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:

• 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. (CCSS: RI.5.3)

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.

• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1)

• Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (CCSS: RI.5.2)

• Distinguish between fact and opinion, providing support for judgments made.

• Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (CCSS: RI.5.4)

• Compare and contrast the overall structure (for example: chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (CCSS: RI.5.5)

• Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (CCSS: RI.5.6)

• Use informational text features (such as boldtype, headings, graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks.

• Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.5.9)

• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.5.1)

• 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)

• 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)

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)

• 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)

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

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

Prioritized Evidence Outcome:

• Write informative/explanatory texts that provide a clear focus and the use of text features to group related information on a well-developed topic, using precise language and domain-specific vocabulary. (CCSS:W.5.2)

Supporting Evidence 

• Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (for example: headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.5.2a)

• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.5.2b)

• Link ideas within and across categories of information using words, phrases, and clauses (for example: in contrast, especially). (CCSS:W.5.2c)

• Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.5.2d)

• Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.5.2e)

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)

• Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.5.4)

• With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (CCSS: W.5.5)

• With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. (adapted from CCSS: W.5.6)

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS.W.5.10)

• Summarize and support key ideas.

• Demonstrate comprehension of information with supporting logical and valid inferences.

• Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience.