Douglas County School District 5 th Grade ELA Report Card Scoring Guide

Transcription

1 Reading Foundational Knows and applies grade level phonics and word recognition skills (ELACC5RF3) Douglas County School District 5 th Grade ELA Scoring Guide Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology Identify common affixes Identify context clues within a text or sentence Understand that words can be segmented (i.e. through affixes, roots, syllables etc.) Apply knowledge of all lettersound correspondences, syllabication patterns, and morphology Identify common affixes Identify the meaning of common root words Identify context clues within a text or sentence Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology Read, write, and spell common roots, affixes, and high frequency words Identify the meaning of common root words to determine the meaning of unfamiliar words in grade level text Use context clues when reading grade level text to aid with self-correcting and word recognition and understanding Reads on-level text fluently with purpose and understanding (ELACC5RF4) Reading Literary Quotes accurately from text when explaining explicit and implicit meanings ( ELACC5RL1) (ELACC5W8) Use self-correction when reading Read familiar text with expression Read on level text with purpose and understanding Read at a fluency rate of 114 WPM Define key vocabulary related to quotations: quote paraphrase inference explicit implicit Use self-correction when reading Read familiar text with expression Read on level text with purpose and understanding Read at a fluency rate of 129 WPM Explain key vocabulary related to quotations: quote, paraphrase, inference, and explicit Use a graphic organizer to quote a passage from the text and paraphrase it Punctuate quotations properly Take notes while reading Answer questions about a text with specific quotes from the text (how do you know?) Understand key vocabulary related to quotations: quote, paraphrase, inference, and explicit Use a graphic organizer to quote a passage from the text, paraphrase it, and infer meaning Punctuate quotations properly Take notes while reading Use self-correction when reading Read familiar text with expression Read on level text with purpose and understanding Read at a fluency rate of 143 WPM Answer questions about a text with specific quotes from the text (how do you know?) Understand key vocabulary related to quotations: quote, paraphrase, inference, and explicit Punctuate quotations properly Take notes while reading Integrate quotations from the text in writing SEPTEMBER 2012 Page 1 of 10 All Rights Reserved

2 Douglas County School District 5 th Grade ELA Scoring Guide Interprets figurative language and the connotation of words ( ELACC5RL4) Define: Literal Figurative Distinguish between sentences that use literal and figurative speech Classify sentences and phrases as literal and figurative Define: Literal Figurative Connotation Denotation Recognizes and explains the functions of: Personification Simile Metaphor Alliteration Onomatopoeia Distinguish between sentences that use literal and figurative speech Classify sentences and phrases as literal and figurative Explain the differences between connotation and denotation Explain literal, figurative, connotation, and denotation Distinguish between sentences that use literal and figurative speech Classify sentences and phrases as literal and figurative in context of a grade level text Use and explain how context clues help reader s to determine meaning Recognizes and explains the functions of: Idioms Hyperbole Personification Simile Metaphor Alliteration Clichés Onomatopoeia Compares and contrasts characters, points of view, settings, and theme in a story (ELA RL2,3,6) Define key story element vocabulary: theme, characters, narrator, speaker, and setting Summarize text Use a graphic organizer to identify the story elements in a text Identify the speaker in a story, poem, or drama Distinguish between key story elements: theme, characters, narrator, speaker, and setting Summarizes text Determine the theme of a story, drama, or poem Classify literature by theme Use a graphic organizer to compare two or more characters, settings, or events in a story or drama Summarizes text Determine the theme of a story, drama, or poem Compare and contrast stories and their approaches to similar themes and topics Describe how a narrator s or speaker s point of view influences how events are described Summarizes text Determine the theme of a story, drama, or poem Compare and contrast stories and their approaches to similar themes and topics Describe how characters in a story or drama respond to challenges Explains how the speaker in a poem reflects upon a topic Describe how a narrator s or speaker s point of view influences how events are described SEPTEMBER 2012 Page 2 of 10 All Rights Reserved

