Grade 5 ELA OLS Standards

Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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 tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

Know and apply formal American English grammar, usage, and mechanics when writing or speaking.

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Communicate using the conventions of standard English. Use conjunctions, prepositions, and interjections effectively. Use verbs in present and past tense.

Define conjunction, preposition, and interjection and explain their function in particular sentences.

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Communicate using the conventions of standard English in sentences.

Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

Use verb tense to convey various times, sequences, states, and conditions.

Communicate using gestures, pictures, words, or AAC.

Use verb tense to convey various times, sequences, states, and conditions (e.g., Matt completed the task; Matt has completed the task; Matt will complete the task; Matt will have completed the task by the end of the day).

Recognize and correct inappropriate shifts in verb tense.

Use consistent verb tenses within and across sentences and recognize shifts in verb tense (e.g., “Yesterday she walked to the playground, talks talked to her friends, and played basketball”).

Use correlative conjunctions (e.g., either/or, neither/nor).

Use correlative conjunctions (e.g., either/or, neither/nor).

Demonstrate understanding of basic parts of speech.

Explain how words act as parts of speech to perform specific functions in a sentence (e.g., a noun at the beginning of the sentence tells us what or who the sentence is about).

List “conventions of standard English.”

Communicate using words, phrases or sentences during a writing or speaking activity.

Identify an adjective.

Identify a verb.

Identify a noun.

Actively engage during a writing or speaking activity

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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.

Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing.

Use punctuation to separate items in a series.

Generate age-appropriate sentences in a variety of structures, using correct conventions of capitalization, punctuation (including commas in a series), and adherence to spelling patterns (CVC, CVCC, CCVC).

Use punctuation to separate items in a series.

Use a comma to separate an introductory element from the rest of the sentence.

Generate ageappropriate simple sentences that include correct conventions of capitalization, punctuation, and spelling of common words using available tools and resources.

Use a comma to separate an introductory element from the rest of the sentence.

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?).

Identify capital letters for familiar names and at the beginning of sentences. Identify appropriate punctuation at the ends of sentences.

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?).

Use underlining, quotation marks, or italics to indicate titles of works.

Underline, italicize, or use quotation marks to indicate titles of works.

Spell grade-appropriate words correctly, consulting references as needed.

Spell words accurately using grade-level spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.

Understand the basic punctuation used in a sentence (i.e., commas, periods) and their uses.

Encode/spell common words using phone-grapheme mapping

Identify ending punctuation.

Identify sentences.

Identify proper nouns.

Identify names of people and places..

Identify the beginning of a sentence.

Recognize the difference between capital and lowercase letters.

Name all 26 letters in the alphabet.

Recognize letters vs. numbers.

Actively engage during a writing activity.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Use a variety of sentence patterns when speaking or writing; note differences in language used in stories, poems, or plays (e.g., dialects, registers, word choice).

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Use a variety of sentence patterns when speaking or writing.

Compare and contrast the varieties of English (e.g., dialects, registers) used in texts.

Use language to share thoughts and feelings with others.

Understand that authors make choices about the style of their writing.

Demonstrate understanding of the effect of sentence types on the story or text.

Identify sentence types.

Understand that there are differences in the way words are formed and combined to make stories.

Communicate through writing.

Identify feelings and share them with others using pictures or manipulatives.

Understand that people communicate in different ways, depending on their experience with speech, their locale, or their profession.

Communicate using speech or other mode.

Identify words and/or phrases associated with an idea or topic.

Identify an idea.

Engage with a communication partner.

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.

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. a .Use context (e.g., cause/ effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b .Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 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.

Determine or clarify the meaning of unknown words or multiple-meaning words and phrases.

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Use context clues or word structure (e.g., common prefixes, re-, un-; inflectional endings -ed, -ing) to determine the meaning of unfamiliar words or phrases.

Use context within and beyond a sentence to determine the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Use sentence or paragraph-level context to determine the meaning of a word in a particular context.

Use common Latin and Greek affixes and roots to determine the meaning of a word (e.g., photograph, photosynthesis). Use print and/or digital resources (e.g., dictionaries, glossaries, thesauruses) to support pronunciation and clarify the precise meaning of key words and phrases.

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.

Connect a word to its meaning in a particular context.

Use print and/or digital resources (e.g., dictionaries, glossaries, thesauruses) to support pronunciation and clarify the precise meaning of key words and phrases.

Select a picture or object that matches a word

Identify unfamiliar words

Use sentences and words around an unfamiliar word to determine the meaning of the unfamiliar word

Break words apart into their smaller parts

Identify the meanings or word associations of word parts

Identify the various reference materials used to determine the meanings of words

Match the meanings with Greek and Latin affixes and roots.

Identify Greek and Latin affixes and roots.

Identify prefixes, suffixes within unknown word.

Identify morphemes within unknown word.

Identify the root word within an unknown word.

Identify syllables within an unknown word.

Recognize onset and rime of an unknown word.

Use skills with ABC order and onset rime skills to access print and digital word specific reference materials.

Recognize alphabetical order.

Actively engage in word study.

Engage in the sharing of grade-level text containing unknown words.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figurative language, including similes and metaphors, in context.

Explain the meanings of common idioms, similes, and metaphors.

Explain figurative language, including similes and metaphors, in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Identify real-life connections between words and their uses.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Identify common synonyms and antonyms.

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Demonstrate an understanding that words have more than the surface meaning.

Use words to compare one thing to another.

