School Ytd by Strand and Skill 1

Year-to-Date Progress by Strand and Skill
School: Jefferson Elementary (Arkansas City)

Subject: ELA/Lit - Grade 5
Strand
Comprehension and Collaboration
Conventions of Standard English
Craft and Structure
Craft and Structure
Craft and Structure
Craft and Structure
Craft and Structure
Craft and Structure
Fluency
Fluency
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
Key Ideas and Details
Knowledge of Language
Knowledge of Language
Presentation of Knowledge and Ideas
Production and Distribution of Writing
Production and Distribution of Writing
Range of Reading and Level of Text Complexity
Research to Build and Present Knowledge
Text Types and Purposes
Vocabulary Acquisition and Use
Skill
Follow rules for discussions and carry out roles
Paraphrase multimedia information
Prepare for discussions
Review key ideas expressed in discussions
Review key ideas expressed in discussions
Correct inappropriate shifts in verb tense
Demonstrate command of language conventions
Explain function of conjunctions, prepositions, and interjections
Spell grade-appropriate words correctly
Use commas to separate introductory elements
Use correlative conjunctions
Use formatting and quotation marks to indicate titles
Analyze effects of point of view in literary text
Analyze effects of point of view in literary text
Compare/contrast accounts of the same event or topic
Compare/contrast structure in informational texts
Explain how structural elements fit the overall structure of literary text
Understand figurative language - metaphors/similes
Read on-level text with purpose and understanding
Use context to confirm or correct word recognition
Explain author's use of reasons and evidence
Interpret visual aids and use them to support understanding
Compare/contrast story elements referring to text details
Determine theme from details in literary text
Make connections between concepts in informational texts
Make connections between concepts in informational texts
Refer to informational text when explaining/drawing inferences
Refer to literary text when explaining/drawing inferences
Refer to literary text when explaining/drawing inferences
Summarize text
Compare and contrast the varieties of English used in literary texts
Expand, combine, and reduce sentences for meaning and style
Use formal English when appropriate in discussion/presentation
Use digital tools to publish
Use the writing process
Read and comprehend literary texts
Conduct research
Recall or research information in writing
Refer to literary or informational texts in research writing
Develop topic with details in writing
Provide reasons to support opinion in writing
Use linking words and phrases in opinion writing
Use linking words/phrases in informative writing
Use linking words/phrases in informative writing
Use precise language in informative writing
Write conclusions in informational writing
Write conclusions in informational writing
Write conclusions in opinion writing
Write narratives with sense of closure
Write narratives with transitional words/phrases
Explain similes and metaphors in context
Explain the meaning of common idioms and adages
Understand figurative language and word nuances
Understand word relationships
Understand word relationships
Use Greek/Latin affixes and roots as clues
Use context clues
State Code State Standard
SL.5.1(b)
Follow agreed-upon rules for discussions and

carry out assigned roles.
Common Core
SL.5.1a
SL.5.1b
SL.5.1b

SL.5.1a
SL.5.1b
SL.5.2
Summarize a written text read aloud or

information presented in diverse media and
formats, including visually, quantitatively, and
orally.
SL.5.1(a)
Come to discussions prepared, having read or

studied required material; explicitly draw on
that preparation and other information known
about the topic to explore ideas under
discussion.
W.5.8
SL.5.1a
SL.5.1b
N/A
SL.5.1a

discussion.
SL.5.1a
SL.5.1b
N/A
SL.5.1(d)
Review the key ideas expressed and draw

conclusions in light of information and
knowledge gained from the discussions.
SL.5.1a
SL.5.1(d)
Review the key ideas expressed and draw

conclusions in light of information and
knowledge gained from the discussions.
SL.5.1b
L.5.1b
L.5.1(d)
Recognize and correct inappropriate shifts in

verb tense.
L.5.1c
L.5.1d
L.5.1b
L.5.1d

verb tense.
L.5.1c
L.5.1d
L.5.1
L.5.1
L.5.1(a)
L.5.2(e)
Demonstrate command of the conventions of

standard English grammar and usage when
writing or speaking.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
Spell grade-appropriate words correctly,
consulting references as needed.
L.6.2a
L.6.2a
L.5.1a
L.5.2e
L.6.2b
L.5.2e

