North Dakota English Language Arts Content and Achievement Standards by iUrt26i

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									North Dakota English Language Arts Content and
            Achievement Standards

                        Grade 5
                          April 2005



 North Dakota Department of Public Instruction
        Dr. Wayne G. Sanstead, State Superintendent
             600 E Boulevard Avenue, Dept. 201
             Bismarck, North Dakota 58505-0440
                    www.dpi.state.nd.us
                                                  Standard 1: Students engage in the research process
Standard 1: Students engage in the research process.
                                                                                                            PROFICIENCY DESCRIPTOR
              Benchmark Expectations
                                                            ADVANCED PROFICIENT                 PROFICIENT                PARTIALLY PROFICIENT                      NOVICE
Grade 5

PLANNING RESEARCH

5.1.1.    Generate connections between issues, texts,       Students always identify     Students consistently          Students sometimes identify      Students rarely identify
          and topics of interest                            issues or topics of          identify issues or topics of   issues or topics of interest.    issues or topics of interest.
                                                            interest.                    interest.


5.1.2.    Plan and use a research strategy                  Students follow a well-      Students follow a              Students follow a research       Students follow a research
                                                            thought out research         research strategy that is      strategy that is questionably    strategy that is
                                                            strategy that is             appropriate, given time        appropriate, given time and      inappropriate, given time
                                                            appropriate, given time      and resource constraints.      resource constraints.            and resource constraints.
                                                            and resource constraints.
ACCESSING INFORMATION
5.1.3. Use relevant resource materials to access            Students make insightful     Students select relevant       Students select some             Students select marginally
          information; e.g., dictionaries, encyclopedias,   selections of resource       resource materials.            relevant resource materials.     relevant resource materials.
          newspapers, magazines, videos, interviews,        materials.
          cassette recordings, electronic databases, and
          Internet

EVALUATING RESEARCH INFORMATION

5.1.4.    Use criteria to evaluate the accuracy of          Students identify accurate   Students identify accurate     Students identify accurate       Students identify accurate
          information; e.g., factual vs. fictional text,    and relevant information     and relevant information       and relevant information         and relevant information
          persuasive vs. informational                      with few if any errors.      with no significant errors.    with a few significant errors.   with many significant errors.


ORGANIZING RESEARCH INFORMATION

5.1.5.    Use note-taking strategies to organize            Students always use          Students consistently use      Students sometimes use           Students rarely use note-
          information that would include paraphrasing,      note-taking strategies.      note-taking strategies.        note-taking strategies.          taking strategies.
          summarizing, and identifying main concepts in
          information sources




         North Dakota English Language Arts                                                       2                                                         April 2005
         Content & Achievement Standards
         Grade 5
Standard 1: Students engage in the research process.
                                                                                                      PROFICIENCY DESCRIPTOR
             Benchmark Expectations
                                                         ADVANCED PROFICIENT               PROFICIENT              PARTIALLY PROFICIENT                   NOVICE
5.1.6.    Create charts, outlines, and graphs to         Students use an            Students use a variety of    Students use some diverse      Students use very few
          organize and record information in a simple    extensive variety of       charts, outlines, and        charts, outlines, and graphs   charts, outlines, and graphs
          format from a variety of sources               charts, outlines, and      graphs to record and         to record and organize         to record and organize
                                                         graphs to record and       organize information.        information.                   information.
                                                         organize information.

PRESENTATION AND EVALUATION

5.1.7.    Assess research process and presentation by    Students assess all        Students assess all          Students assess some           Students assess very few
          conferencing with peers and/or teacher         aspects of the research    significant aspects of the   significant aspects of the     significant aspects of the
                                                         process.                   research process.            research process.              research process.


5.1.8.    Evaluate a research process and presentation   Students use a rubric      Students use a rubric        Students use a rubric with a   Students use a rubric with
          using a rubric based on set criteria           accurately and precisely   accurately to evaluate a     few inaccuracies to evaluate   many inaccuracies to
                                                         to evaluate a research     research product.            a research product.            evaluate a research product.
                                                         product.




