Grade 5 Core ELA Performance Indicators
Grades 5–6
Core Performance Indicators:
common to all four ELA standards
Throughout grades 5 and 6, students demonstrate the following core performance indicators in the key ideas of reading, writing, listening, and speaking.
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Reading
• Identify purpose of reading • Adjust reading rate according to purpose for reading • Use word recognition and context clues to read fluently • Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary • Identify signal words, such as finally or in addition, that provide clues to organizational formats such as time order • Use knowledge of punctuation to assist in comprehension • Apply corrective strategies (e.g., rereading and discussion with teachers, peers, or parents/caregivers) to assist in comprehension • Read aloud, using inflection and intonation appropriate to text read and to audience • Maintain a personal reading list to reflect reading goals and accomplishments
Listening
• Listen respectfully and responsively • Identify own purpose for listening • Recognize content-specific vocabulary or terminology • Listen for unfamiliar words and learn their meaning
Speaking
• Respond respectfully • Initiate communication with peers, teachers, and others in the school community • Use language and grammar appropriate to purpose for speaking • Use facial expressions and gestures that enhance communication • Establish eye contact during presentations and group discussions • Use audible voice and pacing appropriate to content and audience • Use visual aids to support the presentation |
Writing
• Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings • Determine the intended audience before writing • Use tone and language appropriate for audience and purpose • Use prewriting activities (e.g., brainstorming, note taking, freewriting, outlining, and paragraphing) • Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing) • Use teacher conferences and peer review to revise written work • Observe the rules of punctuation, capitalization, and spelling, such as - punctuation of compound sentences, friendly/business letters, simple dialogue, and exact words from sources (quotations); use italics/underlining for titles - capitalization of proper nouns such as key words in literary and/or book titles, languages, and historical events - spelling of commonly misspelled words, homonyms, and content-area vocabulary • Use correct grammatical construction in - parts of speech such as nouns; adjectives and adverbs (comparative/ superlative); pronouns (indefinite/ nominative/objective); conjunctions (coordinating/ subordinating); prepositions and prepositional phrases; and interjections - simple/compound/complex sentences, using, correct subject-verb agreement, verb tense, punctuation, and pronouns with clear antecedents • Use signal/transitional words (e.g., in addition, for example, finally, as a result, similarly, and on the other hand) to provide clues to organizational format • Use dictionaries, thesauruses, and style manuals • Use word processing skills |