3 Douglas County School District 5 th Grade ELA Scoring Guide Explains organizational differences between poems, prose, multimedia, and drama (ELACC5RL5,7) Define: poem, drama, and prose, multimedia Identify at least one example of a poem Identify at least one example of a drama Identify at least one example of prose Identify at least one example of multimedia text Explain major differences between poems, drama, multimedia and prose Describe the structural elements of poems (e.g., stanza, verse, rhythm, meter) Describe the structural elements of a drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) Describe the structural elements of prose Describe the structural elements of multimedia text Recognize and explain the major structural differences between poems, drama, multimedia and prose Identify examples of visual and elements Use a graphic organizer to explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem Analyze how visual and multimedia elements contribute to a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem) Recognize and explain the major structural differences between poems, drama, multimedia and prose Identify examples of visual and elements Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem Analyze how visual and multimedia elements contribute to a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem) Reading Informational Quotes accurately from text when explaining explicit and implicit meanings ( ELACC5RI1,9) Define key vocabulary related to quotations: quote evidence explicit implicit Explain key vocabulary related to quotations: quote, claim, implicit and explicit Punctuate quotations properly Take notes from two different texts on the same topic Integrate quotations from two or more texts Explain key vocabulary related to quotations: quote, claim, inference, and explicit Punctuate quotations properly Differentiate between explicit and implicit information in text Take notes from two different texts on the same topic Integrate quotations from two or more texts Explains how authors support ideas through explicit and implicit details in a text ( ELACC5RI8) Locate the main idea of a text Differentiate between supporting details and main idea Define key vocabulary: reasons, explicit, implicit, evidence, support Locate the main idea of a text Differentiate between supporting details and main idea Match supporting details to the corresponding main idea Use graphic organizers to classify information from a text as implicit or explicit SEPTEMBER 2012 Page 3 of 10 All Rights Reserved Summarize the main idea of a text Analyze a text for main ideas, claims, and supporting details Match supporting evidence to the corresponding main idea Classify information from a text as implicit or explicit

4 Douglas County School District 5 th Grade ELA Scoring Guide Describes the relationship between two or more individuals, events, ideas, or information in a text ( ELACC5RI3, 6) Compares and contrasts the organizational structure of multiple texts ( ELACC5RI5) Recognize three types of informational text: Historical Scientific Technical text (recipes, directions, how to) Identify a connection (relationship) between two or more individuals, events, ideas, or concepts Identify common organizational structures and their purposes: Chronological Comparison cause/effect problem/solution Recognize and classify text as: Historical Scientific Technical text (recipes, directions, how to) Identify two or more connections between individuals, events, ideas, or concepts in a historical, scientific, or technical text Using a graphic organizer, identify text genre and multiple connections between individuals, events, ideas, or concepts Identify common organizational structures and their purposes: Chronological Comparison cause/effect problem/solution Classify informational text based on organizational structure Recognize and classify text as: Historical Scientific Technical text (recipes, directions, how to) Identify two or more connections between individuals, events, ideas, or concepts in a historical, scientific, or technical text Using a graphic organizer, identify text genre and multiple connections between individuals, events, ideas, or concepts Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent Distinguish between common organizational structures (e.g., chronological order, cause and effect Classify different informational text based on organizational structure Describe the overall structure of a text Use a graphic organizer to compare and contrast the overall structure of two or more texts Classify text historical, scientific, or technical text (recipes, directions, how to) Identify two or more connections between individuals, events, ideas, or concepts in a historical, scientific, or technical text Identify text genre and multiple connections between individuals, events, ideas, or concepts Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent Distinguish between common organizational structures (e.g., chronological order, cause and effect Classify different informational text based on organizational structure Describe the overall structure of a 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 SEPTEMBER 2012 Page 4 of 10 All Rights Reserved

5 Determines multiple main ideas in a text and the supporting evidence ( ELACC5RI2) Writing Composes opinion text that includes an organizational structure, facts and details, and a conclusion (ELACC5W1) Composes informational/ explanatory text that includes an organizational structure, facts and details, precise language, and a conclusion (ELACC5W2) Douglas County School District 5 th Grade ELA Scoring Guide Understand that a text can Understand that a text can have more Understand that a text can have more than one main idea have more than one main than one main idea Explains that main ideas are supported by details idea Explains that main ideas are supported Explains the main idea of a text Explains that main ideas are by details Use a graphic organizer to identify the main ideas and the details in a read aloud or supported by details Explains the main idea of a text written text Explains the main idea of a Use a graphic organizer to identify the Determine two or more main ideas of a text and explain how they are supported by key text main ideas and the details in a read ideas Use a graphic organizer to aloud or written text identify the main ideas and Determine two or more main ideas of a the details in a read aloud text or written text State an opinion Group related ideas together Provide reasons to support an opinion Provide a concluding statement or section related to the opinion presented Introduce a topic clearly Group related information together Include facts, information and examples related to the topic Link ideas using words and phrases (e.g., another, for example, also, because) Develop an introduction that includes the topic and position (opinion) of the paper Create an organizing structure Group related ideas together Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition Provide a concluding statement or section related to the opinion presented Introduce a topic clearly Group related information together Include diagrams, charts, and/ or headings to support topic Develop the topic with facts and definitions Link ideas using words and phrases (e.g., another, for example, also, because) Use precise language Integrate domain-specific vocabulary to inform about or explain the topic Provide a concluding statement or section related to the information or explanation presented Develop an introduction that includes the topic and position (opinion) of the paper Create an organizational structure in which related ideas are grouped to support the writer s purpose Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition Provide a concluding statement or section related to the opinion presented Introduce a topic clearly Group related information in paragraphs and sections Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, and quotations Link ideas using words and phrases (e.g., another, for example, also, because) Use precise language Integrate domain-specific vocabulary to inform about or explain the topic Provide a concluding statement or section related to the information or explanation presented SEPTEMBER 2012 Page 5 of 10 All Rights Reserved