L.5.2e
L.5.2(b)
Use a comma to separate an introductory

element from the rest of the sentence.
L.6.2a
L.5.2b
Use a comma to separate an introductory

element from the rest of the sentence.
L.6.2a
L.5.1(e)
Use correlative conjunctions (e.g., either/or,

neither/nor).
L.5.1a
L.5.1e
L.5.2(d)
Use underlining, quotation marks, or italics to

indicate titles of works.
L.4.2b
RI.6.6
RL.5.6
Describe how a narrator's or speaker's point of

view influences how events are described.
RL.5.6
Describe how a narrator's or speaker's point of

view influences how events are described.
RL.6.6
N/A
RI.5.6
Analyze multiple accounts of the same event or

topic, noting important similarities and
differences in the point of view they represent.
RL.6.6
RI.4.5
RI.4.6
RI.5.5
Compare and contrast the overall structure

(e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI.4.9
RL.4.5
RI.4.5
RI.4.6
RI.5.5
Compare and contrast the overall structure

(e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
RI.4.9
RL.4.5
RL.5.5
Explain how a series of chapters, scenes, or

stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL.5.1
RL.5.5
Explain how a series of chapters, scenes, or

stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL.5.1
L.5.5a
RL.5.4
Determine the meaning of words and phrases

as they are used in a text, including figurative
language such as metaphors and similes.
L.5.5b
RL.5.4
RF.5.4(a)
RF.5.4a
Read on-level text with purpose and

understanding.
Read on-level text with purpose and
understanding.
N/A
N/A
L.5.3b
RF.5.4(c)
Use context to confirm or self-correct word

recognition and understanding, rereading as
necessary.
RL.5.4
L.5.3b
RF.5.4c
Use context to confirm or self-correct word

recognition and understanding, rereading as
necessary.
RL.5.4
RI.6.1
RI.6.2
RI.6.3
RI.6.5
RI.6.6
RI.6.8
RI.5.8
Explain how an author uses reasons and

evidence to support particular points in a text,
identifying which reasons and evidence support
which point(s).
RI.7.1
RI.7.6
RI.7.8
RL.6.1
RL.6.5
W.6.9
RI.5.7
Draw on information from multiple print or

digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently.
SL.5.5
RI.5.7

SL.5.5
RI.5.3
RL.5.3
Compare and contrast two or more characters,

settings, or events in a story or drama, drawing
on specific details in the text (e.g., how
characters interact).
RL.5.2
RL.5.3
RI.5.3
RL.5.3

RL.5.2
RL.5.3
RL.5.2
Determine a theme of a story, drama, or poem

from details in the text, including how
characters in a story or drama respond to
challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RL.5.2
RI.6.9
RI.5.3
Explain the relationships or interactions

between two or more individuals, events, ideas,
or concepts in a historical, scientific, or
technical text based on specific information in
the text.
RL.6.7
RI.5.3

the text.
RL.6.9
L.5.5c
RI.5.1
RI.5.2
RI.5.1
Quote accurately from a text when explaining

what the text says explicitly and when drawing
inferences from the text.
RI.5.8
RL.5.1
W.5.9b
RI.5.1
RI.5.8
RL.5.1

RL.5.1
RL.5.4
RI.5.1
RI.5.8
RL.5.1

RL.5.1
RL.5.4
RI.6.2
RI.5.2
Determine two or more main ideas of a text

and explain how they are supported by key
details; summarize the text.
RL.6.2
W.6.8
RI.6.2
RI.5.2

