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5th Grade
Standard
1
2
3
4
Student is unable to decode
multisyllabic words using
patterns, including affixes and
roots in and out of context.
Student inconsistently
decodes multisyllabic words
using patterns, including
affixes and roots in and out of
context.
Student fluently decodes all
multisyllabic words in and
out of the context of texts that
at or exceeding 5th grade
complexity.
N/A
Student is unable to use
knowledge of language to
expand, combine, and
condense sentences when
writing and speaking.
Student inconsistently uses
knowledge of language to
expand, combine, and
condense sentences when
writing and speaking.
N/A
Student is unable to use
context clues such as cause
and effect relationships and
comparisons to identify the
meaning of unknown words
or phrases.
Student inconsistently uses
context clues such as cause
and effect relationships and
comparisons to identify the
meaning of unknown words
or phrases.
Student uses knowledge of
language to expand, combine,
and condense sentences to
enhance meaning, interest,
and style when writing and
speaking.
Student consistently uses
context clues such as cause
and effect relationships and
comparisons to identify the
meaning of unknown gradelevel words in both content
and academic language.
Student is unable to apply
new words from text and
conversations in both
speaking and writing.
Student inconsistently
applies new words from text
and conversations in both
speaking and writing.
Foundational Skills
Accurately Read
Multisyllabic Words
5. RF.3a
Language
Edit sentences
5. L.3a
Use context to infer word
meaning
5. L.4 / 5.RI.4
Acquire and Use Grade
Appropriate Vocabulary
5. L.6
Student applies new fifthgrade words from text and
conversations in both
speaking and writing.
N/A
Student applies vocabulary
beyond grade level in both
speaking and writing.
Reading
There are terms that are used throughout the companion document using the following definitions.
With support: Teacher provides no more than one prompt or example to the student.
With guidance: Teacher provides reminders regarding the tools (i.e. graphic organizers, check-lists, dictionaries) and processes that the students
could be utilizing in order to successfully engage in the writing process.
Fluency: Done effortlessly and accurately.
Grade Level Text: Texts that are sufficiently complex based on the quantitative measures (i.e. Lexile or Flesch-Kincaid) and qualitative measures
(sentence structure, language features, or text purpose).
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5th Grade
Drawing Inferences
5. RL.1 / 5.RI.1
Summarize Text
5. RL.2
Summarize Text
5.RI.2
Text Structure
5. RL.5
Text Structure
5.RI.5
Student is unable to quote
grade-level text, and
explicitly explain what the
text means in order to draw
inferences.
Student inconsistently quotes
grade-level text, and does not
fully explain what the text
means in order to draw
inferences.
Student accurately quotes
grade-level text, and
explicitly explains what the
text means in order to draw
inferences.
Student is unable to
summarize grade-level
fictional texts by identifying
the essential story elements
based on character and plot
development.
Student inconsistently
summarizes grade-level
fictional texts by identifying
the essential story elements
based on character and plot
development.
Student summarizes gradelevel fictional texts by
identifying the essential story
elements based on character
and plot development.
Student draws inferences for
both literature and
informational grade-level
texts supported with details,
quotations, and examples
from the text.
Student summarizes 6th grade
level text by determining a
theme or central idea which
does not include personal
opinions or judgments.
Students are unable to
summarize grade-level
nonfictional texts by
identifying two or more main
ideas and supporting them
with key details.
Student is unable to explain
how chapters, scenes, or
stanzas contribute to the
overall structure of a story,
drama, or poem.
Student is unable to compare
and contrast the sentences,
paragraphs, chapters, or
sections in two or more texts
Student inconsistently
summarizes grade-level
nonfictional texts by
identifying two or more main
ideas and supporting them
with key details.
Student inconsistently
explains how chapters,
scenes, or stanzas contribute
to the overall structure of a
story, drama, or poem.
Student inconsistently
compares and contrasts the
sentences, paragraphs,
chapters, or sections in two or
more texts to determine the
Student summarizes gradelevel nonfictional texts by
identifying two or more main
ideas and supporting them
with key details.
Student summarizes 6th grade
level text by determining a
main idea which does not
include personal opinions or
judgments.
Student explains how
chapters, scenes, or stanzas
contribute to the overall
structure of a story, drama, or
poem.
Student compares and
contrasts the sentences,
paragraphs, chapters, or
sections in two or more texts
to determine the effectiveness
Student explains how
chapters, scenes, or stanzas
contribute to the development
of the theme, setting, or plot.
Student explains how
sentences, paragraphs,
chapters, or sections of a text
contribute to the development
of the main idea.
There are terms that are used throughout the companion document using the following definitions.
With support: Teacher provides no more than one prompt or example to the student.
With guidance: Teacher provides reminders regarding the tools (i.e. graphic organizers, check-lists, dictionaries) and processes that the students
could be utilizing in order to successfully engage in the writing process.
Fluency: Done effortlessly and accurately.
Grade Level Text: Texts that are sufficiently complex based on the quantitative measures (i.e. Lexile or Flesch-Kincaid) and qualitative measures
(sentence structure, language features, or text purpose).
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5th Grade
Read & Comprehend
Grade Level Text
5. RL.10 / 5.RI.10
effectiveness of each in
supporting the main idea.
of each in supporting the
main idea.
Student is unable to
accurately read and
comprehend grade-level text.
Student inconsistently reads
and comprehends grade-level
text.
Student accurately reads and
comprehends grade-level text.
Student accurately reads and
comprehends sixth grade text.
Student writes opinion pieces
that includes fewer two of the
following:
 introduce a topic or text
 supports a point of view
with logically organized
reasons, information,
facts, and details
 use linking words,
phrases, and clauses
 provide a related
concluding statement or
section.
Student writes opinion pieces
that include two to three of the
following:
 introduce a topic or text
 supports a point of view
with logically organized
reasons, information,
facts, and details
 use linking words,
phrases, and clauses
 provide a related
concluding statement or
section.
Student writes opinion pieces
that:
 introduce a topic or text
 supports a point of view
with logically organized
reasons, information,
facts, and details
 use linking words,
phrases, and clauses
 provide a related
concluding statement or
section.
Student writes opinion pieces
that:
 introduce a topic or text
 supports a point of view
with logically organized
reasons, information,
facts, and details
 use linking words,
phrases, and clauses
 provide a related
concluding statement or
section.
 Establishes and
maintains a formal
style.
Student writes informative/explanatory
texts that include fewer than two of the
following:

