Reading Standards for Literature (RL)

Fifth Grade English Language Arts 2015

1

Reading Standards for Literature (RL)

Key Ideas and Details (Literature)

Standard I Can Statement Vocabulary Supplemental Resources Assessments Quarter

Focus

RL.5.1 Quote accurately

from a text when explaining

what the text says explicitly

and when drawing inferences

from the text.

Use clues to draw inferences in the text.

Analyze by finding the meaning of a selected

passage.

Prove in discussion my inference by using

textual evidence that supports my findings.

Drawing inferences Journey’s lessons:

U1L1, U1L5,

U2L7, U2L9,

U3L11, U4L17,

U6L28, U6L29

1,2,3,4

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.

Identify the speaker in a poem.

Recognize the problem in a story or drama.

Identify details in a text that help determine

the theme.

Explain how characters react to a problem.

Discuss the speaker’s thoughts about the

topic(s) in the poem.

Summarize the text by listing, organizing, and

restating the main ideas of a story.

Identify

Paraphrase

Summarize

Reader’s Theatre

Poetry Foundation website

Rhythm in Poetry

The Basics website

12 Best Poetry Website for

Kids

U1L2, U1L5,

U4L20, U6L27

All 4

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).

Use specific details to tell how two or more

characters, settings, or events in a story are the

same.

Use specific details to tell how two or more

characters, settings, or events in a story are

different.

Reader’s Theatre U1L2, U1L3,

U2L7, U2L9,

U4L20

All 4


2


Craft and Structure

Standard I Can Statement Vocabulary Supplemental

Resources Assessments

Quarter

Focus

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.

Identify and explain figurative language -

onomatopoeia, simile, metaphor, hyperbole,

personification, idiom, alliteration,

assonance, imagery, rhyme.

Identity unfamiliar words and phrases

.

Identify and explain multiple meaning words

using context clues.

Use context clues that help give meaning to

unfamiliar words and phrases.

Figurative language

Similes and metaphors

Context clues

Figurative Language

Educational Videos/Watch

Knowlearn

U1L3, U1L5 1 and 2

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.

Determine the plot elements of a story or

drama/play.

Explain and give examples in which

different plot elements occur in a

chapter, act/scene, or stanza.

Determine the focus of each verse/stanza

of a poem by referring to specific lines

or implied meaning in a poem.

Support the chronological order of the

story or drama/play by fitting together

the series of chapters or acts/scenes.

Support the overall structure of a poem

by connecting the main points of each

verse/stanza (compare/contrast,

sequential order, chronological order,

cause /effect).

Plot elements

(rising, action,

climax, resolution,

setting, characters)

Scene

Stanza

Verse

Beats/verse in music U1L1, U4L20 All 4

RL.5.6 Describe how a

narrator’s or speaker’s point

Determine if a text is written in first person

or third person. (text to text, text to self, text

to world)

First person

Third person

U1L1, U2L9,

U4L16,U4L17,

U6L26,U6L28,U6L29

All 4


3


Craft and Structure



Quarter

Focus

of view influences how

events are described.

Determine if the narrator or speaker is

connected to the events.

Provide details of how the narrator or

speaker’s point of view/feelings influence the

description of events.


Integration of Knowledge and Ideas

Standard I Can Statement Vocabulary Supplemental Resources Assessments

Quarter

Focus 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, and

poem).

Examine how photos, drawings, videos, or

music affect the meaning of a text.


music affect the tone of a text.


music contribute to images from text. .

Graphic sources

(photos, drawings,

maps, graphs)

Representation

Textual imagery

Tone/Mood PPT U5L22, U6L26 All 4

RL.5.8 (Not applicable to

literature)

(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.

Identify the genre of the stories.

Compare and contrast stories in the same

genre.

Find how stories of the same genre

approach similar themes.

Find how stories of the same genre

approach similar topics.

