2017.18 Fifth Grade, ELA, Quarter 1 Ongoing Standards · 2017.18 Fifth Grade, ELA, Quarter 1 Ongoing Standards Reading Foundation: 5.FL.PWR.3a Use combined knowledge of all letter-sound

2017.18 Fifth Grade, ELA, Quarter 1

Ongoing Standards

Reading Foundation:

5.FL.PWR.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and affixes)

to read accurately unfamiliar multisyllabic words in context and out of context.

5.FL.WC.4b Write legibly in manuscript and cursive.

5.FL.F.5a Read grade-level text with purpose and understanding.

5.FL.F.5b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

5.FL.F.5c Use context to confirm or self-correct word recognition and understanding of words, reread as necessary.

Reading Literature:

5.RL.RRTC.10 Read and stories and poems, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Informational:

5.RI.CS.4 Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area, including

figurative, connotative, and technical meanings.

5.RI.RRTC.10 Read and comprehend stories and informational texts at the high end of the grades 4–5 text complexity band

independently and proficiently.

Language:

5.FL.VA.7a 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.

5.FL.VA.7a.iii Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning

of key words

and phrases.

5.FL.VA.7b.iii Use the relationship between particular words to better understand each of the words.

Speaking and Listening:

5.SL.CC.1 Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on

others’ ideas and expressing their own ideas clearly.

5.SL.CC.2 Summarize a written text presented in diverse media such as visual, quantitative, and oral formats.

5.SL.CC.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

5.SL.PKI.4 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.

http://www.corestandards.org/ELA-Literacy/RF/5/4/a/


5.SL.PKI.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main

ideas and themes.

5.SL.PKI.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Writing:

5.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing

fluency.

Standards Student Friendly “I Can” Statements

Reading Literature:

5.ELA.WCE.1 Identify story elements.

Language:

5.ELA.WCE.4 Form and use simple, compound, and complex

sentences in written work.

5.FL.SC.6.h Use a comma to set off the words yes and no, 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.

5.FL.VA.a.i Use context as a clue to the meaning of a word or phrase.

5.FL.WC.4 Know and apply grade level phonics and word analysis skills when

encoding words; write legibly.

5.FL.WC.4a Spell grade-appropriate words correctly, consulting references as

needed.

5.FL.VA.7c Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases, including those that signal contrast, addition,

and other logical relationships.

Writing:

5.W.TTP.3.f Use precise words and phrases and use sensory details to convey

experiences or events.

• I can identify the sequence of a story,

including when the characters and

settings are introduced

• I can write complete sentences and

recognize and correct fragments and run-

ons.

• I can write simple and compound sentences.

• I can use a comma to separate introductory

words and phrases, tag lines, and direct

addresses.

• I can use sentence clues to determine the

meaning of a word.

• I can spell words with the short vowel pattern.

• I can learn the meaning of new vocabulary

words, and use them in my speaking and

writing.

• I can use descriptive details and imagery to

enhance my writing.

Reading Literature:

5.ELA.WCE.2 Identify the problem and solution in a story.

5.RL.KID.1 Quote accurately from the text when explaining what the text says

explicitly and when drawing inferences from the text.

Language:

5.FL.SC.6.e Use correlative conjunctions.

5.FL.SC.6.f Use punctuation to separate items in a series.

5.FL.VA.7b.ii Recognize and explain the meaning of common idioms and

proverbs.

5.FL.WC.4 Know and apply grade level phonics and word analysis skills when

encoding words; write legibly


needed.




Writing:

5.W.TTP.3.c Use narrative techniques, such as dialogue, pacing, and description

to develop experiences and events or show the responses of characters to

situations.

• I can identify the problem and

solution in a story.

• I can explain the plot of a story.

• I can use correlative conjunctions.

• I can use a comma to separate items in a series.

• I can recognize and explain the meaning of

idioms.

• I can read and write single

syllable and multisyllable words

with long vowels.



writing.

• I can use words, dialogue, and sentence

structure to create a particular style and tone

in a narrative writing.


5.RI.KID.1 Quote accurately from a text when explaining what the text says


5.RI.KID.3 Explain the relationships and interactions among two or more

individuals, events, and/or ideas in a text.

Language:

5.FL.SC.6.a Explain the function of conjunctions, prepositions, and interjections

as used in general and in particular sentences.



• I can identify a cause and effect text structure.

• I can use text structure to identify cause

and effect relationships.