Use familiar words to name or describe events, places, foods, or people.

Select a word that is close or the same in meaning to another word.

Recognize that word meaning is not always concrete (e.g. the word “rock” as a noun vs. a verb)

Recognize that some words have opposites (e.g., hot/ cold)

Recognize that some words share the same meaning. (e.g., tired/exhausted)

Recognize words that have meaning.

Actively engage in word study.

Listen to the pronunciation of unknown words.

Engage with unknown words.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds, including those that signal logical relationships (e.g., however, similarly, moreover).

Communicate using grade-level/ age appropriate conversational and content-specific words and phrases signaling addition (e.g., in addition, also).

Communicate using grade-level/ age-appropriate, content-specific words that signal logically relationships (e.g., unlike, but).

Communicate using new contentspecific words.

Demonstrate an understanding of transition words that signal a shift in the ideas from one part of the sentence to another

Identify grade level/age-appropriate content specific words

List transition words (e.g., however, although, nevertheless, similarly, moreover, in addition).

Describe the purpose of transition words.

Communicate about learning across the curriculum.

Identify grade-level, domain specific, vocabulary.

Actively engage in grade-level learning across the curriculum, including vocabulary study.

Complexity a

Complexity b

Complexity b

Complexity b

Learning Progression

Complexity c

Phonics and Word Recognition

Complexity a

Range of Writing

Complexity b

Foundational Skills

Learning Progression

Complexity a

Research to Build and Present Knowledge

Complexity b

Complexity b

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Complexity c

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Complexity a

Presentation of Knowledge and Ideas

Complexity b

Complexity c

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Learning Progression

Range of Reading and Level of Text Complexity

Key Ideas and Details

Complexity a

Fluency

Complexity c

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Learning Progression

Complexity a

Presentation of Knowledge and Ideas

Complexity a

Complexity b

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Complexity c

Learning Progression

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Craft and Structure

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Learning Progression

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Learning Progression

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Range of Writing

Complexity b

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Learning Progression

Learning Progression

Complexity c

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Learning Progression

Complexity b

Speaking and Listening Standards

Complexity c

Key Ideas and Details

Complexity a

Learning Progression

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Complexity c

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Comprehension and Collaboration

Complexity a

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Text Types and Purposes

Complexity b

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Knowledge of Language

Language

Learning Progression

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Learning Progression

Production and Distribution of Writing

Complexity a

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Learning Progression

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Learning Progression

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Reading Standards for Informational Text

Complexity a

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Key Ideas and Details

Complexity c

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Learning Progression

Reading Standards for Informational Text

Complexity b

Complexity c

Range of Reading and Level of Text Complexity

Complexity c

Writing

Learning Progression

Language Standards

Complexity b

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Learning Progression

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Learning Progression

Vocabulary Acquisition and Use

Reading Standards for Literature

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Learning Progression

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Vocabulary Acquisition and Use

Learning Progression

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Learning Progression

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Complexity b

Reading Standards for Literature

Complexity a

Text Types and Purposes

Complexity a

Research to Build and Present Knowledge

Complexity c

Complexity b

Complexity c

Reading Standards for Foundational Skills

Learning Progression

Learning Progression

Complexity b

Craft and Structure

Complexity a

Learning Progression

Fluency

Complexity b

Writing Standards

Learning Progression

Comprehension and Collaboration

Complexity a

Learning Progression

Complexity a

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Learning Progression

Learning Progression

Integration of Knowledge and Ideas

Learning Progression

Complexity c

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Phonics and Word Recognition

Complexity c

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Learning Progression

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Complexity a

Complexity c

Learning Progression

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Complexity a

Knowledge of Language

Complexity a

Craft and Structure

Integration of Knowledge and Ideas

Learning Progression

Learning Progression

Complexity c

Speaking and Listening

Conventions of Standard English

Complexity a

Complexity c

Integration of Knowledge and Ideas

Complexity b

Complexity a

Craft and Structure

Complexity c

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Complexity a

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Range of Reading and Level of Text Complexity

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Learning Progression

Integration of Knowledge and Ideas

Complexity c

Conventions of Standard English

Complexity a

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Learning Progression

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Range of Reading and Level of Text Complexity

Learning Progression

Key Ideas and Details

Learning Progression

Complexity c

Learning Progression

Learning Progression

Reading Foundations

Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar.

Know and apply grade-level phonics and word analysis skills in decoding words by using combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Decode multisyllabic words, aligned with scope and sequence of adopted HQIM, using:

Apply phonics skills and syllable division rules to decode common phonetically regular two-and three-syllable words (e.g., laptop, fantastic, complete). Decode phonetically regular common multi-syllable words.

Phoneme-grapheme correspondences

Apply phonics skills to decode words. Use knowledge of letter-sound correspondence to read unfamiliar words including words with common roots.

Syllabication patterns

Divide given words into syllables visually and/or orally.

Morphological structures (e.g., roots and affixes)

recognize that affixes change the meaning of the word

recognize that affixes come at the beginning or ends of words

break up a word into syllables

identifies a syllable

has a foundation in letter-sound knowledge

has a foundation in phonological awareness/phonemic awareness

Actively engage with letters, sounds, and words.

Read with sufficient accuracy and fluency to support comprehension.

Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-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

Read texts with sufficient fluency to support comprehension.

Read grade-level text with purpose and understanding.

Independently correct an error through decoding and reread the sentence fluently to support comprehension.

Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from the text.

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Independently read a sentence and identify when rereading is necessary to gain understanding of where a selfcorrection is needed.

Orally read a variety of grade-level texts with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from the text, targeting 146 words correct per minute (wcpm) by the end of fifth grade.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Fluently read a simple sentence.

Self-monitor word recognition and understanding, rereading as necessary.

recognize when what you’ve read does not make sense

reads CVC, CCVC, and vowel-consonant-e words

has a foundation in letter-sound knowledge

has a foundation in phonological/phonemic awareness

Actively engage with letters, sounds, and words.

Reading Informational

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Use text evidence and direct quotes to demonstrate understanding of an informational text (e.g., historical, scientific, and technical texts).

Answer inferential questions about ideas, individuals, or events from a text.

Select relevant direct quotes to answer questions about an informational text.

Identify details from a text when answering questions.

Use relevant direct quotes to make and support inferences.

Make connections of ideas, individuals, or events to details from a text.

connect an idea to a detail in the text

identify ideas, individuals, or events in a text

participate in a discussion about a text

Actively engage with informational text.

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.

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.

Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.

Read grade-level/ age-appropriate, accommodated history/social studies, science, and technical texts.

Read gradelevel/age-appropriate, accommodated history/social studies, science, and technical texts.

Read grade-level/ age-appropriate, accommodated history/social studies, science, and technical texts.

Read & Comprehend - grade level text

Identify words with consonant blends.

Decoding

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Decode words with threeconsonant blends.

Build words with three-consonant blends.

Identify words with threeconsonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Build words with two-consonant blends.

Identify words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Name the 5 vowels

Name 21 consonants

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Articulate the 5 short vowel sounds

Break orally given word into phonemes

Answer wh- questions related to grade-level/age appropriate poems and stories.

Break an orally given word into onset/first sound and rime

Break an orally given word into syllables

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in gradelevel/age-appropriate literature activities using adapted materials as needed.

Actively engage in grade-level/ age-appropriate literature materials.

Actively engage in group with informational text.

Decode and read simple poems and stories.

Engage with text types including informational texts such as history/ social studies, science, and technical texts.

Decoding

Identify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of Decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

grade-level decodable text. • Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)

Decode words with digraphs.

Identify words with digraphs.

Combine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)

Decode words with consonant blends

Analyze informational text development.

Analyze informational text development. a. Determine the main ideas of a text and explain how they are supported by key details. b. Provide a summary of the text that includes the main ideas and key details, as well as other important information.

Analyze development of ideas in an informational text.

Determine the main ideas of a text and explain how they are supported by key details.

Identify the main idea of a text and summarize using key details.

Determine the main idea(s) of a text and explain how they are supported by key details.

Provide a summary of the text that includes the main ideas and key details, as well as other important information.

Identify the main idea and match to details that support it.

Summarize an informational text, including main idea(s) and key details, as well as other important information.

Given a main idea, identify a supporting detail from the text.

given a main idea, select a supporting detail from a set

recognize that informational texts are focused on a specific topic

participate in discussion about a text

Actively engage with informational text.

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.

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.

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts, based on specific information in the text.

Identify the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical text.

Identify interactions between individuals, events, ideas, or concepts within a given text.

Identify an individual, event, idea, or concept based on information from a text.

identify the steps or events described in a text

connect an individual, event, idea, or concept to specific information in a text.

identify information from a text

Actively engage with informational text.

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

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

Determine the meaning of both general academic and domain-specific words and phrases in an informational text.

Identify the meaning of a word based on how it is used in a text relevant to a grade 5 topic or subject area.

Identify the meaning of words and phrases based on how they are used in a text.

Identify the meanings of gradelevel words.

match pictures or objects to words

identify words used in a text

Actively engage with informational text.

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.

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.

Compare and contrast the overall structure (e.g., description, chronology/sequence, compare/contrast, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Contrast the structure of two informational texts (e.g., recipes, schedules, experiments).

Compare the text structure of two informational texts (e.g., recipes, schedules, experiments).

Identify common structures of a text.

connect a specific text structure to a selection of text

Actively engage with informational text.

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.

Explain the differing perspectives in two topics on the same text. Note the details that contribute to each perspective.

Describe the similarities and differences in two texts about the same topic.

Identify the common topic in two different texts.

identify the event that two texts discuss

identify a topic within a text

identify similarities or differences in everyday life

Actively engage with informational text.

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.

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.

Use information from multiple print or digital sources.

Gather information from several texts to answer a question or support an idea.

Locate specific facts, details, or evidence in a text efficiently.

Identify information in multiple texts to answer a question or support an idea.

Integrate information from two or more sources to answer questions or explain ideas.

Identify information in a text to answer a question or support an idea.

use a digital source to find information

use a table of contents or index to locate information

use a search engine to locate information

connect information to a specific topic

Actively engage with informational text.

Explain how an author uses evidence to support particular points in a text, identifying which evidence supports corresponding point(s).

Explain how an author uses evidence to support particular points in a text, identifying which evidence supports corresponding points.

Explain how an author uses reasons and evidence to support particular points in an informational text and make inferences based on those points.

Provide evidence to support key ideas and/or describe connections among key ideas.

Identify a key point in a text and describe the supporting evidence.

Provided a key point from a text, describe evidence from the text that supports that key point.

Provided a key point from a text, identify evidence from the text that supports that key point.

identify a picture with a key point in the text

recognize that authors use evidence to support their ideas

participate in a discussion about the text

Actively engage with informational text.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Integrate information about a topic from two or more sources.

