Suggested Assessments for 5th Grade Standards
Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment | |
|ELA5R1.a Literary Text |Matching |Flowchart |Model |Oral questioning |
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|Identifies and analyzes the | |Concept map |Dramatization |Think aloud process |
|elements of setting, | | | | |
|characterization, and conflict in| |Short answer | | |
|plot. | | | | |
|ELA5R1.b Literary Text |Multiple choice |Illustration |Enactment | Observation |
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|Identifies and analyzes the | | | | |
|structural elements particular to| | | | |
|dramatic literature (e.g., | | | | |
|scenes, acts, casts of | | | | |
|characters, stage directions) in | | | | |
|the plays read, viewed, written, | | | | |
|and performed. | | | | |
|ELA5R1.c Literary Text | |Concept map |Debate |Interview |
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|Identifies and analyzes the | |Essay | | |
|similarities and differences | | | | |
|between a narrative text and its | | | | |
|film or play version. | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R1.d Literary Text |Multiple choice – recall |Illustrations |Dramatization – use accents, dialects, etc. when |Think aloud |
| | | |acting out a story. | |
|Relates a literary work to | |Draw the setting or something that| | |
|information about its setting | |could be found there. | | |
|(historically or culturally). | | | | |
|ELA5R1.e Literary Text |Multiple choice |Illustrations – like Amelia |Present literal vs. figurative language |Self-assessment |
|Identifies imagery, figurative | |Bedelia would do. | | |
|language (e.g., personification, |Match fig. language to its meaning| |Act out figurative vs. literal |Peer review and suggestions for including|
|metaphor, simile, hyperbole), | |Flowcharts | |figurative language |
|rhythm, or flow when responding | | |Debate the value of using figurative language | |
|to literature. | | | | |
|ELA5R1.f | |Web to demonstrate similar |Build or create a drawing of something from a |Journal |
|Literary Text | |examples that match story events |book based on author’s description | |
| | | | |Respond to an author |
|Identifies and analyzes the | | |Debate what the story would be like without the | |
|author's use of dialogue and | | |dialogue. | |
|description. | | | | |
| | | |Just read the dialogue and try to get meaning | |
| | | |from the story. How did it change the story | |
| | | |events? | |
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| | | |Role play – conversation with an author | |
|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R1.g Literary Text |When given a reading passage, |Write an entry in reading response|Model theme web in mini-lessons. |Think aloud process – model and have |
| |students will select them from 4 |journal identifying theme, | |students practice in independent and |
|Applies knowledge of the concept |possible choices. |providing evidence from the text, |Students independently design their own theme web|guided reading. |
|that theme refers to the message | |and explaining the author’s big |for summative assessment – like a bubble map. | |
|about life and the world that the| |idea. |They present to their guided reading group. | |
|author wants us to understand | | | | |
|whether implied or stated. | | | | |
|ELA5R1.h Literary Text |Create a matching activity for |Create a Frayer model to analyze a|During share time, have students read a poem and |During independent reading time, create a|
| |students to match terms with |term or line of poetry. |point out specific examples of sound, figurative |T-chart in reading response notebook to |
|Responds to and analyzes the |examples. | |language, and graphics. |record examples for IR texts. Include |
|effects of sound, figurative | | | |the term and the example. |
|language, and graphics in order | | | | |
|to uncover meaning in poetry. i. | | | | |
|Sound (e.g., alliteration, | | | | |
|onomatopoeia, rhyme scheme) ii. | | | | |
|Figurative language (e.g., | | | | |
|personification, metaphor, | | | | |
|simile, hyperbole) iii.Graphics | | | | |
|(e.g., capital letters, line | | | | |
|length). | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R1.i Literary Text | |Answer riddles – could be from |Stepping Into the Story |Conferences |
| | |bubble gum, paper cups, or | | |