• I can identify simple and compound

sentences. I can identify and correct

run-on sentences.

• I can use a semicolon to join two simple

sentences with related ideas.

5.FL.VA.7b.iii Use the relationship between particular words to better

understand each of the words.


needed.




Writing:

5.W.TTP.3.f Use precise words and phrases and use sensory details to convey

experiences or events. (UNIT TEST – WRITING PROMPT)

• I can use a comma and conjunction to

join two simple sentences.


meaning of homographs.

• I can read and write words with long

u and oo patterns.



writing.

• I can use strong words in my narrative writing

to

• create a clear picture and grab the reader’s

interest.


5.RI.CS.5 Compare and contrast the overall structure of events, ideas, and

concepts of information in two or more texts.

5.RI.IKI.9 Integrate information from two or more texts on the same topic in

order to build content knowledge.

Language:

5.FL.SC.6.g Use a comma to separate an introductory element from the rest of

the sentence.



• I can identify a sequential text structure.

• I can use text structure to help

understand the sequence of events in a

text.

• I can integrate information from several texts

in order to compare and contrast details

through speaking and writing.

• I can use coordinating and

subordinating conjunctions to make

compound and complex sentences.

• I can use commas after dependent

clauses appropriately.

• I can use a comma before a conjunction to

separate two independent clauses in

compound sentences.

• I can use Greek roots to determine

meanings of unfamiliar words.

5.FL.VA.7a.ii Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word.


needed.




Writing:

5.W.TTP.3 Write narratives to develop real or imagined experiences or events

using an effective technique, such as descriptive details and clear event

sequences.

5.W.TTP.3.d Use a variety of transitional words, phrases, and clauses to manage

the sequence of events.

• I can read and write words with r-

controlled vowels.



writing.

• I can write a narrative piece that uses signal

words to manage the order of events.


5.RI.IKI.8 Explain how an author uses reasons and evidence to support points in

a text, identifying which reasons and evidence support which points.



Language:

5.FL.SC.6 Demonstrate command of the conventions of standard English

grammar and usage when speaking and conventions of standard English

grammar and usage, including capitalization and punctuation, when writing.




needed.




• I can identify and explain the author’s

viewpoint about a topic using evidence

from the text.

• I can use information from different

texts to draw conclusions about a

topic.

• I can correct sentence fragments and

run-on sentences.

• I can use Greek and Latin prefixes to

determine meanings of unfamiliar

words.

• I can read and write words with r-

controlled vowels.



writing.

5.W.T TP.3 Write narratives to develop real or imagined experiences or events

using an effective technique, such as descriptive details and clear event

sequences.

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

and/or characters.

b. Organize an event sequence that unfolds naturally and logically.

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

develop experiences and events or show the responses of characters to

situations.

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

sequence of events.

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

events.

f. Use precise words and phrases and use sensory details to convey

experiences and events.

g. Apply language standards addressed in the Foundational Literacy

standards.

5.W.PDW.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 up to and including

grade 5.)

5.W.PDW.5 With guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing. (Editing for

conventions should demonstrate command of Language standards 1-3 up to and

including grade 5.)

5.W.PDW.6 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 technology skills to

type a complete product in a single sitting as defined in W.1-3.

• I can write a narrative from the point of view of

a different character in the text.

• I can write a personal narrative that

includes the following:

o Descriptive details

o Imagery

o Narrator and/or characters

o Naturally unfolding sequence of events

o Clear event sequences: use of

time-order signal words

o Engaging style, appropriate tone

o Sentence variety

o Narrative techniques such as

dialogue, description, and pacing

to develop events

o Use of concrete words and sensory

details

o Proper conclusion

• I can type and publish a piece of writing.




Language

5.ELA.WCE.6 Use singular, plural, common, proper, and possessive

nouns correctly in written work.


needed.

5.FL.VA.7a.i Use context as a clue to the meaning of a word or phrase

(WEEKLY TEST, UNIT TEST)




Writing:

5.W.TTP.1 Write opinion pieces on topics or texts, supporting a point

of view with reasons and information.

a. Introduce a topic or text.

b. Develop an opinion through logically-ordered reasons that are

supported by facts and details.

• I can identify a problem and solution text

structure. I can use text structure to identify

problems and solutions in a text.

• I can explain the differences between

common and proper nouns, as well as

concrete and abstract nouns.

• I can capitalize proper nouns correctly.

• I can read and write words with oi, ou, oi, and

aw.

