English Language Arts Standards s1

I Can Statements Fifth Grade English Language Arts Standards

Standard I Can Statements Academic Teacher Notes Standard Taught Vocab ulary Theme/Lesson Reading Literature 1 2 4 5 6 Fifth Grade RL5.1. Quote accurately I can quote accurately quote from a text when from a text when accurately explaining what the text explaining what the text explicitly says explicitly and when says explicitly. inferences drawing inferences from the text. I can quote accurately from a text when drawing inferences from the text.

RL5.2. Determine a I can determine the theme theme of a story, drama, or theme of a story, drama poem from details in the drama, or poem using summarize text, including how details from the text. characters in a story or drama respond to I can summarize the challenges or how the text. speaker in a poem reflects upon a topic; summarize the text.

RL5.3. Compare and I can use details to compare & contrast two or more compare and contrast contrast characters, settings, or two or more characters, drama events in a story or drama, settings, or events in a drawing on specific details story or drama. in the text (e.g., how characters interact). RL5.4. Determine the I can determine the phrases 1 2 4 5 6 meaning of words and meaning of words and figurative phrases as they are used in phrases as they are used language a text, including figurative in a text. metaphor language such as simile metaphors and similes. I determine the meaning of figurative language such as metaphors and similes.

RL5.5. Explain how a I can explain how a chapter series of chapters, scenes, series of chapters, scene or stanzas fits together to scenes, or stanzas fits stanza provide the overall together to provide the drama structure of a particular overall structure of a story, drama, or poem. particular story, drama, or poem.

RL5.6. Describe how a I can describe how a narrator narrator’s or speaker’s narrator’s or speaker’s speaker point of view influences point of view influences point of view how events are described. how events are described.

RL5.7. Analyze how visual I can analyze how visual analyze and multimedia elements and multimedia visual element contribute to the meaning, elements contribute to multimedia tone, or beauty of a text the meaning, tone, or element (e.g., graphic novel, beauty of a text. tone of text multimedia presentation beauty of text of fiction, folktale, myth, poem). RL5.8. (Not applicable to literature)

RL5.9. Compare and I can compare and genre contrast stories in the contrast stories in the theme same genre (e.g., mysteries same genre with similar topic and adventure stories) on themes or topics. their approaches to similar themes and topics. RL5.10. By the end of the I can read and comprehend year, read and comprehend a variety of literature comprehend literature, grade level literature independently including stories, dramas, independently and proficiently and poetry, at the high end proficiently. of the grades 4–5 text complexity band independently and proficiently. Reading Informational 1 2 4 5 6 Text - Fifth Grade RI.5.1. Quote accurately I can quote accurately quote from a text when from a text when accurately explaining what the text explaining what the text says explicitly and when says explicitly. drawing inferences from the text. I can quote accurately from a text and when drawing inferences from the text.

RI.5. 2. Determine two or I can determine two or main idea more main ideas of a text more main ideas of a key details and explain how they are text and explain how summarize supported by key details; they are supported by summarize the text. key details.

I can summarize the text.

RI.5. 3. Explain the I can use specific relationships relationships or information to explain interactions interactions between two the relationships or historical or more individuals, interactions between scientific events, ideas, or concepts two or more technical in a historical, scientific, or individuals, events, technical text based on ideas, or concepts in a specific information in the historical, scientific, or text. technical text.

RI.5. 4. Determine the I can determine the meaning of general meaning of specific academic and domain- words and phrases in a specific words and phrases text. in a text relevant to a grade 5 topic or subject area. RI.5. 5. Compare and I can compare and compare & contrast the overall contrast the overall contrast structure (e.g., chronology, structure of events, structure comparison, cause/effect, ideas, concepts, or concepts problem/solution) of information in two or events, ideas, concepts, or more texts. information in two or more texts. RI.5. 6. Analyze multiple I can analyze multiple analyze 1 2 4 5 6 accounts of the same event accounts of the same multiple or topic, noting important event or topic. accounts similarities and differences similarities in the point of view they I can note important represent. similarities and differences in the point of view represented in multiple accounts of the same topic or event.

RI.5. 7. Draw on I can draw on draw on information from multiple information from information print or digital sources, multiple sources to multiple sources demonstrating the ability locate an answer to a efficiently to locate an answer to a question quickly or to question quickly or to solve a problem solve a problem efficiently. efficiently.

RI.5. 8. Explain how an I can explain how an evidence author uses reasons and author uses reasons and evidence to support evidence to support particular points in a text, particular points in a identifying which reasons text. and evidence support which point(s). RI.5. 9. Integrate I can integrate integrate information from several information from knowledgeably texts on the same topic in several texts on the order to write or speak same topic in order to about the subject write or speak about the knowledgeably. subject knowledgeably.

