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 signer in a poem reflects upon a topic; summarize the text.

5.1.1.3

Depth 2

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).

5.1.2.1

Depth 2

Determine the meaning of signs and phrases as they are used in a text, including figurative language such as metaphors, similes, and hyperboles.

5.1.2.2

Depth 2

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

5.1.2.3

Depth 2

Describe how a narrator’s point of view influences how events are described.

5.1.3.1

Depth 2

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., cinematography, multimedia presentation of fiction, folktale, myth, poem).

5.1.3.2

Depth 2

(Not applicable to literature.)

5.1.3.3

Depth 2

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

5.1.4.1

Depth 2

By the end of the year, view and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

5.2.1.1

Depth 2

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.2.1.2

Depth 2

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.2.1.3

Depth 2

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.

5.2.2.1

Depth 2

Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 5 topic or subject area.

5.2.2.2

Depth 2

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.

5.2.2.3

Depth 2

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

5.2.3.1

Depth 2

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.

5.2.3.2

Depth 2

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

5.2.3.3

Depth 2

Integrate information from several texts on the same topic in order to narrate about the subject knowledgeably.

5.2.4.1

Depth 2

By the end of the year, view and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

5.3.3.1

Depth 2

Know and apply grade-level sign analysis skills in decoding signs.

5.3.4.1

Depth 2

View and sign on-level texts with sufficient accuracy and fluency to support comprehension.

5.4.1.1

Depth 2

Sign opinion pieces on topics or texts, supporting a point of view with reasons and information.

5.4.1.2

Depth 2

Sign informative/explanatory texts to examine a topic and convey ideas and information clearly.

5.4.1.3

Depth 2

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

5.4.2.1

Depth 2

Produce clear and coherent signing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

5.4.2.2

Depth 2

With guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach. (Editing for structure should demonstrate command of Language standards 1-3 up to and including grade 5.)

5.4.2.3

Depth 2

With some guidance and support from adults, use technology, including the Internet, to produce and publish signing as well as to interact and collaborate with others; demonstrate sufficient command of video editing skills to compose a minimum of four minutes of video).

5.4.3.1

Depth 2

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5.4.3.2

Depth 2

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.

5.4.3.3

Depth 2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

5.4.4.1

Depth 2

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

5.5.1.1

Depth 2

Engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher- led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

5.5.1.2

Depth 2

Summarize a text signed or information presented in diverse media and formats, live or published, including those with visual or quantitative information.

5.5.1.3

Depth 2

Summarize the points a signer makes and explain how each claim is supported by reasons and evidence.

5.5.2.1

Depth 2

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; sign clearly at an understandable pace.

5.5.2.2

Depth 2

Include multimedia components (e.g., graphics, animation) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5.5.2.3

Depth 2

Adapt sign to a variety of contexts and tasks, using formal ASL when appropriate to task and situation. (See grade 5 Language standards 1)

5.6.1.1

Depth 2

Demonstrate command of the structure of standard ASL grammar and usage when signing (live and published).

5.6.2.1

Depth 2

Use knowledge of language and its structure when signing and viewing (live and published).

5.6.3.1

Depth 2

Determine or clarify the meaning of unknown and multiplemeaning signs, fingerspelled words, and phrases based on grade 5 viewing and content, choosing flexibly from a range of strategies.

5.6.3.2

Depth 2

Demonstrate understanding of figurative language, sign relationships, and nuances in sign meanings.

5.6.3.3

Depth 2

Acquire and use accurately grade-appropriate general academic and domain-specific signs, fingerspelled words, and phrases, including those that signal contrast, addition, and other logical relationships (e.g., UNDERSTAND++, BUT, B-U-T, #BUT, CAN, RESULT-WHAT-Q).

5.7.1.1

Depth 2

Demonstrate understanding of ways fingerspelled signs are formed and their uses.

5.7.2.1

Depth 2

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words.

5.7.3.1

Depth 2

Know and apply grade-level parameters and sign analysis skills in decoding signs both in isolation and in context.

5.3.3.1.a

Depth 3

Use combined knowledge of all parameters and morphology (e.g., roots, affixes, and depictions) to accurately decode unfamiliar signs and phrases in context and out of context.

5.3.4.1.a

Depth 3

View on-level text with purpose and understanding.

5.3.4.1.b

Depth 3

View and recite on-level text prose and poetry with accuracy, appropriate rate, and expression on successive viewings for both published and live texts.

5.3.4.1.c

Depth 3

Use context to confirm or self-correct sign recognition and understanding, re-viewing as necessary.