|Makes judgments and inferences | |popsicles | |Sticky note practice in IR |
|about events and supports them | | | | |
|with elaborating and convincing | | | | |
|evidence from the text. | | | | |
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|ELA5R1.j Literary Text | |Flow chart |Interview an author | |
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|Identifies similarities and | |Model | | |
|differences between the | | | | |
|characters and theme in a | |Double bubble map | | |
|literary work and the actual | | | | |
|experiences in the author's life.| |Story completion based on previous| | |
| | |research on author | | |
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| | |e-mail an author | | |
|ELA5R1.k Literary Text | |Create a mini-book containing |Act out examples of figurative language – literal|Keep a journal of figurative language |
| | |examples of figurative language, |and figurative – from selected text. |examples from reading with meanings |
|Identifies common structures and | |including ill. from a selected | |explained |
|stylistic elements (e.g., | |text. | | |
|hyperbole, refrain, simile) in | | | | |
|traditional literature. | | | | |
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|Standard |Selected Response |Constructed |Performance Assessment |Informal Assessment |
| | |Response | | |
|ELA5R1.a |Use highlighting tape to locate and |Use word-bullet format to list facts |Re-enact the main idea and details |Peer review of chapter lesson in SS |
|Informational Text |cover text that answers questions. |to support main idea |from the text | |
| | | | |Teacher conference – emphasize key |
|Locates facts that answer the reader's| |Two-column chart | |concepts |
|questions. | | | | |
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|ELA5R1.b Informational Text |Match words to highlighted parts in a |Table/chart – complete a chart that | | |
| |printed passage. |has text features identified by page | | |
|Identifies and uses knowledge of | |number and purpose. | | |
|common textual features (e.g., | | | | |
|paragraphs, topic sentences, | |Scavenger hunt for examples – list | | |
|concluding sentences, glossary). | |page number where found | | |
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|ELA5R1.c |Match words and definitions |Paragraph summary of the main idea of |Create a project of choice (newspaper,|Put sticky notes on different features|
|Informational Text | |info presented on a map, etc. |report, poster, PPT) that includes all|in a book. Students label each and |
| | | |the graphic features |tell a partner what info it gives. |
|Identifies and uses knowledge of | |Flow chart of events | | |
|common graphic features (e.g., charts,| | | | |
|maps, diagrams, captions, and | | | | |
|illustrations). | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R1.d |Two word response |Ticket out the door |Retell events of a story in order |Peer share |
|Informational Text | | | | |
| |Multiple choice or matching |Graphic organizer to list examples |Reader’s Theater |Observation checklist of peer share |
|Identifies and uses knowledge of | | | | |
|common organizational structures | |Scavenger hunt with page numbers where| |Student self-assessment |
|(e.g., chronological order, logical | |each type was found | | |
|order, cause and effect, | | | | |
|classification schemes). | | | | |
|ELA5R1.e |Multiple choice |Create a table |Dramatization of cause/effect as they |Oral questions |
|Informational Text | | |relate to the story | |
| |Two word |Illustration | |Journal sharing |
|Distinguished cause from effect in | | |Debate | |
|context. | | | | |
| | | |Make pizza to see cause/effect of | |
| | | |taste. | |
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|ELA5R1.f |Multiple choice |Short answer |Students act out key roles from text |Oral questions |
|Informational Text | | | | |
| | |Create a main idea web |Story in a Can |Interviews |
|Identifies and analyzes main ideas, | | | | |
|supporting ideas, and supporting | |Construct a table |Clothesline full of wild facts |Conferences |
|details. | | | | |
| | |Three column chart | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R1.g | |Bubble map to make connections across |Students complete science activities –|Verbalize or journal connections |
|Informational Text | |curriculum areas |hypothesis could be connection. | |
