Grade 5 ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Five ELA
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Reading
Employ reading strategies
Read for a wide variety of purposes
Read independently at home each night for 20 – 30 minutes.
Read across genres, with a selection.
Analyze understanding of text through discussion, written reflection, or creative response.
Recognize the use of specific literary devices (e.g., foreshadowing, flashback, and different time frames such as the future or the past).
Distinguish specific literary devices in a variety of exemplars. (similes, metaphors, personification, foreshadowing, hyperbole, onomatopoeia, alliteration and imagery)
Recognize the author’s purpose and author’s point of view in The Cay and Ben and Me.
Compare and contrast knowledge and understanding of stories/texts through knowledge gained from integrated units of instruction. (e.g., Living History, Field Trip experiences.)
Interpret dialogue of The Cay through whole class, guided discussion in literary context.
Demonstrate understanding of vocabulary in Ben and Me.
Watch videos about exploration and colonization of the U.S. and the American Revolution.
Gain exposure to different cultures through the literary studies.
Demonstrate ability to use classroom references and resources independently in their reading and ongoing work and products (e.g., dictionary, thesaurus, handbook on style).
Utilize the table of contents, glossary, chapter and topic headings, index and other text inclusions to maximize understanding of nonfiction text.
Use organizational techniques to help understand and sort information, before and after reading (e.g., ready-made or original graphic organizers).

Writing
Practice conscious application of 6 + 1 Traits of Writing, and the steps of the writing process, in their ongoing work and products.
Practice using the writing process and the 6+1 Traits of Writing to produce: a research based presentation that summarize texts to inform the audience, a narrative piece, and a creative writing piece that is written to entertain the audience.
Complete biography project.
Develop writing by using nouns, adjectives, verbs, and literary devices such as alliteration and hyperbole.
Organize/outline information collected for research topics.
Create bibliographies.
Make limited but effective use of various sources including primary sources when researching topics (e.g., collect Living History documents as primary sources for colonial study).
Practice controlled use of the following commonly confused word sets: to, too, two: their, there, they’re; where, wear, were; its, it’s; know, no; than, then; which, witch; your, you’re.

Speaking
Respond appropriately with relevant comments, opinions, evaluations, or questions to student, teacher, or guest presenters.
Develop and deliver a well-organized presentation, effectively engaging peers and fielding responses.
Apply mode-specific criteria/rubric from 6+1 Traits of Writing to guide production and set standards for oral presentations.
Respond to audience needs when giving a presentation (e.g., clarify and/or illustrate ideas with examples, adjust to levels of engagement, adjust to level of prior knowledge).

Listening
Listen effectively and respond appropriately with relevant comments, opinions, evaluations, or questions to student, teacher, or guest presentations.
Adjust viewing and listening strategies in order to comprehend materials viewed and heard.
Listen effectively and adapt and apply reading strategy, ‘react and connect,’ to assist in interpretation and evaluation of presentations. 

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT

SUBJECT AREA: ELA GRADE: 5 


Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. READING : Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies.  They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.
A.1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency
Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text(s).
Demonstrate the ability to use a variety of reading strategies through guided reading lessons, literature circles, and other language arts activities.

Participate in reading workshop mini-lessons.

Utilize interdisciplinary reading assignments including social studies texts, non-fiction trade books and science texts.

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b.  Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
Incorporate Word Wall words andNifty Thrifty words within Word Wallactivities and  daily assignments.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c. Determine the meaning of unknown words by using a variety of strategies including distinguishing and interpreting words with multiple meanings and using word, context cues.
Practice using reading strategies to determine meaning of unknown words in guided instruction for all-class or small group reading assignments.
 
Reading strategies include: consultation, clarify, questions, reread, adjust reading speed, and annotate.
 
Access prior knowledge through discussion and background material.
Define vocabulary through:
  • Discussion
  • Use of Context
  • Dictionary work
  • Reread strategies
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
d.  Use phonics including word parts and less common root words to read fluently and build meaning as they read.
Explore word parts while learningNifty Thrifty words.

