Priority Standard: RL.5.2 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.
Grade: Fifth
Example
Score 4.0
In addition to score 3.0 performance, in-depth inferences and applications that go beyond Independently, I can analyze and synthesize a higher
what was taught.
Lexile score text and make text to world connections
about the theme through discussion or writing.
3.5
Score 3.0
In addition to score 3.0 performance, in-depth inferences, and
applications with partial success.
Target Goal/Learning Intention
I can:
•
•
Score 2.0
Score 1.0
Score 0.0
infer the theme of a story, drama or poem using evidence from the text.
identify details from a story or drama to explain how the characters
respond to challenges or how the speaker of a poem reflects on a topic.
• summarize the text and include evidence from the text to support my
summary.
2.5
No major errors or omissions regarding 2.0 content, skills and/or
processes and partial success of 3.0 content, skills and/or processes.
Simpler Goal/Intention
I can:
• accurately quote a text when citing evidence.
• describe characters in a story or drama by identifying character traits.
• identify the speaker and topic of a poem.
• explain the traits of a good summary.
Recognize and recall specific vocabulary such as:
theme, chapter, drama, scene, poem, stanza, character, character traits, summarize, key
details, evidence, quote, topic, inference/infer
1.5
Partial demonstration of the 2.0 content, processes and/or skills but
major errors or omissions regarding the 3.0 content, processes and/or
skills.
With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5
With help, partial demonstration of the 2.0 content, processes and/or
skills but not the 3.0 content, processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.
Given a grade level text with an established author’s
purpose, student can identify the theme and give
evidence to support the theme.
Through discussion or writing, tell how the character
responds to the challenge, or how the speaker in a
poem reflects to a topic.
Use a graphic organizer (such a character
map) to identify inferences and text evidence to
support the inference.
Priority Standard: RL.5.9 Compare and contrast literary texts, including but not limited to those in the same genre (e.g., mysteries and adventure stories), on
their approaches to similar themes and topics.
Grade: Fifth
Sample Task
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was Make additional text-to-text, text-to-world,
taught.
text-to-self comparisons to extend this beyond
texts currently being studied. Students cite and
explain evidence to support their answer.
3.5
In addition to score 3.0 performance, in-depth inferences, and applications with partial
success.
Score 3.0 Target Goal/Learning Intention
Journeys Compare Texts (day 4). See
specifically Unit 5, Lessons 2 and 5.
I can compare and contrast similar themes and topics in literary text.
Write a short essay, or create a short
presentation, PowerPoint, or poster to
both compare and contrast two to three works
in the same genre, focusing on the various
ways the author tackles a certain theme in
each work.
2.5
No major errors or omissions regarding 2.0 content, skills and/or processes and partial
success of 3.0 content, skills and/or processes.
Score 2.0 Simpler Goal/Intention
When given a theme, students can identify
I can:
details that support the theme.
• identify key events and details from a literary text.
• compare and contrast key events and details.
Score 1.0
Recognize and recall vocabulary such as: compare and contrast, analyze, genre, theme
1.5
Partial demonstration of the 2.0 content, processes and/or skills but major errors or
omissions regarding the 3.0 content, processes and/or skills.
With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5
Score 0.0
With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0
content, processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.
Priority Standard: RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Grade: Fifth
Example
Score 4.0
In addition to score 3.0 performance, in-depth inferences and applications that go beyond what Students analyze and synthesize two or more
was taught.
main ideas from multiple informational texts.
3.5
Score 3.0
In addition to score 3.0 performance, in-depth inferences, and applications
with partial success.
Target Goal/Learning Intention
I can:
•
•
Students give a summary of informational text
(written or oral, any content area
determine two main ideas of a text using evidence from the text.
is appropriate). The summary should be
summarize the text and include evidence from the text to support my summary. limited to the main ideas and key details.
Summary Template
2.5
Score 2.0
Score 1.0
No major errors or omissions regarding 2.0 content, skills and/or processes
and partial success of 3.0 content, skills and/or processes.
Simpler Goal/Intention
I can:
• determine one main idea of a text.
• explain how a main idea is supported by key details when the main idea is
provided.