Describe information from two or more texts on the same topic in order to write or speak about the subject knowledgably.

Identify information from two or more texts on the same subject.

Identify a key detail from two texts on the same topic.

identify two informational texts on the same subject

select two texts on the same topic from a provided set

identify two informational texts

identify an informational text

recognize the difference between an information text and a narrative text

Actively engage with informational text.

Reading Literature

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Use text evidence and direct quotes to demonstrate understanding of a literary text (story, drama, or poem).

Make inferences about plot, characters, setting, or theme, based on quotations from the text.

Provide details and direct quotes explicitly stated in the text.

Describe characters, settings, or events in a story based on a quotation from the story.

Use explicitly stated details and direct quotes from the text to make and support inferences.

Connect characters, settings, or events in a story with a quotation from the story.

identify a quotation from a story

recognize direct quotes from a story

identify characters, settings, or events from a story

participate in discussion about a story

Actively engage with literary text.

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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.

Actively engage with grade-level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-toself or text-to-text connections and comparisons.

Actively engage with gradelevel/age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-to-self comparisons.

Actively engage with grade-level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience.

Read & Comprehend - grade level text

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)

Decode words with digraphs.

Identify words with digraphs.

Combine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)

Decode words with consonant blends

Identify words with consonant blends.

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Decode words with three-consonant blends.

Build words with three-consonant blends.

Identify words with three-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Build words with two-consonant blends.

Identify words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Answer wh- questions related to grade-level/age appropriate poems and stories.

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Name the 5 vowels

Name 21 consonants

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Articulate the 5 short vowel sounds

Break orally given word into phonemes

Break an orally given word into onset/first sound and rime

Break an orally given word into syllables

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/ age-appropriate literature activities using adapted materials as needed.

Actively engage in grade-level/ age-appropriate literature materials.

Actively engage in group reading activities.

Decode and read simple poems and stories.

Engage with text types including poetry and stories.

Select two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.

With support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.

While participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.

Actively engage in group reading activities that activate text-to-text comparisons, and connections.

Actively engage in group reading activities that activate text-to-self connections.

Select texts related to prior experiences.

Communicate about prior experiences related to the text.

Decoding

Identify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of Decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Analyze literary text development.

Analyze literary text development. a. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic. b. Summarize the text, incorporating a theme determined from details in the text.

Analyze literary text development.

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.

Identify the theme in a literacy text and provide details that support it.

Explain a theme of a literary text using details, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects on a theme.

Summarize the text, incorporating a theme determined from details in the text.

Identify the theme in a literary text and match details that support it.

Summarize a literary text, including a theme inferred from details in the text.

Identify the plot or theme of a story.

identify the beginning, middle, and end of a story

identify the resolution of a story

identify a problem or conflict in a story

recognize that stories carry a messages

Actively engage with literary text.

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).

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).

Compare and contrast two or more characters, settings, perspectives, or events in a literary text, using specific details (e.g., how characters interact).

Compare or contrast two characters, settings, or events in a story or drama, using specific details in the text (e.g., how characters interact).

Identify the similarities or the differences between two characters, settings or events.

Identify the character, setting, and an event in a text.

identify pictures or objects from the story

listen to a story read aloud

Actively engage with literary text.

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors, similes, and idioms.

Determine the meaning of words and phrases as they are used in a text, including figurative language, such as metaphors, similes, and idioms.

Identify the meaning of figurative language such as similes, metaphors, and idioms and determine how they are used in the text.

Determine the meaning of words and phrases, including figurative language (e.g., similes, metaphors).

Identify figurative language when used in a text.

Identify the meaning of words and phrases used in a text.

recognize that word meaning is not always concrete

connect a word with a given meaning

identify pictures or objects from the story

Actively engage with literary text.

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

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

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

State the beginning, middle, or ending points of stories, dramas, or poems.

Sequence events between two chapters or stanzas in a story or poem.

Identify common elements of a story, drama, or poem.

match text feature to text

identify a text as a poem, drama or prose

identify a drama

identify poem

identify a prose

listen to poems, dramas, and prose read aloud

Actively engage with literary text.

Describe how a narrator's or speaker's point of view and perspective influence how events are described.

Describe how a narrator’s or speaker’s point of view and perspective influence how events are described.

Identify the point of view in a literary text and explain how the narrative would be different if told from another character’s perspective.

Explain how the story might be different if told from another character’s perspective.

Identify the storyteller and describe his/her role in the grade-level story (e.g., main character).

Identify who is telling the grade-level story (narrator vs. character).

recognize that a narrator is not always a character in the story

recognize that the “reader” of the story is not the same as the storyteller within

Actively engage with literary text.

Analyze how visual and multimedia elements contribute to the meaning, tone, mood, or appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Analyze how visual and multimedia elements contribute to the meaning, tone, mood, or appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Analyze how a visual element, multimedia performance, and/or oral reading contribute to the meaning, tone, mood, or appeal of a literary text.

Describe the differences between a written story and another presentation of the tale (e.g., a dramatization, graphic novel, poem) and how visual and multimedia elements provide meaning of a text.

Describe how illustrations, visual effects, sound effects, and music convey meaning, tone, or mood of the text.

Identify the visual or multimedia elements presented in a text.

Recognize the difference between a presentation on a text that is visual or oral.

Identify the key features of a printed text

Identify words or phrases within a text that evoke an image or feeling.

Identify feelings and thoughts associated with a presented image in video or live versions of text.