• I can use definitions and restatements as

clues to understanding unknown words in

context.



writing.

• I can write an opinion essay that supports a

point of view with reasons and

information.

Reading Literature:

5.RL.KID.3 Compare and contrast two or more characters, settings, or events in

a story or drama, drawing on specific details in a text.

5.RL.IKI.9 Compare and contrast stories in the same genre on their approaches

to similar themes and topics.

Language:


nouns correctly in written work

• I can compare and contrast characters,

settings, and events in a story.

• I can use information from different stories

to draw conclusions about characters.


needed.

5.FL.VA.7a.i Use context as a clue to the meaning of a word or phrase.




Writing:

5.W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view

with reasons and information.


b. Develop an opinion through logically-ordered reasons that are supported by

facts and details.

• I can explain the difference between

singular and plural nouns, and write plural

nouns correctly.

• I can read and write plurals.

• I can identify similes and metaphors and

explain their meanings.



writing.


point of view with reasons and information.




Language:


nouns correctly in written work


needed.






• I can use text structure to help

understand the sequence of events

in a text.

• I can explain the difference between

plural and collective nouns.

• I can identify and use appositives.

• I can read and write words with

inflectional endings.

• I can use Greek and Latin suffixes to

determine meanings of unfamiliar words.



writing.

Writing:


with reasons and information.


b. Develop an opinion through logically-ordered reasons that are supported by

facts and details.

• I can write an opinion essay that

supports a point of view with reasons

and information.


Ongoing Standards

Reading Foundation:

5.FL.PWR.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and affixes)

to read accurately unfamiliar multisyllabic words in context and out of context.





Reading Literature:



5.RI.CS.4 Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area, including

figurative, connotative, and technical meanings.



Language:



5.FL.VA.7a.iii Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise

meaning of key words

and phrases.



5.SL.CC.1 Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on

others’ ideas and expressing their own ideas clearly.





5.SL.PKI.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main

ideas and themes.


Writing:

5.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote

writing fluency.




Reading Literature:

5.RL.KID.1 Quote accurately from a text when explaining what the text says


5.RL.KID.2 Determine a theme or central idea of a story, drama, or poem

from details in the text; summarize the text.

5.RL.IKI.9 Compare and contrast stories in the same genre on their

approaches to similar themes and topics

Language:

5.FL.VA.7a.i Interpret figurative language, including similes and metaphors,

in context.





needed.

Writing:


with reasons and information. .

5.W.TTP.1.a Introduce a topic or text.

5.W.TTP.1.b Develop an opinion through logically-ordered reasons that are


• I can determine the theme of a story.

• I can compare and contrast stories.

• I can identify examples of personification.

• I can identify and use singular and plural

possessive nouns.

• I can spell contractions.

• I can write an opinion piece that introduces a

topic and includes reasons that are supported

by facts and details.

Reading Literature:


from details in the text; summarize the text

5.RL.CS.5 Explain how a series of chapters, scenes, or stanzas fit together to

provide the overall structure of particular texts.

Language:

5.FL.VA.7a.i Interpret figurative language, including similes and metaphors,

in context. Assessed unit

• I can determine the theme of a poem.

• I can explain how the structure of a poem

creates a certain effect.

• I can identify rhyme and repetition in poetry.

5.FL.SC.6.i Use underlining, quotation marks, or italics to indicate titles of

works.

5.FL. VA 7b.iii Use the relationship between particular words to better



needed.

Writing:






• I can use underlining, quotation marks, and

italics to indicate titles of works.


meaning of homographs.

• I can spell words with closed syllables.

• I can use precise language in my narrative

writing to create clear pictures in a reader’s

mind.

• I can write an opinion piece that introduces a

topic and includes reasons that are supported

by facts and details.








5.W.TTP.1.d Provide a concluding statement or section related to the opinion

presented.

5.W.TTP.1.e Link opinion and reasons using words, phrases, and clauses.

5.W.TTP.1.f Apply language standards addressed in the Foundational Literacy

standards.

5.W.PDW.5 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.


including the internet, to produce and publish writing as well as to interact and

collaborate with others; demonstrate sufficient command of technology skills

to type a complete product in a single sitting as defined in W. 1-3.

• I can write an opinion piece that supports a


information.

• I can type and publish my writing.

Reading Literature:



5.RL.KID.3 Compare and contrast two or more characters, settings, or events

in a story or drama, drawing on specific details in a text


approaches to similar themes and topics. Assessed weekly-writing prompt

Language:


5.FL.VA.7a.iii Use the relationship between particular words to better






needed.

Writing:

5.WTTP.2 Write informative/explanatory text to examine a topic and convey

ideas and information.

• I can determine the theme of

a story. I can compare and

contrast stories.

• I can use cause-and-effect relationships to

determine the meaning of an unfamiliar

word.

• I can identify action verbs.

• I can match subjects with

appropriate verbs. I can spell words

with open syllables.

• I can write an explanatory essay that examines

a topic and conveys ideas and information.

Reading Literature:



5.RL.CS.4 Determine the meaning of words and phrases as they are used in a

text, including figurative language with emphasis on similes and metaphors;

analyze the impact of sound devices on meaning and tone.

5.RL.IKI.7 Explain how visual and multimedia elements contribute to the

meaning, tone, or mood of a text, such as in a graphic novel, multimedia

presentation, or fiction, folktale, myth, or poem.


approaches to similar themes and topics

• I can use details from a story to determine the

theme.

• I can identify sensory language

in a text. I can identify

personification in a text.

• I can compare and contrast stories.

Language:

5.FL.SC.6.c Use verb tense to convey various times, sequences, states, and

conditions. Assessed unit

5.FL.SC.6.d Recognize and correct inappropriate shifts in verb tense.

5.FL.SC.6.d Recognize and correct inappropriate shifts in verb tense.


5. FL.VA. 7a Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.


needed.

Writing:



• I can use appropriate verb tense.

• I can correct inappropriate and correct shifts

in verb tense.

• I can use comparison to determine the

meaning of an unfamiliar word.

• I can identify the difference between word

denotation and connotation.

• I can spell words with open syllables.

• I can write an explanatory essay that examines

a topic and conveys ideas and information.


5.RI.KID.2 Determine the main idea of a text and explain how it is supported

by key details; summarize the text.




order to build content knowledge. .

Language:

5.FL.SC.6.b Form and use the perfect verb tense.

5.FL.SC.6.c Use verb tenses to convey various times, sequences, states, and

conditions.



• I can identify key details in a text to

determine the main idea.


on the same topic in order to write or speak

about the subject knowledgeably.

• I can explain the difference between main and

helping verbs.

• I can use the three perfect tenses (present, past,

future) appropriately.

• I can use Greek and Latin roots to

determine unfamiliar words.

• I can spell words with vowel teams.


needed.

Writing:

5.W.TTP.2.c Develop the topic with facts, definitions, concrete details,

quotations, or other information and examples related to the topic.

• I can write an informative/explanatory

piece that contains evidence to support

my ideas.


5.RI.KID.1 Quote accurately from a text when explaining what the text says


5.RI.KID.2 Determine the main idea of a text and explain how it is supported

by key details; summarize the text.



Language:

5.FL.SC.6c Use verb tense to convey various times, sequences, states, and

conditions.

5.FL.SC.6.i Use underlining, quotation marks, or italics to indicate titles of

works.

5.FL.VA.7a.ii Use common, grade appropriate Greek and Latin affixes and



needed.

Writing

5.W.TTP.2.d Provide a conclusion related to the information or explanation

presented.

• I can identify key details in a text to

determine the main idea.




• I can identify and use linking verbs.

• I can use underlining, quotation marks, or

italics to indicate titles of works.

• I can use Greek and Latin roots to

determine unfamiliar words.

• I can spell words with consonant –le syllables.


piece with a strong conclusion.


5.RI.CS.6 Analyze the similarities and differences in points of view of

multiple accounts of the same event or topic.

5.RI.IKI.8 Explain how an author uses reasons and evidence to support points

in a text.

• I can identify the author’s point of view.

• I can compare different points of view on

the same topic.

• I can identify the reasons and evidence an

author provides to support his or her

point of view.



Language:

5.FL.SC.6.b Form and use perfect verb tense.

5.FL.SC.6.e Use correlative conjunctions.

5.FL.VA.7a 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.

5.FL.VA.7a.ii Use common, grade appropriate Greek and Latin affixes and



needed.

Writing:






• I can identify and use irregular verbs.

• I can use the three perfect tenses (present, past,

future) appropriately.

• I can use correlative conjunctions appropriately.


meaning of an unfamiliar word.

• I can spell words with r-controlled vowels.


piece that contains evidence to support

my ideas.