Genre

Theme

Topics

Analyze

Genre PPT U3L13, U4L20 All 4


4


Craft and Structure



Quarter

Focus


Range of Reading and Level of Text Complexity



Quarter

Focus

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.

Understand texts by responding to talking

and thinking about what I read.

Read and comprehend literature with

increasing in difficulty.

Read ___ words per minute.

Comprehend Repeated Reading Cold Reads 1-4

Reading Standards of Information Text (RI)

Key Ideas and Details (Informational Text)


Focus

RI.5.1 Quote accurately

from a text when explaining

what the text says explicitly

and when drawing

inferences from the text.

Use clues to draw inferences in the text.

Analyze by finding the meaning of a selected

passage.

Support my inference by stating specific

details from the text that support my

findings.

brainfall.com/inference U1L4,

U2L6,U2L7,

U3L13, U4L16,

U4L18,U5L21,

U5L23, U5L25

All 4


5


Craft and Structure



Quarter

Focus

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.

Identify a specific relationship between two

or more people, events, ideas or concepts in a

history or science text.

Explain the relationship between two or

more people, events, ideas or concepts in a

history or science text.

U2L6, U2L8,

U5L25

All 4

U2L6, U2L10

Reading Standards for Informational Text

Craft and Structure (Informational Text)



Quarter

Focus

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.

Use context clues to figure out the meaning

of words or phrases in a text including general

and specialized vocabulary.

Use reference materials (dictionary,

thesaurus, glossary, internet, teacher, or peers)

to determine meanings to unfamiliar words

and phrases.

Explain words and phrases that refer to grade

5 informational text.

Scholastic News

Social Studies Book

Science Book

U2L10 All 4

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.

Determine if the structure of the text is

organized by compare and contrast,

problem/solution (conflict/resolution),

chronological (time) order, order of

importance or cause and effect.

Conflict/resolution Text Structure PPT U3L15 All 4


6


Craft and Structure (Informational Text)



Quarter

Focus

Compare and contrast how the events, ideas,

concepts, or information of two or more texts

are structured. RI.5.6 Analyze multiple

accounts of the same event

or topic, noting important

similarities and differences

in the point of view they

represent.

Identify who is giving the information/point

of view in the texts/articles.

List the similarities in the points of view of

multiple accounts of the same event or topic

in texts/articles.

List the differences in the points of view of

multiple accounts of the same event or topic

in texts/articles.

Explain how the points of view in two texts

about the same event or topic are similar or

different.

Point of view Fractured Fairytales

PIE Chart

U3L12 All 4


7


Integration of Knowledge and Ideas



Quarter

Focus

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.5.7.1 Locate important information from

several types of resources to answer questions

quickly or to solve a problem proficiently.

Read, Write, Think

Study.com

Point of View: First,

Second & Third Person

3

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).

Identify the author's purpose (entertain,

persuade, or inform). Show strong feelings?

Identify the important points the author makes

in a text.

State specific examples/details from the text

to justify how the author supports each

important point.

PIE Chart U2L8, U4L18 All 4

RI.5.9 Integrate information

from several texts on the

same topic in order to write

or speak about the subject

knowledgeably.

Use several sources to gather information

about a topic.

Determine which skill from multiple texts on

the same topic will be used to present in

writing or speaking

Florida Center for Research

FCRR.org/Point of View

1-4

Reading Standards for Foundational Skills (RF)

Phonics and Word Recognition



Quarter

Focus

RF.5.1 (Applies only to Kdg

and 1st grades.)

1. (Not applicable)


8


Phonics and Word Recognition



Quarter

Focus

RF.5.2 (Applies only to Kdg

and 1st grades.

2. (Not applicable)

RF.5.3 Know and apply

grade-level phonics and

word analysis skills in

decoding words.

RF U2L6, U2L7,

U2L8,U2L10,

U4L16, U4L17,

U4L18, U4L19,

U4L20, U6L26,

U6L27, U6L28,

U6L29

All 4

RF.5.3a 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.

Recall syllabication rules.