| | | | |Exploring Informational Texts by Linda|
|Makes perceptive and well-developed | | | |Hoyt – pp. 165-166 |
|connections. | | | | |
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|ELA5R1.h | |Exploring Info Texts – p. 66 |Students construct a Jeopardy game by |Exploring Info Texts – pp. 165-166 |
|Informational Text | | |selecting key content from the | |
| | |Strategies That Work II – pp. 93-101 |informational text. | |
| | |and 98 | | |
|Relates new information to prior | | | | |
|knowledge and experience and makes | | | | |
|connections to related topics or | | | | |
|information. | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R2 Reading Habits | |Story map |Book talk |Conference |
|The student consistently reads at least | | | | |
|twenty-five books or book equivalents | |Genre chart | |Rating scale |
|(approximately 1,000,000 words) each | | | | |
|year. The quality and complexity of the | |Reading log | |Book log |
|materials to be read are illustrated in | | | | |
|the sample reading list. The materials | | | | |
|should include traditional and | | | | |
|contemporary literature (both fiction and| | | | |
|non-fiction) as well as magazines, | | | | |
|newspapers, textbooks, and electronic | | | | |
|material. Such reading should represent a| | | | |
|diverse collection of material from at | | | | |
|least three different literary forms and | | | | |
|from at least five different writers. | | | | |
|ELA5R3.a Vocabulary | |Illustrate word meanings of new |Acting out words |Peer review |
| | |vocabulary | | |
|Reads a variety of texts and incorporates| | |Models |Journal |
|new words into oral and written language.| | | | |
| | | | |Vocabulary ring |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R3.b Vocabulary |Matching test |Illustrate your word |Charades |Vocabulary challenge |
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|Determines the meaning of unfamiliar |Multiple choice |Frayer model |Create a costume for the word |Observation of think aloud process |
|words using context clues (e.g., | | | | |
|definition, example). |Cloze test | | | |
|ELA5R3.c Vocabulary |Match word with meaning |Diagram – root word, suffix, etc. |Word part |Oral questioning |
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|Determines the meaning of unfamiliar | |Web the word |Create a sandwich board and present it| |
|words using knowledge of common roots, | | |to the class | |
|suffixes,and prefixes. | | | | |
|ELA5R3.d Vocabulary |Matching – Where do you find this? |Find guide words |Timed game |Observation |
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|Determines pronunciations, meanings, | |Scavenger Hunt |Use dictionary to place multiple | |
|alternate word choices, and parts of | | |meaning words into sentences | |
|speech of words using dictionaries and | |Short answer – find antonyms, | | |
|thesauruses. | |synonyms, etc. | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R3.e Vocabulary |Jigsaw |Shurley English |Charades |Vocabulary theater |
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|Identifies the meaning of common prefixes|Concentration |Mad Libs |Movement | |
|(e.g., un-, re-, dis-) | | | |Symbolism |
| | |Diagramming words | | |
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| | |Frayer model | | |
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| | |Sitton Spelling | | |
|ELA5R3.f Vocabulary |Picture Concentration |Illustration |Dramatization – like “break a leg” |Think aloud – discussion |
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|Identifies the meanings of common idioms | |Table/flowchart |Act out idioms |Journaling |
|and figurative phrases. | | | | |
|ELA5R3.g Vocabulary |Riddle cards |Fill in the blanks |Exhibition – Fun With Comedy |Oral questioning and discussion |
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|Identifies playful use of language (e.g.,|Match language to type | |Enactments | |
|puns, jokes, palindromes). | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R3.h Vocabulary |Match the word in the sentence with |Vocabulary Pictionary |Memory/Concentration games |Words out loud – discussion |
| |its meaning. | | | |
|Recognizes and uses words with multiple | |Double bubble map for compare/contrast|Create a multiple meaning book or |Read aloud – discuss word meanings |
|meanings (e.g., sentence, school, hard) |Dictionary – which word meaning | |poster | |