6 Composes narrative text that includes details, a variety of language, and a clear event sequences, and a conclusion (ELACC5W3) Uses digital and print tools (literary or informational) to plan, research, categorize, revise, and publish writing (ELACC5W5-8) (ELACC5RI7) Douglas County School District 5 th Grade ELA Scoring Guide Introduce a narrator Orient the reader by Orient the reader by establishing a situation and/or characters establishing a situation Introduce a narrator and/or characters Use chronological Introduce a narrator Establish and describe the setting, time, or place order to structure and/or characters Sequence events in a logical order story Describe the setting Use dialogue, description, and pacing develop experiences and events Use a variety of transitional Use chronological order to Use a variety of transitional words and phrases to manage the sequence of words and phrases to structure story events manage the sequence of Use dialogue, description, Integrate sensory words and adjectives events and pacing to develop Provide a conclusion that follows from the narrated experiences or events Provide a sense of closure experiences and events Use a variety of transitional words and phrases to manage the sequence of events Include sensory words Provide a sense of closure Plan writing using notes or a Plan writing using notes or a graphic Plan writing using notes or a Plan writing using notes or a graphic graphic organizer organizer graphic organizer organizer Prepare a rough draft Prepare a rough draft Prepare a rough draft Prepare a rough draft Edit to correct errors based Edit and revise based on teacher Revise selected drafts to improve Revise selected drafts to improve on teacher feedback feedback coherence and progression by coherence and progression by adding, Draw evidence Take notes adding, deleting, consolidating, deleting, consolidating, clarifying, and from literary or Use various reference materials clarifying, and rearranging text rearranging text informational (i.e., dictionary, thesaurus, Edit to correct errors in spelling, Edit to correct errors in spelling, texts encyclopedia, electronic punctuation, and grammar punctuation, and grammar information, almanac, atlas, Take notes and organize data Take notes and organize data magazines, newspapers, and key Use various reference materials Use various reference materials words) (i.e., dictionary, thesaurus, (i.e., dictionary, thesaurus, Locate information in reference encyclopedia, electronic encyclopedia, electronic texts by using organizational information, almanac, atlas, information, almanac, atlas, features (i.e., prefaces, appendices, magazines, newspapers, and key magazines, newspapers, and indices, glossaries, and tables of words) key words) contents) Draw evidence from literary or informational texts to support analysis, reflection, and research Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive) SEPTEMBER 2012 Page 6 of 10 All Rights Reserved Locate information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents) Draw evidence from literary or informational texts to support analysis, reflection, and research Demonstrate basic keyboarding Locate information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents) Draw evidence from literary or informational texts to support analysis, reflection, and research Demonstrate basic keyboarding skills and

7 Uses digital and print tools (literary or informational) to plan, research, categorize, revise, and publish writing (continued) Speaking, Listening, and Viewing Summarize the points a speaker makes without including the student s own opinion to support Uses oral and particular points visual strategies Report on a topic or text, tell a story, or recount an experience to retell events in an organized manner or stories using Use appropriate facts and details, facts, relevant, descriptive details to and coherent support information sentences Speak clearly at an ( ELACC5SL2-5) understandable pace Engages in collaborative discussions (ELACCSL6) Douglas County School District 5 th Grade ELA Scoring Guide skills and familiarity with familiarity with computer terminology (e.g., computer terminology (e.g., software, memory, disk drive, hard drive) software, memory, disk drive, Use technology to interact and collaborate hard drive) with others Use technology to interact and Type a minimum of two pages in a single collaborate with others setting Type a minimum of 1 page in a Provide a list of sources single setting Provide a list of sources Come to discussions prepared having read or studied required material Follow agreed-upon rules for discussions Respond appropriately to comments and questions Review the key ideas expressed Differentiate between formal and informal language Summarize the points a speaker makes without including the student s own opinion to support particular points Report on a topic or text, tell a story, or recount an experience in an organized manner Identify the reasons and evidence a speaker provides to support particular points Use appropriate facts and relevant, descriptive details to support information Speak clearly at an understandable pace Come to discussions prepared having read or studied required material Follow agreed-upon rules for discussions and carry out assigned roles Respond appropriately to comments and questions Review the key ideas expressed and explain their own ideas Use formal English when appropriate to task and situation questions SEPTEMBER 2012 Page 7 of 10 All Rights Reserved Summarize a written text read aloud or information presented in diverse media and formats Identify the reasons and evidence a speaker provides to support particular points Use appropriate facts and details to report on a topic or text, tell a story, or recount an experience in an organized manner Speak clearly at an understandable pace Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes 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 Follow agreed-upon rules for discussions and carry out assigned roles Pose and respond to specific 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 Follow agreed-upon rules for discussions and carry out assigned roles Pose and respond to specific questions Review the key ideas expressed and explain their own ideas and understanding in light of the discussion Use formal English when appropriate to task and situation