5.W.TTP.2.a Introduce a topic by providing a general observation and focus.

5.W.TTP.2.c Develop the topic with facts, definitions, concrete details,


5.W.TTP.2.e Link ideas within and across categories of information using

words, phrases, and clauses.

5.W.TTP.2.f Use precise language and domain-specific vocabulary to inform

about or explain the topic.

5.W.TTP.2.d Provide a conclusion related to the information or explanation

presented



• I can write an explanatory piece that

contains the following:

o An introduction

o Facts, definitions, details and quotations

o Precise language

o A conclusion

• I can type and publish my research report.




including the internet, to produce and publish writing as well as to interact and

collaborate with others; demonstrate sufficient command of technology skills

to type a complete product in a single sitting as defined in W. 1-3.

5.W.RBPK.7 Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic.

5.W.RBPK.8 Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes, categorize information,

and provide a list of sources.


Ongoing Standards

Reading Foundation:

5.FL.PWR.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.





Reading Literature:



5.RI.CS.4 Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area,

including figurative, connotative, and technical meanings.



Language:





and phrases.



5.SL.CC.1 Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners,

building on others’ ideas and expressing their own ideas clearly.

5.SL.CC.2 Summarize a written text presented in diverse media such as visual, quantitative, and oral formats. 5.SL.CC.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.



5.SL.PKI.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of

main ideas and themes.


Writing:

5.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote




Reading Literature:

5.RL.KID.1 Quote accurately from a text when explaining what the

text says explicitly and when drawing inferences from the text.

Assessed weekly/assessed unit

5.RL. CS.6 Describe how a narrator’s or speaker’s point of view

influences how events are described.

5.RL.IKI.7 Explain how visual and multimedia elements contribute to

the meaning, tone, or mood of a text, such as in a graphic novel,

multimedia presentation, or fiction, folktale, myth, or poem.

Language:

5.FL.SC.6 Demonstrate command of the conventions of standard

English grammar and usage when speaking and conventions of

standard English grammar and usage, including capitalization and

punctuation, when writing.


understand each of the words. Assessed weekly/assessed unit

5.FL.WC.4a Spell grade-appropriate words correctly, consulting

references as needed.

5.FL.VA.7c Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases, including those that

signal contrast, addition, and other logical relationships.

Writing:

5.W.TTP.3 Write narratives to develop real or imagined experiences

or events using an effective technique, such as descriptive details and

clear event sequences

• I can describe how point of view

influences the description of events.

• I can use details to determine characters’ points of

view.

• I can identify and correctly use subject

pronouns, object pronouns, relative

pronouns, and reflexive pronouns.

• I can use synonyms and antonyms to help

determine the meaning of unknown words in

context.

• I can read and write words with final /an/

and /en/ (schwa) sound.

• I can learn the meaning of vocabulary words,

and use them correctly in my speaking and

writing.

• I can write a literary analysis.

Reading Literature:

5.RL.CS.6 Describe how a narrator’s or speaker’s point of view

influences how events are described. Assessed weekly/assessed unit



5.RI.IKI.9 Integrate information from two or more texts on the same

topic in order to build content knowledge.

Language:

5.WCE.19 Use quotation marks and commas correctly in direct

quotations.

5.WCE.11 Use subject, object, relative and reflexive pronouns

correctly in written work.




understand each of the words. Review- Assessed weekly/assessed unit




Writing:5.W.TTP.3.c Use narrative techniques, such as dialogue,

pacing, and description to develop experiences and events or show the

responses of characters to situations.

• I can compare and contrast how two stories

communicate the same theme or topic.

• I can use commas and quotation marks

correctly when writing dialogue.

• I can identify and correctly use subject pronouns,

object pronouns, relative pronouns, and reflexive

pronouns.

• I can read and write words with final /an/ and /en/

(schwa) sound.

• I can use synonyms and antonyms to help

determine the meaning of unknown words in

context.

• I can learn the meaning of vocabulary words,

and use them correctly in my speaking and

writing.

• I can write a narrative that uses dialogue to

develop characters.


5.RI.IKI.7 Locate an answer to a question or solve a problem, drawing

on information from multiple print or digital sources.

5.RI.IKI.8 Explain how an author uses reasons and evidence to

support points in a text. Assessed weekly/assessed unit



Language:

5.FL.VA.7a.i Use context as a clue to the meaning of a word or

phrase.



• I can determine an author’s point of view

(viewpoint) about a topic using evidence from

the text.