         North Dakota English Language Arts                                                  3                                                     April 2005
         Content & Achievement Standards
         Grade 5
                                                   Standard 2: Students engage in the reading process
Standard 2: Students engage in the reading process.
                                                                                                               PROFICIENCY DESCRIPTOR
              Benchmark Expectations
                                                               ADVANCED PROFICIENT                   PROFICIENT                PARTIALLY PROFICIENT                    NOVICE
Grade 5

LITERARY/INFORMATIONAL GENRES AND ELEMENTS

5.2.1.   Read a variety of texts; i.e., fiction, nonfiction,   Students read an               Students read a variety of      Students read some variety      Students read few texts.
         multicultural                                         extensive variety of texts.    texts.                          of texts.



5.2.2.   Analyze the elements of a fiction text; i.e.,         Students insightfully          Students effectively analyze    Students superficially          Students have difficulty
         setting, characters, events, problems,                analyze fiction texts.         fiction texts.                  analyze fiction texts.          performing analyses of
         resolution/solution, universal themes                                                                                                                fiction texts.


5.2.3.   Analyze characteristics of non-fiction text; i.e.,    Students insightfully          Students effectively analyze    Students superficially          Students have difficulty
         headings, subheadings, captions, graphics,            analyze the                    the characteristics of a non-   understand the                  analyzing the
         tables, conventions of print                          characteristics of a non-      fiction text.                   characteristics of a non-       characteristics of a non-
                                                               fiction text.                                                  fiction text.                   fiction text.

5.2.4.   Compare and contrast characteristics of a             Students compare and           Students compare and            Students compare and            Students have difficulty
         variety of fiction genres; i.e., mysteries, poetry,   contrast an extensive          contrast a variety of fiction   contrast a variety of fiction   comparing and contrasting
         legends, novels, historical fiction, science          variety of fiction genres in   genres in substantive ways.     genres in obvious ways.         a variety of fiction genres.
         fiction, myths, plays, fables                         creative ways.

5.2.5.   Compare and contrast characteristics of a             Students compare and           Students compare and            Students compare and            Students have difficulty
         variety of nonfiction genres; i.e., biography,        contrast an extensive          contrast a variety of           contrast a variety of           comparing and contrasting
         autobiography, memoir, informational articles,        variety of nonfiction          nonfiction genres in            nonfiction genres in obvious    a variety of nonfiction
         editorials, essays                                    genres in creative ways.       substantive ways.               ways.                           genres.

W ORD RECOGNITION/VOCABULARY

5.2.6.   Use word recognition strategies to determine          Students use an                Students use a variety of       Students use some variety       Students use very few
         the meaning of unfamiliar words and make              extensive variety of word      word recognition strategies     of word recognition             word recognition strategies
         sense of text; i.e., synonyms/antonyms,               recognition strategies and     and reference aids to           strategies and reference        and reference aides to
         homonyms, word origins, prefixes/suffixes,            reference aids to              determine the meaning of        aids to determine the           determine the meaning of
         words with multiple meanings, context clues           determine the meaning of       unfamiliar words.               meaning of unfamiliar           unfamiliar words.
                                                               unfamiliar words.                                              words.




         North Dakota English Language Arts                                                           4                                                       April 2005
         Content & Achievement Standards
         Grade 5
Standard 2: Students engage in the reading process.
                                                                                                         PROFICIENCY DESCRIPTOR
             Benchmark Expectations
                                                           ADVANCED PROFICIENT                 PROFICIENT                PARTIALLY PROFICIENT                NOVICE
5.2.7.   Use word reference resources to determine         Students use word            Students use word               Students use word            Students use word
         word meaning; i.e., dictionary, thesaurus,        reference resources to       reference resources to          reference resources to       reference resources to
         Greek/Latin root histories                        determine word meaning       determine word meaning          determine word meaning       determine word meaning
                                                           with ease.                   with minimal difficulty.        with difficulty.             with great difficulty.
READING STRATEGIES FOR MEANING