RI.5. 10. By the end of the I can read and informational year, read and comprehend grade-level text comprehend informational informational texts independently texts, including independently and proficiently history/social studies, proficiently. science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. Reading Foundational 1 2 4 5 6 Skills - Fifth Grade FS.5.3. Know and apply I can know and apply phonics grade-level phonics and grade-level phonics and decoding word analysis skills in word analysis skills in multisyllabic decoding words. decoding words. context letter-sound a. Use combined I can read accurately correspondence knowledge of all letter- unfamiliar multisyllabic s sound correspondences, words in context and syllabication syllabication patterns, and out of context by using morphology morphology (e.g., roots letter-sound and affixes) to read correspondences, accurately unfamiliar syllabication patterns, multisyllabic words in and/or morphology. context and out of context.

FS.5.4. Read with I can read with accuracy sufficient accuracy and sufficient accuracy and fluency fluency to support fluency to support comprehension comprehension. comprehension. prose/poetry successive a. Read grade-level text a. I can grade-level text confirm with purpose and with purpose and understanding. understanding. b. Read grade-level prose b. I can read grade- and poetry orally with level prose and poetry accuracy, appropriate rate, orally with accuracy, and expression on appropriate rate, and successive readings. expression on successive readings. c. Use context to confirm or self-correct word c. I can use context to recognition and confirm or self-correct understanding, rereading word recognition and as necessary. understanding, rereading as necessary. Writing – Fifth Grade 1 2 4 5 6 W.5.1. Write opinion 1. I can write opinion opinion pieces on topics or texts, pieces on topics or organizational supporting a point of view texts, supporting a structure with reasons and point of view with logically information. reasons and phrases information. clauses a. Introduce a topic or text concluding clearly, state an opinion, a. I can introduce a statement and create an topic or text clearly, organizational structure in state an opinion, and which ideas are logically create an organizational grouped to support the structure in which ideas writer’s purpose. are logically grouped to support the writer’s b. Provide logically purpose. ordered reasons that are supported by facts and b. I can provide details. logically ordered reasons that are c. Link opinion and supported by facts and reasons using words, details. phrases, and clauses (e.g., consequently, c. I can link opinion specifically). and reasons using words, phrases, and d. Provide a concluding clauses. statement or section related to the opinion d. I can provide a presented. concluding statement or section related to the opinion presented. W.5.2. Write I can write informative 1 2 4 5 6 informative/explanatory informative/explanator explanatory texts to examine a topic y texts to examine a examine and convey ideas and topic and convey ideas convey information clearly. and information clearly. general observation a. Introduce a topic a. I can introduce a logically clearly, provide a general topic clearly, provide a formatting observation and focus, and general observation and concrete details group related information focus, and group related multimedia logically; include information logically. categories formatting (e.g., domain specific headings), illustrations, I can include concluding and multimedia when formatting, phrases useful to aiding illustrations, and clauses comprehension. multimedia when useful concluding to aiding statement b. Develop the topic with comprehension. facts, definitions, concrete details, quotations, or b. I can develop the other information and topic with facts, examples related to the definitions, concrete topic. details, quotations, or other information and c. Link ideas within and examples related to the across categories of topic. information using words, phrases, and clauses (e.g., c. I can link ideas in contrast, especially). within and across categories of d. Use precise language information using and domain-specific words, phrases, and vocabulary to inform clauses. about or explain the topic. d. I can use precise e. Provide a concluding language and domain- statement or section specific vocabulary to related to the information inform about or explain or explanation presented. the topic.

e. I can provide a concluding statement or section related to the information or explanation presented. W.5.3. Write narratives to 3. I can write narratives narratives 1 2 4 5 6 develop real or imagined to develop real or imagined experiences or events imagined experiences experiences using effective technique, or events using effective effective descriptive details, and technique, descriptive technique clear event sequences. details, and clear event transitional sequences. orient a. Orient the reader by narrative establishing a situation a. I can orient the techniques and introducing a narrator reader by establishing a dialogue and/or characters; situation and description organize an event introducing a narrator pacing sequence that unfolds and/or characters. conclusion naturally. I can organize an event b. Use narrative sequence that unfolds techniques, such as naturally. dialogue, description, and pacing, to develop b. I can use narrative experiences and events or techniques, such as show the responses of dialogue, description, characters to situations. and pacing, to develop experiences and events c. Use a variety of or show the responses transitional words, of characters to phrases, and clauses to situations. manage the sequence of events. c. I can use a variety of transitional words, d. Use concrete words and phrases, and clauses to phrases and sensory manage the sequence of details to convey events. experiences and events precisely. d. I can use concrete words and phrases and e. Provide a conclusion sensory details to that follows from the convey experiences and narrated experiences or events precisely. events. e. I can provide a conclusion that follows from the narrated experiences or events. W.5.4. Produce clear and 4. I can produce clear coherent 1 2 4 5 6 coherent writing in which and coherent writing in appropriate the development and which the development purpose organization are and organization are task appropriate to task, appropriate to task, audience purpose, and audience. purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.5.5. With guidance and 5. With guidance and planning support from peers and support from peers and revising adults, develop and adults, I can develop editing strengthen writing as and strengthen writing rewriting needed by planning, as needed by planning, revising, editing, rewriting, revising, editing, or trying a new approach. rewriting, or trying a (Editing for conventions new approach. should demonstrate command of Language Standards 1–3 up to and including grade 5 on page 30.)

