Language Arts

Fifth Grade

Final Draft

Hawaii School Districts

Prepared by Marzano and Associates

Grade 5 Summary

Strand / Standard / Topic / Number of Elements
Reading / 1 / Vocabulary and Concept Development / 1
Reading / 1 / Locating Sources and Gathering Information / 1
Reading / 2 / Understanding Text Structures / 1
Reading / 2 / Constructing Meaning / 2
Reading / 3 / Interpretive Stance / 3
Reading / 3 / Critical Stance / 2
Reading / 3 / Literary Elements / 1
Reading / 3 / Personal Connection / 1
Writing / 4 / Literary Writing (Range of Writing) / 2
Writing / 4 / Expository Writing (Range of Writing) / 2
Writing / 4 / Functional Writing (Range of Writing) / 1
Writing / 4 / Reflective Writing (Range of Writing) / 2
Writing / 4 / Sentence Structure and Grammar / 1
Writing / 4 / Punctuation / 1
Writing / 4 / Spelling / 1
Writing / 4 / Citing Sources / 1
Writing / 5 / Meaning / 2
Writing / 5 / Design / 2
Writing / 5 / Clarity / 2
Writing / 5 / Voice / 1
Oral Communication / 6 / Discussion and Presentation / 2
Oral Communication / 6 / Critical Listening / 2
Oral Communication / 6 / Delivery / 3
Oral Communication / 6 / Media Comprehension and Interpretation / 1
Oral Communication / 7 / Meaning / 1
Oral Communication / 7 / Design / 1
Oral Communication / 7 / Clarity / 1
Total / 40
Topic: Vocabulary and Concept Development
Strand: Reading
Standard 1: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.
Grade 5
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • uses new grade-appropriate vocabulary with fluency in a variety of circumstances (e.g., both writing and speaking applications)
  • uses above grade level vocabulary appropriately

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0
/ When engaged in tasks involving vocabulary and concept development the student will:
  • (LA5.1.1) use new grade-appropriate vocabulary learned through reading print and online resources and word study, including meaning of roots, affixes, word origins (e.g., increase working vocabulary through word study (lists, root/affix study, word origins) and through reading (texts read as a whole class, reading circles, independent reading) and use new words in writing and speech)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes or recalls specific terminology such as:
  • root
  • affix
  • word origins and their meanings
  • performs basic processes such as:
  • recognizing or recalling examples of grade-appropriate vocabulary and common roots and affixes
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to write a short essay, reading response or prepare an oral presentation utilizing above grade level vocabulary learned through reading print, online resources and word study (e.g., applies vocabulary learned in class and vocabulary independently learned).

Level 3.0

  • Ask students to write a short essay, reading response or prepare an oral presentation utilizing new grade appropriate vocabulary learned through reading print, online resources and word study (e.g., applies vocabulary learned in class).

Level 2.0

  • Ask students to match vocabulary terms, affixes to roots and word origins to their meanings. (e.g., worksheets or fill in the blanks.)
  • Ask students to recognize from a list of options or recall from text examples of grade-appropriate vocabulary and common roots and affixes

Topic: Understanding Text Structures
Strand: Reading
Standard 2: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Grade 5
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • uses knowledge of organizational patterns to anticipate and locate the kind of information contained in a text as well as the signals like transition words and formatting that can provide clues to the reader

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving the understanding of text structures the student will:
  • (LA5.2.1) use organizational patterns (compare and contrast, proposition and support) to access information (e.g., recognize compare and contrast and proposition and support as ways of organizing information)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes or recalls specific terminology such as:
  • compare/contrast
  • proposition, support
  • organizational pattern
  • performs basic processes such as:
  • recognizing examples of organizational patterns
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to reflect in writing/orally upon organizational structures used and how they used them while constructing meaning from a variety of text (e.g., researching a topic, reading various texts).

Level 3.0

  • Ask students to draw a graphic organizer that applies any of the following text structures: compare/contrast, proposition and support and various organizational patterns.

Level 2.0

  • Ask students to recognize (through discussion or identifying in text) specific terminology: compare/contrast, proposition and support and organizational patterns.
  • Ask students to recognize from different passages an example of an organizational text.

Topic: Constructing Meaning
Strand: Reading
Standard 2: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Grade 5
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • judges the validity of their conclusions/inferences
  • uses explicit and/or implied information to determine and validate their own perspective

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving the construction of meaning the student will:
  • (LA5.2.2) make inferences and draw conclusions about grade-appropriate texts (e.g., know that information and ideas are not always explicitly stated but must be inferred from the information provided. Move from a fact or group of facts (door was found ajar, items were scattered, briefcase was missing) to an inference or conclusion (the office had been burglarized))
  • (LA5.2.3) distinguish between explicit and implied information (e.g., point to a part of text containing explicit information. Recognize that some information in the text is implied by the author or inferred by the reader and differentiate this implied information from explicit information)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes or recalls specific terminology such as:
  • making inference
  • drawing conclusions
  • explicit and implied information
  • performs basic processes such as:
  • recognizing examples of inferences and conclusions drawn from grade-appropriate texts
  • defining the terms explicit and implied
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to judge and defend the validity of their conclusions/inferences with a peer after completing a reflection/reading response.