5.2.8.   Use a variety of text comprehension strategies    Students use an              Students use a variety of       Students use some variety    Students use few
         to improve and monitor understanding; i.e.,       extensive variety of         strategies to monitor and       of strategies to monitor     strategies to monitor
         building background, main idea/details,           strategies to monitor and    enhance comprehension.          comprehension.               comprehension.
         fact/opinion, predicting, questioning,            enhance comprehension.
         synthesizing, inferring, summarizing,
         visualizing/verbalizing, analyzing

5.2.9.   Demonstrate fluency, reading in meaningful
         phrases: clear, at an appropriate rate, with
         expression and accuracy

PURPOSES FOR READING

5.2.10. Use reading to be informed, entertained, and       Students make creative       Students consistently make      Students sometimes make      Students rarely make text
         persuaded; e.g., role-playing, journals, essays   or insightful text choices   text choices that are           text choices that are        choices that are
                                                           that are appropriate to      appropriate to the reading      appropriate to the reading   appropriate to the reading
                                                           the reading purpose.         purpose.                        purpose.                     purpose.

5.2.11. Reflect on and respond to texts from various       Students give insightful     Students consistently reflect   Students sometimes reflect   Students rarely reflect on
         genres and cultures                               responses to and             on and respond to various       on and respond to various    and respond to various
                                                           reflections on various       texts.                          texts.                       texts.
                                                           texts.




         North Dakota English Language Arts                                                     5                                                    April 2005
         Content & Achievement Standards
         Grade 5
                                                 Standard 3: Students engage in the writing process
Standard 3: Students engage in the writing process

                                                                                                               PROFICIENCY DESCRIPTOR
             Benchmark Expectations
                                                             ADVANCED PROFICIENT                   PROFICIENT                PARTIALLY PROFICIENT                    NOVICE
Grade 5

PREWRITING
5.3.1. Plan writing for a specific audience and              Students always select a       Students consistently          Students sometimes select      Students rarely select a
          purpose to inform, entertain, or persuade; i.e.,   message that is                select a message that is       a message that is              message that is appropriate
          memoir, factual, persuasive, poetry, narrative     appropriate for their          appropriate for the            appropriate for the purpose    for their purpose and
                                                             purpose and audience.          purpose and audience.          and audience.                  audience.

5.3.2.    Plan a written text using a variety of             Students use an                Students use a variety of      Students use some diverse      Students use very few
          techniques; e.g., webbing, listing, graphic        extensive variety of           techniques to plan written     techniques to plan written     techniques to plan written
          organizers, taking notes to develop a topic or     techniques to plan written     texts.                         texts.                         texts.
          purpose                                            texts.

DRAFTING

5.3.3.    Compose writing that contains characteristics      Students use an                Students use a variety of      Students use some diverse      Students use very few
          of a selected genre of writing; i.e., memoir,      extensive variety of           characteristics of a           characteristics of a           characteristics of a
          factual persuasive, poetry, narrative              characteristics of a           particular genre in writing.   particular genre in writing.   particular genre in writing.
                                                             particular genre in writing.


5.3.4.    Organize and develop paragraphs using topic        Students’ organization         Students’ organization         Students’ organization and     Students have difficulty
          sentences, additional details, and supporting      and development are            and development are            development are ineffective    organizing and developing
          details in writing at least 5 paragraphs           sophisticated and              effective in conveying a       in conveying a message.        writing.
                                                             insightful.                    message.


5.3.5.    Use proper paragraph form that includes            Students use indentation,      Students use indentation,      Students use indentation,      Students use indentation,
          smooth transitions between paragraphs              capitalization, and            capitalization, and            capitalization, and            capitalization, and
                                                             punctuation with few if        punctuation with no            punctuation with a few         punctuation with many
                                                             any errors.                    significant errors.            significant errors.            significant errors.


5.3.6.    Incorporate vocabulary in writing                  Students make few if any       Students make no               Students make a few            Students make many
                                                             errors in vocabulary           significant errors in          significant errors in          significant errors in
                                                             choice.                        vocabulary choice.             vocabulary choice.             vocabulary choice.