• I can locate and identify which details

(reasons and evidence) support particular

points in a text.

• I can integrate information from several texts on the

same topic in order to write or speak about the

subject knowledgeably.




5.WCE.9 Use verbs correctly in written work (i.e., agreement, tenses,

action, linking).

Writing:

5.W.TTP.3 Write narratives to develop real or imagined experiences


clear event sequences.

• I can use prefixes and suffixes to help

determine the meaning of an unfamiliar word.

• I can read and spell homographs correctly.


words, and use those words correctly in my

speaking and writing.

• I can make subject pronouns and verbs agree in my

writing.

• I can form and use subject pronoun-verb

contractions correctly in my writing.

• I can use time-order words and phrases to

sequence events in a logical order.



support points in a text. Assessed weekly

Language:

5.WCE.11 Use subject, object, relative, and reflexive and

possessive pronouns correctly in written work.


phrase.



signal contrast, addition, and other logical relationships



Writing:.

5.W.TTP.2.e Link ideas within and across categories of information

using words, phrases, and clauses.

• I can identify the reasons and evidence an author

provides to support his or her point of view.

• I can use pronouns correctly in my written work.

• I can use definitions and restatements to help me

figure out the meaning of an unknown word in

context.


words, and use those words correctly in my speaking and writing.

• I can read and spell words with /ture/ and

/ure/ correctly.

• I can use time-order words and phrases to

sequence events in a logical order

• I can write an opinion piece that uses transition

words and phrases to link ideas.

Reading Literature:

5.RL.KID.2 Determine a theme or central idea of a story, drama, or

poem from details in the text; summarize the text.

5.RL.CS.4 Determine the meaning of words and phrases as they are

used in a text, including figurative language with emphasis on similes

and metaphors; analyze the impact of sound devices on meaning and

tone.

5.RL.IKI.5 Explain how a series of chapters, scenes, or stanzas fits

together to provide the overall structure of particular texts.

Language:

5.FL.VA.7a.i Interpret figurative language, including similes and

metaphors, in context.






Writing:

5.W.TTP.3.f Use precise words and phrases and use sensory details to

convey experiences and events.

• I can determine the theme of a poem.

• I can identify and explain similes and metaphors.

• I can explain how stanzas and meter organize the

words and sounds in poems.

• I can identify and explain similes and metaphors.

• I can read and spell words with –ance and

–ence.

• I can learn the meaning of new vocabulary words,

and use those words correctly in my speaking and

writing.

• I can write a poem that includes sensory language.

Writing:

5.W.TTP.2 Write informative/explanatory texts to examine a topic

and convey ideas and information.

a. Introduce a topic by providing a general observation and focus.

b. Group related information logically, including formatting features,

illustrations, and multimedia when needed to provide clarity to the

reader.

c. Develop the topic with facts, definitions, concrete details,


d. Provide a conclusion related to the information or explanation

presented.

e. Link ideas within and across categories of information using words,

phrases, and clauses.

f. Use precise language and domain-specific vocabulary to inform

about or explain the topic.

• I can write an explanatory essay that contains the

following:

• Introduction of the topic

• Logically grouped information

• Facts, definitions, and details

• Logical conclusion

• Linking words, phrases, and clauses

• Precise language and domain-specific

vocabulary


standards.

Reading Literature:

5.RL.KID.3 Compare and contrast two or more characters, settings, or

events in a story or drama, drawing on specific details in the text.


approaches to similar themes and topics.

Language:

5.WCE.4 Form and use simple, compound, and complex sentences in

written work.

5.FL.PWR.3.a Explain the function of conjunctions, prepositions, and

interjections as used in general and in particular sentences.


phrase. Assessed weekly






Writing:

5.W.TTP.2.a Introduce a topic by providing a general observation and

focus.

• I can compare and contrast settings in a story.

• I can compare and contrast the effects two

settings have on a character in a story.

• I can integrate information from several texts on the

same topic in order to write or speak about the

subject knowledgeably.


independent and dependent clauses, and use

them correctly in my writing.

• I can use commas to set off appositives.

• I can use comparisons to determine the meaning

of an unknown word in context.

• I can read and spell words with suffixes.



writing.

• I can introduce a topic clearly and group

information logically in my writing.

Reading Literature:



5.RL.KID.3 Compare and contrast two or more characters, settings, or

events in a story or drama, drawing on specific details in the text.

