Springfield Grading Benchmarks – FIFTH GRADE READING

Springfield Grading Benchmarks ? FIFTH GRADE

READING

1) Independent Reading Level

Trimester 1st 2nd 3rd

1 Student has achieved reading success at Level Q or below. Student has achieved reading success at Level R or below. Student has achieved reading success at Level S or below.

2 Student has achieved reading success at Level R. Student has achieved reading success at Level S. Student has achieved reading success at Level T.

3 Student has achieved reading success at Level S. Student has achieved reading success at Level T. Student has achieved reading success at Level U.

Reading level based on Fountas & Pinnell Expectations for Reading.

4 Student has achieved reading success at Level T or above. Student has achieved reading success at Level U or above. Student has achieved reading success at Level V or above.

2) Uses reading strategies to comprehend text across the curriculum (rereads, visualizes, draws conclusions).

Proficiency Levels

1

2

3

4

ALL

? Student applies few comprehension strategies before, during, and after reading.

? Student often does not recognize when meaning has been disrupted.

? Student displays little relevant thinking through discussion, notes, and writing about ideas in text.

? Student applies some

?

comprehension strategies

before, during, or after

reading; sometimes

recognizes when meaning is

disrupted.

?

? Student displays some

relevant thinking about

ideas through

discussion, notes, and

?

writing.

? Responses demonstrate a

partial understanding of

texts.

Student applies comprehension strategies before, during, and after reading of texts at student's reading level. Student recognizes when meaning is disrupted, chooses and uses fix-up strategies. Discussion, notes, and writing reveal relevant thinking and understanding of texts.

? Student applies comprehension strategies to extend and enhance thinking before, during, and after reading texts.

? Student displays relevant and original thinking about ideas in texts through discussion, notes and writing.

? Student recognizes when meaning is disrupted and applies multiple fix-up strategies.

Springfield Grading Benchmarks ? FIFTH GRADE

3) Reads with comprehension: Literal (identifies main idea, and concepts presented in text).

Demonstrates successful understanding of the text through retelling, summarizing, and interpreting the main idea.

Trimester

1

2

3

4

ALL

? Student demonstrates little or no understanding of nonfiction texts.

? Student demonstrates a weak understanding of fictional texts.

? Retelling and responses of texts include a few minor and unrelated details that are stated in the text.

? Student does not apply comprehension skills.

? Student asks and answers a few literal questions.

? Retelling and responses include a few minor and unrelated details that are stated in the text.

? Student demonstrates a

? Student demonstrates a

?

partial literal understanding

literal understanding of

of nonfiction texts.

nonfiction and fictional

? Student demonstrates a

texts.

partial understanding of

? Retelling and responses

?

fictional texts.

identify relevant ideas and

? Retelling and responses to

details stated in the text.

texts include some relevant ? Student uses text features

details that are stated in the

and applies skills.

?

text.

? Student asks and answers

? Student identifies and

literal questions to uncover

minimally describes some

stated main ideas, details,

story elements.

and the author's purpose of

? Student inconsistently uses

texts at the student's

?

text features and applies

reading level.

skill.

? Student identifies the genres ?

? Student asks and answers

of stories read.

some literal questions.

? Literal retelling and

? Literal retelling and

responses from texts at

responses from texts at

student's reading level.

student's reading level.

? Student cites specific

support to assist in

interpretation of text.

?

?

Student demonstrates a thorough literal understanding of nonfiction and fictional texts. Retelling and responses explain and extend thinking about relevant ideas and details stated in the text. Student describes, compares, and explains story structure, elements, and how they change across the text. Student analyzes text features and applies skills. Student asks and answers literal questions to identify main ideas, relevant details, the author's purpose, and author's message within sections of the text and in two related texts. Literal retelling and responses from texts at student's reading level. Student cites specific support to assist in interpretation of text.

Springfield Grading Benchmarks ? FIFTH GRADE

4) Reads with comprehension: Inferential (inferences, predictions, conclusions, and supports with evidence).

Demonstrates successful understanding of the text through inferences, predictions, conclusion, and supports with evidence.

Trimester

1

2

3

4

ALL

? Student demonstrates a weak inferential understanding of texts and shows difficulty retelling and responding.

? Student makes few relevant predictions or inferences.

? Student does not find or use clues to identify implied ideas and information.

? Student demonstrates some inferential understanding of texts through retellings and responses.

? Student finds some textbased clues.

? Student explains a few implied ideas.

? Student makes some relevant connections, predictions, and inferences.

? Student applies some inferential thinking skills.

? Student demonstrates

? Student demonstrates

inferential understanding of

insightful inferential

texts through retellings and

understanding of texts

responses.

through retellings and

? Student finds and uses text-

responses.

based clues to uncover and ? Student makes insightful

explain implied or partially

inferences, draws

stated ideas.

conclusions, and makes

? Student makes relevant

generalizations to analyze

inferences and draws

implied, partially stated, or

conclusions to analyze text.

confusing ideas in the text.

? Student applies inferential ? Student evaluates ideas and

thinking skills and evaluates information that are implied

stated ideas in texts.

or partially stated.

? Student cites specific text ? Student applies inferential

details and examples to

thinking skills.

assist in interpretation of ? Student cites specific text

higher level text.

details and examples to

assist in interpretation of

higher level questions with

increasing depth.

Springfield Grading Benchmarks ? FIFTH GRADE

5) Demonstrates stamina during independent reading.

Trimester

1st

2nd

3rd

1 Student is unable or rarely able to sustain attention for 20 minutes.

Student is unable or rarely able to sustain attention for 30 minutes.

Student is unable or rarely able to sustain attention for 40 minutes.

2 Student is approaching reading stamina of 20 minutes.

Student is approaching reading stamina of 30 minutes.

Student is approaching reading stamina of 40 minutes.

3 Student sustains attention during independent reading for 20 minutes.

Student sustains attention during independent reading for 30 minutes.

Student sustains attention during independent reading for 40 minutes.

4 Student consistently sustains attention during independent reading for 20 minutes or more, using available opportunities to extend reading time. Student consistently sustains attention during independent reading for 30 or more minutes, using available opportunities to extend reading time. Student consistently sustains attention during independent reading for 40 or more minutes, using available opportunities to extend reading time.

Springfield Grading Benchmarks ? FIFTH GRADE

6) Reads with fluency (expression, phrasing, rate, accuracy).

Demonstrates the ability to read accurately at an appropriate pace with expression.

Trimester

1

2

3

4

ALL

? Lack of fluent reading is evident.

? Reading of leveled texts is very choppy and slow.

? Student attends to some spaces between words or to ending punctuation.

? Reading is somewhat fluent. ? Student demonstrates fluent ? Student demonstrates fluent

? Student reads either very

reading.

and accurate reading.

slowly or very quickly.

? Student reads accurately. ? Student attends to and uses

? Reading is choppy some of ? Student uses phrases to read

phrasing to read longer and

the time.

longer sentences.

more complex sentences.

? Student may inaccurately ? Student attends to some

? Student attends to internal

phrase words.

internal punctuation and

and ending punctuation.

? Student attends to some

most ending punctuation. ? Expression supports

ending punctuation.

? Expression is matched to

understanding.

? Student uses very little or

text.

no expression matched to

meaning.

7) Written responses include supportive evidence from the text.

Trimester

ALL

1 Student's written response reflects little understanding of the text read and contains little text evidence.

2 Student's written response reflects a literal understanding of the text read, supported by some text evidence.

3 Student's written response reflects literal and inferential understanding of the text read, with text evidence.

4 Student's written response reflects an interpretive, deeper meaning of the text read (theme, analysis), supported by text evidence.

WRITING

Springfield Grading Benchmarks ? FIFTH GRADE

1) Produces writing appropriate to task, purpose and audience.