|and determines which meaning is intended |matches the way the word is used in |Bubble maps for word meanings | |Journals |
|from the context of the sentence. |the sentence? | |Create a PowerPoint showing different | |
| | | |words and meanings – present to class |Guided reading conferences |
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| | | |Role play multiple meanings of words | |
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|ELA5R3.i Vocabulary |Multiple choice or matching items |Sitton activities |Classify word cards and explain your |Read aloud questions – discussion |
| | | |categories to a partner | |
|Identifies and applies the meaning of the| |Meaningful sentences – 5 Ws and an H | |Journals |
|terms antonym, synonym, and homophone. | | |Vocabulary Glossary | |
| | |Bubble Maps | |Guided reading conferences |
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| | |Pictionary | | |
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| | |Double Bubble Map | | |
|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5R4.a Fluency | | |Reader’s Theater |Running record |
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|Uses letter-sound knowledge to | | |Timed fluency |Observation |
|decode written English and uses a| | | | |
|range of cueing systems (e.g., | | | |Conferences |
|phonics and context clues) to | | | | |
|determine pronunciation and | | | | |
|meaning. | | | | |
|ELA5R4.b Fluency | | |Model reading |Observation |
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|Uses self-correction when | | |Students record themselves. |Checklist |
|subsequent reading indicates an | | | | |
|earlier miscue (self-monitoring | | | |Conference |
|and self-correcting strategies). | | | | |
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|ELA5R4.c Fluency | | |Reading poetry or parts of a play – listen for |Notes in guided reading |
| | | |fluency | |
|Reads with a rhythm, flow, and | | | |Conferencing |
|meter that sounds like everyday | | | | |
|speech (prosody). | | | |Peer feedback |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.a Narrative Writing |Give students first paragraph – |Essay |Presentation | |
| |multiple choice sentences – have | | | |
|Engages the reader by |them choose the most appropriate |Illustration |Dramatization | |
|establishing a context, creating |hook for the piece, the most | | | |
|a point of view, and otherwise |interesting hook, etc. | |Act out the fairy tales that are told from a | |
|developing reader interest. | | |different viewpoint | |
|ELA5W2.b Narrative Writing |Listing events, sequencing |Diagram |Dramatization |Create a checklist for student/teacher to|
| | | | |use |
|Establishes a plot, setting, and | |Concept map |Model | |
|conflict, and/or the significance| | | |Conference |
|of events. | |Illulstration |Project | |
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|ELA5W2.c Narrative Writing |Multiple choice |Diagram |Model – think aloud their process for organizing |Conference |
| | | |their paper | |
|Creates an organizing structure. |Label paragraph numbers in a |Web | | |
| |writing sample | | | |
| | |Concept map | | |
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| | |Flowchart | | |
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| | |Matrix | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.d Narrative Writing |Match a description to a sense |Web a character with 5 parts (see |Create an illustration and a description for a |Checklist for character traits |
| | |PICASSO lesson for symbols) |partner to replicate | |
|Includes sensory details and | | | | |
|concrete language to develop plot| |Stretch-It – Sitton | | |
|and character. | | | | |
| | |Story Map | | |
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|ELA5W2.e Narrative Writing |Multiple choice – which one DOES |Explain why something doesn’t |Role play: editor of a newspaper “revising” a |Journal |
| |belong |belong |piece | |
|Excludes extraneous details and | | | | |
|inconsistencies. | | | | |
|ELA5W2.f |See ELA 5W2d above | | | |
|Narrative Writing | |Compare characters with Venn |Role play a character and create a conversation |Journal |
| | |diagram or double bubble map |between the two characters | |
|Develops complex characters | | | |Rating scale |
|through actions describing the | | |Have 2 students Step Into the Story. | |
