Language Arts Essential Standards

Reading: Foundational Skills Standard 3 (RF.5.3)

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

  • 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.

Reading: Foundational Skills Standard 4 (RF.5.4)

Read with sufficient accuracy and fluency to support comprehension.

  • Read grade-level text with purpose and understanding.
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Vocabulary: Language Standard 4 (L.5.4)

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.

  • Use context (e.g., cause/effect relationships and comparisons in 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.

Reading: Literature Standard 1 (RL.5.1/RI.5.1)

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

Reading: Literature Standard 2 (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.

Reading: Informational Text Standard 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.

Reading: Informational Text Standard 5 (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.

Writing Standard 1 (W.5.1)

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

  • 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.
  • Provide logically ordered reasons that are supported by facts and details.
  • Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
  • Provide a concluding statement or section related to the opinion presented.

Writing Standard 2 (W.5.2)

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

  • 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 or section related to the information or explanation presented.

Language Standard 2 (L.5.2)

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?).
  • Use underlining, quotation marks, or italics to indicate titles of works.
  • Spell grade-appropriate words correctly, consulting references as needed.

For Sound/Spelling Cards, click here.