Standard 3
ELACC5RF3: Know and apply grade-level phonics and word analysis skills
in decoding words.
Student demonstrates consistent achievement within the standard:
Standard 3
ELACC5RF4: Read with sufficient accuracy and fluency to support
comprehension.
Student demonstrates consistent achievement within the standard:
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
2013-2014-5th Grade ELA Parent Rubric Phonics and Word Recognition
Fluency
Reading
Fou
ndation
al
Independently reads Lexile appropriate text, including poetry, with
accuracy, appropriate rate, and expression ·
Self-corrects and monitors while reading
· Reads with purpose & understanding
· Makes reading sound like everyday speech
a. Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multi-syllabic words in context and out of context.
Uses knowledge of letter sounds, syllable patterns, and roots &
affixes to decode unfamiliar grade level words
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Standard 3
Student demonstrates consistent achievement within the standard:
Reads attentively to support claims & inferences with specific, text-
based evidence including quoting properly from the text
Practices annotating/note-taking skills
Paraphrases and summarizes for comprehension
Student demonstrates consistent achievement within the standard:
Independently uses strategies to identify the author’s purpose or
theme in all types of texts, including novels, plays, newspaper articles,
poems, etc.
Applies knowledge that theme refers to the overall lesson about life
or the world
Practices summarizing texts without adding opinions
Understands difference between summary & paraphrase
ELACC5RL3: Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g.,
how characters interact).
Student demonstrates consistent achievement within the standard:
· Independently annotates while reading, noting character
interactions, and making predictions
· Shows elements of characterizations and differentiating between
important facts and trivial details within the text
ELACC5RL2: Determine a theme of a story, drama, or poem from details
in the text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
ELACC5RL1: Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
Key Ideas and DetailsReading
Litera
ry
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Standard 3
Student demonstrates consistent achievement within the standard:
D istinguishes between literal and figurative speech and how it
affects a text
Understands the difference between denotations and
connotations of words
Uses context clues, reference materials, knowledge of roots and
prefixes, etc., to determine meaning of unfamiliar words
Examines word choices, types of figurative language, and imagery
used to determine the effect the authors are trying to create
Student demonstrates consistent achievement within the standard:
Independently reads a wide variety of text structures (scientific
texts with abstract/methods
/procedures; dramas with acts, scenes, and lines; novels with chapters;
instructions with headings; etc.)
Notices structural elements while reading and applies to own
writing
Learns the terms associated with structure
Student demonstrates consistent achievement within the standard:
Understands narrative voice (first person, third person, and
narrator), compares texts told from differing points of view, notes how it
changes the experience of a text, and applies to student writing
· Understands the difference between narrative Point of View and
point of view as in one’s biases
ELACC5RL6: Describe how a narrator’s or speaker’s point of view
influences how events are described.
ELACC5RL5: Explain how a series of chapters, scenes, or stanzas fits
together to provide the overall structure of a particular story, drama, or
poem.
ELACC5RL4: Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors and
similes.
Craft and StructureReading
Litera
ry
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Standard 3
Student demonstrates consistent achievement within the standard:
Understands multimedia components which can include
animation, sound effects, music, etc. and considers ways in which these
elements make presentations more fun and engaging
Thinks about how and when illustrations are helpful
Watches movies based on books they have read, easily notes the
differences in the versions, and why those changes might have been
necessary or desirable
Thinks whether he/she prefers to get information through words,
pictures, or listening
Student demonstrates consistent achievement within the standard:
Learns about different genres and sub-genres of text (mystery,
adventure, biography, science fiction, etc.)
Compares themes between different stories
Compares texts based on setting, plot, characterization, and
other story elements
Reading
Litera
ryIntegration of Knowledge and Ideas
Range of Reading and Complexity of Text
ELACC5RL10: By the end of the year, read and comprehend literature, inlcuding stories, dramas, and poetry, at the high end of the grades 4-5 text
complexity band independently and proficiently. (not on the report card)
ELACC5RL9: Compare and contrast stories in the same genre (e.g.,
mysteries and adventure stories) on their approaches to similar themes
and topics.