|motivation of characters and | | | | |
|character conversation. | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.g Narrative Writing |Match dialogue with the emotions |Add dialogue to a paragraph with |Dramatize the dialogue in their writing |Did students use dialogue in their |
| |they convey |no dialogue to make it better and | |writing? |
|Uses a range of appropriate | |not change the meaning. | | |
|narrative strategies such as | | | | |
|dialogue, tension, or suspense. | | | | |
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|ELA5W2.h Narrative Writing |Multiple choice – Choose which |Analyze a writing sample and | |Author’s chair – Students read their |
| |sentence completes the essay. |complete a flow chart to match the| |writing to the class and get peer |
|Provides a sense of closure to | |sequence of events | |suggestions for closure. |
|the writing. | | | | |
|ELA5W2.i | |Web of a basic word with other |Act out different levels/synonyms of a word: |Conference – Check to see if students are|
|Narrative Writing | |synonyms coming off the center |cry, sob, weep, bawl, etc. |making better word choices in their |
| | |bubble. | |writing. |
|Lifts the level of language using| | | | |
|appropriate strategies including | | | | |
|word choice. | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal As sessment |
|ELA5W2.a Informational Writing | |Provide a passage – students vote |Re-enactment |Conferencing |
| | |on interest level and tell what | | |
|Engages the reader by | |makes it interesting – or not. |Presentation |Peer review - checklist |
|establishing a context, creating | | | | |
|a speaker's voice, and otherwise | |Cartoon story web |Act out the narrator’s thoughts | |
|developing reader interest. | | | | |
|ELA5W2.b Informational Writing | |Chronological flow chart |Main idea presentation |Oral questioning regarding main idea |
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|Develops a controlling idea that | | | |Thinking aloud in a main idea process |
|conveys a perspective on a | | | | |
|subject. | | | | |
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|ELA5W2.c Informational Writing |Cloze word story test – Sitton – |Chronological flow chart |“Stay on the Topic” debate |Student self-assessment |
| |discuss how it was organized. | | | |
|Creates an organizing structure | |Timeline |Take a story or passage from a book, cut it |Checklist |
|appropriate to a specific |Use sample chunks of writing on | |apart, and give it to students to organize. They| |
|purpose, audience, and context. |the Smart Board | |must explain their organization. Then you can | |
| | | |move into multiple paragraphs – same activity. | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.d Informational Writing |Give students a paragraph or do a |Graphic organizer | | |
| |shared reading of a paragraph – | | | |
|Includes appropriate facts and |they have to pick out which of the|Razzle Dazzle Writing by Melissa | | |
|details. |sentences does not belong. |Forney – p. 107 | | |
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| | |Exploring Informational Texts by | | |
| | |Linda Hoyt – p. 139 “Expository | | |
| | |Pyramid” | | |
|ELA5W2.e Informational Writing | | |Students could write a speech with extraneous |Interview |
| | | |details and give it to the class. Have the other| |
|Excludes extraneous details and | | |students determine which details were extraneous |Conference |
|inappropriate information. | | |and inappropriate based on the topic of the | |
| | | |speech. | |
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|ELA5W2.f Informational Writing | |Razzle Dazzle Writing – p. 84 | |Razzle Dazzle Writing p. 9 - Use as a |
| | | | |think aloud process. |
|Uses a range of appropriate | | | | |
|strategies, such as providing | | | | |
|facts and details, describing or | | | | |
|analyzing the subject, and | | | | |
|narrating a relevant anecdote. | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.g Informational Writing | |After lots of modeling, ask |Students model by thinking aloud with a partner. |Checklist |
| | |students to take the information |The partner offers suggestions as to whether it | |
|Draws from more than one source | |from a source and cite it |is correct or not. |Rubric or rating scale |
|of information such as speakers, | |correctly. | | |
|books, newspapers, and online | | | |Student self-assessment |