8 Engages in collaborative discussions (continued) Language Uses correct conventions of grammar, capitalization, punctuation, and spelling when writing and speaking (ELACC5L1,2,3) Douglas County School District 5 th Grade ELA Scoring Guide Review the key ideas expressed and explain their own ideas and understanding in light of the discussion Use formal English when appropriate to task and situation Identify past, present, and future verb tenses Use correlative conjunctions (e.g., either/or, neither/nor) Identify the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection) Use underlining, quotation marks, or italics to indicate titles of works Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences Use verb tense correctly Use correlative conjunctions (e.g., either/or, neither/nor) Identify the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection) Use underlining, quotation marks, or italics to indicate titles of works SEPTEMBER 2012 Page 8 of 10 All Rights Reserved Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences Use verb tense correctly Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects Use correlative conjunctions (e.g., either/or, neither/nor) Use and identify the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection) Know the purpose of commas: separate a series, separate an introductory element from the rest of the sentence, to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address Use underlining, quotation marks, or italics to indicate titles of works Compare and contrast the varieties of English (e.g., dialects, registers) used in Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences Use verb tense correctly Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects Recognize and correct inappropriate shifts in verb tense and aspect Use correlative conjunctions (e.g., either/or, neither/nor) Use and identify the eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection) Use punctuation to separate items in a series 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?) Use underlining, quotation marks, or italics to indicate titles of works 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

9 Determines the meaning of unknown or multiple meaning words ( ELACC5L4) Douglas County School District 5 th Grade ELA Scoring Guide stories, dramas, or poems stories, dramas, or poems Use context (e.g., definitions, Use context (e.g., definitions, examples, or restatements in text) examples, or restatements in as a clue to the meaning of a word text) as a clue to the meaning of meaning of a word or phrase or phrase a word or phrase Use context (e.g., definitions, examples, or restatements in text) as a clue to 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., telegraph, photograph, autograph) Recognize and explain the meaning of common idioms, adages, and proverbs Differentiate between similes and metaphors Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph) Recognize and explain the meaning of common idioms, adages, and proverbs Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand Use common, gradeappropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph) Recognize and use words with multiple meanings and determine which meaning is intended from the context of the sentence Recognize and explain the meaning of metaphors, similes, adages, and proverbs Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand Consider the connotations of various words when determining the author s purpose in employing specific diction Understand the differences between connotation and denotation Recognize literary elements such as imagery, diction, syntax, sensory detail Use context (e.g., definitions, examples, or restatements in text) as a clue to the Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph) Recognize and use words with multiple meanings and determine which meaning is intended from the context of the sentence Recognize and explain the meaning of common idioms, metaphors, similes, adages, and proverbs Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand Consider the connotations of various words when determining the author s purpose in employing specific diction Identify and analyze various sound devices (alliteration, assonance, consonance, onomatopoeia) Explain the impact of literary elements such as imagery, diction, syntax, sensory detail on a text SEPTEMBER 2012 Page 9 of 10 All Rights Reserved

10 Uses grade level appropriate vocabulary when writing and speaking (ELACC5L6) Douglas County School District 5 th Grade ELA Scoring Guide Identify and define gradeappropriate Identify and define grade- Accurately use grade-appropriate vocabulary in context general academic appropriate general academic Accurately use domain-specific vocabulary in context Identify and define domainspecific Identify and define domain- Classify vocabulary according to purpose vocabulary specific vocabulary Accurately use words and phrases that signal contrast, addition, and other Understand that word choice Classify vocabulary according to logical relationships (e.g., however, although, nevertheless, similarly, moreover, has an impact on the meaning purpose in addition) and tone of text Accurately use words and Identify temporal (signal) phrases that signal contrast, words addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition) SEPTEMBER 2012 Page 10 of 10 All Rights Reserved