Recognize and recall specific vocabulary such as: main idea, key
details, evidence, determine, infer, explain, summarize, draw conclusions, text structure
(chronology, cause-effect, problem-solution).
1.5
Partial demonstration of the 2.0 content, processes and/or skills but major
errors or omissions regarding the 3.0 content, processes and/or skills.
With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5
Score 0.0
With help, partial demonstration of the 2.0 content, processes and/or skills
but not the 3.0 content, processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.
With the help of a graphic organizer,
students identify the main idea of a text and
list evidence from the
text that supports the main idea.
Students choose a statement that summarizes
a text from a list of possible choices.
Priority Standard: RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Grade: Fifth
Example
Score 4.0
In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was Students write/present research on a topic
taught.
after researching several texts and sources
about the topic.
3.5
In addition to score 3.0 performance, in-depth inferences, and applications
with partial success.
Score 3.0
Target Goal/Learning Intention
5th grade DWA-like assessment
I can integrate information from several texts on the same topic to write or speak about the
subject.
2.5
Score 2.0
Score 1.0
No major errors or omissions regarding 2.0 content, skills and/or processes and
partial success of 3.0 content, skills and/or processes.
Simpler Goal/Intention:
With the aid of a graphic organizer, students
I can:
can identify two or more main ideas and
• read and understand what a text says explicitly and what is inferred.
key details from one or more texts.
• find information from multiple sources in order to answer questions.
• quote directly, paraphrase, and summarize information from multiple texts.
• explain how two or more individuals, events, ideas, or concepts in a text are
related.
Recognize and recall specific vocabulary such
as: integrate, quote, paraphrase, summarize, explicit, inference
1.5
Partial demonstration of the 2.0 content, processes and/or skills but major
errors or omissions regarding the 3.0 content, processes and/or skills.
With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5
Score 0.0
With help, partial demonstration of the 2.0 content, processes and/or skills but
not the 3.0 content, processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.
Priority Standard: W.5.1 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 words, phrases, and clauses (e.g., consequently, specifically).
d.
Use precise language and domain-specific vocabulary to support the opinion piece.
e.
Provide a concluding statement or section related to the opinion presented.
Grade: Fifth
Example
Score 4.0
In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was taught. Students can write an opinion paper
that acknowledges a differing point
of view.
3.5
In addition to score 3.0 performance, in-depth inferences, and applications with partial success.
Target Goal/Learning Intention
Score 3.0
Write an opinion paper giving your
I can independently write a 5-paragraph opinion essay that:
opinion about school
• introduces a topic, states an opinion, and lists at least three reasons to support my point of uniforms, providing and explaining
view.
three reasons for your opinion.
• gives and explains facts and details for each reason that supports my opinion.
• includes transitions to help show how opinions and reasons are connected.
Student Example
• uses precise language to support the opinion.
• includes a concluding paragraph related to the opinion.
Revise and edit using writing
I can revise and edit my narrative with minimal guidance and support.
checklists/success criteria such are
ARMS/CUPS to revise and edit
NOTE: Writing/composing is about the development of ideas and putting them into printed form. Handwriting is separate from writing
writing.
composition. Writing accommodations may include typing, talk to text, dictation, etc. as needed.
2.5
Score 2.0
Score 1.0
No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of 3.0
content, skills and/or processes.
Simpler Goal/Intention
I can:
• state an opinion.
• find and record evidence (facts and details) to support my opinion.
• list transitions that connect opinions and reasons.
• use a graphic organizer to organize my writing.
Recognize or recall specific vocabulary, such as: topic, opinion, linking words, reasons, evidence, purpose,
point of view, transitions, conclusion
1.5
Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions
regarding the 3.0 content, processes and/or skills.
With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
A well-developed opinion paragraph
With the aid of a graphic organizer,
students can identify their
opinion, gather and
record information and evidence that
supports the reasons for
their opinion.
0.5
Score 0.0
With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0 content,
processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.
Priority Standard: W.5.2 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 top ic.
c.
Link ideas within and across categories of information using 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.
Grade: Fifth
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that
go beyond what was taught.
3.5
Example
Students can write an informational paper comparing and
contrasting two influential people in American history.
