Fort Zumwalt School District--Office of Curriculum and Instruction

5th Grade ELA Proficiency Scales - 8-24-17

Grade Level: 5th Grade / Standard: Reads and comprehends text
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●Read and comprehend text independently at a DRA Level 50 Nonfiction. / *In the fall teachers should not test above 60 Fiction.
*In the spring teachers should not test above 60 Nonfiction.
3
Approaching Proficient / The student will:
●Read and comprehend text independently at a DRA Level 50 Fiction.
2
Beginning Progress / The student will:
●Read and comprehend a text independently at a DRA Level 40 Nonfiction.
1
Of Concern / The student will be:
●Read and comprehend a text independently at a DRA Level 40 Fiction or below.
Grade Level:
5th Grade / Standard: Quotes accurately when drawing inferences from the text.
RL.5.1, RI.5.1
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●Make an inference, accurately quoting evidence from the text that supports the inference, and explain how the evidence that they quoted supports the inference. / Student Example:
I can infer that the weather conditions have changed; it is colder and windier. The text said, “The temperature had dropped noticeably, and the wind whistled like a banshee.” I know that when the temperature drops it gets colder and when wind whistles it is very windy.
3
Approaching Proficient / The student will:
●Make an inference and accurately quote evidence from the text that supports the inference. / Student Example:
I can infer that the weather conditions have changed; it is colder and windier. The text said, “The temperature had dropped noticeably, and the wind whistled like a banshee.”
2
Beginning Progress / The student will:
●Make a reasonable inference about the text; with teacher support. / Student Example:
I can infer that the weather has changed; it is colder.
1
Of Concern / The student will:
●Demonstrate lack of knowledge about inferences.
●Make inferences are literal and take information directly from the text. / Student Example:
I can infer that there is wind outside.
Grade Level:
5th Grade / Standard: Determines meaning of words
RL.5.4, RI.5.4
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●Use various strategies and/or reference materials to determine the meaning of unknown words and phrases.
●Accurately determines the meaning of the unknown word and/or phrase as it is used in a specific text. / ●Strategies: context clues, affixes, root words, synonyms, antonyms
●Reference materials: dictionary, glossary
●Literature text - unknown words and phrases including figurative language
●Informational text - general academic and domain-specific words and phrases in relevant grade level text
3
Approaching Proficient / The student will:
●Use various strategies and/or reference materials to determine the meaning of unknown words and phrases.
●Inaccurately determines the meaning of the unknown word and/or phrase as it is used in a specific text. / ●Meaning of the word may be incorrect (sometimes affects the understanding of the text).
2
Beginning Progress / The student will:
●With prompting and/or support, use strategies and reference materials to determine the accurate meaning of words and phrases as it is used in a specific text.
1
Of Concern / The student:
●Unable to identify unknown words and phrases.
●Lacks knowledge of strategies needed to determine the meaning of unknown words and phrases.
Grade Level:
5th Grade / Standard: Compare and contrast characters
RL.5.3
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●Effectively compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. / ●Drawing on specific details may include: how characters interact
●Students should know why making the comparison or describing the contrast is important to the story
3
Approaching Proficient / The student will:
●Adequately compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. / ●Students may be able to make the comparison or contrast, yet needs support in knowing why this is important to the story
2
Beginning Progress / The student has:
●Limited evidence to compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text with support.
1
Of Concern / The student:
●Lacks understanding of the majority of these concepts.
Grade Level:
5th Grade / Standard: Determines the theme of a text
RL.5.2
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●In literature: Identify characters, the challenges they face, and how they respond to the challenge.
●Identifies the theme of a text and uses details from the text to explain the theme. / ●This also includes poetry and drama.
3
Approaching Proficient / The student will:
●In literature: Identify characters, the challenges they face, and how they respond to the challenge.
●Can apply the theme to the text.
2
Beginning Progress / The student will:
●In literature: Identify characters, the challenges they face, and how they respond to the challenge. Can’t apply the theme to the text.
1
Of Concern / The student will:
●In literature: Students can’t find challenges that the characters face and doesn’t apply any theme.
Grade Level:
5th Grade / Standard: Determines main idea(s) and supporting details of a text
RI.5.2
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●In informational text: Determine two or more main ideas of a text and explain how key details are used to support the main ideas / ** this would include a student using their own words for the key details
3
Approaching Proficient / The student will:
● In informational text: Determine two or more main ideas of a text and identify key details that support the main ideas. / ** this is when a student quotes accurately from a text
2
Beginning Progress / The student will:
●In informational text: Determine two or more main ideas of a text but doesn’t use key details OR can determine one main idea of a text and key details to support that main idea.
1
Of Concern / The student will:
●In informational text: Determine one main idea of a text, but needs assistance to identify key details OR identify key details, but needs assistance to determine the main idea.
