Determine two or more main ideas of a text and use details from the text to support the answer

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1 Strand: Reading Nonfiction Topic (INCCR): Main Idea 5.RN.2.2 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications with partial Given grade level text, the student will be able to determine two or more main ideas of a text and explain how they are supported by key details; summarize the text Students will write on a single topic- two paragraphs, each with its own main idea and supporting details. Determine two or more main ideas of a text and use details from the text to support the answer Determine the main idea of a text and use details from the text to support the answer 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 1 of 14

2 Strand: Reading Topic (INCCR): Figurative Language 5.RV.2.2 In addition to, in-depth inferences and applications that go beyond Using teacher-created prompts, student will use several different examples of figurative language in their writing in a meaningful way to enhance writing 3.5 In addition to score performance, in-depth inferences and applications with partial Determine the understanding of figurative language in text (similes and metaphors) recognizes or recalls specific terminology, such as: o similes and metaphors performs basic processes, such as: o recognize and recalls the meaning and use of figurative language Using teacher-created prompts, students will finish examples of figurative language and provide meaning of author s intended purpose Explain author s meaning for given figurative language Identify the different types of figurative language 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 2 of 14

3 Strand: Reading Vocabulary Topic (CCRS): Context Clues 5.RV.2.1 In addition to, in-depth inferences and applications that go beyond Students will create a new sentence demonstrating their understanding of the unknown word. 3.5 In addition to score performance, in-depth inferences and applications with partial Use context (e.g. cause/effect relationship and comparisons in text) as a clue to the meaning of a word or phrase When reading an unknown word, student uses context clues to define the word. (e.g. cause/effect relationship and comparisons in text) recognizes or recalls specific terminology such as: o cause/effect, clue, comparison, confirm, context, meaning, phrase, relationship, self-correct, text, word performs basic processes such as: o demonstrate the use of context clues using structured sentences When given choices, the student can correctly identify the best meaning of the unknown word using context clues. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 3 of 14

4 Strand: Reading Vocabulary Topic (INCCR): Greek and Latin Roots 5.RV.2.4 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications with partial Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. photograph, photosynthesis) Students will write a paragraph to demonstrate knowledge of the meaning of at least two words. Provided with the meaning of the root, students are able to match the words with the definitions. recognizes or recalls specific terminology such as: o root word, prefix, suffix, origin performs basic processes such as: o demonstrate the knowledge of Greek and Latin roots to determine the meaning of the word Provided with the meaning of the root, students are able to highlight the root in the word. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 4 of 14

5 Strand: Language Topic (CCSS): Conventions 5.W.6.2 In addition to, in-depth inferences and applications that go beyond Student will utilize correct mechanics when writing a paragraph, and must include a quotation(s), proper noun(s), and commas in a series. 3.5 In addition to score performance, in-depth inferences and applications with partial Demonstrate command of the conventions of Standard English; capitalization, punctuation, and spelling when writing recognizes or recalls specific terminology such as: o period, capital letter, comma, quotation mark, apostrophe, mechanics, conventions performs basic processes such as: o demonstrate the knowledge of proper mechanics at a fifth grade level Students will edit a sentence using proper mechanics. If the sentence has 6 errors, the student must correct at least 5 to earn a score of 3. Given choices, students will identify the sentence written correctly. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 5 of 14

6 Strand: Language Topic (CCRS): Prepositions 5.W.6.1d In addition to, in-depth inferences and applications that go beyond Students will revise a given paragraph, inserting 3 prepositional phrases. 3.5 In addition to score performance, in-depth inferences and applications with partial Demonstrate use of prepositional phrases, and explain their function in sentences. recognizes or recalls specific terminology such as: o prepositional phrase, function performs basic processes such as: o identify prepositional phrases Students will write a paragraph using 3 prepositional phrases, identifying the prepositional phrases, and explaining their function. Given 3 sentences, students will identify the prepositional phrases. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Strand: Language Page 6 of 14

7 Topic (CCRS): Sentences 5.W.6.1e In addition to, in-depth inferences and applications that go beyond Student will write a paragraph containing examples of simple, compound, and complex sentences using correlative conjunctions. 3.5 In addition to score performance, in-depth inferences and applications with partial Will correctly write simple, compound, complex sentences, declarative, interrogative, imperative, and exclamatory sentences Students will write simple, compound, complex sentences, declarative, interrogative, imperative, and exclamatory sentences. recognizes or recalls specific terminology such as: o simple, compound, complex, declarative, interrogative, imperative, and exclamatory sentences performs basic processes such as: o identifying declarative, interrogative, imperative, and exclamatory sentences Given 5 sentences, students will add the correct end punctuation. Identify each sentence as declarative, interrogative, imperative, and exclamatory sentences. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 7 of 14

