Evidence outcomes in bold are those that are expected to be mastered in trimester 1

• 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. (CCSS: SL.5.1a)

• Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.5.1b)

• Use appropriate eye contact and speak clearly at an understandable pace.

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcomes:

• 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. (CCSS: RL.5.2)

Supporting Evidence Outcomes:

• Use pre-reading strategies, such as identifying a purpose for reading, generating questions to answers while reading, previewing sections of texts and activating prior knowledge.

• Compare and contrast two or more character’s points of view, settings, or events in a story or drama, drawing on specific details in the text (for example: how characters interact). (CCSS: RL.5.3)

• Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (CCSS: RL.5.4)

• Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (CCSS: RL.5.5)

• Describe how a narrator’s or speaker’s point of view influences how events are described. (CCSS: RL.5.6)

• Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (for example: graphic novel, multimedia presentation of fiction, folktale, myth, poem). (CCSS: RL.5.7)

• Compare and contrast stories in the same genre (for example: mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS: RL.5.9)

Foundational Skills:

• Use context (for example: cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (CCSS: L.5.4a)

• Infer meaning of words using structural analysis, context, and knowledge of multiple meanings.

• Use the relationship between particular words (for example: synonyms, antonyms, homographs) to better understand each of the words (CCSS.L.5.5.c)

• Read with sufficient accuracy and fluency to support comprehension: (CCSS: R5.4)

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.5.4c)

• 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. (CCSS: L.5.4)

• Consult reference materials (for example, dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.5.4.c)

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcome:

• Write engaging, real or imagined narratives using literary techniques, character development, sensory and descriptive details, and a variety of transition words to signal a clear sequence of events. (CCSS:W.5.3)

• Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS:W.5.3a)

• Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (CCSS:W.5.3b)

• Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.5.3e)

Supporting Evidence Outcomes:

• Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (CCSS: W.5.3c)

• Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.5.3d)

Grammar & Conventions:

• Use punctuation to separate items in a series. (CCSS: L.5.2a)

• Use a comma to separate an introductory element from the rest of the sentence. (CCSS: L.5.2b)

• Use a comma to set off the words yes and no (for example: Yes, thank you), to set off a tag question from the rest of the sentence (for example: It’s true, isn’t it?), and to indicate direct address (for example: Is that you, Steve?). (CCSS: L.5.2c)

• Use underlining, quotation marks, or italics to indicate titles of works. (CCSS: L.5.2d)

• Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)