS

2 a. Identify themes and topics in two or more stories from the same genre.


ycompare, contrast, genre, theme, topic

Comparing and Contrasting- Item Bank(RL.5.9)Level 4

Which of the stories is most appealing to you? Why? Justify your answer using text evidence.

Level 3A

How are these two mysteries/adventures/fables the same or different?

How is the theme of story A similar and different to the theme in story B?

What is different about the way the authors wrote about _____ (topic/theme) in text one versus the way it is describe in text two?Level 2

a

What is the theme/topic of the first story?

What is the theme/topic of the second story?


Multiple Sources (RI.5.9)

ANCHOR STANDARD(S):

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


3Learning

Goal

A. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9)***

ANALYSIS

2 a. Describe important information from several texts about the same topic.b. Identify which information is important in a text.

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Academic

Vocabulary integrate, topic

Multiple Sources – Item Bank(RI.5.9)

Level 4

Identify issues or misunderstandings in 2 or more authors’ presentations of the same topic. Cite text evidence to support your answer. Which author do you agree with? Why?

Level 3A

What are the details or main points from these texts or resources that provide an understanding of ____________(topic)? (MUST INCLUDE FROM BOTH TEXTS)Using the details and information provided in text 1 and text 2, write a paragraph about _________ (the topic).Summarize the information you learned about __________ (the topic) using the important points and key details in Text A and Text B?

Level 2 a b


Which idea is found in both the article about ______ and the sidebar?What did you learn from text 1 that you did not learn from text 2? What did you learn from text 2 that you did not learn from text 1? What information did you gain in both texts about _______________________.

How do you decide what details or main points are important enough that you need to include them when you are writing?Identify three key concepts that important to understand in relation to the topic.


https://livedmpsk12ia.sharepoint.com/sites/resources/_layouts/15/WopiFrame.aspx?sourcedoc=%7B01B14F75-3666-4EA4-88A5-E37CD8823816%7D&file=G5%20Working%20with%20Mulitple%20Sources.docx&action=default

Grade Level Reading (RF.5.3, RF.5.4, RL.5.10, RI.5.10)

ANCHOR STANDARD(S):

Read and comprehend complex literary and informational texts independently and proficiently.

4 Students demonstrate they have the ability to read text at the 1080+ Lexile level. 3.5 Students demonstrate they have the ability to read text at the 962-1079 Lexile level.

3

Students demonstrate they have the ability to read text at the 845-961 Lexile level.

Know and apply grade-level phonics and word analysis skills in decoding words. (RF.5.3)***a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology. (for example,

roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (RF.5.3a)

Read with sufficient accuracy and fluency to support comprehension. (RF.5.4)***a. Reading on-level text with purpose and understanding. (RF.5.4a) b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (RF.5.4b)c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.5.4c)

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. (RL.5.10)

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. (RI.5.10)

2.5 Students demonstrate they have the ability to read text at the 736-844 Lexile level.

2 Students demonstrate they have the ability to read text at the 625-735 Lexile level.

1.5 Students demonstrate they have the ability to read text at the 313-624 Lexile level.

1 Students demonstrate they have the ability to read text at the BR-312 Lexile level.

Text Level Guidance: When collecting evidence around the reading (RL + RI) topics, students are expected to independently read the text and demonstrate their level 3 understanding. When a student is not able to independently access grade level text, a below level text may be used to assess the standard (learning goal); however, if a below level text is not complex enough to support the level 3 learning, the standard may be assessed using listening comprehension as a level 2 target.

This Grade Level Reading topic communicates if students can independently read and comprehend grade level text. The other RI and RL topics do not require students to read grade level text for assessment; however, teachers are encourage to use grade level, complex text during instruction whenever possible as is best practice.

Determining a Topic Score for Grade Level Reading Run “Class Report” for the most recent MAP Reading Test Locate the Lexile range for each student on the report Add 100 points from the bottom number of the range to determine each student’s Lexile level Compare that number to ranges in the above scale to determine the topic score


Opinion Writing (W.5.1)

ANCHOR STANDARD(S):

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.


3Learning

Goal

Students demonstrate they have the ability to write opinion pieces in which they:A. Create an organizational structure in which ideas are logically grouped to support the writer’s

purpose. (W.5.1a)*** B. State an opinion. (W.5.1a) and provide logically ordered reasons that are supported by facts and

details. (W.5.1b)*** KNOWLEDGE UTILIZATION

2a. Introduce a topic or text clearly. (W.5.1a)***b. Link opinion and reasons using words, phrases, and clauses. (for example, consequently,

specifically). (W.5.1c)***c. Provide a concluding statement or section related to the opinion presented. (W.5.1d)***


yclause, logical, organizational structure, phrase, point of view, purpose, reason, support

Opinion Writing – Item Bank(W.5.1)

Level 4

Level 3 Student Writing Samples

http://www.corestandards.org/assets/Appendix_C.pdf

http://achievethecore.org/category/330/student-writing-samples




Informative Writing (W.5.2)

ANCHOR STANDARD(S):