Apply syllabication rules to grade-level

words.

Use letter/sound relationships in order to

pronounce words in text or alone.

Identify roots and affixes in multi-syllabic

words.

Use roots and affixes in order to pronounce

words in text or alone.

Determine meanings of words by using

knowledge of affixes.

Syllables

Roots

Affixes

Multi-syllabic

Suffixes

Leveled Novels in

Resource Room

U2L6, U2L7,

U2L8, U2L9,

U2L10, U4L16,

U4L17, U4L18,

U4L19, U4L20,

U6L26, U6L27,

U6L28, U6L29,

U6L30

All 4


9


Fluency



Quarter

Focus

RF.5.4 Read with sufficient

accuracy and fluency to

support comprehension.

Leveled Novels in

Resource Room

RF.5.4a Read Grade-level

text with purpose and

understanding

Leveled Novels in

Resource Room

RF.5.4b Read grade-level

prose and poetry orally with

accuracy, appropriate rate,

and expression on successive

readings.

Read 5th grade level prose orally with

accuracy, rate, and expression.

Read 5th grade level poetry orally with

accuracy, rate, and expression.

Accuracy

Rate

Expression

Shel Silverstein Poetry Cold Reads All 4

RF.5.4c Use context to

confirm or self-correct word

recognition and

understanding, rereading as

necessary.

Examine the text context clues to understand

unfamiliar words and their meanings.

Recognize when I need to re-read a text to get

deeper understanding of what the text is

about.

FCRR.org/Close Reading Cold Reads All 4


10

Writing (W)

Text Types and Purposes



Quarter

Focus

W.5.1 Write opinion pieces

on topics or texts, supporting

a point of view with reasons

and information.

W. U3L15

Benchmark Rubric

p. 24 TE

2-3

W.5.1a 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.

Write a topic sentence or sentences to express

my opinion about particular topics or texts.

Order and group my ideas in a way that can

be easily understood and that supports my

purpose for writing.

Topic sentence brainpop.com

Common Core Writing

Handbook

Same as 5.1 2-3

W.5.1b Provide logically

ordered reasons that are

supported by facts and

details.

Give logical reasons to support for my

opinion.

Use clear reasoning, details, and/or

description to effectively develop the topic or

respond to the prompt.

Develop my opinions in a manner that is

consistently appropriate, on the topic and

geared to a specific purpose or audience.

ReadWriteThink Same as 5.1 All 4

W.5.1c Link opinion and

reasons using words,

phrases, and clauses (e.g.,

consequently, specifically).

Use transitional words to link my writing and

make it flow smoothly.

Include concrete words and phrases and/or

domain-specific vocabulary to effectively

clarify ideas.

Transitional words PPT – Becky – Transition

Words

FCRr.org

Same as 5.1 All 4

W.5.1d Provide a

concluding statement or

section related to the opinion

presented.

Write a conclusion (sum up) supporting my

opinion in a sentence or paragraph.

Demonstrate effective coherence, clarity, and

cohesion and include a strong introduction

and conclusion.

Coherence

Clarity

Cohesion

ReadWriteThink Same as 5.1 All 4

W.5.2 Write

informative/explanatory texts

to examine a topic and

convey ideas and

information clearly.

W. U2L10

TE rubric p. 26

All 4


11

Writing (W)




Quarter

Focus

W.5.2a 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 paragraphs with a topic sentence and

supporting details related to the topic.

Use illustrations, headings, or multimedia to

help my audience understand my writing.

Multimedia PPT Topic Sentence

Common Core Writing

Handbook

Social Studies and Science

research projects

Same as 5.2 All 4

W.5.2b Develop the topic

with facts, definitions,

concrete details, quotations,

or other information and

examples related to the topic.

Develop my informative/explanatory writing

by using clear reasoning and including and

grouping related facts, definitions, concrete

details, quotations, or examples.

Develop my informative/explanatory writing

or address a prompt in a manner that is

consistently appropriate on topic and geared

to a specific purpose or audience.