ELACC5RL7: Analyze how visual and multimedia elements contribute to
the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
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Standard 3
Student demonstrates consistent achievement within the standard:
Reads Lexile appropriate texts about a variety of subjects
Thinks about the methods an author utilizes for the purpose of
description and communicating
Locates facts produced by an author as evidence, notices when an
author fails to produce evidence, and makes judgments about the
strength of it
Supports ideas with textual evidence
Distinguishes between fact, opinion, and unimportant details
Student demonstrates consistent achievement within the standard:
Understands the difference between theme and main idea
Summarizes texts without unnecessary additions
· Understands structures to help identify main ideas and details
Student demonstrates consistent achievement within the standard:
Understands common textual features and organizational
structures
Takes notes while reading informational texts
Explains reasons for interactions between elements of a text
Reading
Inf
ormation
al
ELACC5RI2: Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
ELACC5RI3: Explain the relationships or interactions between two or
more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
ELACC5RI1: Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
Key Ideas and Details
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Standard 3
Student demonstrates consistent achievement within the standard:
Understands the effect of sound, form, and non-literal language
such as idioms and figures of speech in complex informational texts
Evaluates how an author uses words to create tone, mood, or
focus
Applies knowledge of effects of diction for varying audiences and
purposes
Acquires and applies knowledge of domain-specific terms for
informational texts
Determines pronunciations, meanings, alternate word choices,
parts of speech and etymologies of unfamiliar words
Student demonstrates consistent achievement within the standard:
Recognizes common textual features & organizational structures
Notices placement of topic sentences in informational documents
and the evidence that supports them
Understands that specific organizational structures are particularly
for certain documents
Student demonstrates consistent achievement within the standard:
Reads about a topic from more than one source before forming an
opinion about the information
Compares televised information to newsprint, magazines, and
websites, notes the differences in presentation
Is alert for bias and the strategies people use to attempt to
mislead readers/viewers Begins to make judgments about the reliability of sources
Reading
Inf
ormation
al
ELACC5RI5: Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in two or more texts.
ELACC5RI6: Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent.
ELACC5RI4: Determine the meaning of general academic and domain-
specific words and phrases in a text relevant to a grade 5 topic or subject
area .
Craft and Structure
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Standard 3
Student demonstrates consistent achievement within the standard:
Learns about computer programs and presentation platforms while
becoming responsible users of media
Recognizes the most reliable types of media, and which are best for
various uses
Differentiates reliable websites from unreliable ones
Student demonstrates consistent achievement within the standard:
Independently organizes information in terms of claim and
support
Supports all claims with solid evidence
Requires evidence from people who want to persuade them, while
being alert for nonsense arguments
Student demonstrates consistent achievement within the standard:
Independently reads and researches a wide variety of topics that
appeal to him/her to build background knowledge
Checks multiple sources before drawing conclusions and not relying
solely on the internet for information
Reading
Inf
ormation
al
Range of Reading and Text Complexity
ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and proficiently. (not on the report card)
ELACC5RI8: Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
supports which point(s).
ELACC5RI9: Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
ELACC5RI7: Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
Integration of Knowledge and Ideas
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Standard 3
ELACC5W1: Write opinion pieces on topics or texts, supporting a point of
view with reasons.
Student demonstrates consistent achievement within the standard:
a. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support
the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and
details.
c. Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
d. Provide a concluding statement or section related to the opinion
presented.
ELACC5W2: Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
Student demonstrates consistent achievement within the standard:
a. Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings),
illustrations, and multimedia when useful to aiding comprehension.
Independently selects a focus, organizational structure, and a point
of view based on purpose & genre while using appropriate word choice
& vocabulary for the topic
b. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
c. Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
Writing
Text Types and Purposes
Independently selects a focus, organizational structure, and a point
of view based on purpose & genre
· Uses traditional structures for conveying information (See Note)
· Provides relevant evidence to support the point of view
· Engages the reader by establishing a context, creating a speaker’s
voice, using appropriate word choice, and develops reader interest while
excluding extraneous details ·
Includes a final statement that supports the opinion
Uses traditional structures for conveying information (See Note)
· Understands and applies the writing process including
demonstrating the difference between fact/opinion & key
details/extraneous details
· Uses features of texts (See Note) to obtain and organize
information
· Includes a conclusion
· Cites sources used
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Standard 3
ELACC5W3: Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
a. Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to
develop experiences and events or show the responses of characters to
situations.