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


3Learning

Goal

Students demonstrate they have the ability to write informative pieces in which they:A. Group related information logically. (W.5.2a) B. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples

related to the topic. (W.5.2b) C. Provide a concluding statement or section related to the information or explanation presented. (W.5.2e)

ANALYSIS

2

a. Introduce a topic clearly. (W.5.2a) b. Provide a general observation and focus. (W.5.2a)c. Include formatting. (for example, headings), illustrations, and multimedia when useful to aiding

comprehension. (W.5.2a)d. Link ideas within and across categories of information using words, phrases, and clauses (for example, in

contrast, especially). (W.5.2c) e. Use precise language and domain-specific vocabulary to inform about or explain the topic. (W.5.2d)


ycategory, concrete, convey, focus, formatting, heading, inform, informative/explanatory, link, logical, multimedia, phrase, precise, quotation

Informative Writing– Item Bank(W.5.2)

Level 4





Narrative Writing (W.5.3)

ANCHOR STANDARD(S):

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


3Learning

Goal

Students demonstrate they have the ability to write narratives in which they:A. Organize an event sequence that unfolds naturally. (W.5.3a) B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and

events or show the responses of characters to situations. (W.5.3b) C. Provide a conclusion that follows from the narrated experiences or events. (W.5.3e)

ANALYSIS

2

a. Orient the reader by establishing a situation and introducing a narrator and/or characters. (W.5.3a)b. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

(W.5.3c) c. Use concrete words and phrases and sensory details to convey experiences and events precisely.

(W.5.3d) d. Describe the use of narrative techniques such as dialogue, description, and pacing.


yconcrete, convey, dialogue, experience, narrative, orient, pacing, phrase, precise, response, sensory, sequence, transition

Narrative Writing – Item Bank(W.5.3)

Level 4







Research Organization (W.5.7, W.5.8, W.5.9)

ANCHOR STANDARD(S):

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Draw evidence from literary or informational texts to support analysis, reflection, and research.


3Learning

Goal

A. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7)

B. Gather relevant information from print and digital sources. (W.5.8)***C. Draw evidence from literary or informational texts to support analysis, reflection, and research.

(W.5.9)***KNOWLEDGE UTILIZATION

2a. Recall relevant information from experiences. (W.5.8)*** b. Summarize or paraphrase information in notes and finished work. (W.5.8)***c. Provide a list of sources. (W.5.8)*** d. Demonstrate each step of the research process (for example, generate appropriate keyword searches, locate

appropriate sources, record information related to topic).1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabular

yaspect, investigation, research, research project, source, topic

Research Organization - Item Bank(W5.7, W.5.8, W.5.9)

Level 4

Level 3 Student Writing Examples






Revising Writing and Presenting Ideas (Checklist) 1) 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). (W.5.4)

2) With guidance and support from peers and adults, develop and strengthen writing as needed by planning. (W.5.5) 3) With guidance and support from adults and peers, develop and strengthen writing as needed by revising, editing. (Editing

for conventions should demonstrate command of Language standards 1-3 up to and including grade 4), rewriting, or trying a new approach. (W.5.5)

4) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing. (W.5.6)

5) With some guidance and support from adults, use technology, including the Internet, to interact and collaborate with others (on writing). (W.5.6)

6) Demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (W.5.6)7) 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. (SL.5.4)8) Include multimedia components (for example, graphics, sound) and visual displays in presentations when appropriate to

enhance the development of main ideas or themes. (SL.5.5) Reporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1

Spelling and Grammar (Checklist)1) Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

(L.5.1a)2) Form and use the perfect (for example, I had walked; I have walked; I will have walked) verb tenses. (L.5.1b)3) Use verb tense to convey various times, sequences, states, and conditions. (L.5.1c)4) Recognize and correct inappropriate shifts in verb tense. (L.5.1d)5) Use correlative conjunctions (for example, either/or, neither/nor). (L.5.1e)6) Use punctuation to separate items in a series. (L.5.2a)7) Use a comma to separate an introductory element from the rest of the sentence. (L.5.2b)8) Use a comma to set off the words yes and no (for example, Yes, thank you), to set off a tag question from the rest of the

sentence. (for example, It’s true, isn’t it?), and to indicate direct address (for example, Is that you, Steve?). (L.5.2c)9) Use underlining, quotation marks, or italics to indicate titles of works. (L.5.2d)

10) Spell grade appropriate words correctly when writing, consulting references as needed. (L.5.2e)

11) Expand, combine and reduce sentences for meaning, reader/listener interest, and style in context. (L.5.3a)12) Compare and contrast the varieties of English (for example, dialects, registers) used in stories, dramas, or poems.

(L.5.3b)13) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those

that signal contract, addition, and other logical relationships (E.g. however, although, nevertheless, similarly, moreover, in addition). (L.5.6)

Reporting Conversion (# of standards mastered converted to scale score): 13= Score 3; 11-12= 2.5; 9-10= 2; 7-8= 1.5; 1-6= Page | 25 Grade 5 Literacy Quick Guide Updated 5/5/2023

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