Identify the key features of multimedia productions of a text

Actively engage with literary text.

Not applicable to literature

(Not applicable to literature)

(Not applicable to literature)

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

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

Compare and contrast stories within the same genre on their development of similar themes and topics.

Compare and contrast themes and topics of stories in the same genre (e.g., mysteries and adventure stories).

Identify an implied theme, explicit theme, or life lesson.

Describe similarities or differences between two stories from the same genre.

Analyze a shared theme and explain its development across genres.

Identify a common theme or topics from two different stories in the same genre.

identify a common idea between the two texts

identify the genre of a story

identify the theme or topic of a story

Identify differences between the two texts

Identify similarities between the two texts

Actively engage in a discussion about each text

Identify the characters in each text

Actively engage with literary text.

Speaking and Listening

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.

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.

Participate in discussions about fifth grade topics and texts in pairs, small groups, or whole-class settings, following agreed upon rules.

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.

Engage in discussions with others by asking and answering questions by following agreedupon rules for discussions (i.e., personal space, eye contact, voice volume, body language, active listening, turntaking to share responses, etc.) on grade 5 topics and texts.

Come to discussions prepared (having read and/or studied materials).

Follow agreed-upon rules for discussions and carry out assigned roles.

Engage in discussions with others by responding to questions asked by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, active listening, turn-taking to share responses, etc.) on grade 5 topics and texts.

Explicitly use the information known about the topic to explore ideas under discussion.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Engage in discussions with others by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, active listening, etc.) on grade 5 topics and texts.

Complete assigned roles.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Make comments that further the discussion, elaborating on and drawing conclusions from the remarks of others.

Pose and respond to specific questions to clarify or follow up on information.

Communicate with diverse partners.

Demonstrate rules for discussion (i.e.: personal space, eye contact, voice volume, body language, active listening, stay on topic, etc.)

Identify rules for discussion. (i.e.: personal space, eye contact, voice volume, body language, active listening, stay on topic, etc.)

Participate during 1:1, small group and whole group discussions.

Engage during small group and whole group discussions. (active listening)

Engage with communication partner.

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Summarize a presentation (i.e., read-aloud, multimedia, oral), including information shown in text features, such as charts, diagrams, graphs, tables, or images.

Sequence key ideas or supporting details from a text read aloud or information presented in diverse media and formats.

Identify key details from a text read aloud or information presented in diverse media and formats.

Identify one key detail from a text read aloud or information presented in diverse media and formats.

Identify an idea from a text read aloud or presented in diverse formats.

Identify the topic of a text read aloud or presented in diverse formats.

Sort ideas that were and were not from text or presentation.

Identify information from text presented orally and visually.

Communicate with others.

Engage as text is read aloud.

Engage during media presentations.

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

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

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

Identify key points a speaker makes and support each point with at least one detail.

Identify the key point of a speaker’s presentation.

Provided the key point, identify a detail presented by the speaker that support the key point.

Identify a speaker’s claim/keypoint based on presented details

Identify the topic the speaker addressed.

Identify information presented by a speaker.

Communicate to share information.

Listen to the speaker.

Identify the speaker.

Demonstrate engagement while listening to a speaker.

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.

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.

Report on an informational topic or present an opinion using:

Communicate clearly by presenting information about a topic in a logical sequence, providing descriptive details that support the main idea.

Logically sequenced details;

Communicate about a topic in the appropriate sequence and include the main idea and relevant details.

Appropriate facts and relevant, descriptive details to support main ideas or themes;

Communicate about a topic or event in the appropriate sequence using the terms “first” and “then” (e.g., First, we do math, then we do reading.).

Clear speech at an understandable pace.

communicate information clearly

sequence information on a given topic

identify beginning, middle and end

recognize sequential order

Communicate meaning that can be translated into text.

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

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

Create multimedia presentations of literary and informational text; add visual displays when appropriate to enhance the development of main ideas or themes.

Enhance a presentation with one multimedia component.

With guidance and support, choose multimedia components to enhance a presentation.

Identify multi-media components (audio, video, picture, displays, maps, etc.)

Recognize that audio recording or visual displays enhance presentations and extend meaning.

Identify points in a presentation.

Identify/locate maps.

Identify/locate/create an audio recording.

Identify/locate/create visual media, (pictures, video)or display.

Actively engage with audio and visual media.

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

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

Adapt speech to a variety of contexts and tasks, using formal language when appropriate to task and situation.

Communicate in sentences using formal or informal language that is specific to the purpose or audience.

Communicate relevant information using informal language in group discussions.

Communicate with others in group discussions.

communicate information specific to the purpose or audience

identify language appropriate for a tasak

communicate information

Communicate meaning that can be translated into text.

Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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.

Write opinion pieces that include:

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.

Compose a paragraph based on an opinion to include a topic sentence, supporting details, and concluding statement using strategies (e.g., templates or graphic organizers).

An introduction with a clear topic;

Provide logically ordered reasons that are supported by facts and details.

Given a topic sentence, add an opinion sentence and compose a concluding statement related to the opinion using strategies (e.g., templates or graphic organizers).

A stated opinion;

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Compose an opinion sentence and use a linking word to support the opinion using strategies (e.g., templates or graphic organizers).

Logically ordered reasons supported by facts and details;

Provide a concluding statement or section related to the opinion presented.