Informative

Explanatory

PPT Topic Sentence

Common Core Writing

Handbook

Same as 5.2 All 4

W.5.2c Link ideas within

and across categories of

information using words,

phrases, and clauses (e.g., in

contrast, especially).

Use transitional words to link my writing and

make it flow smoothly.

Transitional words PPT Topic Sentence

Common Core Writing

Handbook

Same as 5.2 All 4

W.5.2d Use precise

language and domain-

specific vocabulary to inform

about or explain the topic.

Use concrete words and phrases and content

specific terms (science, math, etc.) to

effectively clarify ideas.

Concrete words PPT Topic Sentence

Common Core Writing

Handbook

Same as 5.2 All 4

W.5.2e Provide a

concluding statement or

section related to the

information or explanation

presented.

Write a conclusion (sum up) supporting my

topic in a sentence or paragraph.

Demonstrate effective coherence, clarity, and


and conclusion

PPT Topic Sentence

Common Core Writing

Handbook

Same as 5.2 All 4


12

Writing




Quarter

Focus

W.5.3 Write narratives to

develop real or imagined

experiences or events using

effective technique,

descriptive details, and clear

event sequences.

Common Core Writing

Handbook U1L1

U4L20

TE rubric p. 28

All 4

W.5.3a Orient the reader by

establishing a situation and

introducing a narrator and/or

characters; organize an event

sequence that unfolds

naturally.

Brainstorm ideas to determine

characters/narrator and events in a real or

imaginary story.

Order my events in a clear sequence.

Common Core Writing

Handbook Same as 5.3 All 4

W.5.3b Use narrative

techniques, such as dialogue,

description, and pacing, to

develop experiences and

events or show the responses

of characters to situations.

Include dialogue and sensory details in my

narrative to effectively clarify ideas.

Describe how characters react to an event.

Address a prompt and provide effective and

comprehensive development of the narrative

elements in a manner that is consistently

appropriate on topic and geared to a specific

purpose and/or audience.

Dialogue

Sensory details

Comprehensive

Role Play Dialogue

Common Core Writing

Handbook: Dialogue

Same as 5.3 All 4

W.5.3c Use a variety of

transitional words, phrases,

and clauses to manage the

sequence of events.

Use transitional words and clear reasoning to

show the order of my events.

Common Core Writing

Handbook: Short Story Same as 5.3 All 4

W.5.3d Use concrete words

and phrases and sensory

details to convey experiences

and events precisely.

Use concrete words and sensory details in

my narrative to effectively clarify ideas.

Projectable 2.7 & 2.8

Common Core Handbook:

Description

Same as 5.3 All 4

W.5.3e Provide a

conclusion that follows from

the narrated experiences or

events.

Write a strong conclusion for my story.

Demonstrate effective coherence clarity and


and conclusion.

YouTube videos on writing a

conclusion

ReadWriteThink

Same as 5.3 All 4


13

Writing (W)

Production and Distribution of Writing


Focus

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.)

Establish my purpose for writing and

determine my audience.

Address the prompt and develop mode-

specific writing (opinion piece,

informative/explanatory, or narrative) that

provides effective and comprehensive

development of the topic and/or narrative

elements.

Develop mode-specific writing (opinion

piece, informative/explanatory, or narrative)

that is consistently appropriate on topic and

geared to a specific purpose and/or audience

Develop mode-specific writing (opinion

piece, informative/explanatory, or narrative)

that demonstrates effective coherence, clarity,

and cohesion and includes a strong

introduction and conclusion.

Mode specific Graphic organizers

Common Core Writing

Handbook – Mode Specific

Journey’s Units 1-6

Writing

Assessments

All 4

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.)

With guidance and support from peers and

adults, make my writing stronger and better

by using and developing each phase of the

writing process.

With guidance and support from peers and

adults, make my writing stronger and better

by writing or revising it in a new way.

I can demonstrate sufficient keyboarding

skills to produce a minimum of two pages in a

single sitting with guidance and support from

adults.

Phases of the writing

process

Peer editing

Standard rubric/symbols

Editing across grade levels

Peer editing

Scaffolding across grade levels

U1L3, U2L6, U2L7,

U2L10, U3L12,

U3L15, U4L17,

U5L22, U5L23,

U6L26, U6L29,

U6L30

Journey’s Grab &

Go

-Additional

resources booklet

-Type2 Learn

-Teacher mad rubric

& Journey’s rubric

for writing

All 4


14

W.5.6 With some guidance

and support from adults use

technology, including

internet to produce and

publish writing as well

___________

________________________

Same as 5.5 All 4


15

Writing (W)

Research to Build and Present Knowledge


Focus

W.5.7 Conduct short

research projects that use

several sources to build

knowledge through

investigation of different

aspects of a topic.

Use several sources (internet, articles, books,

videos, etc.) to learn new information about

different parts of a topic.

Create a short research project using several

sources.

Common Core Writing

Handbook

Research report

writing can use

rubric from

Journey’s

All 4

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

Gather information from what I already know

and new sources (texts, media).

Summarize or paraphrase the information I

gathered in notes and writing

Cite a list of sources I used when I gathered

my information

Summarize

Paraphrase

Cite

MLA format

Common Core Writing

Handbook

U3L13, U4L17 All 4

W.5.9 Draw evidence from

literary or informational texts

to support analysis,

reflection, and research.

Draw details or examples from the literature

text to support my conclusions about the

characters, setting, or events from a story or

drama.

Draw details or examples from informational

text to support my conclusions about the

characters, setting, or events from a story or

drama.

Common Core Writing

Handbook

PPT Informational Text

2-4

W.5.9a 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]”).

Compare/Contrast two or more characters,

settings, or events in a story/drama drawing

on specific details in the text.

Common Core Writing

Handbook

PPT Compare & Contrast

ReadWriteThink

Scholastic Website

U1L13 All 4


16

W.5.9b 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]”).

Use informational text to tell where I gathered

information in my research.

U3L13, U4L17 2-4

Writing (W)

Range of Writing


Focus

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.

Routinely write for a specific reason and

audience.

Use several writing sessions to research,

reflect, and revise a piece of writing for

various audiences.

Compose short pieces of writing for various

audiences

Various -Think & Write

Literacy Centers to

assess responses to

shorter writing

assignments with

oral/written

responses.

- Grab & Go to

respond to longer

writing assignments.

All 4


17

Speaking and Listening (SL)

Comprehension and Collaboration


Focus

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.

Journey’s Grab &

Go use listening log

for self-assessment

All 4

SL.5.1a 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.

Come to class prepared to add to the daily

discussion on a given topic.

Use behavior log to

assess if students

have come prepared

for class

All 4

SL.5.1b Follow agreed-

upon rules for discussions

and carry out assigned roles.

Perform my role and follow group rules within

my group to add to group discussion.

SL.5.1c Pose and respond

to specific questions by

making comments that

contribute to the discussion

and elaborate on the remarks

of others.

Ask/answer a specific question to add to

group/class discussions.

Discuss questions asked or comments made

during class/group discussions.

-Listening Log

-Weekly Reading

assessments to

determine if students

have listened to the

story that was

assigned

All 4

SL.5.1d Review the key

ideas expressed and draw

conclusions in light of

information and knowledge

gained from the discussions.

Recognize and correct

inappropriate shifts in verb

tense.

Identify and explain important ideas stated.

Use information and knowledge gained from

the discussions to tell what may (will) happen.

Tell how each claim is supported by reasons

and evidence from a speaker.


18

SL.5.2 Summarize a written

text read aloud or information

presented in diverse media

and formats, including

visually, quantitatively, and

orally.

Summarize orally or in writing the information

that has been read aloud.

Summarize orally or in writing the information

that has been shown through different types of

media (auditory, visual).