introduce and develop a clear
topic

provide support such as facts,
definitions, concrete details,
Student writes informative/explanatory
texts that include two to three of the
following:

introduce and develop a clear
topic

provide support such as facts,
definitions, concrete details,
Student writes informative/explanatory
texts that:

introduce and develop a clear
topic

provide support such as facts,
definitions, concrete details,
quotations, related examples
Student writes informative/explanatory
texts that:

introduce and develop a clear
topic

provide support such as facts,
definitions, concrete details,
quotations, related examples
Writing
Write opinion pieces
5. W.1
Write
Informative/Explanatory
texts
5. W.2
There are terms that are used throughout the companion document using the following definitions.
With support: Teacher provides no more than one prompt or example to the student.
With guidance: Teacher provides reminders regarding the tools (i.e. graphic organizers, check-lists, dictionaries) and processes that the students
could be utilizing in order to successfully engage in the writing process.
Fluency: Done effortlessly and accurately.
Grade Level Text: Texts that are sufficiently complex based on the quantitative measures (i.e. Lexile or Flesch-Kincaid) and qualitative measures
(sentence structure, language features, or text purpose).
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5th Grade


quotations, related examples
uses precise language and
content-specific vocabulary,
linking words, phrases, or
clauses
provides a related concluding
statement or section.


quotations, related examples
uses precise language and
content-specific vocabulary,
linking words, phrases, or
clauses
provides a related concluding
statement or section.


uses precise language and
content-specific vocabulary,
linking words, phrases, or
clauses
provides a related concluding
statement or section.