W.5.6. With some 6. With some guidance interact guidance and support and support from collaborate from adults, use adults, I can use technology, including the technology, including Internet, to produce and the Internet, to produce publish writing as well as and publish writing as to interact and collaborate well as to interact and with others; demonstrate collaborate with others. sufficient command of keyboarding skills to type I can demonstrate a minimum of two pages sufficient command of in a single sitting. keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7. Conduct short 7. I can conduct short conduct research projects that use research projects that investigation several sources to build use several sources to aspects knowledge through build knowledge investigation of different through investigation of aspects of a topic. different aspects of a topic. W.5.8. Recall relevant 8. I can recall relevant relevant 1 2 4 5 6 information from information from paraphrase experiences or gather experiences or gather digital sources relevant information from relevant information print and digital sources; from print and digital summarize or paraphrase sources. information in notes and finished work, and provide I can summarize or a list of sources. paraphrase information in notes and finished work, and provide a list of sources.

W.5.9. Draw evidence 9. I can draw evidence draw evidence from literary or from literary texts to support informational texts to support analysis, analysis support analysis, reflection, and research. reflection reflection, and research. I can draw evidence a. Apply grade 5 Reading from informational Standards to literature texts to support (i.e., “Compare and analysis, reflection, and contrast two or more research. characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). 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 10. I can write routinely over extended time frames routinely for shorter or discipline- (time for research, extended time frames specific reflection, and revision) for a range of audiences and shorter time frames (a discipline-specific single sitting or a day or tasks, purposes, and two) for a range of audiences. discipline-specific tasks, purposes, and audiences.

Speaking and 1 2 4 5 6 Listening - Fifth Grade SL.5.1. Engage effectively 1. I can engage engage in a range of collaborative effectively in a range of diverse discussions (one-on-one, collaborative partners in groups, and teacher-led) discussions with diverse explicitly draw with diverse partners on partners on grade level on grade 5 topics and texts, topics and texts, collaborative building on others’ ideas building on others’ agreed-upon and expressing their own ideas. contribute clearly. elaborate pose and a. Come to discussions a. I can come to respond prepared, having read or discussions prepared, studied required material; having read or studied explicitly draw on that required material; preparation and other explicitly draw on that information known about preparation and other the topic to explore ideas information known under discussion. about the topic to explore ideas under discussion. b. Follow agreed-upon b. I can follow agreed- rules for discussions and upon rules for carry out assigned roles. discussions and carry out assigned roles. c. Pose and respond to c. I can pose and specific questions by respond to specific making comments that questions by making contribute to the comments that discussion and elaborate contribute to the on the remarks of others. discussion and elaborate on the remarks of others. d. Review the key ideas d. I can review the key expressed and draw ideas expressed and conclusions in light of draw conclusions in information and light of information and knowledge gained from knowledge gained from the discussions. the discussions.

SL.5.2. Summarize a 2. I can summarize a diverse media written text read aloud or written text read aloud information presented in or information diverse media and presented in diverse formats, including media and formats. visually, quantitatively, and orally. SL.5.3. Summarize the 3. I can summarize the points 1 2 4 5 6 points a speaker makes points a speaker makes claim and explain how each and explain how each evidence claim is supported by claim is supported by reasons and evidence reasons and evidence.

SL.5.4. Report on a topic 4. I can report on a opinion or text or present an topic or text or present sequencing opinion, sequencing ideas an opinion, sequencing ideas logically logically and using ideas logically and appropriate appropriate facts and using appropriate facts relevant relevant, descriptive and relevant, descriptive details to support main descriptive details to ideas or themes; speak support main ideas or clearly at an themes. understandable pace. I can speak clearly at an understandable pace.

SL.5.5. Include 5. I can include multimedia multimedia components multimedia components (e.g., graphics, sound) and components and visual appropriate visual displays in displays in enhance the presentations when presentations when development appropriate to enhance the appropriate to enhance development of main ideas the development of or themes. main ideas or themes.

