5th Grade Rubrics ! !
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Content Area: Reading - Literature and Informational Text
Report Card Language: The student can read and comprehend fifth grade level texts.
CCSS: RL.5.10, RI.5.10 “Read and comprehend complex literary and informational texts independently and proficiently.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed independently.
Assessment Resources:
STAR Reading
Assessment
DIBELS or other
measures of Oral Reading
Fluency
Treasures placement test
•Treasures reading
inventories
•Treasures weekly tests
•Treasures benchmark
assessments
Reading Inventories and
Running Records
Not making expected Progressing toward
progress to standard
•Rarely or never reads
grade level texts.
•Rarely or never rereads a
text to find more
information or clarify
ideas.
•Rarely or never uses
reading strategies to
understand the text.
Student uses strategies
for texts that are more
than one grade level
below standard.
ORF is less than 96 words
correct per minute.
STAR Reading SS
Fall
<324
Winter <353
Spring <379
the standard
Student is making
expected progress toward
reading end of year grade
level texts.
•Sometimes reads (end of
year) grade level texts.
•Sometimes rereads a text
to find more information or
clarify ideas.
•Sometimes uses reading
strategies to understand
the text.
ORF is 96-129 words
correct per minute.
STAR Reading SS
Fall
324 - 572
Winter 353 - 572
Spring 379 - 572
Meets the standard
Exceeds the
(proficient)
standard
•Consistently reads end of
year grade level texts.
•Reads above grade
level texts.
•Consistently rereads a
text to find more
information or clarify ideas.
•Rereads above grade
level text to find more
information or clarify
ideas.
•Consistently uses reading
strategies to understand
the text.
ORF is greater than 129
words correct per minute.
STAR Reading SS >573 is
the At/Above benchmark
for the end of 5th grade.
•Uses reading strategies
to understand above
grade level text.
ORF is greater than 129
words correct per minute,
and the student reads with
100% accuracy.
STAR Reading SS > 684
5th Grade Rubrics ! !
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Content Area: Reading - Foundational Skills
Report Card Language: The student can read fifth grade level texts orally with accuracy and fluency to support comprehension.
CCSS: RF.5.4
“Read with sufficient understanding and fluency to support comprehension.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
DIBELS Next or other
measures of Oral Reading
Fluency
The student’s ORF is less
than 96 words correct per
minute.
The student’s ORF is
96-129 words correct per
minute.
The student’s ORF is
greater than 129 words
correct per minute.
The student’s ORF is
greater than 129 words
correct per minute.
Treasures Fluency
assessments
The student reads with
less than 95% accuracy
on an ORF passage.
The student reads with
95-98% accuracy on an
ORF passage.
The student reads with
99% accuracy on an ORF
passage.
The student reads with
100% accuracy on an
ORF passage.
5th Grade Rubrics ! !
Report Card Language:
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Content Area: Reading
and Language
The student can determine the meaning of unknown words, multiple meaning words, figurative language,
and content area vocabulary.
CCSS: L.5.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on 5th grade reading and content,
using a range of strategies, such as context clues, Greek and Latin affixes and roots, and reference materials
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed
independently
• aloud
• in writing
Classroom Formative
and Summative
Assessments
Vocabulary tests
Placement on Core
Learning Progressions
in STAR Reading
Assessment
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
•Rarely or never applies
phonics skills to decode
new words.
•Sometimes applies
phonics skills to decode
new words.
•Consistently applies
phonics skills to decode
new words.
•Applies phonics skills to
decode above grade
level words.
•Rarely or never
determines the meaning of
all figurative language and
words and/or phrases in
literature.
•Sometimes determines
the meaning of all
figurative language and
words and/or phrases in
literature.
•Consistently determines
the meaning of all
figurative language and
words and/or phrases in
literature.
•Determines the meaning
of all figurative language
and words and/or phrases
in above grade level
literature.
• Rarely or never
determines the meaning of
all domain specific words
in informational text.
• Sometimes determines
the meaning of all domain
specific words in
informational text.
• Consistently determines
the meaning of all domain
specific words in
informational text.
• Consistently determines
the meaning of all domain
specific words in above
grade level informational
text.
5th Grade Rubrics ! !
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Content Area: Reading - Literature
Report Card Language: The student can compare and contrast two or more characters, settings or events in a story.