Assessed weekly/assessed unit

Language:

• I can identify how a character’s feelings and

responses change throughout a story.

• I can compare and contrast characters in a story.

5.WCE.4 Form and use simple, compound, and complex sentences in

written work.

5.FL.PWR.3.a Explain the function of conjunctions, prepositions, and




5.FL.VA.7b.ii Recognize and explain the meaning of common idioms

and proverbs. Assessed weekly/assessed unit




Writing:

5.W.RBPK.9 Draw evidence from literary or informational texts to

support analysis, reflection, and research, applying grade 5 standards

for reading.

• I can identify and write complex sentences.


independent and dependent clauses.

• I can explain the differences between an essential

clause and a nonessential clause.

• I can read and spell homophones.

• I can identify and explain idioms by using context

clues.



writing.

• I can write an analysis of a text.


5.RI.CS.5 Compare and contrast the overall structure of events, ideas,

and concepts of information in two or more texts.



Language:

5.WCE.20 Use adjectives and adverbs correctly in written work.







• I can determine the problem and solution in a

text. • I can compare and contrast text structure in two

texts.

• I can form and use comparative and superlative

adjectives correctly.

• I can spell words with vowel teams.



writing.





phrase.

Writing:

5.W.TTP.2.c Develop the topic with facts, definitions, concrete

details, quotations, or other information and examples related to the

topic.

• I can use context clues to help me figure out the

meaning of an unknown word.

• I can write an explanatory essay that develops a

topic with facts, details, quotations, and other

information.

2017.18 Fifth Grade, ELA, Quarter4

Standards

Reading Foundation:

5.FL.PWR.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots and

affixes) to read accurately unfamiliar multisyllabic words in context and out of context.





Reading Literature:

5.RL.RRTC.10 Read and stories and poems, at the high end of the grades 4-5 text complexity band independently and

proficiently.


5.RI.CS.4 Determine the meaning of words and phrases as they are used in a text relevant to a grade 5 topic or subject area,

including figurative, connotative, and technical meanings.



Language:

5.FL.VA.7a 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.



and phrases.



5.SL.CC.1 Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.





5.SL.PKI.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development

of main ideas and themes.

1




Writing:

5.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences;

promote writing fluency.



concepts, or information in two or more texts.


topic in order to build content knowledge. Assessed weekly

Language:

5.WCE.20 Use adjectives and adverbs correctly in written

work.

5.FL.VA.7a.ii Use common, grade appropriate Greek and Latin affixes

and roots as clues to the meaning of a word.






Writing:.


focus.

5.W.RBPK.7 Conduct short research projects that use multiple

sources to build knowledge through investigations of different aspects

of a topic.

• I can identify cause and effect in text.

• I can use text structure to understand cause




about the subject knowledgeably

• I can form comparative and superlative

adjectives and use them correctly in my

writing.

• I can use Greek roots to determine

meanings of unfamiliar words.

• I can read and write words with suffixes –

less and – ness.




• I can write an opinion piece that introduces

a topic clearly and groups information

logically.

• I can conduct a short research project.



support points in a text.





for reading.

Language:











5.FL.VA.7a Determine or clarify the meaning of unknown and

multiple meaning words and phrases based on grade 5 reading and


Writing:



5.W.TTP.1.d Provide a concluding statement or section related to the

opinion presented.

• I can determine an author’s point of view

(viewpoint) about a topic using evidence from

the text.





• I can form comparative and superlative

adjectives. I can use irregular comparative

forms.

• I can read and write words with the suffix –ion.




• I can use my knowledge of root words to

help me determine the meaning of an

unknown word in context.

• I can write an opinion piece that includes a

strong conclusion to summarize important

points, restate the main ideas, or give the

reader a sense of closure.


5.RI.IKI.7 Locate an answer to a question or solve a problem, drawing

on information from multiple print or digital sources.

Writing:

5.WTTP.2 Write informative/explanatory text to examine a topic and

convey ideas and information.


focus.

5.W.TTP.2.c Develop the topic with facts, definitions, concrete

details, quotations, or other information and examples related to the

topic.

5.W.TTP.2.e Link ideas within and across categories of information

using words, phrases, and clauses.

5.W.TTP.2.f Use precise language and domain-specific vocabulary to

inform about or explain the topic.

5.W.TTP.2.d Provide a conclusion related to the information or

explanation presented.

