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 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)

• 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)

Supporting Evidence Outcomes:

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

• 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 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)

• 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 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 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)

Supporting Evidence Outcomes: 

• 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)

• 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)

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

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)