CCSS: RL.5.3
“Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed independently.
• in writing
• aloud
Classroom Formative and
Summative Assessments
Placement on Core
Learning Progressions in
STAR Reading
Assessment
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
•Rarely or never identifies
characters, settings and
events in a story that is at
end of fifth grade level
complexity.
•Sometimes identifies
characters, settings and
events in a story that is at
end of fifth grade level
complexity.
•Consistently identifies
characters, settings and
events in a story that is at
end of grade level
complexity.
• Rarely or never
compares and contrasts
two or more characters,
settings, or events in a
story using specific details
from the text.
• Sometimes compares
and contrasts two or more
characters, settings, or
events in a story using
specific details from the
text.
• Consistently compares
and contrasts two or more
characters, settings, or
events in a story using
specific details from end of
grade level texts.
•Identifies characters,
settings and events in an
above grade level story.
• Compares and contrasts
two or more characters,
settings, or events in an
above grade level story
using specific details from
the text.
5th Grade Rubrics ! !
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Content Area: Reading - Literature
Report Card Language: The student can compare how stories, in the same genre, can communicate the same theme
CCSS: RL.5.9
“Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar
themes and topics.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed independently.
• in writing
• aloud
Classroom Formative
and Summative
Assessments
Placement on Core
Learning Progressions
in STAR Reading
Assessment
Not making expected Progressing toward
progress to standard
the standard
• Rarely or never defines
an author’s theme.
• Sometimes defines an
author’s theme.
• Rarely or never identifies
similar themes and topics
found in stories from the
same genre. (May have
difficulty identifying any
themes.)
• Sometimes identifies
similar themes and topics
found in stories from the
same genre. (May need
assistance from teacher
and/or peers.)
• Rarely or never
compares and contrasts
how stories in the same
genre can communicate
the same theme or topic.
(Limited ability to identify
theme, but is unable to
compare themes.)
• Sometimes compares
and contrasts how stories
in the same genre can
communicate the same
theme or topic. (May need
assistance from teacher
and/or peers.)
Meets the standard
Exceeds the
(proficient)
standard
• Consistently defines an
author’s theme to enhance
understanding.
• Consistently identifies
similar themes and topics
found in stories from the
same genre.
• Consistently compares
and contrasts how stories
in the same genre can
communicate the same
theme or topic.
Must be done with text that
is at end of grade level
complexity.
• Defines an author’s
theme to enhance
understanding in above
grade level text.
• Identifies similar themes
and topics found in stories
from the same genre,
extending with support
from relevant details in the
text.
• Compares and contrasts
how stories in the same
genre can communicate
the same theme or topic,
extending to include
support from relevant
details in the text.
5th Grade Rubrics ! !
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Content Area: Reading - Informational Text
Report Card Language: The student can quote from a text and draw inferences from informational text.
CCSS: RI.5.1
“Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed independently.
• in writing
• aloud
(Lucy Calkins literary
essays unit)
(Lucy Calkins nonfiction
unit)
Classroom Formative
and Summative
Assessments
Placement on Core
Learning Progressions
in STAR Reading
Assessment
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
• Rarely or never quotes
accurately from a text.
• Sometimes quotes
accurately from a text.
• Consistently quotes
accurately from a text.
• Rarely or never analyzes
quotes from the text.
• Sometimes analyzes
quotes from the text.
• Consistently analyzes
quotes from the text.
• Rarely or never uses
quotes to make
inferences about the text.
• Sometimes uses quotes
to make inferences about
the text.
• Consistently uses quotes
to make inferences about
the text.
• Quotes accurately from a
text, in a way that
enhances understanding
of that text.
• Analyzes quotes from the
text that enhances
understanding of the text.
• Uses quotes to make
inferences about the text
that enhances the
understanding of the text.
5th Grade Rubrics ! !
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Content Area: Reading - Informational Text
Report Card Language: The student can summarize informational text, including two or more main ideas.
CCSS: RI.5.2 “Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
Not making expected Progressing toward
progress to standard
All indicators must be
completed independently.
• in writing
• aloud
(Lucy Calkins literary
essays unit)
(Lucy Calkins nonfiction
unit)
• Rarely or never defines
main ideas. (Limited ability
to identify a main idea.)
Classroom Formative
and Summative
Assessments
• Rarely or never writes
summaries stating the key
points of a text.
Placement on Core
Learning Progressions
in STAR Reading
Assessment
•Rarely or never identifies
key details in a text or
explains how they support
the main idea.
the standard
• Sometimes defines main
ideas.
• Sometimes identifies key
details in a text or explains
how they support the main
idea.
• Sometimes writes
summaries stating the key
points of a text.
• May demonstrate skills
with less complex texts or
with some support and
prompting.
Meets the standard
Exceeds the
(proficient)
standard
• Consistently defines two
or more main idea to
enhance understanding of
text.
• Defines two or more
main idea to enhance
understanding of above
grade level text.
• Consistently identifies
key details in a text and
explains how they support
the main idea.
• Identifies key details in
an above grade level text
and explains how they
support the main idea.
• Consistently writes
effective summaries
stating the key points of a
text.
• Consistently writes
effective summaries
stating the key points of
an above grade level
text.
5th Grade Rubrics ! !
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Content Area: Reading - Informational Text
Report Card Language: The student can analyze multiple accounts of the same event or topic, noting the important similarities and
differences in the point of view they represent.
CCSS: RI.5.6 “Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed independently.
• in writing
• aloud
(Lucy Calkins literary
essays unit)
(Lucy Calkins nonfiction
unit)
Classroom Formative
and Summative
Assessments
Placement on Core
Learning Progressions
in STAR Reading
Assessment
Not making expected Progressing toward
progress to standard
the standard
Meets the standard
Exceeds the
(proficient)
standard
• Rarely or never defines
point of view as how the
author feels about the
situation/topic of a text.
• Sometimes defines point
of view as how the author
feels about the situation/
topic of a text.
• Consistently defines
point of view as how the
author feels about the
situation/topic of a text.
• Defines point of view as
how the author feels about
the situation/topic of an
above grade level text.
• Rarely or never
determines an author’s
point of view (may confuse
their own opinions with the
author’s) and struggles to
explain author’s purpose
for writing the text.
• Sometimes determines
an author’s point of view.
Limited explanation of
author’s purpose for
writing the text.
• Consistently determines
an author’s point of view
(What do I know about the
author’s opinions, values,
and/or beliefs?) and
explain his/her purpose for
writing the text.
• Determines how point of
view or purpose shapes
the content and style of an
above grade level text.
• Rarely or never analyzes
how various authors
develop the same event or
topic and determine how
each author’s point of view
affects the text.
•Sometimes analyzes how
various authors develop
the same event or topic,
and determines how each
author’s point of view
affects the text.
• Consistently analyzes
how various authors
develop the same event or
topic, and determines how
each author’s point of view
affects the text.
• Analyzes how various
authors develop the same
event or topic, and
determines how each
author’s point of view
affects above grade level
text.
5th Grade Rubrics ! !
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Content Area: Reading - Informational Text
Report Card Language: The student can explain how an author uses reasons and evidence to support the main ideas in text.
CCSS: RI.5.8
“Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and
evidence support which points.”
Performance Levels for Reported Standards
Possible resources
for determining
proficiency
All indicators must be
completed
independently
• aloud
• in writing
Not making expected Progressing toward
progress to standard
• Rarely or never locates
the reason(s) and
evidence an author uses
to support particular points
in a text.
Classroom Formative
and Summative
Assessments
• Rarely or never identifies
which reason(s) and
evidence support
particular points.
Placement on Core
Learning Progressions
in STAR Reading
Assessment
• Rarely or never explains
how the reason(s) and
evidence support the
particular points in a text.
the standard
Meets the standard
Exceeds the
(proficient)
standard
• Sometimes locates the
reasons and evidence an
author uses to support
particular points in a text.
• Consistently locate the
reasons and evidence an
author uses to support
particular points in a text.
•Sometimes identifies
which reasons and
evidence support particular
points.
• Consistently identifies
which reasons and
evidence support particular
points.
•Sometimes explains how
the reasons and evidence
support the particular
points in a text
• Consistently explains
how the reasons and
evidence support the
particular points in a text.
•Locates the reasons and
evidence an author uses
to support particular points
in an above grade level
text.
•Analyzes which reasons
and evidence support
particular points to extend
understanding.
•Explains how the reasons
and evidence support the
particular points in an
above grade level text.