Level 3.0

  • Ask student to write a reflection/reading response after reading a grade-appropriate text. Students will make appropriate inferences and draw conclusions in addition to distinguishing between explicit and implied information.

Level 2.0

  • Ask students to recognize (through discussion or identifying in text) specific terminology such as making inference, drawing conclusions, explicit and implied information.
  • Ask students to recognize examples of inferences and conclusions drawn from grade-appropriate texts.
  • Ask students to define the terms: explicit and implied.

1

Topic: Interpretive Stance
Strand: Reading
Standard 3: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.
Grade 5
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • identifies subtle and/or sophisticated themes within the story
  • demonstrates a higher level of understanding by identifying subtle and/or less obvious relationships between plot events and how they build to the resolution of the selections primary conflict
  • demonstrates a higher level of understanding by identifying subtle and/or less obvious ways characters evolve over the course of a work

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0
/ When engaged in tasks involving interpretive stance the student will:
  • (LA5.3.1) cite specific information or ideas in the text that support and develop the author’s message or theme (e.g., state the message or theme. List details from the text that contribute to the message or theme)
  • (LA5.3.2) explain the relationship between plot events and how they build to the resolution of the selection’s primary conflict (e.g., trace plot development; explain how the separate incidents in the plot are related (cause and effect, coincidence) and how they collectively build to the climax and resolution.)
  • (LA5.3.3) explain how characters evolve over the course of a work (e.g., describe why a specific character changes and list the events or people that might have caused the changes)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes or recalls specific terminology such as:
  • author’s message
  • theme
  • plot
  • conflict
  • resolution
  • coincidence
  • climax
  • cause and effect
  • performs basic processes such as:
  • recognizing or recalling accurate statements about the author’s message or theme
  • recognizing or recalling a story’s plot events, primary conflict, and resolution
  • recognizing or recalling accurate statements about how a character in a story often changes or evolves over the course of the work
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to reflect/respond to text that identifies subtle and/or sophisticated themes within the story.
  • Ask students to reflect/respond to text that demonstrates a higher level of understanding by identifying subtle and/or less obvious relationships between plot events and how they build to the resolution of the selections primary conflict.
  • Ask students to reflect/respond to text that demonstrates a higher level of understanding by identifying subtle and/or less obvious ways characters evolve over the course of a work.

Level 3.0

  • Ask students to reflect/respond to text that supports and develops the author’s message or theme (e.g., cite specific information/ideas from the text that supports their stance).
  • Ask students to reflect/respond to text that explains the relationship between plot events and how they build to the resolution to the selection’s primary conflict (e.g., cite specific information/ideas from the text that supports their stance).
  • Ask students to reflect/respond to text that explains how characters evolved over the course of the work (e.g., cite specific information/ideas from the text that supports their stance).

Level 2.0

  • Ask students to recognize (through discussion or identifying in text) specific terminology such as: author’s message, theme, plot, conflict, resolution, coincidence, climax, cause and effect.
  • Ask students to recognize accurate statements about the author’s message or theme.
  • Ask students to recognize from a list of options or recall from memory a story’s plot events, primary conflict, and resolution.
  • Ask students to recognize accurate statements about how a character in a story changed or evolved over the course of the work.

1

Topic: Literary Elements
Strand: Reading
Standard 3: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.
Grade 5
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • draws conclusions of the purpose and/or effectiveness of common idioms found in text

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving literary elements the student will:
  • (LA5.3.6) identify the meaning of common idioms (from the frying pan into the fire, cat got your tongue, raining cats and dogs) found in a text (e.g., recall that idioms are not meant to be defined literally. Identify the meaning of common idioms and, if helpful in learning the meaning, the origin of the idiom)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes or recalls specific terminology such as:
  • idioms
  • performs basic processes such as:
  • recognizing common idioms in text
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

  • Ask students to reflect/respond in writing or orally the purpose and/or effectiveness of common idioms found in text.

Level 3.0

  • Ask students to identify the meanings of common idioms found in texts.

Level 2.0

  • Ask students to recognize (through discussion or identifying in text) specific terminology such as idioms.
  • Ask students locate common idioms found in text.

1

Topic: Locating Sources and Gathering Information
Strand: Reading
Standard 1: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.
Grade 5
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
  • uses print and online resources to clarify meaning of words they don’t know, and independently apply the meaning to what they are reading (they don’t need help to connect meaning to text)

Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving locating sources and gathering information the student will:
  • (LA5.1.2) use a variety of grade-appropriate print and online resources to research a topic (e.g. locate and read reference materials, magazines, primary sources, web pages, and books to research a specific topic for a writing assignment or oral presentation)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
  • recognizes or recalls specific terminology such as:
  • primary sources
  • reference material
  • magazine
  • web page
  • research
  • performs basic processes such as:
  • recognizing or recalling examples of appropriate resources to use while researching a topic
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0