         North Dakota English Language Arts                                                          6                                                       April 2005
         Content & Achievement Standards
         Grade 5
Standard 3: Students engage in the writing process

                                                                                                            PROFICIENCY DESCRIPTOR
             Benchmark Expectations
                                                             ADVANCED PROFICIENT                 PROFICIENT             PARTIALLY PROFICIENT                     NOVICE
REVISING
5.3.7.    Review and monitor organization of a topic in      Students always review       Students consistently        Students sometimes review       Students rarely review the
          a written piece for elaboration, description,      the organization,            review the organization,     the organization,               organization, elaboration,
          clarity, and syntax                                elaboration, descriptions,   elaboration, descriptions,   elaboration, descriptions,      descriptions, clarity, and
                                                             clarity, and syntax of a     clarity, and syntax of a     clarity, and syntax of a        syntax of a written text.
                                                             written text.                written text.                written text.

5.3.8.    Use feedback and multiple drafts to clarify        Students use the drafting    Students use the drafting    Students use the drafting       Students have difficulty
          language and purpose of the written text           process and audience         process and audience         process and audience            using the drafting process
                                                             feedback to make             feedback to make             feedback to make some           and audience feedback to
                                                             insightful revisions to a    revisions to a text.         revisions to a text.            make revisions to a text.
                                                             text.

EDITING
5.3.9.    Use proofreading marks to edit written text for    Students use an              Students use a variety of    Students use some               Students use very few
          capitalization, punctuation, spelling, sentence    extensive variety of         proofreading marks to        proofreading marks to           proofreading marks to
          structure, grammar, paragraph indentation          proofreading marks to        enhance a written text.      enhance a written text.         enhance a written text.
                                                             enhance a written text.

5.3.10. Use reference tools for writing; e.g., dictionary,   Students always use          Students consistently use    Students sometimes use          Students rarely use writing
          thesaurus, word wall, classroom library, and       writing reference tools      writing reference tools      writing reference tools         reference tools appropriate
          word processor                                     appropriate to the task.     appropriate to the task.     appropriate to the task.        to the task.


FINAL DRAFT
5.3.11. Compose written text that demonstrates               Students’ texts show a       Students’ texts show an      Students’ texts show an         Students’ texts show an
          understanding of purpose and audience using        sophisticated                understanding of aspects     understanding of some           understanding of few
          a specific genre of writing; i.e., memoir,         understanding of all         of purpose and audience.     aspects of purpose and          aspects of purpose and
          factual, persuasive poetry, narrative              significant aspects of                                    audience.                       audience.
                                                             purpose and audience.

PUBLICATION/PRESENTATION
5.3.12. Share final copy with peers, teachers, and/or        Students share an            Student share a variety of   Students share some             Students share a limited
          family members                                     extensive variety of         published work with          different published work with   variety of published work
                                                             published work with          peers, teachers, and/or      peers, teachers, and/or         with peers, teachers, and/or
                                                             peers, teachers, and/or      family members.              family members.                 family members.
                                                             family members.




         North Dakota English Language Arts                                                        7                                                      April 2005
         Content & Achievement Standards
         Grade 5
Standard 3: Students engage in the writing process

                                                                                                   PROFICIENCY DESCRIPTOR
            Benchmark Expectations
                                                      ADVANCED PROFICIENT               PROFICIENT             PARTIALLY PROFICIENT                 NOVICE
5.3.13. Evaluate writing process using a variety of   Students use an             Students use a variety of   Students use some diverse   Students use very few
        assessment tools; e.g., checklist, rubric,    extensive variety of        writing assessment tools.   writing assessment tools.   writing assessment tools.
        conferences                                   writing assessment tools.




       North Dakota English Language Arts                                                 8                                                 April 2005
       Content & Achievement Standards
       Grade 5
                                    Standard 4: Students engage in the speaking and listening process
Standard 4: Students engage in the speaking and listening process.
                                                                                                           PROFICIENCY DESCRIPTOR
              Benchmark Expectations
                                                            ADVANCED PROFICIENT                 PROFICIENT              PARTIALLY PROFICIENT                     NOVICE
 Grade 5

 PLANNING FOR AN AUDIENCE/PURPOSE

 5.4.1.    Organize an oral presentation to inform,         Students are highly           Students effectively        Students somewhat                Students are ineffective at
           demonstrate, entertain, or persuade from an      effective at organizing and   organize and develop        effectively organize and         organizing and developing
           organized plan; i.e., memoir, factual            developing information        information and ideas for   develop information and          information and ideas for an
           persuasive, poetry, narrative                    and ideas for an oral         an oral presentation.       ideas for an oral                oral presentation.
                                                            presentation.                                             presentation.

