English Language Arts Vertical Articulation Matrix: Grade 5
Grade
Level
Topic/Skills/Knowledge
5*
5
5
5
Introduced Developed Mastered
Entrance Expectations
More exposure to non-fiction strategies
Beginning to expect deeper comprehension
Revisit text to get more information through re-reading
More elaboration in writing, using an anecdote
Able to make connections
Phonics/Word Study

Take words apart (e.g. onset and rime, syllables) to problem solve unknown words

Use word chunks and analogies to problem solve unknown words

Use derivational relations (e.g. roots, origins, prefixes, and suffixes)
Accuracy and Fluency

Independently read aloud unfamiliar level (at least) 50 nonfiction books with 95% accuracy or better

Use the cues of punctuation to guide themselves in getting meaning and fluently reading aloud from the increasingly complex texts they read

Use pacing and intonation to convey the meaning of the clauses and phrases of the sentences they read
Self-Monitoring and Self-Correcting Strategies
 monitor their own reading when texts do not make sense
 infer the meaning of words from roots, prefixes and suffixes, as well as from the overall contextual meaning of what they are reading
 analyze the relations among different parts of a text
 raise questions about what the author was trying to say and use the text to help answer the questions
Comprehension
 capture meaning from figurative language and explain the meaning
 cite important details and evidence from a
I
D
D
M
M
M
M
M
M
M
M
M

5 text to support thinking
 compare one text to another they have read or heard or seen (T-T ; T-W)
 discuss why an author might have chosen particular words
 say how a story relates to something in reallife experience (T-S)
 discuss the interrelationships of story elements (e.g. characters, plot, setting, events, theme)
 use structure of informational text to retrieve information (e.g. text features)
 analyze the causes, motivations, sequences, results of events, and point of view
 use reasoning and information from within and outside the text to examine arguments
 describe in their own words what new information they gained from a nonfiction text and how it relates to their prior knowledge
 follow instructions or directions they encounter in the more complicated functional texts they are now reading
 identify main idea and supporting details
 apply these comprehension strategies: visualizing, questioning, predicting, making connections, inferring, determining importance, synthesis
Independent and Assisted Reading, Being Read To
 read 30 books a year, independently or with assistance, and regularly participate in discussions of their reading with another student, a group or an adult
 read and hear texts read aloud from a variety of genres
 read multiple books by the same author and be able to identify differences and similarities among them
 reread some favorite books or parts of longer books, gaining deeper comprehension and knowledge of author’s craft
 listen to and discuss at least one chapter read to them every day
 discuss underlying themes or messages when interpreting fiction
 identify and discuss recurring themes across
I
M
M
M
M
M
M
M
M
M
M
M
M
M
D
D
D

5
5
5 works
 evaluate literary worth and participate informatively in peer talk about selecting books to read
 examine the reasons for a character’s actions, accounting for situation and motive
 select “Just Right” books with teacher guidance
Discussing Books & Responding to Literature
 note and talk about author’s craft: word choice, beginnings and endings, plot, and character development
 use comparisons and analogies to explain ideas
 ask other students questions requiring them to support their claims or arguments
 indicate when their own or others’ ideas need further support or explanation
Vocabulary

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.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
Writing: Habits & Processes

Write daily

Generate their own topics and spend the necessary amount of time to revisit and refine their writing

Routinely rework, revise, edit and proofread their work

Consciously appropriate specific elements of a favorite author’s to refine the quality of
D
M
M
M
D
D
D
D
D
M
M
M
M
M
M

5
5
5 their own work (Mentor Texts)

Apply criteria for state rubric or genre specific rubrics

Over the course of the year polish 8-10 pieces of writing
Writing: Narrative Writing

Create believable characters through the precise choice of detail

Create a sequence of events that unfolds naturally

Develop characters through their actions, thoughts and feelings

Develop an engaging plotline (setting, problem, events, solution)

Focus and develop story events

Expand or ‘stretch out’ story events

Craft a strong lead

Craft a memorable ending

Craft sentence variety

Develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences
Writing: Functional Writing

Engage the reader by establishing a context
 for the piece

Identify the topic

Provide a guide to action
Show the steps in a action in considerable detail

Include relevant information

Use language that is straightforward and clear

May use illustrations detailing steps in the process
Writing: Responding to Literature

Support an interpretation by making specific reference to the text

Compare two works by an author

Discuss several works that have a common idea or theme

Make connections between the text and their own ideas and lives
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M

5*
5
Writing: Informational
Introduce the topic, sometimes providing a context

Have an organizational structure that is useful to the reader

Communicate the ideas, insights or theories that have been elaborated on or illustrated through facts, details, quotations, statistics and information

Use diagrams, charts or illustrations as appropriate to the text

Have a concluding sentence or section

Employ a straightforward tone of voice
Writing: Language Use & Conventions
Style and Syntax:

Use appropriately a variety of sentence structures to show relationships of ideas
(simple, compound, complex with transitions)

Incorporate transitional words and phrases appropriate to thinking

Embed phrases and powerful vocabulary that make their writing lively and graphic

Use varying sentence patterns and lengths to slow reading down, speed it up, create mood

Embed literary language where appropriate

Reproduce sentence structures found in various genres they are reading
Spelling:

Notice when words do not look correct and use strategies to correct the spelling (for example, experiment with alternative spellings, look the word up in the dictionary or word list)

Correctly spell all familiar high-frequency words

Correctly spell most inflectional endings, including plurals and verb tenses

Use correct spelling patterns and rules such as consonant doubling, dropping e and changing y to i

Correctly spell most derivational words (for example, -tion, -ment, -ly)
Vocabulary and Word Choice:

Use words from their speaking vocabulary in
M
M
M
M
M
M
D
D
D
D
D
D

their writing, including words they have learned from reading and class discussion

Make word choices that reveal they have a large enough vocabulary to exercise options in word choice (for example, more precise and vivid words)

Extend their writing vocabulary by using specialized words related to their topic or setting of their writing (i.e., the names of the breeds of dogs if they are writing about dogs)
Punctuation, Capitalization, and Other Conventions:

Apply grade level rules of punctuation as stated in grammar scope and sequence found in LA Resource Binder

Apply grade level rules of capitalization as stated in grammar scope and sequence found in LA Resource Binder

Use a variety of sentence types, comma structures, and parts as stated in grammar scope and sequence found in LA Resource
Binder

Apply various parts of speech appropriately as stated in grammar scope and sequence found in LA Resource Binder
D
D
M
M
M
M