under license"Creative Commons Attribution"
- Subject:
- English Language Arts
- Level:
- Upper Primary
- Material Type:
- Assessment
Standards
Learning Domain: Language Standards
Standard: Within the context of authentic English writing and speaking… Practice: a. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. b. Produce complex and compound-complex sentences. c. Rearrange complete simple and compound sentences of a variety of lengths. d. Ensure pronoun-antecedent agreement. e. Explain and use linking verbs. f. Use verb tense to convey various times and sequences. g. Use relative pronouns (who, whose, whom, which, that). h. Use relative adverbs (where, when, why). i. Use correlative conjunctions (e.g., either/or, neither/nor). j. Resolve issues of complex of contested usage, consulting reliable references as needed. k. Use coordinating and subordinating conjunctions. l. Explain the function of coordinating conjunctions. Demonstrate proficiency in: m. Use possessive nouns. n. Explain the function of a noun. o. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. p. Form and use the perfect (e.g., I had walked; I have walked; I will walk) verb tenses. q. Use helping and modal auxiliaries (e.g., can, may, must) to convey various conditions. r. Explain the function of a verb. Continually use and maintain proficiency: Refer to progression tables to see which skills are to be continually used and practiced.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language Standards
Standard: Within the context of authentic English writing and speaking… Practice: a. Use commas and quotation marks in dialogue. b. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness). c. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts). Display proficiency in: d. Form and use possessives. e. Use correct capitalization overall. f. Use a comma to separate an introductory element from the rest of a sentence. g. Use underlining, quotation marks, or italics to indicate titles of works. Continually use and maintain proficiency: Refer to progression tables to see which skills are to be continued to use and practice.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading Standards: Foundational Skills
Standard: 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.
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Learning Domain: Reading Standards for Informational/Nonfiction Text
Standard: Quote accurately using textual evidence when explaining what the text says explicitly and when drawing inferences from the text. Summarize the text.
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Learning Domain: Reading Standards for Informational/Nonfiction Text
Standard: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, on grade level independently.
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Learning Domain: Reading Standards for Informational/Nonfiction Text
Standard: Determine two or more main ideas of a text and explain how they are supported by key details.
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Learning Domain: Reading Standards for Literature/Fiction
Standard: Quote accurately using textual evidence when explaining what the text says explicitly and when drawing inferences from the text; summarize the text.
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Learning Domain: Reading Standards for Literature/Fiction
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, on grade level independently and proficiently.
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Learning Domain: Speaking and Listening Standards
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening Standards
Standard: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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Learning Domain: Speaking and Listening Standards
Standard: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)
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Learning Domain: Writing Standards
Standard: 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 transitional words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing Standards
Standard: 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 when useful to aiding comprehension. 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 transitional 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing Standards
Standard: 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.
Degree of Alignment: Not Rated (0 users)