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1 English Language Arts & (Literature) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text (Informational) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Rubric: Theme/Main Idea Learning Target: I can identify the theme or main idea of a text and 3 supporting details. Application beyond standard 4 I can quote and cite accurately the main idea and 3 or more supporting details from a text. Meeting the standard 3 I can identify the theme or main idea of a text and 3 supporting details. 2 I can identify the theme or main idea of a text. 1 I can identify the topic (who or what a text is about).
2 English Language Arts & (Literature) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text (Informational) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Rubric: Summarizing Learning Target: I can summarize the text in at least 3 complete sentences. Application beyond standard 4 I can summarize the text in paragraph form (indented and at least 5 sentences) using complex sentences. Meeting the standard 3 I can summarize the text in at least 3 complete sentences. 2 I can identify the most important details of a text. 1 I can identify details of a text.
3 English Language Arts & (Literature) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text (Informational) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Rubric: Direct Evidence/Drawing Inferences Learning Target: I can use direct evidence from the text to explain what it says explicitly and when drawing inferences. Application beyond standard Meeting the standard 4 I can use a direct quote (using quotations marks correctly) to support my answer or my inference from the text. 3 I can use direct evidence (exact words) from a text to explain exactly what it says and when drawing inferences from the text. 2 I can use evidence from a text to explain exactly what it says and when drawing inferences from the text. 1 I can use my own words to explain what a text says and when drawing inferences from the text.
4 English Language Arts (Informational) 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. Learning Target: I can compare and contrast the overall structure in different texts. Application beyond standard 4 I can explain the author s purpose for choosing the text structure of a text. Meeting the standard 3 I can compare and contrast the overall structure in different text. 2 I can contrast the overall structure in different text. 1 I can identify the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of the text. English Language Arts (Literature) Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Learning Target: I can explain the importance of chapters, scenes, or stanzas in a text. Application beyond standard 4 I can write a continuation of the chapter, scene, or stanza in a text. Meeting the standard 3 I can explain the importance of chapters, scenes in a text (how they fit together/relate and add to the overall story). 2 I can identify different chapters, scenes, or stanzas in a text. 1 I can define chapter, scene, or stanza.
5 English Language Arts Describe how a narrator s or speaker s point of view influences how events are described. Learning Target: I can identify 1 st, 2 nd, and 3 rd person point of view using the text evidence. Application beyond standard 4 I can explain how a story would be different if written from a different point of view. Meeting the standard 3 I can identify 1 st, 2 nd, and 3 rd person point of view using the text evidence. 2 I can match 1 st, 2 nd, and 3 rd person point of view using pronouns. 1 I can identify pronouns. English Language Arts Describe how a narrator s or speaker s point of view influences how events are described. Learning Target: I describe how the narrator s or speaker s point of view (opinion) influences the story. Application beyond standard Meeting the standard 4 I can cite direct evidence from the text that supports the narrator s or speaker s point of view (opinion). 3 I describe how the narrator s or speaker s point of view (opinion) influences the story. 2 I can identify the narrator s or speaker s point of view. 1 I can identify the narrator or speaker.
6 English Language Arts (Informational) Analyze multiple accounts by various cultures of the same event or topic, noting important similarities and differences in the point of view they represent. Learning Target: I can compare and contrast different accounts of the same event or topic. Application beyond standard 4 Given a third account on an event or topic, I can explain important similarities and differences between the texts. Meeting the standard 3 I can compare and contrast different accounts of the same event or topic. 2 I can give a summary of different (separate) accounts of the same event or topic. 1 I can identify different accounts that cover the same event or topic. (matching title and summary)
7 English Language Arts Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Learning Target: I can find evidence from the text to support what the author believes or wants me to believe about a certain topic or event. Application beyond standard Meeting the standard 4 I can explain the Author s Purpose for writing a text, quoting accurately (quotation marks) the direct evidence that supports my answer. 3 I can identify the Author s Purpose for writing a text and support my answer using text evidence. 2 I can identify the Author s Purpose for writing a text and support my answer in a complete sentence. 1 I can identify the Author s Purpose for writing a text. (PIE- Persuade, Inform, Entertain)
8 English Language Arts & (Literature) 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) (Informational) 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. Learning Target: I can use specific details from a text to compare and contrast characters, settings, or events, or to explain relationships in a text. Application beyond standard Meeting the standard 4 I can use specific details from a text to compare and contrast characters, settings, or events in paragraph form. 3 I can use specific details from a text to compare and contrast characters, settings, or events using a venn diagram or a graphic organizer. 2 I can describe the characters, settings, and events of a story. 1 I can identify the characters, settings, and events of a story.
9 English Language Arts & (Literature) Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics (Informational) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Learning Target: I can compare and contrast themes and topics in stories from the same genre. Application beyond standard Meeting the standard 4 I can compare and contrast themes and topics in stories from the same genre in a paragraph form. 3 I can compare and contrast themes and topics in stories from the same genre using a venn diagram or a graphic organizer. 2 I can identify the topic (who or what the text is about) or the theme of a story. 1 I can identify genres.
10 English Language Arts Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Learning Target: I can write an opinion paper, supporting my ideas with facts and details. Application beyond standard 4 I can write more than one paragraph (each with at least 5 sentences) that expresses my opinion about a given topic Meeting the standard and is supported with my thoughts and information. 3 I can write a paragraph (with at least 5 sentences) that expresses my opinion about a given topic and is supported with my own thought out reasons and information. 2 I can write a paragraph that expresses my opinion about a given topic. 1 I can state my opinion about a given topic.
11 English Language Arts Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Learning Target: I can write a research paper with specific information such as facts, definitions, and details to support a topic. Application beyond standard 4 I can write a research paper (with two or more paragraphs) using specific information (facts, definitions, or details) from multiple outside sources. Meeting the standard 3 I can write a research paragraph (with at least 5 sentences) using specific information (facts, definitions, or details) from an outside source. 2 I can write a paragraph about a given topic supported by my own ideas or thoughts, rather than research. 1 I can outline my thoughts on a topic in a graphic organizer.
12 English Language Arts & Benchmark Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Learning Target: I can use grammar correctly in writing and speaking with a focus on capitalization, punctuation, and spelling. Application beyond standard Meeting the standard 4 I can capitalize the beginning of each sentence and proper nouns. I can use the correct punctuation mark at the end of a sentence. I can spell all grade level words with no errors. 3 I can capitalize the beginning of each sentence and proper nouns. I can use the correct punctuation mark at the end of a sentence. I can spell grade level words correctly (errors do not impact the overall meaning). 2 I can capitalize the beginning of each sentence or proper nouns. I can use a punctuation mark at the end of a sentence. I can spell grade level words correctly (errors may impact the overall meaning). 1 I can identify a capital letter and when to use one. I can identify what type of punctuation mark belongs to what type of sentence. I can spell grade level words correctly when filling in sentence starters (fill in the blank using a word bank).
13 English Language Arts Benchmark Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Learning Target: I can spell grade level words correctly. Application beyond standard 4 I can spell at least two more words that follow the spelling pattern of the unit. Meeting the standard 3 I can spell grade level words correctly (errors do not impact the overall meaning). 2 I can spell grade level words correctly (errors may impact the overall meaning). 1 I can spell grade level words correctly (errors do impact the overall meaning).
14 English Language Arts (Literature) Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Learning Target: I can define figurative language, with a focus on similes and metaphors. Application beyond standard 4 I can give my own example of figurative language when given the name/type and explain its meaning. Meeting the standard 3 I can identify figurative language in a reading passage, label it, and give its meaning. 2 I match a figurative language phrase/word with its definition or an example. 1 I can define a simile and a metaphor.
15 English Language Arts Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Learning Target: I can use 5th grade academic and text specific words and phrases. Application beyond standard 4 I can write a logical paragraph (5 sentences) using academic/vocabulary words correctly. Meeting the standard 3 I can write complete sentences using academic/vocabulary words correctly. 2 I can use academic/vocabulary words to complete sentences (fill in the blank with word bank). 1 I can match academic/vocabulary words to their definitions.
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