Grade 5

Reading Standards: Literature (3-5)  

Reading Standards: Informational Text (3-5)  

Reading Standards: Foundational Skills (3-5)  

Writing Standards (3-5) 

Speaking and Listening Standards (3-5)

Language Standards (3-5) 

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

Determine a theme of a story, drama, or poem from detailsin 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.

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).

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

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

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

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

Not applicable to literature

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

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

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

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

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.

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

Compare and contrast the overallstructure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts

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

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.

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

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

By the end of the year, read 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.

Know and apply grade-level phonics and word analysisskills in decoding words.

Read with sufficient accuracy and fluency to support comprehension.

Create readable documents with legible handwriting (cursive).

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

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

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

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

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

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.

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

Recall relevant information from experiences or gather relevant information from print and digitalsources;summarize or paraphrase information in notes and finished work, and provide a list of sources

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

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.

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

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

Summarize the points a speaker makes and explain how each claim issupported by reasons and evidence.

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

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

Adaptspeech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 forspecific expectations.)

Demonstrate command of the conventions ofstandard English grammar and usage when writing orspeaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range ofstrategies.

Demonstrate understanding of figurative language, word relationships, and nuancesin word meanings.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Read on-level text with purpose and understanding.

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm orself-correct word recognition and understanding, rereading as necessary.

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

Provide logically ordered reasonsthat are supported by facts and details.

Link opinion and reasons using words, phrases, and clauses (e.g., consequently,specifically).

Provide a concluding statement orsection related to the opinion presented.

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.

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

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

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

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

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events orshow the responses of charactersto situations.

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

Use concrete words and phrases and sensory detailsto convey experiences and events precisely.

Provide a conclusion that followsfrom the narrated experiences or events

Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific detailsin the text [e.g., how charactersinteract].").

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

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

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

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

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

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Use verb tense to convey varioustimes, sequences, states, and conditions.

Recognize and correct inappropriate shiftsin verb tense

Use correlative conjunctions (e.g., either/or, neither/nor).

Use punctuation to separate items in a series.

Use a comma to separate an introductory element from the rest of the sentence

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use underlining, quotation marks, or italicsto indicate titles of works

Spell grade-appropriate words correctly, consulting references as needed.

Expand, combine, and reduce sentencesfor meaning, reader/listenerinterest, and style.

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

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

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,photosynthesis).

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. 

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

Recognize and explain the meaning of common idioms, adages, and proverbs.

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.