 5.4.2.    Make informative presentations that outline      Students make                 Students make               Students make informative        Students make informative
           and explain the key ideas of the topic           informative presentations     informative presentations   presentations with difficulty.   presentations with great
                                                            with ease.                    with minimal difficulty.                                     difficulty.


 5.4.3.    Use supporting materials for topic               Students use an               Students use a variety of   Students use some                Students use very few
           development; e.g., research, personal            extensive variety of          materials for developing    materials for developing         materials for developing
           experience, literature, interview, fact and      materials for developing      their topic.                their topic.                     their topic.
           opinion                                          their topic.

 VERBAL AND NONVERBAL COMMUNICATION
 5.4.4.    Demonstrate appropriate speaking vocabulary      Students use appropriate,     Students use appropriate    Students use appropriate         Students use appropriate
                                                            higher level speaking         speaking vocabulary with    speaking vocabulary with a       speaking vocabulary with
                                                            vocabulary with few if any    no significant errors.      few significant errors.          many significant errors.
                                                            errors.

 5.4.5.    Use tone, emotion, verbal and nonverbal          Students use appropriate      Students use appropriate    Students use appropriate         Students use inappropriate
           messages, facts and opinions effectively in      pitch, volume, and tone       pitch, volume, and tone     pitch, volume, and tone with     pitch, volume, and tone.
           oral presentations                               with ease.                    with minimal difficulty.    some difficulty.


 5.4.6.    Speak with purpose using delivery techniques     Students use an               Students use a variety of   Students use some delivery       Students use few delivery
           appropriate for different audiences to inform,   extensive variety of          delivery techniques         techniques appropriate to        techniques appropriate to
           demonstrate, entertain, or persuade              delivery techniques           appropriate to the          the audience and purpose.        the audience and purpose.
                                                            appropriate to the            audience and purpose.
                                                            audience and purpose.




          North Dakota English Language Arts                                                      9                                                       April 2005
          Content & Achievement Standards
          Grade 5
Standard 4: Students engage in the speaking and listening process.
                                                                                                        PROFICIENCY DESCRIPTOR
             Benchmark Expectations
                                                           ADVANCED PROFICIENT               PROFICIENT             PARTIALLY PROFICIENT                    NOVICE
 CONVERSATION, GROUP DISCUSSION, AND ORAL
 PRESENTATION
 5.4.7. Participate as an active listener and speaker in   Students always practice   Students consistently       Students sometimes              Students rarely practice
         group discussions                                 active listening and       practice active listening   practice active listening and   active listening and
                                                           speaking in group          and speaking in group       speaking in group               speaking in group
                                                           discussions.               discussions.                discussions.                    discussions.




        North Dakota English Language Arts                                                     10                                                    April 2005
        Content & Achievement Standards
        Grade 5
                                                             Standard 5: Students understand media
Standard 5: Students understand media

                                                                                                              PROFICIENCY DESCRIPTOR
             Benchmark Expectations
                                                              ADVANCED PROFICIENT                  PROFICIENT               PARTIALLY PROFICIENT                 NOVICE
Grade 5

MEDIA GENRES

5.5.1.    Describe existing and developing media              Students describe an          Students describe a           Students describe some        Students describe few
                                                              extensive variety of          variety of existing and       diverse existing and          existing and developing
                                                              existing and developing       developing media.             developing media.             media.
                                                              media.

5.5.2.    Compare and contrast characteristics of             Students compare and          Students compare and          Students compare and          Students have difficulty
          common types of media; e.g., books,                 contrast characteristics of   contrast characteristics of   contrast characteristics of   comparing and contrasting
          magazines, newspapers, cartoons, radio,             common media in creative      common media in               common media in obvious       characteristics of common
          television, films, electronic sources               ways.                         substantive ways.             ways.                         media.