Grade Level:
5th Grade / Standard: Text Structure
RL.5.5, RI.5.5
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●Effectively explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem (literature).
●Effectively compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts (informational). / ●Example: A student can determine how different chapters show different points of view and how all of the chapters work together to create the story
●Structure: chronology, comparison, cause/effect, problem/solution
3
Approaching Proficient / The student will:
●Adequately describes a series of chapters, scenes, or stanzas has errors in explaining how the pieces fit together to provide the overall structure of a particular story, drama, or poem (literature).
●Adequatelycompare and contrast the overall structure of events, ideas, concepts, or information in two or more texts (informational). / ●Example: A students may be able to determine how different chapters shows different points of view, but has errors in explaining how all of the chapters work together to create the story
2
Beginning Progress / The student has:
●Limited evidence indescribing how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem with support (literature).
●Limited evidence in comparing and contrasting the overall structure of events, ideas, concepts, or information in two or more texts with support (informational).
1
Of Concern / The student :
●Lacks understanding of the majority of the concepts.
Grade Level:
5th Grade / Standard: Applies mechanics to written work.
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●Effectively use capitalization.
●Effectively use punctuation including to separate items in a series.
●Effectively use commas to separate introductory elements.
●Effectively uses underlining, quotation marks, or italics to indicate titles of work.
●Effectively expand, combine, and reduce sentences for meaning, reader/listener interest, and style. / ●this is for quick writes, writing prompts, and final copies.
●students should be made aware of what is being graded, not a surprise
●this includes capitalization of proper nouns, beginning of sentences, and the pronoun I.
●Corrects run-on sentences and fragments.
3
Approaching Proficient / The student will:
●Adequately use capitalization.
●Adequately use punctuation including to separate items in a series with errors.
●Adequately use a comma to separate introductory elements with errors.
●Adequately use of underlining, quotation marks, or italics to indicate titles of work with errors.
●Adequately expand, combine, and reduce sentences for meaning, reader/listener interest, and style with errors. / ●may use these skills correctly or incorrectly in their writing but knows a mechanic needs to be used.
2
Beginning Progress / The student has:
●Limited use of capitalization.
●Limited use punctuation to separate items in a series with assistance.
●Limited use a comma to separate introductory elements with assistance.
●Limited use underlining, quotation marks, or italics to indicate titles of work with assistance.
●Limited use of expanding, combining, and reducing sentences for meaning, reader/listener interest, and style with assistance. / ●sentence structure doesn’t vary on amount of length and types of sentences.
1
Of Concern / The student:
●Lacks understanding of a majority of the concepts.
Grade Level:
5th Grade / Standard: Applies spelling to written work.
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student will:
●Effectively use strategies to spell grade-appropriate words.
●Effectively recognize when words are spelled incorrectly. / Strategies may include: consulting references as needed, Greek/Latin root words, understanding and using word relationships (synonyms, antonyms, homographs), using context clues (their, there, they’re)
3
Approaching Proficient / The student will:
●Adequately use strategies to spell grade-appropriate words.
●Adequately recognize when words are spelled incorrectly.
2
Beginning Progress / The student has:
●Limited use strategies to spell grade-appropriate words.
●Limited ability to recognize when words are spelled incorrectly.
1
Of Concern / The student:
●Lacks use of references to spell words correctly.
Grade Level:
5th Grade / Standard: Applies grammar skills to written work
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student:
●Effectively uses parts of speech correctly in their writing.
●Effectively uses a variety of verb tenses correctly and enhances their writing.
●Effectivelyrecognizes and corrects inappropriate shifts in verb tense. / ●Students will need to have mastered the 8 parts of speech (noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjections).
●Use relative pronouns and relative adverbs
●Use pronouns consistently across a text.
●Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
●Use verb tense to convey various times, sequences, states, and conditions.
3
Approaching Proficient / The student:
●Adequately uses parts of speech with limited errors.
●Adequately uses a variety of verb tenses with limited errors.
●Adequately recognizes and corrects inappropriate shifts in verb tense with limited errors.
2
Beginning Progress / The student:
●Has limited use of parts of speech in their writing.
●Has limited use of verb tense in their writing.
●Has limited ability to recognize and correct inappropriate shifts in verb tense. / ●writings can consist of cold and final copies
1
Of Concern / The student:
●Lacks understanding of a majority of the concepts.
Grade Level:
5th Grade / Standard: Uses legible cursive handwriting
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student’s writing :
●demonstrates legible cursive handwriting. / ●Easy to read
●Good size and proportion of letters
●Good, even spacing
●Correct letter formation
3
Approaching Proficient / The student’s writing:
●demonstrates legible cursive handwriting with sizing and/or spacing errors. / ●Some mistakes with size, proportion of letters, spacing
2
Beginning Progress / The student’s writing:
●demonstrates cursive handwriting with formation, sizing, and/or spacing errors. / ●Some letters are formed correctly.