In addition to score 3.0 performance, in-depth inferences, and
applications with partial success.
Score 3.0 Target Goal/Learning Intention
I can independently write a five-paragraph informational essay that:
• clearly introduces the topic in an introductory paragraph that
helps organize my essay.
•
cites specific facts, definitions, concrete details, quotations, or
other information and examples to develop the topic.
• links ideas using transitional words, phrases and clauses.
• uses precise language to explain the topic.
• ends with a concluding paragraph related to the topic.
I can revise and edit my writing with minimal guidance and support.
Students can write an informative/explanatory paper on
an influential person during the American Revolution.
Student Example
Possible examples of citing at 5th grade include but are not limited
to: In the article. . ., According to the text. . ., Paragraph 2 talks
about. . ., The author says, “[direct quote].”
Revise and edit using writing checklists/success criteria such are
ARMS/CUPS to revise and edit writing.
NOTE: Writing/composing is about the development of ideas and putting them into printed form. Handwriting
is separate from writing composition. Writing accommodations may include typing, talk to text, dictation, etc.
as needed.
2.5
No major errors or omissions regarding 2.0 content, skills and/or
processes and partial success of 3.0 content, skills and/or processes.
Score 2.0 Simpler Goal/Intention:
Use a graphic organizer or other strategy to identify the topic,
I can:
relate facts and details to the topic, and include a concluding
• use a graphic organizer or other strategy to plan my writing.
statement.
• write an informational piece that stays on topic.
• find evidence from an informational text to support my writing.
Recognize and recall specific vocabulary such as: informative/explanatory,
introduction, evidence, facts, details, transitions, conclusion
1.5
Partial demonstration of the 2.0 content, processes and/or skills but
major errors or omissions regarding the 3.0 content, processes and/or
skills.
Score 1.0 With help, partial demonstration of the 2.0 and 3.0 content, processes and/or
skills.
0.5
With help, partial demonstration of the 2.0 content, processes and/or
skills but not the 3.0 content, processes and/or skills.
Score 0.0 Even with help, no demonstration of content, processes and/or skills.
Priority Standard: W.5.3 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.
Grade: Fifth
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was taught.
Level 3 with no support
Example
3.5
In addition to score 3.0 performance, in-depth inferences, and applications with partial success.
Score 3.0 Target Goal/Learning Intention
Student Example
I can independently write a narrative to describe real or imagined experiences or events that:
•
establishes a setting, introduces a conflict/problem and a narrator/characters.
Narratives include personal narratives,
•
uses narrative techniques (dialogue, description, descriptive language, sensory detail, fictional narratives, etc.
and pacing) to develop events and/or experiences and show how characters respond to
situations.
Revise and edit using writing
•
uses transition words, phrases, and clauses to sequence the events of the story.
checklists/success criteria such are
•
ends with a resolution that follows the events of a story.
ARMS/CUPS to revise and edit writing.
I can revise and edit my narrative with minimal guidance and support.
NOTE: Writing/composing is about development of ideas and putting them into printed form. Handwriting is separate from
writing composition. Writing accommodations may include typing, talk to text, dictation, etc. as needed.
2.5
No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of 3.0
content, skills and/or processes.
Score 2.0 Simpler Goal/Intention
I can:
•
•
•
•
use a graphic organizer to plan my writing.
write a dialogue.
write descriptions using sensory details.
identify transition phrases and clauses such as in the meantime, the following day, in
spite of, a short while later.
Completion of WWW + 2 What’s &
2 How’s graphic organizer or
another appropriate graphic organizer.
Recognize and recall specific vocabulary such as: setting, conflict, problem, narrator, characters, dialogue,
descriptive language, sensory detail, pacing, transition words, phrases, clauses, resolution
1.5
Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions
regarding the 3.0 content, processes and/or skills.
Score 1.0 With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5
With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0 content,
processes and/or skills.
Score 0.0 Even with help, no demonstration of content, processes and/or skills.
Priority Standard: SL.5.1 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.
Grade: Fifth
Example
Score 4.0
In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was Students might use multiple sources to
taught.
elaborate on how concepts or ideas
specifically draw from other content
domains or different concepts. They can
extend the conversation in a meaningful
way, actively inviting and encouraging
responses from peers.