USING MEDIA FOR A PURPOSE

5.5.3.    Produce samples of different media genres to        Students produce              Students produce              Students produce samples      Students produce samples
          inform, entertain, advertise, or persuade; i.e.,    samples of an extensive       samples of a variety of       of some media genres.         of few different media
          memoir, factual, persuasive, poetry, narrative      variety of different media    different media genres.                                     genres.
                                                              genres.


INTERPRETING MEDIA

5.5.4.    Evaluate media content meaning; i.e.,               Students draw insightful      Students draw                 Students draw superficial     Students have difficulty
          important details, supporting details,              conclusions about the         substantive conclusions       conclusions about the         drawing conclusions about
          propaganda and persuasion,                          meaning of media              about the meaning of          meaning of media samples.     the meaning of media
          sequence/timelines                                  samples.                      media samples.                                              samples.



5.5.5.    Demonstrate media production techniques and         Students demonstrate an       Students demonstrate a        Students demonstrate some     Students demonstrate few
          formats; e.g., images and symbols, basic            extensive variety of media    variety of media              media production              media production
          propaganda and persuasion, slide show,              production techniques.        production techniques.        techniques.                   techniques.
          billboards, brochures, and newsletters




         North Dakota English Language Arts                                                          11                                                   April 2005
         Content & Achievement Standards
         Grade 5
                                       Standard 6: Students understand and use principles of language
Standard 6: Students understand and use principles of language
                                                                                                                  PROFICIENCY DESCRIPTOR
              Benchmark Expectations
                                                               ADVANCED PROFICIENT                    PROFICIENT                PARTIALLY PROFICIENT                    NOVICE
 Grade 5

 CONVENTIONS/MECHANICS
 5.6.1.    Use parts of speech; i.e., noun, verb,              Students use parts of           Students accurately use        Students attempt to use         Students use parts of
           adjective, adverb, prepositions, conjunctions,      speech, subject/                parts of speech, subject/      parts of speech, subject/       speech, subject/ predicates,
           and interjections                                   predicates, and verb            predicates, and verb           predicates, and verb tenses     and verb tenses with many
                                                               tenses with few if any          tenses with no significant     with few significant errors.    significant errors.
 5.6.2.    Use subjects and predicates in simple,              errors.                         errors.
           compound, and complex sentences

 5.6.3.    Use conventions of grammar related to parts
           of speech, including verb tenses, modifiers,
           and pronouns

 5.6.4.    Use capitalization; e.g., proper nouns, titles of   Students use conventions        Students use conventions       Students use conventions of     Students use conventions of
           books, magazines, special events, the first         of capitalization with few if   of capitalization with no      capitalization with few         capitalization with many
           word in quotations when appropriate                 any errors.                     significant errors.            significant errors.             significant errors.


 5.6.5.    Use conventions of punctuation; i.e., ending        Students use conventions        Students use conventions       Students use conventions of     Students use conventions of
           punctuation, apostrophes in the possessive          of punctuation with few if      of punctuation with no         punctuation with few            punctuation with many
           case, colon to introduce a list, use of             any errors.                     significant errors.            significant errors.             significant errors.
           semicolons to connect independent clauses

 5.6.6.    Use principles of spelling; e.g., double final      Students use principles of      Students use principles of     Students use principles of      Students use principles of
           consonant following short vowel, Greek/Latin        spelling with few if any        spelling with no significant   spelling with few significant   spelling with many errors.
           roots                                               errors.                         errors.                        errors.


 FIGURATIVE LANGUAGE

 5.6.7.    Use and interpret similes, metaphors,               Students almost always          Students consistently use      Students sometimes use          Students rarely use and
           alliterations, idioms, onomatopoeia, and            use and understand              and understand similes,        and understand similes,         understand similes,
           personification                                     similes, metaphors,             metaphors,                     metaphors, onomatopoeia,        metaphors, onomatopoeia,
                                                               onomatopoeia, idioms,           onomatopoeia, idioms,          idioms, and alliteration.       idioms, and alliteration.
                                                               and alliteration.               and alliteration.




          North Dakota English Language Arts                                                            12                                                       April 2005
          Content & Achievement Standards
          Grade 5

								
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