Trimester ALL

1 Student is unable to produce clear writing appropriate to task, purpose and audience such as:

? Opinion pieces on topics/texts supporting a point of view with reasons and information

? Informative texts to examine a topic and convey ideas and information clearly

? Narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

2 Student produces some clear and coherent writing in which the development and organization is appropriate to task, purpose and audience such as:

? Opinion pieces on topics/texts supporting a point of view with reasons and information

? Informative texts to examine a topic and convey ideas and information clearly

? Narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

3 Student produces clear and coherent writing in which the development and organization is appropriate to task, purpose and audience such as:

? Opinion pieces on topics/texts supporting a point of view with reasons and information

? Informative texts to examine a topic and convey ideas and information clearly

? Narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

4 Student produces exceptionally clear and coherent writing in which the development and organization is appropriate to task, purpose and audience such as:

? Opinion pieces on topics/texts supporting a point of view with reasons and information

? Informative texts to examine a topic and convey ideas and information clearly

? Narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

Springfield Grading Benchmarks ? FIFTH GRADE

2) Demonstrates stamina in independent writing.

Trimester 1st

2nd

1 Student is unable to write independently for 20 minutes.

Student is unable to write independently for 30 minutes.

2 Student is approaching an independent writing stamina of 20 minutes.

3 Student can consistently write independently for 20 minutes.

Student is approaching an

Student can consistently write

independent writing stamina of independently for 30 minutes.

30 minutes.

4 Student consistently writes independently for 20 minutes or more, using available opportunities to extend writing time. Student consistently writes independently for 30 or more minutes, using available opportunities to extend writing time.

3rd

Student is unable to write

Student is approaching an

Student can consistently write Student consistently writes

independently for 40 minutes. independent writing stamina of independently for 40 minutes. independently for 40 or more

40 minutes.

minutes, using available

opportunities to extend writing

time.

3) Writes with organization, focus, and clarity.

Trimester

1

2

3

4

All

? Student rarely plans,

? Student is beginning to

? Student develops and

? Student independently

revises, edits, rewrites, or

develop and strengthen

strengthens writing by

develops and strengthens

tries a new approach.

writing by planning,

planning, revising, editing,

writing by planning,

? Student does not use an

revising, editing, rewriting,

rewriting, or trying a new

revising, editing, rewriting,

organizational pattern or

or trying a new approach.

approach.

or trying a variety of new

format relevant to units ? Student uses some

? Student uses organizational

approaches, utilizing

of study.

organizational patterns and

patterns relevant to units of

mentor texts to guide and

? Beginnings and endings

formats relevant to units of

study.

deepen their writing.

are either not evident or

study.

? Student uses a relevant

? Student chooses and uses

varied organizational patterns

Springfield Grading Benchmarks ? FIFTH GRADE

very weak. ? Few ideas are in logical

order. ? Student uses few

complete sentences.

? Student uses a brief beginning or ending.

? Some ideas are in logical order.

? Student uses some complete sentences.

? Student uses few compound or complex sentences.

beginning, middle, and

and formats that are well-

conclusion.

suited to units of study.

? Ideas are organized in

? Student uses an engaging

logical order.

introduction, body or middle,

? Student uses complete

and conclusion.

simple and compound

? Ideas are organized in logical

sentences.

order.

? Sentences are organized into ? Student uses complete

well-ordered paragraphs.

simple, compound, and

? Student uses some transition complex sentences.

words to connect idea.

? Sentences are organized into

well-ordered paragraphs and

sections.

? Student uses transition words

to connect sentences and

paragraphs.

4) Elaborates by using details and descriptions.

Trimester ALL

1

2

? Student uses simple, below- ? Student uses some grade-

grade-level vocabulary.

level vocabulary.

? Student repeats words and ? Student's writing reveals

phrases.

some of the writer's

? Student's writing reveals

feelings or personality.

little of the writer's feeling ? Student uses some words,

or personality.

phrases, or other

? Tone or style of writing is not evident.

techniques to partially reveal tone and style.

? Expression and style may

be partially appropriate to

the genre.

3

4

? Student uses grade-level ? Student tries out and uses

vocabulary that is

interesting and

appropriate.

sophisticated above-grade-

? Student uses words that are level vocabulary.

specific, interesting, and ? Student chooses and uses

vivid.

words and phrases that are

? Word choice and

specific, interesting, and

expression are appropriate

vivid.

to the genre or topic.

? Student uses figurative

? Student's writing maintains language.

consistency in style and ? The feelings, personality,

tone, as taught in units of

and interests of the writer

study.

are revealed and contribute

to the uniqueness of the

writing.

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