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- FIFTH GRADE LANGUAGE ARTS
Fifth Grade Language Arts Common Core State Standards
Language | ||
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. | ||
L.5.1.B |
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. | ||
Recognize and correct inappropriate shifts in verb tense.* | ||
Use correlative conjunctions (e.g., either/or, neither/nor). | ||
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
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?). | ||
L.5.2.D |
Use underlining, quotation marks, or italics to indicate titles of works. | |
L.5.2.E |
Spell grade-appropriate words correctly, consulting references as needed. | |
Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.5.3.A |
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. | |
L.5.3.B |
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. | |
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. | ||
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.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.5.4.C |
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. | |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | ||
L.5.5.A |
Interpret figurative language, including similes and metaphors, in context. | |
L.5.5.B |
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. | ||
Language | ||
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.5.6 |
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). | |
Reading: Literature | ||
RL.5.1 |
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | |
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.5.3 |
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.5.4 |
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. | |
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.5.6 |
Describe how a narrator's or speaker's point of view influences how events are described. | |
RL.5.7 |
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). | |
RL.5.8 |
(RL.5.8 not applicable to literature) | |
RL.5.9 |
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. | |
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. | |
Reading: Informational Text | ||
RI.5.1 |
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | |
RI.5.2 |
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. | |
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. | |
RI.5.4 |
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. | |
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.5.6 |
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. | |
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. | |
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.5.9 |
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. | |
RI.5.10 |
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. | |
Reading: Foundational Skills | ||
Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.5.3.A |
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 with sufficient accuracy and fluency to support comprehension. | ||
RF.5.4.A |
Read grade-level text with purpose and understanding. | |
RF.5.4.B |
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. | |
RF.5.4.C |
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | |
Writing | ||
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. | ||
W.5.1.A |
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. | |
W.5.1.B |
Provide logically ordered reasons that are supported by facts and details. | |
W.5.1.C |
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). | |
W.5.1.D |
Provide a concluding statement or section related to the opinion presented. | |
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. | ||
W.5.2.A |
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. | |
W.5.2.B |
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. | |
W.5.2.C |
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). | |
W.5.2.D |
Use precise language and domain-specific vocabulary to inform about or explain the topic. | |
W.5.2.E |
Provide a concluding statement or section related to the information or explanation presented. | |
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. | ||
W.5.3.A |
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. | |
W.5.3.B |
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. | |
W.5.3.C |
Use a variety of transitional words, phrases, and clauses to manage the sequence of events. | |
W.5.3.D |
Use concrete words and phrases and sensory details to convey experiences and events precisely. | |
W.5.3.E |
Provide a conclusion that follows from the narrated experiences or events. | |
Writing | ||
W.5.4 |
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.) | |
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.) | |
W.5.6 |
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. | |
W.5.7 |
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. | |
W.5.8 |
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. | |
Draw evidence from literary or informational texts to support analysis, reflection, and research. | ||
W.5.9.A |
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 details in the text [e.g., how characters interact]"). | |
W.5.9.B |
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]""). | |
W.5.10 |
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. | |
Speaking & Listening | ||
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. | ||
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. | |
SL.5.1.B |
Follow agreed-upon rules for discussions and carry out assigned roles. | |
SL.5.1.C |
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. | |
SL.5.1.D |
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. | |
Speaking and Listening | ||
SL.5.2 |
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | |
SL.5.3 |
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. | |
SL.5.4 |
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; speak clearly at an understandable pace. | |
SL.5.5 |
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. | |
SL.5.6 |
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.) |