ELA Standards for 5th grade
L 5.1Demonstrate 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.
- 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?).
- Use underlining, quotation marks, or italics to indicate titles of works.
- Spell grade-appropriate words correctly, consulting references as needed.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
- 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.
- 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.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- 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.
L.5.6Acquire 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).
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.
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.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- 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 or show the responses of characters to situations.
- Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
- Use concrete words and phrases and sensory details to convey experiences and events precisely.
- Provide a conclusion that follows from the narrated experiences or events.
W.5.4Produce 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.5.5With 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.)
W.5.6With 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.5.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8Recall 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.5.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 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]").
- 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]").
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.
- 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.
- Follow agreed–upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that 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.
SL.5.2Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
SL.5.IA.4Perform dramatic readings and presentations.
SL.5.4Report 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.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6Adapt 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 for specific expectations.)
Social Studies Standards for 5th grade
BS.1 Essential Concept and/or Skill: Understand the changing nature of society.
BS.2Essential Concept and/or Skill: Understand the influences on individual and group behavior and group decision-making.
BS.3Essential Concept and/or Skill: Understand how personality and socialization impact the individual.
BS.4Essential Concept and/or Skill: Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture.
BS.5Essential Concept and/or Skill: Understand current social issues to determine how the individual formulates opinions and responds to issues.
BS.6 Essential Concept and/or Skill: Understand how to evaluate social research and information.
E. 1 Essential Concept and/or Skill: Understand the role of scarcity and economic trade–offs and how economic conditions impact people’s lives.
E.2 Essential Concept and/or Skill: Understand the functions of economic institutions.
E.3 Essential Concept and/or Skill: Understand how governments throughout the world influence economic behavior.
E. 4 Essential Concept and/or Skill: Understand factors that create patterns of interdependence in the world economy.
E.5 Essential Concept and/or Skill: Understand that advancing technologies impact the global economy.
E.6 Essential Concept and/or Skill: Understand that all economies throughout the world rely upon universal concepts.
SS.3–5.G.1Essential Concept and/or Skill: Understand the use of geographic tools to locate and analyze information about people, places, and environments.
SS.3–5.G.2 Essential Concept and/or Skill: Understand how geographic and human characteristics create culture and define regions.
SS.3–5.G.3 Essential Concept and/or Skill: Understand how human factors and the distribution of resources affect the development of society and the movement of populations.
SS.3–5.G.4 Essential Concept and/or Skill: Understand how physical processes and human actions modify the environment and how the environment affects humans.
SS.3–5.H.1 Essential Concept and/or Skill: Understand historical patterns, periods of time and the relationships among these elements.
SS.3–5.H.2 Essential Concept and/or Skill: Understand how and why people create, maintain, or change systems of power, authority, and governance.
SS.3–5.H.3 Essential Concept and/or Skill: Understand the role of culture and cultural diffusion on the development and maintenance of societies.
SS.3–5.H.4 Essential Concept and/or Skill: Understand the role of individuals and groups within a society as promoters of change or the status quo.
SS.3–5.H.5 Essential Concept and/or Skill: Understand the effect of economic needs and wants on individual and group decisions.
SS.3–5.H.6 Essential Concept and/or Skill: Understand the effects of geographic factors on historical events.
SS.3–5.H.7 Essential Concept and/or Skill: Understand the role of innovation on the development and interaction of societies.
SS.3–5.PSCL.1 Essential Concept and/or Skill: Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action.
SS.3–5.PSCL.2 Essential Concept and/or Skill: Understand how the government established by the Constitution embodies the enduring values and principles of democracy and republicanism.
SS.3–5.PSCL.3 Essential Concept and/or Skill: Understand the purpose and function of each of the three branches of government established by the Constitution.
SS.3–5.PSCL.4 Essential Concept and/or Skill: Understand the differences among local, state and national government.
SS.3–5.PSCL.5 Essential Concept and/or Skill: Understand the role of the United States in current world affairs.