5.W.RBPK.8 Recall relevant information from experiences or gather

relevant information from print and digital sources; take notes,

categorize information, and provide a list of sources.

• I can use different sources of information to

help me understand a topic.

• I can write an informative/explanatory text

that examines a topic and conveys ideas and

information clearly.

• I can write a research report.




poem from details in the text; summarize the text.



for reading

Language:



phrase.

• I can determine the theme of a text.


• I can use adverbs correctly in my writing.

• I can use context clues to determine the

meanings of homophones.






Writing:

4.W.PDW.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose,

and audience. (Grade-specific expectations for writing types are

defined in standards 1-3 above)

5.WTTP.2 Write informative/explanatory text to examine a topic and

convey ideas and information.

• I can read and write words with Greek roots.



writing.

• I can write an informative/explanatory essay.

Reading Literature:


poem from details in the text; summarize the text. Assessed weekly



for reading

Language:











Writing

• I can determine the theme of a text.


• I can use adverbs that compare in my writing.

• I can read and write words with Latin roots.

5.W.TTP.3.d Use a variety of transitional words, phrases, and clauses

to manage the sequence of events.

5.WRBPK.9 Draw evidence from literary or informational texts to


for reading.



writing.

• I can use time-order words in my narrative

writing. I can write an analysis of a text.

5.RI.KID.3 Explain the relationships and interactions among two or

more individuals, events, and/or ideas in a text. Assessed

weekly/assessed unit


topic in order to build content knowledge. .Assessed weekly

Language:

5. FL.SC.6 Demonstrate command of the conventions of standard




5.FL.VA.7a.i Use context as a clue to the meaning of a word or phrase






Writing:



• I can identify cause and effect text structure.

• I can use text structure to identify cause





• I can identify and use negatives,

negative contractions.

• I can identify and correct double negatives.

• I can use context clues to determine the

meaning of unknown words.

• I can read and spell words from mythology.



writing.



information.



and concepts of information in two or more texts.





for reading

Language:

5.FL.SC.6e Use correlative conjunctions.

5.FL.SC.6f Use punctuation to separate items in a series.

5.FL.VA.7b.iii Use the relationship between particular words to better







Writing:



• I can determine the problem and

solution in a text.

• I can compare and contrast text structure in two

texts. I can write a literary analysis.

• I can combine two or more simple sentences

into one sentence.

• I can use the relationship between two words

to better understand the meaning of both

words.

• I can read and spell words with prefixes.



writing.


point of view with reasons and information.

Reading Literature:

5.RL.CS.6 Describe how a narrator’s or speaker’s point of view

influences how events are described.



Language:

5.FL.SC.6.a Explain the function of conjunctions, prepositions, and


5.FL.VA.7b Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.






Writing:

5.W.TTP.3.f Use precise words and phrases and use sensory details to

convey experiences and events.

• I can identify and use prepositional phrases.

• I can identify personification in literary text.

• I can read and spell words with suffixes –ible

and

• –able.



writing.

• I can use descriptive language and sensory

details in a narrative piece.

5.W.T TP.3 Write narratives to develop real or imagined experiences


clear event sequences.

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

and/or characters.

b. Organize an event sequence that unfolds naturally and logically.

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

develop experiences and events or show the responses of characters to

situations.

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

the sequence of events.

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

events.

f. Use precise words and phrases and use sensory details to convey

experiences and events.


standards.

5.W.PDW.4 Produce clear and coherent writing in which the

development and organization are appropriate to task, purpose, and

• I can write a personal narrative that

includes the following:

• Descriptive details

• Imagery

• Narrator and/or characters

• Naturally unfolding sequence of events

• Clear event sequences: use of time-

order signal words

• Engaging style, appropriate tone

• Sentence variety

• Narrative techniques such as dialogue,

description, and pacing to develop

events

• Use of concrete words and sensory details

• Proper conclusion

• I can type and publish a piece of writing.

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

standards 1-3 up to and including grade 5.)

5.W.PDW.5 With guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising,

editing. (Editing for conventions should demonstrate command of

Language standards 1-3 up to and including grade 5.)

5.W.PDW.6 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 technology skills to type a complete product in a single

sitting as defined in W.1-3.

Documents

2017.18 Fifth Grade, ELA, Quarter 1 Ongoing Standards · 2017.18 Fifth Grade, ELA, Quarter 1 Ongoing Standards Reading Foundation: 5.FL.PWR.3a Use combined knowledge of all letter-sound