Evidence outcomes in bold are those that are expected to be mastered in trimester 2

• Listen to others’ ideas and form their own opinions.

• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (CCSS: SL.5.1d)

• Include multimedia components (for example: graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (CCSS: SL.5.5)

• Adapt speech to a variety of contexts and tasks. (CCSS: SL.5.6)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

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:

• 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)

• 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)

• Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (CCSS: RI.5.8)

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

Foundational Skills:

• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.5.3a)

• Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS.L.5.3)

• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS.L.5.3.a)

• Read and identify the meaning of words with sophisticated prefixes and suffixes.

• Apply knowledge of derivational suffixes that change the part of speech of the base word (for example active and activity).

• Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change.

• Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.5.5)

• Interpret figurative language, including similes and metaphors, in context (CCSS.L.5.5a)

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (for example: however, although, nevertheless, similarly, moreover, in addition). (CCSS.L.5.6)

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

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 Outcomes: 

• 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:

• Form and use the perfect (for example: I had walked; I have walked; I will have walked) verb tenses. (CCSS: L.5.1b)

• Use verb tense to convey various times, sequences, states, and conditions. (CCSS: L.5.1c)

• Recognize and correct inappropriate shifts in verb tense. (CCSS: L.5.1d)

• Use correlative conjunctions (for example: either/or, neither/nor). (CCSS: L.5.1e)

• Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS: L.5.3a)

• 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.

• Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.5.9)