c. Use a variety of transitional words, phrases, and clauses to manage the
sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
Writing
Text Types and Purposes
Student demonstrates consistent achievement within the standard:
· Independently selects a focus, organizational structure, and a point
of view based on purpose & genre while using appropriate word choice,
transitions, & vocabulary for the topic
· Establishes a plot, point of view, setting, and conflict, and/or the
significance of the events while using the steps of the writing process
and excluding extraneous details
· Establishes a context, creates a point of view, and develops reader
interest
· Uses narrative strategies such as flashback, foreshadowing,
dialogue, tension, or suspense ·
Includes a final statement that follows the experiences or events
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Standard 3
Student demonstrates consistent achievement within the standard:
Produces a writing that establishes an appropriate organizational
structure, sets context, and engages the reader while maintaining focus
on audience and purpose
Cites appropriately and avoids plagiarism
Uses traditional structures for conveying information and
appropriate vocabulary choices (domain-specific, academic, colloquial,
or informal).
Student demonstrates consistent achievement within the standard:
Plans and drafts independently and resourcefully
Revises and edits manuscripts to improve focus by adding, deleting,
consolidating, clarifying, rearranging words and sentences, and corrects
spelling errors & punctuation
Student demonstrates consistent achievement within the standard:
Uses various reference materials and organizational features of
printed text to locate relevant information
Uses features of texts to obtain and organize information
Uses technology to interact and collaborate with others while
creating simple documents by using electronic media and demonstrating
basic keyboarding skills and familiarity with computer terminology
Writing
Production and Distribution
ELACC5W5: With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of Language
Standards 1–3 up to and including grade 5.)
ELACC5W6: With some guidance and support from adults, use
technology, including the Internet, to produce and publish writing as well
as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two pages in a
single sitting.
ELACC5W4: Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in
Standards 1–3 above.)
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Standard 3
Student demonstrates consistent achievement within the standard:
Conducts independent research on topics of personal interest
Learns to navigate the web (differentiating between reliable &
unreliable sites) and the media center effectively
Uses latest software for gathering & sharing information
Acquires keyboarding skills to produce text within the quantities
and time limits required
Cites sources accurately
Student demonstrates consistent achievement within the standard:
Uses organizational features of printed and electronic text to locate
relevant information
Supports judgments through references to the text, or other works,
including researched information in different types of products
Summarizes and paraphrases information
Cites references appropriately
Writing
Range of Writing
ELACC5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences. (not on the report card)
Research to Build and Present Knowledge
ELACC5W8: Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of
sources.
ELACC5W7: Conduct short research projects that use several sources to
build knowledge through investigation of different aspects of a topic.
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Standard 3
ELACC5L1: Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
Student demonstrates consistent achievement within the standard:
a. Explain the function of conjunctions, prepositions, and interjections in
general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have
walked) verb aspects.
c. Use verb tense and aspect to convey various times, sequences, states,
and conditions.d. Recognize and correct inappropriate shifts in verb tense and aspect.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
ELACC5L2: Demonstrate command of the conventions of Standard
English capitalization, punctuation, and spelling when writing.
Student demonstrates consistent achievement within the standard:
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the
sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to
set off a tag question from the rest of the sentence (e.g., It’s true, isn’t
it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as
needed.
Lang
uage
Conventions of Standard English
Reviews and maintains previously learned grammar & conventions
· Reviews, uses and identifies the eight parts of speech (e.g., noun,
pronoun, verb, adverb, adjective, conjunction, preposition, interjection)
focusing on conjunctions (including correlative), prepositions,
interjections, and verb tenses · Avoids
common mistakes in verb agreement (such as with collective nouns and
plural pronouns)
Reviews and maintains familiarity with rules and patterns of
spelling and consults reference materials for clarification when needed
· Understands and applies the rules of spelling, capitalization, and
comma usage while not allowing abbreviations common to digital media
to impact spelling
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Standard 3
ELACC5L3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
Student demonstrates consistent achievement within the standard:
a. Expand, combine, and reduce sentences for meaning, reader/listener
interest, and style.*
Reviews rules of grammar & conventions, including parts of speech
& spelling
b. Compare and contrast the varieties of English (e.g., dialects, registers)
used in stories, dramas, or poems.
Applies knowledge of literal & figurative language & the
denotations & connotations of words when choosing diction in speaking
and writing
Edits writing for over-use of words & simple sentences, revises to
achieve appropriate fluency and variation
Expands, combines, and reduces sentences
Lang
uage
Knowledge of Language
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Standard 3
ELACC5L4: Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.
Student demonstrates consistent achievement within the standard:
a. Use context (e.g., cause/effect relationships and comparisons in text)
as a clue to the meaning of a word or phrase. Uses cause/effect relationships and comparisons in text to
determine word meaning
b. Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., photograph, photosynthesis).
Acquires new vocabulary from a variety of texts and environments,
and uses context as a clue to the meaning of an unknown word or phrase
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
Makes effective use of reference materials, including digital
references
ELACC5L5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in
context.
b. Recognize and explain the meaning of common idioms, adages, and
proverbs.
c. Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words.
ELACC5L6: Acquire and use accurately grade-appropriate general
academic and domain-specific vocabulary, including words and phrases
that signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in addition).
Student demonstrates consistent achievement within the standard:
· Learns and uses many new words from reading in conversations
and writing
· Uses correct noun/verb agreement, provides correct antecedents
for pronouns, and correctly places modifiers
Lang
uage
Student demonstrates consistent achievement within the standard:
· Identifies & analyzes the effects within texts of various types of
figurative language while understanding the impact of literary elements
(imagery, diction, syntax, and sensory details)
· Understands relationships between synonyms, antonyms, and
homophones · Identifies and analyzes
alliteration, assonance, consonance, onomatopoeia
· Considers connotations of various words when determining
author’s purpose
Vocabulary Acquisition and Use
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Standard 3
ELACC5SL1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others’ ideas and expressing their own
clearly.
a. Come to discussions prepared having read or studied required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
Student demonstrates consistent achievement within the standard:
Acquires knowledge of elements of visual text, such as color or
camera angle
Uses many kinds of media such as audio versions of text to help
model *prosody
Understands difference between summarizing and paraphrasing
Uses appropriate organizational structures for argument writing
(focus for audience and purpose)
Student demonstrates consistent achievement within the standard:
Summarizes the points a speaker makes without including his/her
own opinion
Thinks about a speaker’s opinion(s) noticing when he or she is
biased, not based on facts, or trying to fool an audience (celebrities and
distractions)
Considers the impact of visual elements.
Spe
aking
and
Liste
ning
ELACC5SL3: Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
ELACC5SL2: Summarize a written text read aloud or information
presented in diverse media and formats, including visually,
quantitatively, and orally.
Comprehension and Collaboration
Student demonstrates consistent achievement within the standard:
· Researches topics to be discussed and provides reasons to support
opinions when participating in student-to-teacher, student-to-student,
and group verbal interactions · Responds
appropriately to questions and comments with appropriate information
· Clarifies, illustrates or expands on responses when asked to or
asking peers for similar responses
· Asks relevant questions
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Standard 3
Student demonstrates consistent achievement within the standard:
Shapes information to achieve a particular purpose and appeal to
the interest and background knowledge of audience members, while
becoming comfortable presenting
Practices presentations, seeks feedback on pacing, eye contact,
volume, etc.
Records oral presentations in order to self-assess pacing, volume,
and inflection
Uses appropriate facts and details to support ideas and/or themes
Adapts speech as necessary for formal and informal presentations
Student demonstrates consistent achievement within the standard:
Uses the latest digital trends for gathering and sharing information
Notices the graphic components of texts
Makes a practice of imagining visual images, including charts and
graphs that would enhance ideas and claims
Acquires keyboarding skills adequate to produce text within the
quantities and time limits required
Student demonstrates consistent achievement within the standard:
Adapts speech to context and task, u sing formal English when
appropriate
Seeks out opportunities to speak in formal & informal situations
Projects a sense of individuality and personality in selecting and
organizing content and in delivery
Spe
aking
and
Liste
ning
ELACC5SL6: Adapt speech to a variety of contexts and tasks, using formal
English when appropriate to task and situation. (See grade 5 Language
Standards 1 and 3 for specific expectations.)
Presentation of Knowledge and Ideas
ELACC5SL5: Include multimedia components (e.g., graphics, sound) and
visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
ELACC5SL4: Report on a topic or text or present an opinion, sequencing
ideas logically and using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an
understandable pace.
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