RL.6.2
RI.5.2

W.6.8
L.5.3(b)
Compare and contrast the varieties of English

(e.g., dialects, registers) used in stories, dramas,
or poems.
N/A
L.5.3(a)
Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style.
N/A
SL.5.6
W.5.6
W.5.6
Adapt speech to a variety of contexts and tasks,

using formal English when appropriate to task
and situation.
With some guidance and support from adults,
use technology, including the Internet, to
produce and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of two
pages in a single sitting.
keyboarding skills to type a minimum of two
pages in a single sitting.
N/A
W.4.6
W.4.6
W.6.10
W.5.5
With guidance and support from peers and

adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting,
or trying a new approach.
W.6.5
RL.5.10
By the end of the year, read and comprehend

literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text
complexity band independently and
proficiently.
N/A
RI.5.7
W.5.7
Conduct short research projects that use

several sources to build knowledge through
investigation of different aspects of a topic.
W.5.7
W.5.8
RI.5.1
W.5.8
Recall relevant information from experiences or

gather relevant information from print and
digital sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources.
RI.5.8
RL.5.1
RL.5.4
RI.5.1
W.5.8

RI.5.8
RL.5.1
RL.5.4
W.5.9
Draw evidence from literary or informational

texts to support analysis, reflection, and
research.
W.6.7
RI.6.1
RI.6.2
RI.6.3
RI.6.5
RI.6.6
RI.6.8
W.5.2(b)
Develop the topic with facts, definitions,

concrete details, quotations, or other
information and examples related to the topic.
RI.7.1
RI.7.6
RI.7.8
RL.6.1
RL.6.5
W.6.9
W.4.1b
W.5.1(b)
Provide logically ordered reasons that are

supported by facts and details.
W.4.2b
W.4.1b
W.5.1b
W.5.1(c)

Link opinion and reasons using words, phrases,

and clauses (e.g., consequently, specifically).
W.4.2b
W.5.1c
W.5.1b
W.5.2a
W.5.2c
W.5.2(c)
Link ideas within and across categories of

information using words, phrases, and clauses
(e.g., in contrast, especially).
W.5.3a
W.5.3c
W.5.4
W.5.1b
W.5.2a
W.5.2c
W.5.2c

W.5.3a
W.5.3c
W.5.4
L.6.4a
W.5.2(d)
Use precise language and domain-specific

vocabulary to inform about or explain the topic.
L.6.6
RI.6.4
W.5.2(e)
W.5.2e
Provide a concluding statement or section

related to the information or explanation
presented.

presented.
W.6.2f
W.6.3e
W.6.2f
W.5.2e

presented.
W.6.3e
W.6.3e
W.5.1(d)

related to the opinion presented.
W.6.4
W.6.3e
W.5.1d

related to the opinion presented.
W.6.4
W.5.3a
W.5.3b
W.5.3(e)
Provide a conclusion that follows from the

narrated experiences or events.
W.5.3c
W.5.3d
W.5.3e
W.5.3a
W.5.3b
W.5.3e

W.5.3c
W.5.3e

W.5.3d
W.5.3e
W.5.3(c)
Use a variety of transitional words, phrases, and

clauses to manage the sequence of events.
W.5.1c
L.5.5a
L.5.5(a)
Interpret figurative language, including similes

and metaphors, in context.
L.5.5b
RL.5.4
L.5.5(b)
Recognize and explain the meaning of common

idioms, adages, and proverbs.
RL.5.4
L.5.5b

RL.5.4
L.5.5a
L.5.5
Demonstrate understanding of figurative

language, word relationships, and nuances in
word meanings.
L.5.5b
RL.5.4
L.5.5a
L.5.5
Demonstrate understanding of figurative

language, word relationships, and nuances in
word meanings.
L.5.5b
RL.5.4
L.3.5
L.5.4a
L.5.5(c)
Use the relationship between particular words

(e.g., synonyms, antonyms, homographs) to
better understand each of the words.
L.5.5(c)

L.5.4c
L.5.5c
L.5.4(b)
Use common, grade-appropriate Greek and

Latin affixes and roots as clues to the meaning
of a word (e.g., photograph, photosynthesis).
L.5.4b
L.5.4a
L.6.4
L.5.4(a)
Use context (e.g., cause/effect relationships

and comparisons in text) as a clue to the
meaning of a word or phrase.
L.6.4a
L.6.4d
L.6.5a
L.5.4a
L.6.4
L.5.4a

L.6.4a
L.5.4a

L.6.4d
L.6.5a
Common Core Standard

discussion.
discussion.
discussion.
N/A
discussion.
N/A
discussion.
SEP (%)
OCT (%)
NOV (%)
DEC (%)
18
45
34
19
30

Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
86
41
57
26
41
29
70
39
26
52
Use verb tense to convey various times,

sequences, states, and conditions.
verb tense.
Form and use the perfect (e.g., I had walked; I
have walked; I will have walked) verb tenses.
Use verb tense to convey various times,
sequences, states, and conditions.
verb tense.
Use punctuation (commas, parentheses,
dashes) to set off nonrestrictive/parenthetical
elements.
elements.
Spell correctly.
elements.
elements.
Use correlative conjunctions (e.g., either/or,
neither/nor).
Use commas and quotation marks to mark
direct speech and quotations from a text.
Determine an author's point of view or purpose
in a text and explain how it is conveyed in the
text.
Explain how an author develops the point of

view of the narrator or speaker in a text.
N/A
Explain how an author develops the point of
view of the narrator or speaker in a text.
29
17
Describe the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text
or part of a text.
18
Compare and contrast a firsthand and

secondhand account of the same event or
topic; describe the differences in focus and the
information provided.
Integrate information from two texts on the
same topic in order to write or speak about the
subject knowledgeably.
Explain major differences between poems,
drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter)
and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when
writing or speaking about a text.
Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text
or part of a text.
Compare and contrast a firsthand and
secondhand account of the same event or
topic; describe the differences in focus and the
information provided.
Integrate information from two texts on the
same topic in order to write or speak about the
subject knowledgeably.
Explain major differences between poems,
drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter)
and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when
writing or speaking about a text.

32
38
17
50
27
62
61

N/A
N/A
or poems.
or poems.
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
Determine a central idea of a text and how it is
conveyed through particular details; provide a
summary of the text distinct from personal
opinions or judgments.
Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).
Analyze how a particular sentence, paragraph,

chapter, or section fits into the overall structure
of a text and contributes to the development of
the ideas.
text.
Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims
that are not.
Cite several pieces of textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
in a text and analyze how the author
distinguishes his or her position from that of
others.
claims in a text, assessing whether the
reasoning is sound and the evidence is relevant
and sufficient to support the claims.
Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure of
a text and contributes to the development of
the theme, setting, or plot.
research.
Include multimedia components (e.g., graphics,
sound) and visual displays in presentations
when appropriate to enhance the development
of main ideas or themes.
Include multimedia components (e.g., graphics,
sound) and visual displays in presentations
when appropriate to enhance the development
of main ideas or themes.
14

the text.
32

14
22
Compare and contrast one author's

presentation of events with that of another
(e.g., a memoir written by and a biography on
the same person).
62
48

the text.
Compare and contrast the experience of

reading a story, drama, or poem to listening to
or viewing an audio, video, or live version of the
text, including contrasting what they ''see'' and
''hear'' when reading the text to what they
perceive when they listen or watch.
Compare and contrast texts in different forms

or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their
approaches to similar themes and topics.
24
13
27

which point(s).
Apply grade 5 reading standards to
informational texts (e.g., ''Explain how an
author uses reasons and evidence to support
particular points in a text, identifying which
reasons and evidence support which point[s]'').
which point(s).

which point(s).
Determine a theme or central idea of a text and
how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
Gather relevant information from multiple print
and digital sources; assess the credibility of
each source; and quote or paraphrase the data
and conclusions of others while avoiding
plagiarism and providing basic bibliographic
information for sources.
Determine a theme or central idea of a text and
how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
36
Gather relevant information from multiple print

and digital sources; assess the credibility of
each source; and quote or paraphrase the data
and conclusions of others while avoiding
plagiarism and providing basic bibliographic
information for sources.
N/A
14
26
N/A
76
52
N/A
43
30
18
10
29
22

keyboarding skills to type a minimum of one
page in a single sitting.
keyboarding skills to type a minimum of one
page in a single sitting.
Write routinely over extended time frames
(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks,
purposes, and audiences.
With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting,
or trying a new approach.
N/A

52
30
50
Conduct short research projects that use

several sources to build knowledge through
investigation of different aspects of a topic.
which point(s).
which point(s).
Conduct short research projects to answer a

question, drawing on several sources and
refocusing the inquiry when appropriate.

29
43

Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).
Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure
of a text and contributes to the development of
the ideas.
text.
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims
that are not.
Cite several pieces of textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
in a text and analyze how the author
distinguishes his or her position from that of
others.
claims in a text, assessing whether the
reasoning is sound and the evidence is relevant
and sufficient to support the claims.
Analyze how a particular sentence, chapter,

scene, or stanza fits into the overall structure of
a text and contributes to the development of
the theme, setting, or plot.
research.
Provide reasons that are supported by facts and
details.
14

14

14

Provide reasons that are supported by facts and
details.
Introduce a topic clearly, provide a general

observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
Orient the reader by establishing a situation
and introducing a narrator and/or characters;
organize an event sequence that unfolds
naturally.
Produce clear and coherent writing in which the
development and organization are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1-3 above.)

Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
naturally.
development and organization are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1-3 above.)
Use context (e.g., the overall meaning of a
sentence or paragraph; a word's position or
function in a sentence) as a clue to the meaning
of a word or phrase.
10
13
27
Acquire and use accurately grade-appropriate

general academic and domain-specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important
to comprehension or expression.
as they are used in a text, including figurative,
connotative, and technical meanings
Provide a concluding statement or section that
follows from the information or explanation
presented.
Provide a concluding statement or section that
follows from the information or explanation
presented.

14

development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1-3 above.)
development, organization, and style are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1-3 above.)
naturally.
Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences
and events or show the responses of characters
to situations.
Use concrete words and phrases and sensory
details to convey experiences and events
precisely.
naturally.
Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences
and events or show the responses of characters
to situations.
Use concrete words and phrases and sensory

details to convey experiences and events
precisely.
10
26
57
91
68
23
57
43

Demonstrate understanding of word
relationships and nuances in word meanings.
Consult reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital,
to find the pronunciation and determine or
clarify the precise meaning of key words and
phrases.
Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning
of a word (e.g., photograph, photosynthesis).
57
13

82
Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based
on grade 6 reading and content, choosing
flexibly from a range of strategies.
Verify the preliminary determination of the
meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a
dictionary).
Interpret figures of speech (e.g.,
personification) in context.
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 6 reading and content, choosing
flexibly from a range of strategies.
Verify the preliminary determination of the

meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a
dictionary).
Interpret figures of speech (e.g.,
personification) in context.
JAN (%)
Average (%)
18
45
34
25
86
41
41
41
50
23
40
23
18
32
27
50
27
61
14
32
18
55
18
27
36
20
64
36
18
25
41
50
36
14
14
11
27
14
18
75
68
23
50
34
82

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Year-to-Date Progress by Strand and Skill

School: Jefferson Elementary (Arkansas City)

Comprehension and Collaboration

Comprehension and Collaboration

Comprehension and Collaboration

Comprehension and Collaboration

Comprehension and Collaboration

Conventions of Standard English

Conventions of Standard English

Conventions of Standard English

Conventions of Standard English

Conventions of Standard English

Conventions of Standard English

Conventions of Standard English

Craft and Structure

Craft and Structure

Craft and Structure

Craft and Structure

Craft and Structure

Craft and Structure

Integration of Knowledge and Ideas

Integration of Knowledge and Ideas

Key Ideas and Details

Key Ideas and Details

Key Ideas and Details

Key Ideas and Details

Key Ideas and Details

Key Ideas and Details

Key Ideas and Details

Key Ideas and Details

Presentation of Knowledge and Ideas

Production and Distribution of Writing

Production and Distribution of Writing

Range of Reading and Level of Text Complexity

Research to Build and Present Knowledge

Research to Build and Present Knowledge

Research to Build and Present Knowledge

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Text Types and Purposes

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use

Vocabulary Acquisition and Use

Follow rules for discussions and carry out roles

Paraphrase multimedia information

Prepare for discussions

Review key ideas expressed in discussions

Review key ideas expressed in discussions

Correct inappropriate shifts in verb tense

Demonstrate command of language conventions