8 Strand: Language Topic (CCRS): Informational Writing 5.W.3.2 In addition to, in-depth inferences and applications that go beyond Student will write a 5 paragraph informational essay, using various sources and texts, including an introduction, facts, quotations, transitional words, and a concluding statement. 3.5 In addition to score performance, in-depth inferences and applications with partial Will write an informational essay, including introduction, facts, and a conclusion. Student will write a multi-paragraph informational essay, including an introduction, facts, and conclusion. recognizes or recalls specific terminology such as: o informative writing, introduction, conclusion, facts performs basic processes such as: o writing an introductory sentence, 3 facts, and a concluding sentence Given a graphic organizer, student will write an introductory sentence, 3 facts, and a concluding sentence. Student will write a 3 paragraph informational essay, including an introduction, facts, and conclusion. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Strand: Reading Page 8 of 14

9 Topic (CCSS): Quote Accurately From a Text 5.RL.2.1 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications with partial Quote responses to literature that: Support statements with evidence from the text. Interpret the meaning of text such as: write a personal reaction to books in which a character deals with a problem. Student generates their own interpretive questions upon reading texts and answers these questions within a literary response by providing textual evidence for his/her answers. Provided grade-level appropriate text, student writes a literary response, including supporting details and textual evidence pulled from a given text. Same as above, only student uses teacher generated questions to guide their literary response. recognizes or recalls specific terminology, such as: o interpret, evidence, and literature response performs basic processes, such as: o Answers provided questions about literature 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 9 of 14

10 Strand: Reading Topic (CCSS): Quote Accurately From a Text 5.RL.2.1 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications with partial Quote responses to literature that: Support statements with evidence from the text. Interpret the meaning of text such as: write a personal reaction to books in which a character deals with a problem. Student generates their own interpretive questions upon reading texts and answers these questions within a literary response by providing textual evidence for his/her answers. Provided grade-level appropriate text, student writes a literary response, including supporting details and textual evidence pulled from a given text. Same as above, only student uses teacher generated questions to guide their literary response. recognizes or recalls specific terminology, such as: o interpret, evidence, and literature response performs basic processes, such as: o Answers provided questions about literature 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 10 of 14

11 Strand: Reading Topic (CCSS): Reference Materials 5.RV.3.5 In addition to, in-depth inferences and applications that go beyond 3.5 In addition to score performance, in-depth inferences and applications with partial Consult reference materials: Use both print and digital references (dictionary/thesaurus) Find the pronunciation and clarify the precise meanings of words and phrases. recognizes or recalls specific terminology, such as: o references, dictionary, thesaurus, pronunciation, digital performs basic processes, such as: o Use dictionary or thesaurus to help find the pronunciation and meanings of words or phrases. Given a list of words students will use a dictionary and thesaurus to find the meanings of the word along with a synonym or antonym of the word. Use a dictionary and find the pronunciation and meaning of three provided words. Use a thesaurus and find the synonym or antonym of three provided words. Given a list of words or situations, students will identify which reference material they would use to find the answer. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 11 of 14

12 Strand: Conventions of Standard English Topic (CCRS): Verbs 5.W.6.1b In addition to, in-depth inferences and applications that go beyond Will write sentences that use the perfect verb tense. 3.5 In addition to score performance, in-depth inferences and applications with partial Will write perfect verb tenses. (past perfect, present perfect, future perfect) Given a list of verbs, students will correctly conjugate the verbs into the three perfect tenses. Recognizes or recalls specific terminology such as verb, perfect verb tense Choose the correct verb from choices given to complete the sentence. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 12 of 14

13 Strand: Language Topic (CCRS): Persuasive Writing 5.W.3.1 In addition to, in-depth inferences and applications that go beyond Student will write a multi paragraph persuasive essay, using provided texts, including a hook, a thesis, at least four supporting details, opposition of opinion, counter to the opposition, transitional words, and a concluding statement. 3.5 In addition to score performance, in-depth inferences and applications with partial Will write persuasive compositions in a variety of forms. recognizes or recalls specific terminology such as: o persuasive writing, introduction, conclusion, transition words, opinion, opposition performs basic processes such as: o writing an introductory sentence, providing supporting details, and a concluding sentence Student will write a multi paragraph persuasive essay, using provided texts, including an introduction, at least three supporting details, opposition of opinion, transitional words, and a concluding statement. Student will write a multi paragraph persuasive essay, using provided texts, including an introduction, some supporting details, some transitional words, and a concluding statement. 1.5 Partial knowledge of the content, but major errors or omissions regarding the 1.0 With help, a partial understanding of some of the simpler details and processes and some of 0.5 With help, a partial understanding of the content, but not the 0.0 Even with help, no understanding or skill demonstrated. Page 13 of 14

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