5.4.1.1.a

Depth 3

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the signer’s purpose.

5.4.1.1.b

Depth 3

Provide logically ordered reasons that are supported by facts and details.

5.4.1.1.c

Depth 3

Link opinion and reasons using signs, phrases, and clauses (e.g., THEREFORE, HAPPEN, SPECIFICALLY).

5.4.1.1.d

Depth 3

Provide a concluding statement or section related to the opinion presented.

5.4.1.2.a

Depth 3

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., video transitions), illustrations, and multimedia when useful to aiding comprehension.

5.4.1.2.b

Depth 3

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

5.4.1.2.c

Depth 3

Link ideas within and across categories of information using signs, phrases, and clauses (e.g., POINT, use contrastive structure, conditionals).

5.4.1.2.d

Depth 3

Use precise language and domain-specific vocabulary to inform about or explain the topic.

5.4.1.2.e

Depth 3

Provide a concluding statement or section related to the information or explanation presented.

5.4.1.3.a

Depth 3

Orient the viewer by establishing a situation and introducing a narrator and/or characters; organize an event sequence

5.4.1.3.b

Depth 3

Use narrative techniques, such as dialogue (role-shifting), description, and pacing, to develop experiences and events or show the responses of characters to situations

5.4.1.3.c

Depth 3

Use a variety of transitional signs, phrases, and clauses to manage the sequence of events.

5.4.1.3.d

Depth 3

Use concrete signs and phrases and sensory details to convey experiences and events precisely.

5.4.1.3.e

Depth 3

Provide a conclusion that follows from the narrated experiences or events.

5.4.3.3.a

Depth 3

Apply grade 5 Viewing standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact].”).

5.4.3.3.b

Depth 3

Apply grade 5 Viewing 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].”).

5.5.1.1.a

Depth 3

Come to discussions prepared, having viewed or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

5.5.1.1.b

Depth 3

Follow agreed-upon rules for discussions and carry out assigned roles.

5.5.1.1.c

Depth 3

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

5.5.1.1.d

Depth 3

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

5.6.2.1.a

Depth 3

Expand, combine, and reduce sentences for meaning, viewer interest, and style.

5.6.2.1.b

Depth 3

Combine and contrast the varieties of ASL (e.g., regional accents, registers) used in stories, dramas, or poems.

5.6.3.1.a

Depth 3

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a sign, fingerspelled word, or phrase.

5.6.3.1.b

Depth 3

Use common, grade-appropriate prefixes, suffixes, nonmanual markers, and iconicity of signs as clues to the meaning of a sign.

5.6.3.1.c

Depth 3

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the production of and determine or clarify the precise meaning of key signs and phrases.

5.6.3.2.a

Depth 3

Interpret figurative language, including similes and metaphors, in context.

5.6.3.2.b

Depth 3

Use the relationship between particular signs (e.g., synonyms, antonyms, homonyms [HUNGRY/WISH]) to better understand each of the signs.

5.6.3.2.c

Depth 3

Interpret sentences that use the same signs and different expressions and tones to reflect different shades of meaning.

5.7.1.1.a

Depth 3

Use pacing in fingerspelling to highlight a phrase in presentation or discourse for emphasis (e.g., E-V-O-L-V-E-D, B-A-W-L-E-D #EYES O-U-T).

5.7.1.1.b

Depth 3

Use fingerspelled words when there are no sign equivalents (e.g., proper nouns, technology terms, vegetables).

5.7.1.1.c

Depth 3

Recognize that fingerspelled words are not always for emphasis and use both the fingerspelled word and the sign interchangeably (e.g., fs-O-N-L-I-N-E/ONLINE).

5.7.1.1.d

Depth 3

Understand that fingerspelling can use space to establish referents and/or to clarify meaning.

5.7.2.1.a

Depth 3

Connect initialized forms and alphabet letters to their equivalent in English.

5.7.3.1.a

Depth 3

Fingerspell longer words and phrases following correct contour as new ASL and English lexicon expands.

5.7.3.1.b

Depth 3

Recognize that some signs are compounded with signs and lexicalized fingerspelling (e.g., #SUN+GLASSES, BACK+#YARD).

5.7.3.1.c

Depth 3

Recognize that some words are fingerspelled due to domainspecific definition (e.g., H2O – fs-H-Y-D-R-O-G-E-N fs-O-X-ID-E).

Framework metadata

Source document: ASL CONTENT STANDARDS KINDERGARTEN-GRADE 12
License: CC BY 4.0 US