●Spacing between letters in words and words in sentences are inconsistent.
1
Of Concern / The student’s writing:
●lacks cursive handwriting. / ●Handwriting is difficult to read.
●Spacing between letters in words and words in sentences are not present.
Grade Level:
5th Grade / Standard: Narrative - Focus
W.5.3
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student’s:
●Narrative effectively establishes a situation, characters, and plot that creates a sense of unity and completeness throughout. / ●Unity means all parts of the story are cohesive.
3
Approaching Proficient / The student’s:
●Narrative adequately establishes a situation, characters, and/or plot that creates a sense of completeness. / ●Student only has 2 or more components written with completeness.
2
Beginning Progress / The student’s:
●Narrative unevenly establishes a situation, characters, and/or plot that is inconsistent; with teacher support. / ●Student only has 1 or more components written with completeness.
1
Of Concern / The student’s:
●Narrative lacks establishment of a situation, characters, and plot. / ●Student may write a series of events that are not complete.
Grade Level:
5th Grade / Standard: Narrative - Organization
W.5.3
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student’s:
●Narrative contains an effective, logical sequence of events with a clear beginning, middle, and end.
●Narrative contains an effective opening and closure for audience and purpose.
3
Approaching Proficient / The student’s:
●Narrative contains an adequate, logical sequence of events with a beginning, middle, and end.
●Narrative contains an adequate opening and closure for audience and purpose.
2
Beginning Progress / The student’s:
●Narrative contains a limited, sequence of events; with teacher support.
●Narrative contains a limited opening and/or closure for audience and purpose; with teacher support. / ●Events may be missing and/or present but out of order.
1
Of Concern / The student’s:
●Narrative lacks a sequence of events.
●Narrative lacks opening and/or closure for audience and purpose.
Grade Level:
5th Grade / Standard: Narrative - Development
W.5.3
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student’s:
●Narrative effectively uses dialogue, description, and pacing to develop events and characters’ responses to events. / ●Description refers to how the author uses description to develop a character’s experiences and events.
○How does the author describe the character’s thoughts, actions, and feelings?
●Pacing refers to speeding a story up/down.
●Dialogue develops events and characters.
3
Approaching Proficient / The student’s:
●Narrative adequately uses dialogue and description to develop events and characters’ responses to events.
2
Beginning Progress / The student’s:
●Narrative has a limited use of dialogue and description to develop events and characters’ responses to events; with teacher support. / ●The dialogue that was provided is not used to develop the story or characters.
1
Of Concern / The student’s:
●Narrative shows a lack of understanding of dialogue and description. / ●Dialogue is not present.
Grade Level:
5th Grade / Standard: Narrative - Language and Vocabulary
W.5.3
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student’s:
●Narrative effectively uses a variety of transitional words, phrases, and clauses to establish the sequence of events.
●Narrative effectively uses a variety of sensory, concrete, and figurative language that clearly advances the purpose. / ●Transitional words, phrases, and clauses
●Concrete words refer to tangible, qualities or characteristics, things we know through our senses. Words and phrases like "102 degrees," "obese Siamese cat," and "deep spruce green" are concrete.
3
Approaching Proficient / The student’s:
●Narrative adequately uses transitional words, phrases, and/or clauses to establish the sequence of events.
● Narrative adequately uses sensory, concrete, and/or figurative language
that clearly advances the purpose. / ●Student uses 2 or more transitional words, phrases, and/or clauses
●Student uses 2 or more sensory details, concrete details, and/or figurative language.
2
Beginning Progress / The student’s:
●Narrative has limited use of transitional words and/or phrases to establish the sequence of events; with teacher support.
●Narrative has limited use of sensory words, phrases and figurative language; with teacher support. / ●Student uses 1 or more transitional words, phrases, and/or clauses
●Student uses 1 or more sensory details, concrete details, and/or figurative language
1
Of Concern / The student’s:
●Narrative shows a lack of transitional words, and phrases.
●Narrative lacks sensory words, phrases, and figurative language.
Grade Level:
5th Grade / Standard: Informative - Focus
W.5.2
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student’s:
●Informative effectively establishes and maintains a topic, main ideas are clearly conveyed and supported by key details.
3
Approaching Proficient / The student’s:
●Informative adequately establishes a topic and main ideas are conveyed and supported by key details. / ●Multiple key details
2
Beginning Progress / The student’s:
●Informative insufficiently establishes a topic and main ideas are unclear and/or insufficiently supported by key details; with teacher support. / ●Limited key details
1
Of Concern / The student’s:
●Informative lacks a clear topic or focus, and struggles to support main ideas with key details.
Grade Level:
5th Grade / Standard: Informative - Organization
W.5.2
Score / Expectation Descriptor / Additional Instructional Information
4
Proficient / The student’s:
●Informative effectively establishes a clear introduction and conclusion that strongly summarizes information.