Auditory

Visual

SL.5.3 Summarize the

points a speaker makes and

explain how each claim is

supported by reasons and

evidence.

Listen to a speaker.

Summarize what the speaker said.

Support the speakers’ points by giving reasons

and cited evidence.

Oral Presentation

rubric

1 &3

Speaking and Listening (SL)

Presentation of Knowledge and Ideas


Focus

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.

Present a report or an opinion on a topic.

Sequence ideas logically in a report.

Include appropriate facts and descriptive

details that support the main idea or theme in

a report.

Speak clearly at an understandable pace.

Logically

Descriptive

Research based oral

presentation rubric

Oral presentation

rubric

All 4

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.

Use visual displays and multimedia to

reinforce the main idea and themes of my

presentations.

Multimedia IPads & recording devices Rubric on visual

presentations

All 4


19

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

on page 28 for specific

expectations.)

Use proper grammar when appropriate when

I speak and/or write.

U1L3, U4L19 1 & 3

Language (LS)

Conventions of Standard English


Focus

LS.5.1 Demonstrate

command of the conventions

of standard English grammar

and usage when writing or

speaking.

Use proper grammar when appropriate when

I speak and/or write.

LS.5.1a Explain the

function of conjunctions,

prepositions, and interjections

in general and their function

in particular sentences.

Identify and explain the purpose of chosen

interjections in a specific sentence.

Identify and explain the purpose of a chosen

conjunction in a specific sentence.

Identify and explain the purpose of chosen

prepositions in a specific sentence.

Interjection

Conjunction

Preposition

U1L3, U2L8, U2L9,

U2L10, U4L18

2 &3

LS.5.1b Form and use the

perfect (e.g., I had walked; I

have walked; I will have

walked) verb tenses.

Identify and create the perfect tense of a

verb.

Perfect tense

LS.5.1c Use verb tense to

convey various times,

sequences, states, and

conditions.

Use simple, progressive, and perfect tense

verbs in a sentence.

Simple

Progressive

Perfect

U2L6 1-2

LS.5.1d Recognize and

correct inappropriate shifts in

verb tense.*

Identify and correct mistakes in verb tense.

LS.5.1e Use correlative

conjunctions (e.g., either/or,

neither/nor).

Identify and use the correlative conjunctions

correctly in a sentence and in speech.

Correlative conjunctions U2L9, U2L10,

U4L16

2-3


20

Language (LS)

Conventions of Standard English


Focus

LS.5.2 Demonstrate

command of the conventions

of standard English

capitalization, punctuation,

and spelling when writing.

LS.5.2a Use punctuation to

separate items in a series.

Use commas to separate items in a series. U4L20, U6L28,

U6L29, U6L30

Q,3, 4

LS.5.2b Use a comma to

separate an introductory

element from the rest of the

sentence.

Identify prepositional phrases.

Use a comma after a prepositional phrase at

the beginning of a sentence.

Identify subordinate/dependent clauses.

Use a comma after a subordinate/dependent

clause at the beginning of a complex

sentence.

Prepositional phrases

Subordinate clause

Dependent clause

Complex sentences

U4L20, U6L28 Q3-4

LS.5.2c 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 a comma to set off the words “yes” and

“no” in a sentence.

Identify a tag question.

Use a comma to set off a tag question from

the rest of the sentence.

Identify the direct object in a sentence.

Use a comma to set off words in a direct

object.

Tag question U3L14 2-3

LS.5.2d Use underlining,

quotation marks, or italics to

indicate titles of works.

Identify and use underlining (handwriting)

italics (typed) to punctuate titles (books,

movies, magazines, newspapers and plays).

Identify and use quotation marks to

punctuate titles (chapters, articles, poems,

short stories and songs).

Italics Q2


21

LS.5.2e Spell grade-

appropriate words correctly,

consulting references as

needed.

Spell words at my grade level and use a

dictionary when needed to look up unknown

words.

