Criteria / Performance Indicators

Fifth Grade ELA Third Quarter

Criteria / Performance Indicators 1 2 3 4 Reading Literary ELAGSE.5.RL.2 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. Prerequisites:  determine the theme/themes of the text using details from the text to support their thinking write a summary using details from the text Know:  theme is the central idea or underlying message of the text theme of a story is woven all the way through a story, drama, or poem  characters actions, interactions, and motivations all reflect the theme  theme is usually not stated directly in the text, but must be inferred from details in the text  a character's response to challenges (actions/reactions) supports the overall theme of a story, drama, or poem how a speaker addresses a particular subject contributes to the theme  stories, dramas, and poems may or may not have more than one theme or central idea  a summary contains only the most important details from the text

Do:  determine the theme/themes of the text using details from the text to support their thinking  analyze how a character's response to challenges in a text impacts the theme of a story, drama, or poem  analyze how a speaker's reflection upon a topic impacts the theme  write a summary using details from the text

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core o ELAGSE.5.RL.3 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). Prerequisites:  describe a character, drawing on specific details in the text regarding character's thoughts, words, actions, decisions, physical attributes, or interactions with others  describe a setting, drawing on specific details in the text regarding the time and place  describe an event, drawing on specific details in the text regarding the action and sequence of the story Know:  compare means to identify similarities between two or more ideas  contrast means to identify differences between two or more ideas  characters can be compared and contrasted based on their thoughts, words, actions, decisions, physical attributes, and interactions with others  settings can be compared and contrasted based on the time and place  events can be compared and contrasted based on the characters, action, and impact on other events in the sequence of a story or drama

Do:  compare and contrast two or more characters in a story or drama, drawing on specific details in the text regarding the character's thoughts, words, actions, decisions, physical attributes, or interactions with others  compare and contrast two or more settings in a story or drama, drawing on specific details in the text regarding the time or place  compare and contrast two or more events in a story or drama, drawing on specific details in the text regarding the characters, action, or impact on other events in the sequence of a story or drama  ELAGSE.5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Prerequisites:  determine the meaning of words and phrases as they are used in a text  use context clues to determine the meaning of words and phrases as they are used in a text  use prior knowledge, including knowledge of significant characters found in mythology, to determine the meaning of words and phrases as they are used in a text Know:  figurative language is words or phrases in which the meaning is not the literal meaning of the words, but a different meaning implied by them metaphors and similes are examples of figurative 2

language  metaphors are comparisons of two things that are different in most ways but alike in one important way without using "like" or "as" (e.g., time is a thief)  similes are comparisons of two things that are different in most ways but alike in one important way using the words "like," or "as" (e.g., as brave as a lion)

Do:  determine the meaning of words and phrases as they are used in text by using reading strategies such as context clues  identify examples of figurative language in text and determine what they mean  distinguish between literal meaning and figurative meaning in text

o ELAGSE.5.RL.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. Prerequisites:  describe how poems, drama and prose are arranged differently to illustrate events and ideas to create dramatic effect  describe how structural elements of poems, drama, and prose enhance the reader's experience of events and ideas portrayed in a text  analyze the components of a text to determine its structure

Know:  text is divided into structural components (e.g. stories into chapters, dramas into scenes, poems into stanzas) which express ideas and events

Do:  explain how the components of poems, drama and prose play a role in the overall structure of a text  describe the effect created by an author's use of a particular structure

 ELAGSE.5.RL.6: Describe how a narrator’s or speaker’s point of view influences how events are described. (making connections) Prerequisites:

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core  identify the point of view from which a story is being told  compare and contrast stories that use the same point of view  compare and contrast stories that use different points of view  find similarities and differences in narration between a story written in first person and a story written in third person Know:  the narrator/speaker in a story tells events from his or her point of view  events may be described differently depending on the point of view from which a story is being told  a narrator or speaker can influence how events are described based on their feelings about the events

Do:  describe the narrator's or speaker's point of view  identify details from the text which illustrate how the narrator's/speaker's point of view influences how events are described  explain how events may be described differently using another point of view

 ELAGSE.5.RL.7: 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). Prerequisites:  make connections using concrete details, quotations, or other information from the text being compared

 compare written text with an oral or visual presentation of that text Know:  multimedia elements include text, graphics, sound, video and animation  visual and multimedia elements  types of text such as graphic novels, multimedia presentations of fiction, folktales, myths, and poems

Do:  analyze visual and multimedia elements of a text  make connections between visual/multimedia elements and text  determine how visual and multimedia elements influence the meaning, tone, or beauty of a text 2

o ELAGSE.5.RL.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Prerequisites:  compare and contrast themes and topics in stories, myths and traditional literature from different cultures  compare and contrast patterns of events in stories, myths and traditional literature from different cultures  explain how themes and topics are revealed by characters, settings and events in stories Know:  story elements include characters, setting, and plot  genre is writing that has a particular form, content, or technique authors reveal the theme of a story by emphasizing a recurrent message through the characters and events in a story

Do:  identify the theme of a story  identify the character's actions and events that are emphasized by an author to reveal the theme or topic of a story  evaluate the similarities and differences (of themes and topics) to determine what approach the author or characters took  compare the approaches taken by the authors in relation to themes and topics within the comparable texts  contrast the approaches taken by the authors in relation to themes and topics within the comparable texts  compare and contrast an author's approach to themes and topics to find similarities and differences with the same genre

 ELAGSE.5.RL.10 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.  Prior Learning (CCGPS) This standard addresses genres of reading, as well as readability of text. Students are expected to read within the Lexile levels of 770-980 by the end of fifth grade. Read between the Lexile ranges of 770-980 Demonstrate understanding of the text they read by answering higher order questions

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core  Independently choose to read various genres.

 Reading Informational ELAGSE.5RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Pre-requisite:  identify details from the informational text that support the main idea  explain how details from the text support the main idea  select and use key details to summarize the text Know:  main idea of a text is the central thought or the point the author is making about a topic  main idea of a text is often explicitly stated in informational text  key details in a text help determine the main idea  informational text may contain more than one main idea  a summary contains only the most important details from the text Do:  determine if the text has two or more main ideas  determine if the text has two or more main ideas  identify all the main ideas or points the author is making  identify key details from the text that were used to support each of the identified main ideas  identify details and the main idea from the text and use them to provide a written or oral summary of the text ELAGSE5.RI.3 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. Pre-requisite:  use specific information to explain procedures, events, ideas, or concepts Know:  relationships and interactions between individuals, events, ideas, and concepts in different kinds of texts

Do:  explain relationships and interactions between individuals, events, ideas, and concepts in different kinds of texts

ELAGSE5.RI.4 2

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Pre-requisite:  determine the meaning of words using strategies and tools such as context clues, affixes and roots, dictionaries, thesaurus, and glossaries

Know:  cause and effect relationships and comparisons in text are types of context clues  the meaning of unfamiliar words may be signaled by cause and effect relationships between ideas  key words in a text may provide clues as to the meaning of an unknown word Do:  use cause and effect relationships to determine the meaning of an unknown word  use comparisons in a text to determine the meaning of an unknown word  use common Greek and Latin affixes and roots to determine the meaning of an unknown word  use a glossary, dictionary, or thesaurus to determine the meaning of unknown words

 Reading Foundational ELAGSE.5.RF3 Know and apply grade-level phonics and word analysis skills in decoding words.  Prior Learning (CCGPS) Taught in fourth grade. 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  Use morphology to read multi-syllabic words: o suffixes o prefixes root words ELAGSE.5.RF.4 Read with sufficient accuracy and fluency to support comprehension.

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core o Prior Learning (CCGPS) Students are expected to read a grade level- appropriate book at a rate of 120 words per minute when they leave fourth grade. Students should maintain that rate on more complex text in fifth grade as well. a. Read on-level text with purpose and understanding. Identify a purpose for reading Use strategies when comprehension breaks down.

 Speaking and Listening  ELAGSE5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Prior Learning (CCGPS) In fourth grade, students had to paraphrase. Summarizing is new learning.  Understand and use: o Paraphrasing strategies Summarizing strategies Confirm understanding by summarizing text read aloud or information presented visually, quantitatively, or orally

o Language ELAGSE.5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Prerequisite:  use correct capitalization  uses ending punctuation  use commas before coordinating conjunctions is compound sentences  use commas and quotation marks in dialogue  form and use possessives  use conventional spelling patterns for common words and for adding affixes to base words  consult reference materials for uncommon words

b Use a comma to separate an introductory element from the rest of the sentence Know:  to use a comma to separate an interjection or exclamation from the rest of the sentence (eg, Wow, I did not know you knew her, too) 2

 to use a comma to set off a common introductory element (eg, Even though my teacher disagrees, I think homework should be optional)  to use a comma after an introductory participial phrase in a sentence (eg, To get the best results, follow the directions on page 498)

c Use a comma to set off the words yes and no (eg, Yes, thank you), to set off a tag question from the rest of the sentence (eg, It's true, isn't it?), and to indicate direct address (eg, Is that you, Steve?) Know:  linking words (eg, especially)  linking phrases (eg, in contrast, this includes)  linking clauses (eg, once lions were numerous, since the students were hungry)  categories of information as related to the topic  experiences gained across one category can be linked or connected to another (eg, one category can be text to text) Do:  determine appropriate words and phrases to link ideas effectively  determine the relationship of ideas within and across a category in order to link ideas

d Use underlining, quotation marks, or italics to indicate titles of works Know:  to use quotation marks around titles that are part of a published work (eg, chapters, lessons, topics, parts of a book, titles of articles in a magazine)  to use quotation marks around the titles of complete but unpublished works  to use quotation marks around the titles of songs or the titles of segments in a television or radio program  to underline or italicize the titles of complete works that have been published (eg, books, newspapers, television shows, poems, films, operas, plays, musicals, musical recordings, works of art)  to underline or italicize the titles of books, magazines, and academic journals; however, the words book, magazine, and journal are not underlined or italicized unless part of the title