SL.5.6. Adapt speech to a 6. I can adapt speech to adapt variety of contexts and a variety of contexts formal English tasks, using formal English and tasks, using formal when appropriate to task English appropriate to and situation. task and situation. (See grade 5 Language standards 1 and 3 on page 30 for specific expectations.) Language – 1 2 4 5 6 Fifth Grade L5.1. Demonstrate I can demonstrate command of command of the command of the conventions conventions of standard conventions of standard standard English grammar and English grammar and English usage when writing or usage when writing or grammar speaking. speaking. function conjunctions a. Explain the function of a. I can explain the prepositions conjunctions, function of interjections prepositions, and conjunctions. verb tenses interjections in general correlative and their function in I can explain the conjunctions particular sentences. function of prepositions.

I can explain the function of interjections. b. Form and use the b. I can form and use perfect (e.g., I had the perfect verb tenses. walked; I have walked; I will have walked) verb tenses. c. I can use verb tense c. Use verb tense to to convey various times, convey various times, sequences, states, and sequences, states, and conditions. conditions. d. I can recognize and d. Recognize and correct correct inappropriate inappropriate shifts in shifts in verb tense.* verb tense.* e. I can use correlative e. Use correlative conjunctions. conjunctions (e.g., either/or, neither/nor). L5.2. Demonstrate I can demonstrate demonstrate 1 2 4 5 6 command of the command of the command of conventions of standard conventions of standard standard English capitalization, English capitalization, English punctuation, and spelling punctuation, and capitalization when writing. spelling when writing. punctuation spelling a. Use punctuation to a. I can use series separate items in a series.* punctuation to separate introductory items in a series.* element tag question b. Use a comma to b. I can use a comma to direct address separate an introductory separate an quotation element from the rest of introductory element marks the sentence. from the rest of the italics sentence. consulting references c. Use a comma to set off c. I can use a comma to the words yes and no (e.g., set off the words yes Yes, thank you), to set off a and no. tag question from the rest of the sentence (e.g., It’s I can use a comma to true, isn’t it?), and to set off a tag question indicate direct address from the rest of the (e.g., Is that you, Steve?). sentence.

I can use a comma to indicate direct address. d. Use underlining, d. I can use quotation marks, or italics underlining, quotation to indicate titles of works. marks, or italics to indicate titles of works. e. Spell grade-appropriate e. I can spell grade- words correctly, consulting appropriate words references as needed. correctly, consulting references as needed. L5.3. Use knowledge of I can use knowledge of conventions 1 2 4 5 6 language and its language and its expand conventions when writing, conventions when combine speaking, reading, or writing, speaking, reduce listening. reading, or listening. compare & contrast a. Expand, combine, and a. I can expand, reduce sentences for combine, and reduce meaning, reader/listener sentences for meaning, interest, and style. reader/listener interest, and style. b. Compare and contrast b. I can compare and the varieties of English contrast the varieties of (e.g., dialects, registers) English used in stories, used in stories, dramas, or dramas, or poems. poems.

L5.4. Determine or clarify I can choose flexibly flexibly the meaning of unknown from a range of strategies and multiple-meaning strategies to determine clarify words and phrases based or clarify the meaning multiple- on grade 5 reading and of unknown and meaning content, choosing flexibly multiple-meaning context clues from a range of strategies. words and phrases. Greek & Latin affixes a. Use context (e.g., a. I can use context roots cause/effect relationships clues to determine the reference and comparisons in text) meaning of a word or materials as a clue to the meaning of phrase. pronunciation a word or phrase. b. Use common, grade- b. I can use common, appropriate Greek and grade-appropriate Latin affixes and roots as Greek and Latin affixes clues to the meaning of a and roots as clues to the word meaning of a word. (e.g., photograph photosynthesis). c. Consult reference c. I can consult materials (e.g., reference materials to dictionaries, glossaries, find the pronunciation thesauruses), both print and determine or clarify and digital, to find the the precise meaning of pronunciation and key words and phrases. determine or clarify the precise meaning of key words and phrases.

L5.5. Demonstrate I can demonstrate demonstrate 1 2 4 5 6 understanding of understanding of figurative figurative language, word figurative language, language relationships, and nuances word relationships, and word in word meanings. nuances in word relationships meanings. nuances similes a. Interpret figurative a. I can interpret metaphors language, including figurative language common idioms similes and metaphors, in including similes and adages context. metaphors, in context. proverbs relationship b. Recognize and explain b. I can recognize and the meaning of common explain the meaning of idioms, adages, and common idioms, proverbs. adages, and proverbs. c. Use the relationship c. I can use the between particular words relationship between (e.g., synonyms, particular words to antonyms, homographs) to better understand each better understand each of of the words. the words.

L5.6. Acquire and use I can acquire and use grade accurately grade- accurately grade- appropriate appropriate general appropriate general general academic and domain- academic and domain- academic specific words and specific words and domain-specific phrases, including those phrases, including phrases that signal contrast, those that signal signal contrast addition, and other logical contrast, addition, and logical relationships (e.g., other logical relationships however, although, relationships. nevertheless, similarly, moreover, in addition).