Grade 5 ELA (California Common Core)

Reading Standards for Literature

• RL.5.4 California adds to RL.5.4 (word meanings including figurative language) – exact added words to be checked. CA wording differs (to be re-checked)

Reading Standards for Informational Text

• RI.5.4 California adds to RI.5.4 (meanings of academic and subject-specific words). CA wording differs (to be re-checked)

Writing Standards

• W.5.4 California adds to W.5.4: writing should include multiple-paragraph texts organized for the audience. CA wording differs (to be re-checked)

Speaking and Listening Standards

• SL.5.3 California adds to SL.5.3: as well as summarizing a speaker's points and support, students identify and analyze logical fallacies. CA wording differs (to be re-checked)
• SL.5.4a California-only sub-standard: plan and deliver an opinion speech with supporting evidence and a concluding statement. CA only (to be re-checked)
• SL.5.4b California-only sub-standard: memorize and recite a poem or part of a speech using suitable rate, expression and gestures. CA only (to be re-checked)

Language Standards

• L.5.4c California changes L.5.4c (dictionaries, glossaries and thesauruses for pronunciation and precise meanings) – exact change to be checked. CA wording differs (to be re-checked)

Reading: Literature (RL) 10 standards

• Key Ideas and Details
  • 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).
• Craft and Structure
  • 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.
• Integration of Knowledge and Ideas
  • 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.
• Range of Reading and Level of Text Complexity
  • 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.

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Reading: Informational Text (RI) 10 standards

• Key Ideas and Details
  • 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.
• Craft and Structure
  • 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.
• Integration of Knowledge and Ideas
  • 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.
• Range of Reading and Level of Text Complexity
  • 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.

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Reading: Foundational Skills (RF) 2 standards

• Phonics and Word Recognition
  • RF.5.3 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.
• Fluency
  • RF.5.4 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.

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Writing (W) 10 standards

• Text Types and Purposes
  • W.5.1 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.
  • W.5.2 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.
  • W.5.3 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.
• Production and Distribution of 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.
• Research to Build and Present Knowledge
  • 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 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.
  • W.5.9 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]"").
• Range of Writing
  • 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.

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Speaking & Listening (SL) 6 standards

• Comprehension and Collaboration
  • SL.5.1 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.
  • 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.
• Presentation of Knowledge and Ideas
  • 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.)

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Language (L) 6 standards

• Conventions of Standard English
  • L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • L.5.1.a 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.
    • L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.
    • L.5.1.d Recognize and correct inappropriate shifts in verb tense.*
    • L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • L.5.2.a Use punctuation to separate items in a series.*
    • L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
    • L.5.2.c 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.
• Knowledge of Language
  • L.5.3 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.
• Vocabulary Acquisition and Use
  • 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.
    • 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.
  • L.5.5 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.
    • L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
  • 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).

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