A concluding statement;

Organizational structure to support the writer’s purpose;

Linking words, phrases, and clauses;

Precise language and/or domain-specific vocabulary;

Sentence variety; and

Grade-level spelling.

compose a statement of opinion and one supporting detail

compose a statement of an opinion

express an opinion on a topic

express agreement or disagreement to a given opinion

Communicate meaning that can be translated into text.

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.

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.

Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.

With accommodations, 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.

With accommodations, 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.

With accommodations, 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 disciplinespecific tasks, purposes, and audiences.

Increase experience writing across a range of disciplines over time.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Build words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Build/encode words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Actively participate in grade-level/ age-appropriate writing activities using adapted materials as needed.

Engage in communication for writing.

Improve encoding automaticity and accuracy over time from baseline.

Translate thoughts and communications into writing using technology and assistive technology as needed to develop independence.

Encode/spell words during writing using letter/sound knowledge below.

Identify and write Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Answer wh- questions related to grade-level/age appropriate text for the purpose of writing

Encoding

Break a word into phonemes for the purpose of encoding.

Break a word into onset/first sound and rime for the purpose of encoding.

Break a word into syllables for the purpose of encoding.

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of encoding and writing.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

Encoding

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Build words with three-consonant blends.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia to aid comprehension, if needed. 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.

Write informative/explanatory pieces that include:

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia to aid in comprehension, if needed.

Using a template that provides an outline for a paragraph, insert sentences that support the topic into each section.

An introduction with a clear topic and focus;

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Using a template that provides headings, compose a supporting sentence for each section.

Facts, definitions, concrete details, quotations, and examples to develop the topic;

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Write an appropriate heading for a given paragraph.

A concluding statement;

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Organizational structure to support the writer’s purpose;

Provide a concluding statement or section related to the information or explanation presented.

Linking words, phrases and clauses;

Precise language and domain-specific vocabulary;

Sentence variety; and

Grade-level spelling.

compose a sentence that conveys information including one concrete fact and using domain specific vocabulary

compose an informative or explanatory sentence

compose a sentence using a sentence frame

Communicate meaning that can be translated into text.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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.

Write narratives that develop real or imagined sequenced events including:

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Compose a narrative that includes sensory details about the character, setting, and events.

An introduction;

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Compose a narrative using transitional words to organize the sequence of events.

A situation with a narrator and/or characters;

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

Compose imagined narrative including a beginning, middle, and end (e.g., templates or graphic organizers).

Dialogue, description, and pacing to develop experiences and events;

Use concrete words and phrases and sensory details to convey experiences and events precisely.

A conclusion;

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

Organizational structure to support the writer’s purpose;

Transitional words, phrases, and clauses;

Precise language and sensory details;

Sentence variety; and

Grade-level spelling.

compose a story based on a personal experience

identify the beginning, middle, and end of a story

identify an imagined story

identify a personal experience

Communicate meaning that can be translated into text.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Produce clear and coherent writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience.

Organize sentences on a topic in a logical order, using language appropriate for the topic and audience.

Match writing to the purpose and audience for which it is intended.

Select details that are relevant to a topic.

match or label writing samples to the correlating purpose/ task and audience

communicate about a specific topic

Communicate meaning that can be translated into text.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.

With guidance and support, plan, draft, and edit writing to convey a clear message.

With guidance and support, edit simple sentences to improve their clarity (check spacing, conventions, capitalization, punctuation, spelling, and word choice).

With guidance and support, recognize when the order of picture-supported sentences should be revised.

with guidance and support, recognize when picturesupported sentences should be revised

recognize revision strategies

recognize the difference between revising and editing

recognize the purpose behind revising

Communicate meaning that can be translated into text.

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, while demonstrating sufficient command of keyboarding skills.

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, while demonstrating sufficient command of keyboarding.

With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing.

With guidance and support, use technology to compose a paragraph.

With guidance and support, work collaboratively to use information from print or digital sources to generate several sentences about a topic.

With guidance and support, work with others to use information from print or digital sources to generate a simple sentence about a topic.

generate a sentence

interact with a digital source

interact with technology to communicate meaning

Communicate meaning that can be translated into text.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Engage in independent research projects that investigate different aspects of a topic by:

Collect information from multiple sources to present knowledge about several aspects of a topic.

Using multiple sources on a topic;

Collect information from one or more sources to present knowledge about a topic.

Recording observations; and

Select two sources to present knowledge about a topic.

Composing short reports using grade-level vocabulary and sentence variety.

Select a source to present knowledge about a topic

identify a topic of interest

Communicate meaning that can be translated into text.

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.

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.

Use relevant information from personal experiences or sources to:

Recall information and select information from sources, and organize it to summarize work on a topic.

Take notes;

Select information from a source to support a topic.

Summarize or paraphrase information; and

Recall information from personal experiences, print, or digital sources.

Provide a list of sources.

recall information form personal experiences

identify a personal experience

identify a source on a given topic

Communicate meaning that can be translated into text

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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]”). 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]”).

Use evidence from grade-level literary or informational texts to support analysis, reflection, and research.

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]").

Gather and categorize information on a topic from grade-level/ age-appropriate informational materials to provide a simple analysis of the information.

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]").

Gather information from grade-level/ageappropriate literary or informational materials to support understanding.

Select information from grade-level/ageappropriate literary or informational materials to support understanding.

Use skills developed in standards for literary and informational texts to collect information and evidence for writing.

Select specific text to draw evidence about a specific topic.

Select either literary or informational text based on topic of writing.

Identify a topic for reflection, analysis or research.

Engage with grade-level literary or informational text.