|materials. | | | | |
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|ELA5W2.h Informational Writing | |Razzle Dazzle Writing, p. 109 |Presentation |Checklist |
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|Provides a sense of closure to | | |Author’s chair |Rubric or rating scale |
|the writing. | | | | |
| | | |Students give step by step info on how to provide|Student self-assessment |
| | | |closure or how they provided closure in their | |
| | | |writing. | |
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|ELA5W2.i Informational Writing | |Using figurative language | |Checklist |
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|Lifts the level of language using| | | |Rubric or rating scale |
|appropriate strategies including | | | | |
|word choice. | | | |Student self-assessment |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
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|ELA5W2.a Response to Lit. | | | | |
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|Engages the reader by | | | | |
|establishing a context, creating | | | | |
|a speaker's voice, and otherwise | | | | |
|developing reader interest. | | | | |
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|ELA5W2.b Response to Lit. | | | | |
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|Advances a judgment that is | | | | |
|interpretive, evaluative, or | | | | |
|reflective. | | | | |
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|ELA5W2.c Response to Lit. | | | | |
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|Supports judgments through | | | | |
|references to the text, other | | | | |
|works, authors, or non-print | | | | |
|media, or references to personal | | | | |
|knowledge. | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.d Response to Lit. | |Storyboard |Make a book cover poster |Oral questioning |
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|Develops interpretations that | | |Perform a skit of the most memorable part of the |Journaling |
|exhibit careful reading and | | |book | |
|demonstrate an understanding of | | | |Sharing a Think Aloud thought |
|the literary work. | | |Dress in character and perform a monologue | |
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|ELA5W2.e Response to Lit. | |Timeline |Presentation with too many details and not enough|Conference |
| | | |details | |
|Excludes extraneous details and | |Short answer paragraph | |Oral questioning |
|inappropriate information. | | |Razzle Dazzle Writing by Melissa Forney – “Detail| |
| | | |Court” – awesome play |Journaling |
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|ELA5W2.f Response to Lit. | |Write a closing paragraph |Presentation |Rating scale |
| | | | | |
|Provides a sense of closure to | |Rewrite the ending of a story/book|Enactment |Conference |
|the writing. | |and show closure | | |
| | | |Dramatization |Journal |
| | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.g Response to Lit. | |Stretch-It from Sitton – take away|Act out song lyrics | |
| | |the basic sentence and add sensory| | |
|Lifts the level of language using| |details or more descriptive words |Razzle Dazzle Writing by Melissa Forney (most | |
|appropriate strategies (word | | |schools have) – Do the play “Weak Verb vs. Strong| |
|choice). | |T-chart – reinterpret song lyrics |Verb”. | |
| | | | | |
| | |Give students a passage with | | |
| | |boring words already circled (or | | |
| | |have students circle them) and ask| | |
| | |them to replace them with | | |
| | |stronger, more meaningful words. | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.a Persuasive Writing |Choose words from a list that are |Create a one sentence hook for the| |Conferencing |
| |engaging/not engaging. |beginning of your paper. | | |
|Engages (hooks) the reader by | | | |Observation |
|establishing a context |You could even write the words on |Create a list of words that match | | |
|(identifying the topic), creating|cards and have students sort them |your topic and are very engaging. | | |
|a speaker’s voice (using words to|into engaging/not engaging. | | | |
|reflect the writer’s | | | | |
|personality), and otherwise | | | | |
|developing reader interest | | | | |
|(keeping the reader interested | | | | |
|all the way through the piece) | | | | |
|ELA5W2.b Persuasive Writing | |Students respond to a prompt – |Students rate whether a list of positions are |Conferencing |