Explore primary sources dating to colonial period for evidence of language origin and changes.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA

  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
e.  Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation and expression.
 Independently and fluently read:
  • Reading group assignment and reading assignments across content areas
  • Literature circles
  • Daily independent reading
  • Paired and group reading
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • one-on-one conferences
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
f. Demonstrate deep comprehension that goes beyond the text(s) by stating connections or inferences made and explaining relationships among prior knowledge and the conclusions and connections made.
Interpret meaning of texts through a variety of reading activities: read alouds, literature circles, post it notes, etc.
  • conferences
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
A.2.  Literary Texts
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.
a.  Make inferences about characters' actions and explain how their behaviors affect the plot and/or theme.
Participate in guided literary study ofThe Cay and Ben and Me.
Apply reading strategies to understand figurative language used in a variety of texts: preview, skim, scan, annotate, visualize, clarify, question, predict, react and connect, infer, summarize, extend, recall, reread, consultation, and adjust reading speed.
Apply decoding skills such as context clues to comprehend content.
Identify the essential elements of a story.

Utilize table of contents, glossary, chapter and topic headings, index and pictorial and other text inclusions to maximize understanding of text.

Formulate questions based on chapter titles.
Use prior knowledge to help in understanding text.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b. Summarize texts and select representative passages for support to identify the main problem or conflict and explain  how it is resolved.
Use evidence from the text to support answers given in response to comprehension questions.
Complete summary book review projects.

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Identify the speaker or narrator in a selection and tell whether the speaker or narrator is a character involved in the story.
Use the reading process to comprehend, reflect, and make a response to a wide variety of texts.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
d. Identify and define the function of figurative language and the use of literary devices including symbolism, to understand the text.
Participate in guided literary study ofThe Cay and Ben and Me.
Apply reading strategies: preview, skim, scan, annotate, visualize, clarify, question, predict, react and connect, infer, summarize, extend, recall, reread, consultation, and adjust reading speed.
Apply decoding skills such as context clues to comprehend content.

Identify the essential elements of a story.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
e.  Explain that theme refers to the central ideas or meaning of a selection and identify theme(s) whether they are implied or stated directly.
Participate in guided study of story element: theme.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
f.  Identify and describe the function of common literary devices including simile, alliteration, idioms, simple metaphors, and imagery in poetry and use this knowledge to understand poems.
Participate in direct and guided instruction.

Make predictions (oral, written, or illustrated) based on recognition and comprehension of literary devices in exemplars.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
g. Identify the main purpose of a poem, passage, or particular parts of a passage to aid comprehension.
Apply reading strategies to comprehend main ideas.

Use a variety of reading strategies and group conferencing strategies to identify, summarize, or paraphrase the main ideas in a story or text.

Evaluate texts, including their own, using the 6 + 1 Traits of Writing (trait #2 Logical Organization  ).
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
A.3. Informational Texts
Students read, paraphrase, and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.
a.  Create and revise questions that can be answered by using text features and information found within the text.
Use the reading process to comprehend, reflect, and respond to a wide variety of texts.

Read in the content areas to:
Write and present skits to portray events in history
  • To understand and apply science concepts.
  • Read "Time for Kids" to gain knowledge, express opinions, and practice a variety of reading skills.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA,
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b.  Use text features including diagrams, illustrations, charts and maps to aid comprehension.
Participate in guided exploration of each class room text prior to use.

Use "Time for Kids" to identify text features.

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Identify, summarize, or paraphrase the main ideas and details presented in texts and use evidence from the text to support those ideas.
Apply reading strategies to comprehend main ideas.

Use a variety of reading strategies and group conferencing strategies to identify, summarize, or paraphrase the main ideas in a story or text.

Evaluate texts, including their own, using the 6 + 1 Traits of Writing (trait #2 Logical Organization  ).
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
d.  Distinguish between facts and opinions in text and/or draw conclusions from text.
Discuss author's purpose

Distinguish between story and history in historical fiction.

Draw conclusions based on informational text in science and social studies.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
e.  Follow multi-step instructions which may be related to a content area text.
Read and follow directions in the content areas to:
  • Write and present skits to portray events in history
  • Understand and apply science concepts.
  • Complete activities in social studies text and mini-books
  • Read "Time for Kids" to gain knowledge, express opinions, and practice a variety of reading skills.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
f. Identify the main purpose of a text, particular paragraphs, or sections of the text to aid comprehension.
Distinguish between main purpose and supporting information by identifying headings and sub-headings in social studies and science texts as keys to main ideas.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
A.4. Persuasive Texts
No performance indicator.
Although no performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose for a text, or portion of a text, the central argument and its supporting details, to differentiate between facts and opinions and to explain that sometimes authors write to convince readers of something.
B. WRITING:  Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.