Writing Foundations

Write fluently and legibly in manuscript and/or cursive.

Write legibly to communicate and support sustained composition across tasks.

Place text elements correctly on the page (e.g., headings, titles, paragraph indentations).

Encode words, aligned with scope and sequence of adopted HQIM, such as:

Multisyllabic words using knowledge of syllable types

Unfamiliar multisyllabic words, using knowledge of roots, prefixes, and suffixes

High-frequency words, using morphological structures

Write in complete sentences to demonstrate knowledge of conventions.

Use varied pronouns and their antecedents correctly in composing and revising writing (e.g., Eddie played his guitar; Sarah and Megan played their instruments.)

Use subject-verb agreement correctly when composing and revising writing.

Use verb tenses to convey various times, sequences, states, and conditions.

Recognize and correct shifts in verb tense, including subject-verb agreement.

Use perfect verb tenses to compose and revise writing (e.g., I have finished my work. She has finished her work.)

Use correlative conjunctions correctly when composing and revising writing (e.g., You can have either cake or pie for dessert).

An English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

With prompting and support, use an increasing range of strategies to:

With prompting and support, use an emerging set of strategies to:

With prompting and support, use a very limited set of strategies to:

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade-appropriate speech and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can speak and write about grade-appropriate complex literary and informational texts and topics.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can conduct research, evaluate, and communicate findings to answer questions or solve problems.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.

With prompting and support and showing increasing control:

With prompting and support and showing increasing control:

With prompting and support and showing increasing control:

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

With prompting and support and using context, visual aids, reference materials, and knowledge of English:

With prompting and support and relying some on context, visual aids, reference materials and communicative experience:

With prompting and support and relying heavily on context, visual aids and communicative experience:

An English learner with significant cognitive disabilities can create clear and coherent grade-appropriate speech and text.

With prompting and support:

With prompting and support:

With prompting and support:

determine the meaning of frequently occurring words and phrases, general academic and content-specific words and an increasing number of expressions in texts about familiar topics, experiences or events.

determine the main idea or theme.

identify the main topic or characters.

express an opinion.

identify a point an author or speaker makes.

participate in short conversations

retell key ideas and information from provided sources.

recognize and use an increasing number of frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs and conjunctions.

communicate simple information about an event or familiar topic.

identify some details that support the main idea or theme.

produce simple and compound sentences and a few complex sentences on familiar topics.

agree or disagree with the author or speaker.

participate in short written exchanges.

recognize the meaning of a few frequently occurring words, phrases and expressions in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.

communicate simple information about an event or familiar topic.

retell a short sequence of events.

provide one or two reasons or facts to support the opinion

retell two events in sequence.

participate in short conversations.

deliver short presentations or information.

retell parts of a story from read-alouds, simple written texts and oral presentations.

identify the meaning of words by pointing to or giving teacher a picture related to the word.

use some learned words, sounds, expressions and gestures appropriate for social and academic contexts (e.g., playground, classroom) showing developing control.

compose written text

about familiar texts, topics, and experiences.

sequence information from readalouds, simple written texts and oral presentations.

use some frequently occurring linking words with emerging control.

recall information from experience record some information from provided sources.

from read-alouds, simple written texts and oral presentations.

participate in short written exchanges

recognize the meaning of some words learned through conversations, reading and being read to.

indicates the correct one of two pictures: one is of man walking, another has a man swimming. The student is asked, “Which man is walking?”

given a sentence with a preposition, choose the appropriate picture, for example: “The book is on the table,” or “The book is under the table.”

provide a few reasons or facts to support the opinion

recognize and use a small number of frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs and conjunctions produce simple sentences on a familiar topic.

identify a few key words and phrases

participate in short written exchanges about familiar topics.

communicate simple information.

tell how one or two reasons support the specific points an author or a speaker makes on a familiar topic.

communicate simple information about familiar texts, topics, events or objects in the environment.

participate in shared research projects.

use a narrow range of frequently occurring vocabulary and simple sentences with limited control.

about familiar texts, topics, and experiences.

respond to others’ comments or ideas about familiar topics and texts.

compose simple written text

identify the meaning of words by indicating a picture related to the word.

respond to simple questions about familiar topics and texts.

about a familiar topic.

participate in shared research projects label information from provided sources.

express an opinion.

recall information from experience.

communicate a few pieces of information about a familiar topic.

use an increasing number of learned words, sounds, expressions and gestures appropriate for social and academic contexts (e.g., playground, classroom) showing increasing control in speech and writing.

determine the meaning of some frequently occurring words, phrases and expressions in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.

identify a reason an author or speaker gives to support a main idea.

participate in shared research projects.

participate in short conversations.

about a familiar topic.

express an opinion about a familiar topic.

use an increasing range of temporal words and linking words and some transitional words and phrases with increasing control.

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

use a very limited set of strategies to: • identify a few key words and phrases from read-alouds, simple written texts, and oral presentations.

use an emerging set of strategies to: • identify the main topic • retell a few key details from read-alouds, simple written texts, and oral presentations.

use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories from read-alouds, simple written texts, and oral presentations.

use an increasing range of strategies to: • determine the main idea or theme, and • explain how some key details support the main idea or theme • summarize part of a text from read-alouds, written texts, and oral presentations.

use a wide range of strategies to: • determine two or more main ideas or themes • explain how key details support the main ideas or themes • summarize a text from read-alouds, written texts, and oral presentations.