| | |including a clear position |stated clearly or not and explain/support their | |
|States a clear position in | | |opinion of them. | |
|support of a proposal. | | | | |
|ElA5W2.c Persuasive Writing | |Match opinion with reasons | | |
| | | | | |
|Supports a position with relevant| |Respond to a prompt – include | | |
|evidence. | |relevant evidence | | |
| | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.d Persuasive Writing |N/A |Web |Presentation of proposal |Conference |
| | | | | |
|Creates an organizing structure | |Concept map |Debate |Student self-assessment |
|appropriate to a specific | | | | |
|purpose, audience, and context. | | |Dramatization |Checklist |
| | | | | |
| | | |Project |Peer review |
| | | | | |
| | | | |Sticky notes |
| | | | | |
| | | | |Think alouds |
|ELA5W2.e Persuasive Writing | | |Debate |All the above – plus |
| | | | | |
|Addresses reader concerns. | | |Dramatization |Rubric – student made and teacher made |
| | | | | |
| | | |Project |Oral questioning |
| | | | | |
| | | |Enactment | |
| | | | | |
| | | | | |
|ELA5W2.f Persuasive Writing |Match reasons and examples – great| | |See above |
| |differentiation | | | |
|Excludes extraneous details and | | | | |
|inappropriate information. | | | | |
| | | | | |
| | | | | |
| | | | | |
|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W2.g Persuasive Writing | |Write a closing paragraph |Debate selected point of view |Oral questioning |
| | | | | |
|Provides a sense of closure to | | | |Conferencing |
|the writing. | | |Present writing to class | |
| | | | | |
| | | |Do a TV talk show with | |
| | | |different viewpoints on the | |
| | | |students’ topics | |
| | | | | |
|ELA5W2.h Persuasive Writing |Multiple choice for words |Illustration | |Peer review |
| | | | | |
|Raises the level of language | |Flow chart | |Conferencing |
|using appropriate strategies | | | | |
|(word choice). | | | | |
| | | | | |
| | | | | |
| | | | | |
|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W4.a Writing Process |Modified graphic organizer with |Graphic organizer |Students model the process |Observe as students write |
| |word bank or sentence to put on |Outline | | |
|Plans and drafts independently |the graphic organizer – great for | | |Questioning – What step of the writing |
|and resourcefully. |differentiation | | |process are you working on? Note |
| | | | |answers. |
| | | | | |
|ELA5W4.b Writing Process | |Sitton Spelling proofreading |Make an exhibit |Conference |
| | | | | |
|Revises manuscripts to improve | |DOL |Peer revising | |
|the meaning and focus of writing | | | | |
|by adding, deleting, | | |Cut apart a text lift – have students rearrange | |
|consolidating, clarifying, and | | |words and sentences, revise, etc. | |
|rearranging words and sentences. | | | | |
| | | |Could do the same with student’s own work | |
|ELA5W4.c Writing Process |Multiple choice assessments – |DOL | |Checklist |
| |Achievement Series | | | |
|Edits to correct errors in | | | |Conference |
|spelling, punctuation, etc. | | | | |
| | | | |Student self-assessment |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5W4.d Writing Process |N/A | |Publish a Reader’s Theater and be the director |Student self-assessment |
| | | | | |
|Publishes independently. | | |Use a variety of modes for presentation for |Peer review |
| | | |publishing | |
| | | | |conference |
| | | |Make a museum of your writing | |
| | | | | |
| | | |Present to book buddies | |
| | | | | |
|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5C1.a Conventions |Cloze sentences with a word bank |Mad Libs |Read aloud to students – they stand when their |Oral questioning and observation in |
| | | |assigned part of speech is read. |conferencing |
|Uses and identifies the eight | |Write definitions in their own | | |
|parts of speech (e.g., noun, | |words |I have/who has game |Peer review |
|pronoun, verb, adverb, adjective,| | | | |
|conjunction, preposition, | | | | |
|interjection). | | | | |
| | | | | |
|ELA5C1.b | |Stretch-It from Sitton Spelling |Students line-up holding word cards- others join |Peer review |
|Conventions | | |them to expand a sentence. | |
| | | | |Journal sharing |
|Expands or reduces sentences | | | | |
|(e.g.,adding or deleting | | | |Conferencing |
|modifiers, combining or revising | | | | |
|sentences). | | | | |
| | | | | |