(Six Traits Writing and Lucy Calkins Units of Study are adopted programs of writing)

B.1. Interconnected Elements
Students use a writing process with an emphasis on the development of a central idea , for a variety of audiences and purposes. 
a.  Select a purpose for writing.        
Establish rationale for choosing writing topics based on the Calkins Units of Study.

Participate in the development of criteria for rubric-based evaluation.

Apply teacher created or student created criteria to self-evaluate their products and performances and those of their peers.    
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b.  Pre-write using graphic organizers or other structures to organize their ideas.
Practice brainstorming strategies using Calkins materials across genres.

Employ graphic organizers to assist in structuring writing assignments


  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Establish an organizing structure and maintain a consistent focus.   
Utilize Six Traits rubrics to create a focus on intended outcomes of writing assisgnments.

Employ Calkins Units of Study to assist in organizing written assignments.

Participate in conferences to evaluate effectiveness of organization and focus.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
d. Include an introduction and conclusion.       
Utilize 6 + 1 Traits rubrics to create a focus on intended outcomes of writing assisgnments.

Employ Calkins Units of Study to reinforce structure of written assignments.

Participate in conferences to evaluate effectiveness of introductory and concluding components.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
e.  Write coherent paragraphs that have supporting sentences and a concluding sentence.  
Utilize 6+1 Traits rubrics to create a focus on intended outcomes of writing assisgnments.

Employ Calkins Units of Study to reinforce structure of written assignments.

Participate in conferences to evaluate effectiveness of introductory and concluding components.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
f.  Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.        
Utilize 6 + 1 Traits rubrics to create a focus on intended outcomes of writing assisgnments.

Employ Calkins Units of Study to reinforce importance of voice and supporting details of written assignments.

Participate in conferences to evaluate effectiveness of voice and descriptive details in written assignments.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
g.  Edit for correct grammar, usage and mechanics.       
Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.

Demonstrate understanding of the 6 + 1 Traits of Writing by editing for trait #5: conventions.

Participate in Calkins lessons that support grammar, usage and mechanics.   
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
h.  Create legible final drafts. 
Craft and submit legible drafts, using both word-processing programs as well as hand-written copy.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
 
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
B.2. Narrative
Students write narratives that relate events, ideas, observations, or recollections.    
a.  Provide enough details and description in an organized manner so the reader  can imagine the event or experience.    
Participate in direct instruction, mini-lessons, discussion of exemplars, and guided practice.

Apply knowledge gained in guided practice to independent, original compositions.

Apply 6+1 Traits rubrics to evaluate effectiveness of written work.

Participate in Calkins lessons on details and organization.

Demonstrate the three parts of a story through
  • Plot Outlines
  • Webbing
  • Guided Writing 
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b.  Develop major events, settings, and characters and deal with problems and solutions in a story.      
Participate in Calkins lessons on fiction writing.

Use specific criteria/rubric from 6 + 1 Traits of Writing to guide the process of production and set standards for the final product.

  • Biography project
  • Colonial writing piece. 
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Provide insight into why the selected event or experience is memorable.      
Participate in direct instruction, mini-lessons, discussion of exemplars, and guided practice to identify characteristics of memorable writing.

Participate in Calkins writing lessons

Apply knowledge gained in guided practice to independent, original compositions.

Demonstrate the three parts of a story through:
  • Brainstorming
  • Plot Outlines
  • Webbing
  • Guided Writing 
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
d. Include sensory details.      
Focus on senory details as presented in Calkins units of personal narrative and fiction units.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEAs
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
B.3. Argument/Analysis
Students write to identify and explain a position to an identified audience.    
a.  Summarize information from reading, listening or viewing.    
Apply summarizing strategies based on information contained in social studies and science texts, presentations, science lab experiences and multi-media presentations
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b.  Write about a central question or idea by using relevant supporting facts and details.      
Develop and deliver presentations using teacher created or student created criteria.
  • Research paper
  • Biography project
  • Colonial writing piece
  • Calkins essay units
  • Calkins memoir unit       
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
B.4. Persuasive
Students write to persuade a targeted audience. 
a.  Establish a clear position on a topic and support the position with relevant evidence.
Participate in Calkins essay units to create written pieces for a taregted audience that establish a position and support position with sufficient evidence.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
B.5. Practical Application  
Students write letters, other requests for information or directions for completing a process.  
a.  Write a letter including a date, salutation, b, ody, closing, and signature , and when appropriate an inside address when writing a letter.   
Create letters with the purpose of conveying specific information that reflect the standard formatting and include all parts of a friendly letter.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b. Write multi-step directions for completing a task.    
Complete science lab reports that include details on step-by-step processes.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
C. RESEARCH:  Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation.  Students present findings orally, in writing, or using mixed media.
C.1. Research  
Students create, identify and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.   
a.  Identify key words and concepts related to research questions making adjustments when appropriate.   
Participate in Calkins essay units.
Identify topics to undertake  Social Studies research project.