U1L1, U1L3, U2L6,

U2L8, U2L10,

U4L16, U4L19,

U5L25, U6L27,

U6L29, U6L30

All 4

Language (LS)

Knowledge of Language


Focus

LS.5.3 Use knowledge of

language and its conventions

when writing, speaking,

reading, or listening.

LS.5.3a Expand, combine,

and reduce sentences for

meaning, reader/listener

interest, and style.

Use my vocabulary to engage my audience.

Use my sentence types to engage my

audience (simple, compound and complex).

Decide if the text or speaker used the correct

sentence type and vocabulary for the

audience.

U1L3, U2L7,U2L10 1-2

LS.5.3b Compare and

contrast the varieties of

English (e.g., dialects,

registers) used in stories,

dramas, or poems.

Identify types of dialects.

Compare and contrast types of dialects.

Identify different dialects in text.

Compare and contrast dialects in text.

Registers

Dialects

U1L3, U4L19 1-3


22

Language (LS)

Vocabulary Acquisition and Use


Focus

LS.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.

LS.5.4a Use context (e.g.,

cause/effect relationships and

comparisons in text) as a clue

to the meaning of a word or

phrase.

Identify the structure of the text to determine

the meaning of unknown and multiple

meaning words or phrases.

U1L1, U1L3,

U2L10, U5L21,

U5L24, U6L26,

U6L27

1,2 &4

LS.5.4b Use common,

grade-appropriate Greek and

Latin affixes and roots as

clues to the meaning of a

word (e.g., photograph,

photosynthesis).

Determine and explain the meaning of words

by using Greek and Latin prefixes and

suffixes.

Learn the meaning of grade appropriate

Greek and Latin affixes

‘

Learn the meaning of grade appropriate

Greek and Latin roots. ‘

Determine and explain the meaning of words

by using Greek and Latin roots.

Prefixes

Suffixes

Affixes

Roots

Greek and Latin

U1L2, U1L4, U1L5,

U2L8, U2L9,

U3L14,U3L15,

U4L16, U4L19,

U6L27, U6L29,

U6L30

All 4

LS.5.4c 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.

Locate and determine the pronunciation and

exact meanings of important words using

online and printed dictionaries, glossaries,

and thesauruses.

Ipads U3L11,U3L13,

U4L17

2,3, & 4

LS.5.5 Demonstrate

understanding of figurative

language, word relationships,

and nuances in word

meanings.

Commented [A1]:

Commented [A2]:


23

LS.5.5a. Interpret figurative

language, including similes

and metaphors, in context.

Explain the meaning of figurative language.

Identify figurative language e.g. similes,

metaphors, personification, and hyperbole.

Figurative language U4L17 Q1, Q2,

Q3

LS.5.5b. Recognize and

explain the meaning of

common idioms, adages, and

proverbs.

Identify idioms, adages, and proverbs.

Explain the meaning of idioms, adages, and

proverbs

Idioms

Adages

Proverbs

U1L3,

U2L7,U3L12,U4L20

,U5L23, U6L28

All 4

LS.5.5c. Use the relationship

between particular words

(e.g., synonyms, antonyms,

homographs) to better

understand each of the words.

Explain the relationship between a given

word and its synonyms, antonyms, and

homograph.

Replace a word with its synonym, antonym,

and homograph.

Synonyms

Antonyms

Homograph

U2L6, U4L18,

U5L25

All 4

Language (LS)

Vocabulary Acquisition and Use

LS.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).

Use 5th

grade academic vocabulary words

that will make sense in my writing.

Use 5th

grade domain specific (related to

Science/Social Studies etc.) words that will

make sense in my writing.

Use words in my writing that show

relationships and help my writing flow (e.g.

however, although, nevertheless, similarly,

moreover, in addition).

Academic U2L6, U2L8, U2L9,

U2L10, U4L16,

U4L17, U4L18,

U4L19, U6L26,

U6L28, U6L29

Reading Standards for Literature (RL)

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