| | | | | |
|ELA5C1.c Conventions |Multiple choice cloze sentences |Make a table of these |Students hold up a card or sign when words are |Conferencing |
| | | |read (past, present, future) verbs/phrases. | |
|Uses and identifies verb phrases | | | | |
|and verb tenses. | | |I Have/Who Has game | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5C1.d Conventions | |Flip book – |Parts of speech Bingo | |
| | |Words on front cover |Caught Ya! – Grammar With a Giggle | |
|Recognizes that a word performs | |Defn. under front flap | | |
|different functions according to | |Bottom – use word correctly in a | | |
|its position in the sentence. | |sent. and illustrate | | |
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|ELA5C1.e Conventions | | | | |
| | | | | |
|Varies the sentence structure by | | | | |
|kind (declarative, interrogative, | | | | |
|imperative, and exclamatory | | | | |
|sentences and functional | | | | |
|fragments), order, and complexity | | | | |
|(simple, compound, complex, and | | | | |
|compound-complex). | | | | |
| | | | | |
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| | | | | |
| | | | | |
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|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|ELA5C1.f Conventions | | | | |
|Uses and identifies correct | | | | |
|mechanics (e.g., apostrophes, | | | | |
|quotation marks, comma use in | | | | |
|compound sentences, paragraph | | | | |
|indentations) and correct sentence | | | | |
|structure (e.g., elimination of | | | | |
|sentence fragments and run-ons). | | | | |
| | | | | |
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| | | | | |
|ELA5C1.g Conventions | | | | |
|Uses additional knowledge of | | | | |
|correct mechanics (e.g., | | | | |
|apostrophes, quotation marks, comma| | | | |
|use in compound sentences, | | | | |
|paragraph indentations), correct | | | | |
|sentence structure (e.g., | | | | |
|elimination of fragments and | | | | |
|run-ons), and correct Standard | | | | |
|English spelling (e.g., commonly | | | | |
|used homophones) when writing, | | | | |
|revising, and editing. | | | | |
|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or |
|responding to presentations, the student: |
|ELA5LSV2.a Listening, Speaking, and| |Flowchart to sequence events |Drama – Students would act out a play in which |Peer review |
|Viewing | | |they portray specific character traits. | |
| | |Forecast how your topic will | |Student self-assessment |
|Shapes information to achieve a | |change over time. |Stepping Into the Story | |
|particular purpose and to appeal to| | | | |
|the interests and background | |Compare and contrast |Teach a lesson about your topic to the class and | |
|knowledge of audience members. | | |include a visual aid. | |
| | | | | |
| | | | | |
|ELA5LSV2.b Listening, Speaking, and| |Web or diagram of their own |Create a Movie Maker or PowerPoint of their |Checklist |
|Viewing | |character |character | |
| | | | | |
|Uses notes, multimedia, or other | | | | |
|memory aids to structure the | | | | |
|presentation. | | | | |
| | | | | |
|ELA5LSV2.c Listening, Speaking, and| | | |Observation |
|Viewing | | | | |
| | | | | |
|Engages the audience with | | | | |
|appropriate verbal cues and eye | | | | |
|contact. | | | | |
| | | | | |
| | | | | |
| | | | | |
|Standard |Selected Response |Constructed Response |Performance Assessment |Informal Assessment |
|The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or |
|responding to presentations, the student: |
|ELA5LSV2.d Listening, Speaking, and| | |Choice of presentation style |Conference – student chooses |
|Viewing | | | |topic |
| | | | | |
|Projects a sense of individuality | | | | |
|and personality in selecting and | | | | |
|organizing content and in delivery.| | | | |
| | | | | |
| | | | | |
| | | | | |
|ELA5LSV2.e Listening, Speaking, and| |Create a concept map | | |
|Viewing | | | | |
| | | | | |
|Shapes content and organization | | | | |
|according to criteria for | | | | |
|importance and impact rather than | | | | |
|according to availability of | | | | |
|information in resource materials. | | | | |
|ELA5LSV2.f Listening, Speaking, and| |Diagram of presentation |PowerPoint projects | |
|Viewing | | | | |
| | | | | |
|Uses technology or other memory | | | | |
|aids to structure the presentation.| | | | |
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