3.5
In addition to score 3.0 performance, in-depth inferences, and applications with partial
success.
Target
Goal/Learning
Intention
Score 3.0
Small group and whole group class
discussion
I can participate in discussions while building on others’ ideas and expressing my ideas clearly where I:
•
am prepared to share my ideas after studying the required materials.
Socratic Seminar
•
use evidence from texts read in class and other information about the topic
during discussion.
Reciprocal Teaching Protocol
•
ask questions to check for understanding, stay on topic and connect my
comments to the remarks of others.
Journeys Classroom Collaboration: “Ask
•
explain how my ideas connect to the discussion.
students to briefly explain how the poet’s
problem is solved at the end of the
poem. Encourage them to use explanatory
words such as so, therefore, and for that
reason” (Unit 1, Lesson 1, Teacher Read
Aloud, p. T12).
2.5
No major errors or omissions regarding 2.0 content, skills and/or processes and partial
success of 3.0 content, skills and/or processes.
Score 2.0
Simpler Goal/Intention
Students use sentence frames during
I can:
collaborative discussions.
• identify the rules for discussion.
• use sentence stems during conversations with prompting and support.
See Think Central Interactive Lesson “Rules
• speak in complete sentences.
for Good Discussion”.
Score 1.0
Recognize and recall specific vocabulary such as: conversation, participate, topic,
peers, evidence, clarifying question
1.5
Partial demonstration of the 2.0 content, processes and/or skills but major errors or
omissions regarding the 3.0 content, processes and/or skills.
With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5
Score 0.0
With help, partial demonstration of the 2.0 content, processes and/or skills but not the
3.0 content, processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.
Priority Standard: SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at an understandable pace.
Grade: Fifth
Example
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was
taught.
3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.
Score 3.0 Target Goal/Learning Intention
Short or longer presentations
I can:
• report on a topic or text or present an opinion.
Present research findings, book projects, book
• sequence ideas logically using varied transitions.
talks, content-based
• use appropriate facts and relevant descriptive details to support main ideas or
reports/presentations (social studies)
themes.
• speak clearly at an understandable pace.
2.5 No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of
3.0 content, skills and/or processes.
Score 2.0 Simpler Goal/Intention
Outline of a presentation
I can:
• plan/outline a presentation around a focused topic.
• recognize the characteristics of a good presentation.
• provide suggestions for improvement after watching a presentation.
Recognize and recall specific vocabulary such as: main idea, theme, pace, presentation
1.5 Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions
regarding the 3.0 content, processes and/or skills.
Score 1.0 With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5 With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0
content, processes and/or skills.
Score 0.0 Even with help, no demonstration of content, processes and/or skills.
Priority Standard: L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
• Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
• Use verb tense to convey various times, sequences, states, and conditions.
• Recognize and correct inappropriate shifts in verb tense.
• Use correlative conjunctions (e.g., either/or, neither/nor).
Grade: Fifth
Example
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was
taught.
3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.
Score 3.0 Target Goal/Learning Intention
Edit a short paragraph, correcting errors
I can:
in grammar and usage.
• explain and justify the function of conjunctions, prepositions, and interjections in context.
• form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb
tenses.
• use verb tense to convey various times, sequences, states, and conditions.
• correct inappropriate shifts in verb tense.
• use correlative conjunctions (e.g., either/or, neither/nor).
2.5 No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of 3.0
content, skills and/or processes.
Score 2.0 Simpler Goal/Intention:
Identify grammatical errors in sentences.
I can:
• identify conjunctions, prepositions, and interjections in written text.
Identify parts of speech (grammar) and
• identify the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
usage components in isolation.
• identify various verb tenses to convey various times, sequences, states, and conditions.
• identify inappropriate shifts in verb tense.
• identify correlative conjunctions (e.g., either/or, neither/nor).
Recognize and recall specific vocabulary such as: conjunction, prepositions, interjections, perfect verb
tense, shifts in verb tense, correlative conjunctions
1.5 Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions
regarding the 3.0 content, processes and/or skills.