Identify key words and concepts to complete science projects on vertebrates and invertebrates.

Identify key words and concepts in resaerching service learning science project.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWE
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/display
b. Locate and access information by using text features.        
Locate and access information using available resources including: consult peers, supplementary text resources, technology resources, community resources, teachers and other school professionals.

Self monitor comprehension of skills through application of reading strategies.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Collect, evaluate and organize information for a specific purpose.   
Participate in data collection, analysis and reporting in science units including vertebrates and invertebrates and the science service learing project.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA

  • report cards
  • rogress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
d.  Communicate findings from a variety of print and non-print sources.  
Participate in data collection, analysis and reporting in science units including vertebrates and invertebrates, the  science service learning project, and ELA assignments .
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
e.  Describe plagiarism and demonstrate appropriate citation.    
Discuss ethical and legal implications of plagarism.

Attribute authorship to cited courses in research projects.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA

  • report card
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
D.  LANGUAGE: Students write and speak using the conventions of Standard American English.  They apply knowledge of grammar and usage when reading to aid comprehension.  They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication. 
D.1. Grammar and Usage  
Students use parts of speech and vary sentence structure to communicate.        
a.  Use forms of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections correctly.       
Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.

Demonstrate understanding of the 6 + 1 Traits of Writing by editing for trait #5: conventions.

Participate in Calkins lessons and assessments on conventions.


  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b.  Use simple, compound, and complex sentences.    
Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.

Demonstrate understanding of the 6 + 1 Traits of Writing by editing for trait #5: conventions.  

Apply strategies for using varied sentence structure as presented in Calkins.  
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
D.2.  Mechanics  
Students apply the rules of capitalization, punctuation and spelling to communicate.    
a.  Use end marks correctly.   
Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.

Demonstrate under standing of the 6 + 1 Traits of Writing by editing for trait #5: conventions. 

Apply strategies for accurate capitalization, punctuation and spelling to written assignments as presented in Calkins.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b.  Capitalize correctly.

Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.

Demonstrate understanding of the 6 + 1 Traits of Writing by editing for trait #5: conventions.  
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Spell high-frequency grade-level words.      
Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.

Demonstrate understanding of the 6 + 1 Traits of Writing by editing for trait #5: conventions.  

Accurately spell Word Wall Words
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
E. LISTENING AND SPEAKING:    Students listen to comprehend  and speak to communicate effectively.       
E.1. Listening  
Students apply active listening skills. 
a. Ask clarifying questions.     
Respond to teacher and peer presentations, editing sessions, reading assignments and media viewing and listening with appropriate levels of clarifying questions.
teacher observation
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b. Attend and respond appropriately to classmates and adults.    
Practice respect during instructional and presentation time, exhibiting apropriate social behavior with peers and adults.
teacher observation

  • report cards
  • rogress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Follow multi-step oral instructions. 
Participate in science labs experiences,  classroom assignments, and research projects
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEAs, MEAs

  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
E.2. Speaking  
Students use active speaking skills to communicate effectively in a variety of contexts.        
a.  Explain ideas clearly and respond to questions with appropriate information.
Participate in classroom discussions, presentations and deliver responses to questions with focus and clarity.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
b. Speak using eye contact, clear enunciation, clear gestures for emphasis, and appropriate volume and rate.     
Use teacher created and student created criteria (specific to purpose, mode, and context) to develop presentations that include: biography project, book projects, puppets and skits in content areas.

Determine appropriate criteria for presentation based on purpose, mode, and context.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA

  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
c.  Share information summarized from reading, listening, or viewing and form a position on a topic supporting the position with a variety of print and non-print sources.       
Develop and deliver presentations using teacher created or student created criteria including:

  •   Research paper
  •   Biography project
  •   Colonial writing piece
  •   Creative writing
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communication
  • power school
  • community performances/displays
F. MEDIA:  Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.    
F.1. Analysis of Media  
Students explain that the same information can have different effects when presented through different forms of media.  
a.  Compare the effects of the same kind of information as found in books, movies, newspapers, magazines, and/or on the internet and television. 
   
 
b. Recognize that there are multiple roles and purposes of media.       

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.