Evidence outcomes in bold are those that are expected to be mastered in trimester 3

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. (CCSS: SL.5.1)

• Pose and respond to specific questions to clarify or follow upon information, and make comments that contribute to the discussion and link to the remarks of others. (CCSS: SL.5.1c)

• Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

• Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (CCSS: SL.5.3)

• Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes. (CCSS: SL.5.4)

• Adapt language as appropriate to purpose: to persuade, explain/provide information, or express an opinion.

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

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)

• 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)

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 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)

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

• Locate information to support opinions, predictions, inferences, and identification of the author’s message or theme.

• 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)

• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. (CCSS: RL.5.10)

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

• 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)

• 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)

• Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (CCSS: RI.5.7)

• 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)

• By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. (CCSS: RI.5.10)

Foundational Skills:

• Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.5.3)

• Read grade-level text with purpose and understanding. (CCSS: RF.5.4)

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b)

• Compare and contrast the varieties of English (for example: dialects, registers) used in stories, dramas, or poems. (CCSS.L.5.3.b)

• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: photograph, photosynthesis). (CCSS: L.5.4b)

• Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS.L.5.5.b)

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcome:

• Write opinion pieces on topics or texts, supporting a point of view with reasons and information, for a variety of purposes and audiences. (CCSS:W.5.1)

Supporting Evidence Outcomes: 

• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. (CCSS:W.5.1a)

• Provide logically ordered reasons that are supported by facts and details. (CCSS:W.5.1b)

• Link opinion and reasons using words, phrases, and clauses (for example: consequently, specifically). (CCSS:W.5.1c)

• Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)

Grammar & Conventions:

• Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.5.1)

• Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (CCSS: L.5.1a)

• Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.5.2)

• Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.5.2e)

• 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)

• Apply grade 5 Reading standards to literature (for example: “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [for example: how characters interact]”). (CCSS: W.5.9a)

• Apply grade 5 Reading standards to informational texts (for example: “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: W.5.9b)