Score 1.0 With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5 With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0 content,
processes and/or skills.
Score 0.0 Even with help, no demonstration of content, processes and/or skills.
Priority Standard: L.5.2.a-d Demonstrate command of the conventions of standard English capitalization, and punctuation when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. 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?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
Grade: Fifth
Example
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was
taught.
3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.
Score 3.0 Target Goal/Learning Intention
Edit a short paragraph, correcting errors
I can:
in grammar and usage.
• 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.
2.5 No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of 3.0
content, skills and/or processes.
Score 2.0 Simpler Goal/Intention:
I can
• Identify items in a series.
• Identify the introductory elements of a sentence.
• Identify tag questions, words of direct address.
• Identify the differences in titles that are underlined, in quotation marks or italicized.
Recognize and recall specific vocabulary such as: items in a series, comma, introductory elements, tag
questions, words of direct address, italics, quotation marks, and underlining titles
1.5 Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions
regarding the 3.0 content, processes and/or skills.
Score 1.0 With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5 With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0 content,
processes and/or skills.
Score 0.0 Even with help, no demonstration of content, processes and/or skills.
Priority Standard: L.5.2.e Demonstrate command of the conventions of standard English spelling when writing.
e. Spell grade-appropriate words correctly, consulting references as needed.
Grade: Fifth
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was
taught.
3.5 In addition to score 3.0 performance, in-depth inferences, and applications with partial success.
Score 3.0 Target Goal/Learning Intention
I can:
• spell grade level words correctly in my writing.
• use reference materials to check or confirm spelling
Example
Students demonstrate correct spelling in daily
writing and process writing.
Apply the pattern in another context through
writing, such as generating a set of sentences
that include words which use the spelling
pattern of the week (for example oi/oy)
without providing specific words to
students.
Students can identify and correct misspellings
in short paragraphs.
2.5
Score 2.0
No major errors or omissions regarding 2.0 content, skills and/or processes and partial success of 3.0
content, skills and/or processes.
Examples may include traditional spelling
Simpler Goal/Intention:
tests over patterns, but not specific word
• spell grade level words in isolation
lists.
Score 1.0
Score 0.0
Recognize and recall specific vocabulary such as: spelling patterns and generalizations, word families,
syllable patterns, ending rules, prefix, suffix, root/base words, reference materials
1.5 Partial demonstration of the 2.0 content, processes and/or skills but major errors or omissions
regarding the 3.0 content, processes and/or skills.
With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5 With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0 content,
processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.
Priority Standard: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine
or clarify the precise meaning of key words and phrases.
Grade: Fifth
Example
Score 4.0 In addition to score 3.0 performance, in-depth inferences and applications that go beyond what was taught.
Usage of vocabulary skills (new
words learned) to solve complex
words with Greek & Latin roots and
prefixes or use shades of meaning
to solve and create analogies.
3.5
In addition to score 3.0 performance, in-depth inferences, and applications with partial
success.
Score 3.0 Target Goal/Learning Intention
Journeys Vocabulary Lessons (Day
I can:
4)
•
use context clues to figure out word meanings or phrases.
•
use Greek and Latin affixes and roots to figure out word meanings.
•
consult reference materials to find pronunciations and word meanings.
2.5
No major errors or omissions regarding 2.0 content, skills and/or processes and partial
success of 3.0 content, skills and/or processes.
Score 2.0 Simpler Goal/Intention:
Vocabulary in Context Cards
I can:
Word Sorts
•
identify and define Greek and Latin affixes and root words.
•
use a vocabulary word in a sentence when provided a definition of a vocabulary word.
Recognize and recall specific vocabulary such as: Greek and Latin affixes and roots, context clues, reference
materials (dictionary, glossaries, thesaurus)
1.5
Partial demonstration of the 2.0 content, processes and/or skills but major errors or
omissions regarding the 3.0 content, processes and/or skills.
Score 1.0 With help, partial demonstration of the 2.0 and 3.0 content, processes and/or skills.
0.5
Score 0.0
With help, partial demonstration of the 2.0 content, processes and/or skills but not the 3.0
content, processes and/or skills.
Even with help, no demonstration of content, processes and/or skills.