An English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids), • recognize and use a small number of frequently occurring nouns, noun phrases, and verbs • understand and respond to simple questions

with support (including visual aids and modeled sentences), • recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts

with support (including modeled sentences), • use some relative pronouns (e.g., who, whom, which, that), • use some relative adverbs (e.g., where, when, why), • use some prepositional phrases • produce and expand simple and compound sentences

use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why), • use prepositional phrases • use subordinating conjunctions • produce and expand simple, compound, and a few complex sentences

use relative pronouns (e.g., who, whom, which, that), • use relative adverbs (e.g., where, when, why) • use prepositional phrases • use subordinating conjunctions • use the progressive and perfect verb tenses • produce and expand simple, compound, and complex sentences

An English Language Learner can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and some wh- questions about familiar topics.

participate in short conversations • participate in short written exchanges • actively listen to others • respond to simple questions and wh- questions about familiar topics and texts

participate in short conversations and discussions • participate in short written exchanges • respond to others’ comments • add some comments of his or her own • ask and answer questions about familiar topics and texts

participate in conversations and discussions • participate in written exchanges • build on the ideas of others • express his or her own ideas • ask and answer relevant questions • add relevant information and evidence about a variety of topics and texts

participate in extended conversations and discussions • participate in extended written exchanges • build on the ideas of others • express his or her own ideas clearly • pose and respond to relevant questions • add relevant and detailed information using evidence • summarize the key ideas expressed about a variety of topics and texts.

An English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.

communicate simple information about familiar texts, topics, events, or objects in the environment.

deliver short oral presentations • compose written texts about familiar texts, topics, and experiences

including a few details, • deliver short oral presentations • compose written narratives or informational texts about familiar texts, topics, and experiences.

including some details, • deliver short oral presentations • compose written narratives or informational texts about a variety of texts, topics, and experiences.

including details and examples to develop a topic, • deliver oral presentations • compose written narrative or informational texts about a variety of texts, topics, and experiences

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

express an opinion about a familiar topic

construct a simple claim about a familiar topic • give a reason to support the claim

construct a claim about familiar topics • introduce the topic • provide a few reasons or facts to support the claim.

construct a claim about a variety of topics • introduce the topic • provide several reasons or facts to support the claim • provide a concluding statement.

construct a claim about a variety of topics • introduce the topic • provide logically ordered reasons or facts to support the claim • provide a concluding statement.

An English Language Learner can conduct research and evaluate and communicate findings to answer questions or solve problems.

recall information from experience • gather information from a few provided sources • label some key information.

recall information from experience • gather information from provided sources. • record some information.

recall information from experience • gather information from print and digital sources to answer a question • identify key information in orderly notes.

recall information from experience • gather information from print and digital sources to answer a question • record information in organized notes, with charts, tables, or other graphics, as appropriate. • provide a list of sources

recall information from experience • gather information from print and digital sources • summarize key ideas and information in detailed and orderly notes, with graphics as appropriate. • provide a list of sources.

An English Language Learner can analyze and critique the arguments of others orally and in writing.

identify a point an author or speaker makes

identify a reason an author or speaker gives to support a main point • agree or disagree with the author or speaker.

tell how one or two reasons support the specific points an author or speaker makes or fails to make

describe how reasons support the specific points an author or speaker makes or fails to make

explain how an author or speaker uses reasons and evidence to support or fail to support particular points • (at grade 5) identify which reasons and evidence support which points

An English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

recognize the meaning of some words learned through conversations, reading, and being read to

with emerging control, • adapt language choices to different social and academic contents • use some words learned through conversations, reading, and being read to

with developing control, • adapt language choices according to purpose, task, and audience • use an increasing number of general academic and content-specific words, phrases, and expressions in conversation, discussions, and short written text.

with increasing ease, • adapt language choices and style (includes register) according to purpose, task, and audience • use a wider range of general academic and content-specific words and phrases in speech and writing.

adapt language choices and style according to purpose, task, and audience • use a wide variety of general academic and content-specific words and phrases in speech and writing.

An English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text

relying heavily on context, visual aids, and knowledge of morphology in his or her native language, • recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

using context, some visual aids, reference materials, and knowledge of morphology in his or her native language, • determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events

using context, visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of frequently occurring words and phrases • determine the meanings of some idiomatic expressions in texts about familiar topics, experiences, or events

using context, reference materials, and an increasing knowledge of English morphology, • determine the meaning of general academic and content-specific words, phrases • determine the meaning of a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events

using context, reference materials, and knowledge of English morphology, • determine the meaning of general academic and content-specific words and phrases • determine the meaning of figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events.

An English Language Learner can create clear and coherent grade-appropriate speech and text.

with support (including context and visual aids), and using non-verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control

with support (including visual aids and modeled sentences), • communicate simple information about a topic • recount a simple sequence of events in order • use frequently occurring linking words (e.g., and, then) with emerging control

with support (including modeled sentences), • introduce an informational topic • present one or two facts about the topic • recount a short sequence of events in order • use an increasing range of temporal and other linking words (e.g., next, because, and, also) • provide a concluding statement with developing control

introduce an informational topic • develop the topic with facts and details • recount a more detailed sequence of events, with a beginning, middle, and end • use transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result) • provide a conclusion with increasingly independent control

introduce an informational topic • develop the topic with facts and details • recount a more detailed sequence of events, with a beginning, middle, and end • use a variety of linking words and phrases to connect ideas, information, or events • provide a concluding statement or section