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core  to underline or italicize the titles of informational resources published in digital form

Do:  use quotation marks around titles that are part of a published work (eg, chapters, lessons, topics, parts of a book, titles of articles in a magazine)  use quotation marks around the titles of complete but unpublished works  use quotation marks around the titles of songs or the titles of segments in a television or radio program  underline or italicize the titles of complete works that have been published (eg, books, newspapers, television shows, poems, films, operas, plays, musicals, musical recordings, works of art)  underline or italicize the titles of books, magazines, and academic journals; however, the words book, magazine, and journal are not underlined or italicized unless part of the title  underline or italicize the titles of informational resources published in digital form

ELAGSE.5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

Prerequisite:  choose words and phrases to convey ideas precisely  choose punctuation for effect  know when to use formal vs. informal English

A .Expand, combine, and reduce sentences for meaning, reader/listener interest, and style Know:  the basic sentence structures (eg, simple, compound and complex)  identify sentence fragments and run-ons  determine when to expand their sentence (eg, add detail, correct a sentence fragment)  determine when to combine sentences (eg, share ideas more precisely, correct a run-on sentence)  understand the audience with which communication is being shared 2

 that sentence variety affects style

b Compare and contrast the varieties of English (eg, dialects, registers) used in stories, dramas, or poems

Know:  dialect is a regional variety of a language  that register is a language used by a person in a certain occupation  varieties of English are used to enhance characterization

Do:  determine similarities and differences in language used by characters across genres

 ELAGSE.5.L.4: 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. Pre-requisites: Covered in grades 3 and 4. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). Recognize grade-appropriate Greek and Latin prefixes (e.g., co-, de-, dis-, inter-, non-, post-, trans, re-, non-, pre-)  Recognizes grade-appropriate Greek and Latin suffixes (e.g., -ly, -ion, -tion, -ation, -ition, -able/-ible, -ity,/-ty, -ment, -ic, -ous/-eous/-ious, -ive/-ative/-tive –fy/-ify)  ELAGSE.5.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  a Interpret figurative language, including similes and metaphors, in context Pre-requisites:  explain the meanings of similes and metaphors in context  explain the meaning of idioms adages and proverbs  use antonyms and synonyms to explain word meanings

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core  that figurative language is descriptive language that is nonliteral  that figurative language can be used in speech or writing to achieve a special effect or meaning  identify type(s) of figurative language used in speech and writing and utilize context clues to understand their meaning in the text  that figurative language includes similes and metaphors Do:  explain the meaning of similes and metaphors in context

ELAGSE.5.W.4 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.) Pre-requisite:  determine an appropriate writing type for a specific task, purpose, and audience.

 organize a text appropriately to task, purpose, and audience.

 develop their ideas and a writing style to convey their tone and meaning to the audience.

Know:  include a thesis and topic sentence in their writing to convey the main idea in a writing and paragraph.  that traditional writings include paragraphs, including an introduction and conclusion.

Do:  develop thesis statements that clearly state the topic, task or purpose of a paper.

 develop topic sentences that state the main idea, task or purpose of each paragraph in a paper.

 define paragraphs within a composed piece of writing, including an introduction and conclusion.

ELAGSE.5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). 2

b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").

Pre-requisite:  determine the task, purpose, and audience.

 determine the text structure.

 determine which information from the text can be used as evidence.

 determine what evidence is relevant.

 determine how to compile evidence from the text.

 determine if a single text provides sufficient evidence or if additional information is needed.

Know:  story elements include characters, setting, and plot.

 genre is writing that has a particular form, content, or technique.

 that authors reveal the theme of a story by emphasizing a recurrent message through the characters and events in a story.

Do:  identify the theme of a story.

 identify the character's actions and events that are emphasized by an author to reveal the theme or topic of a story.

 evaluate the similarities and differences (of themes and topics) to determine what approach the author or characters took.

 compare the approaches taken by the authors in relation to themes and topics within the comparable texts.

 contrast the approaches taken by the authors in relation to themes and topics within the comparable texts.

 compare and contrast an author's approach to themes a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core story or a drama, drawing on specific details in the text [e.g., how characters interact]"). Know:  narrative elements and story themes.

 literary techniques (e.g., figurative language, imagery).

 how to search for relevant information and evidence in text.

Do:  determine task, purpose, and audience.

 determine format or structure for task (e.g., compare/contrast, summarize, describe).

 differentiate narrative elements (e.g., theme vs plot).

 determine the evidence to support the purpose.

 determine the text or sources for the assigned purpose (e.g., personal experiences, additional text). b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). Know:  informational text structures.

 how to search for relevant information.

 identify author's purpose.

Do:  determine reasons and evidence that support particular points in a text.

 determine what portions of text are required to complete the tasks.

 determine if additional information, resources, or text are required.

 interpret information in a text. 2

Credit for Templates: From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8 Written by Kay Burke and published by Corwin Press http://www.corwinpress.com Troup County Schools 2014 Teacher Checklist – Third Quarter Unit 1 Reading Common Core