Write Narratives
5. W.3
Student writes real or imagined
narratives that include fewer
than three of the following:
 an introduction of a
narrator and/or
characters
 a naturally unfolding
sequence
 a variety of transitional
words, phrases, or
clauses
 develop the
story/characters
 provide a related
summative conclusion.
Student writes real or imagined
narratives that include three to
four of the following:
 an introduction of a
narrator and/or
characters
 a naturally unfolding
sequence
 a variety of transitional
words, phrases, or
clauses
 develop the
story/characters
 provide a related
summative conclusion.
Student writes real or imagined
narratives that include:
 introduction of a
narrator and/or
characters
 a naturally unfolding
sequence
 use of a variety of
transitional words,
phrases, or clauses
 use of dialogue,
description, and pacing
to develop the
story/characters
 use of concrete words
and phrases as well as
sensory details
 a related summative
conclusion.
uses precise language and
content-specific vocabulary,
linking words, phrases, or
clauses
provides a related concluding
statement or section.
include formatting, graphics,
and multimedia when useful
to aiding comprehension.
Uses appropriate transitions
to clarify the relationships
among ideas and concepts.
Establishes and maintains a
formal style
Student writes real or imagined
narratives that include:
 introduction of a
narrator and/or
characters
 a naturally unfolding
sequence
 use of a variety of
transitional words,
phrases, or clauses to
signal shifts in the text
 use of dialogue,
description, and pacing
to develop the
story/characters
 use of concrete words
and phrases as well as
sensory details
 a related summative
conclusion.
There are terms that are used throughout the companion document using the following definitions.
With support: Teacher provides no more than one prompt or example to the student.
With guidance: Teacher provides reminders regarding the tools (i.e. graphic organizers, check-lists, dictionaries) and processes that the students
could be utilizing in order to successfully engage in the writing process.
Fluency: Done effortlessly and accurately.
Grade Level Text: Texts that are sufficiently complex based on the quantitative measures (i.e. Lexile or Flesch-Kincaid) and qualitative measures
(sentence structure, language features, or text purpose).
Provide your feedback regarding this document by going to: http://elafeedback.info
5th Grade
Student does not use the writing
process.
Student uses the writing
process to develop and
strengthen writing through 35 of the following or all three
inconsistently:
 planning
 drafting
 evaluating
 revising
 editing
 publishing
The student may require
guidance from peers and
adults.
Student uses the writing
process to develop and
strengthen writing through:
 planning
 drafting
 evaluating
 revising
 editing
 publishing
The student may require
guidance from peers and
adults.
N/A
Student is unable to demonstrate
command of keyboarding skills
to type a minimum of two pages
in a single setting.
Student inconsistently
demonstrates command of
keyboarding skills to type a
minimum of two pages in a
single setting.
Student demonstrates command
of keyboarding skills to type a
minimum of two pages in a
single setting.
Student demonstrates command
of keyboarding skills to type a
minimum of three pages in a
single setting.
Student is unable to gather
relevant information from
resources to summarize or
paraphrase information and
provide a list of sources.
Student inconsistently gathers
relevant information from
resources to summarize or
paraphrase information and
provide a list of sources.
Student gathers relevant
information from resources to
summarize or paraphrase
information and provide a list of
sources.
Student gathers relevant
information from credible
resources to summarize or
paraphrase information and
provide a list of sources.
The writing process
5. W.5
Use technology to produce
writing
5. W.6
Use resources to create a
cited work
5. W.8
There are terms that are used throughout the companion document using the following definitions.
With support: Teacher provides no more than one prompt or example to the student.
With guidance: Teacher provides reminders regarding the tools (i.e. graphic organizers, check-lists, dictionaries) and processes that the students
could be utilizing in order to successfully engage in the writing process.
Fluency: Done effortlessly and accurately.
Grade Level Text: Texts that are sufficiently complex based on the quantitative measures (i.e. Lexile or Flesch-Kincaid) and qualitative measures
(sentence structure, language features, or text purpose).