th Grade English/Language Arts
Transcript of th Grade English/Language Arts
Working Document July 22, 2016 PCBOE
5th Grade English/Language Arts
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Table of Contents
Reading Literature 3
Reading Informational 13
Reading Foundational 23
Writing 25
Speaking and Listening 38
Language 45
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Reading Literature
Anchor Standard 1: Key Ideas and Details –Read Closely to determine what the text says explic-
itly and to make logical inferences; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Enduring Skill: Make logical inferences from complex texts.
Standard: RL.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
Know : What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the correct way to use explicit (clearly expressed) quotes to express their understanding of the text.
Students need to
know how to draw
inferences (clues) from text
Do: What skill must the student
demonstrate?
Students must be able to answer questions about the text, using direct quotes and specific textual evidence.
Students must be able
to answer questions about the text using
information gained from making inferences (reading between the lines).
Mastery: How does the student
demonstrate the learning of the standard?
Students will
explain-either
verbally or in
written form- the
events of the story
or what the poem
says using
explicit, accurate
quotes directly from
the text.
Students will
provide quotes from
the text to support
inferences.
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Reading Literature
Anchor Standard 2: Determine central ideas or themes of a text and analyze their develop-
ment, summarize the key supporting details and ideas.
Enduring Skill: Summarize key details and ideas of complex text.
Standard: 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.
Know :What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
understand theme.
Students need to
understand the roles of a narrator and characters.
Students need to
know how to
summarize.
Do: What skill must the student
demonstrate?
Students must be able to identify the theme of a story.
Students should
consider what key ideas the author develops throughout the text.
Students must be able
to determine how characters respond to challenges.
Students should be
able to determine what details from the beginning, middle and end of the story should be included in a summary.
Mastery: How does the student
demonstrate the learning of the stand-ard?
By considering the character’s chal-lenges throughout the text, students will be able to accurately determine the theme.
Students will write a
summary of the text, including key details from the beginning, middle and end of the text.
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Reading Literature
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
Enduring Skill: Analyze individuals, events and ideas throughout complex text.
Standard: 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).
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the difference between compare and contrast.
Students need to
understand the basic literary elements (I.e. characters, setting, plot, climax).
Students should un-
derstand character traits.
Do: What skill must the student
demonstrate?
Student must be able to identify the similarities and differ-ences between characters, settings and events in a story.
Students must be able
to use specific details from the text to sup-port their comparisons.
Students must
consider interactions between characters in order to formulate their comparison.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately compare and contrast two or more characters, setting or events in a story or drama.
Students will use
specific details from the text to demonstrate their understanding of the comparisons.
Notes:
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5th Grade English/Language Arts
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Reading Literature
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determin-
ing technical, connotative, and figurative meanings, and analyzes how specific word choices
shape meaning or tone.
Enduring Skill: Interpret words and phrases to comprehend text independently.
Standard: 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.
Know :What content does the student
need to know to demonstrate this
standard?
Students need to know how to use context clues to determine meaning of unknown words.
Students need to
know the difference between literal and figurative language. (metaphors, similes, etc.)
Students need to
know how tone affects the meaning of a text.
Do: What skill must the student
demonstrate?
Students must use context clues to determine meaning of unknown words.
Students must
distinguish between literal and figurative connotations of words.
Students must
identify and interpret the meaning of figurative language in a text, including metaphors, similes, etc.
Students should be
able to identify and in-terpret tone.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will use surrounding sentences and context clues to deter-mine the meaning of unknown words and phrases.
Students will
determine the meaning of figurative language by considering the author’s intended purpose, as well as how it enhances the meaning of text.
Students will
understand how the tone of the text relates to what the characters are thinking and doing.
Notes:
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5th Grade English/Language Arts
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Reading Literature
Anchor Standard 5: Analyze the structure of texts including how specific sentences, paragraphs
and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to each other
and the whole.
Enduring Skill: Analyze the text structure.
Standard: 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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to un-derstand difference between the structure of a story, drama or poem (divided by chapters, scenes or stanzas).
Students need to
understand how a plot develops from beginning to end.
Do: What skill must the student
demonstrate?
Students must be able to break down the structure of a text to explain how one chapter, scene or stanza builds upon the next.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately explain how a series of chapters, scenes or stanzas fit together to provide the overall structure of a particular story, drama or poem.
Students will explain
how the plot develops throughout the text.
Notes:
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5th Grade English/Language Arts
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Reading Literature
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a
text.
Enduring Skill: Determine point of view or purpose of a text.
Standard: RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events
are described.
Know –What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
understand various types of point of view.
Students need to
understand how point of view can influence description of the events in a text.
Do: What skill must the student
demonstrate?
➢ Student must identify who is telling the story or speaking and why.
➢ Students must be able
to explain how the de-scription of events in a story may depend upon the point of view of the narrator or speaker.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately describe how the narrator or speaker’s point of view influences the description of events in a text.
Notes:
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5th Grade English/Language Arts
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Reading Literature
Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
Enduring Skill: Evaluate content presented in diverse media and formats to comprehend com-
plex text.
Standard: 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).
Know: What content does the student
need to know to demonstrate this stand-
ard?
Students need to know how to “read” visual and multimedia ele-ments in a text.
Students need to
understand the terms of “meaning, tone or beauty” as it applies to text.
Do: What skill must the student
demonstrate?
Students explain how specific aspects of a text’s illustrations con-tribute to the reader’s understanding of a text.
Students will make
connections between text and a visual or oral presentation of the text. ( ex. Read or listen to text, then watch a film version and make connections between the two).
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will correctly analyze how the written text differs from the visual or mul-timedia presentation.
Students will analyze
how the visual or multimedia presentation affect the tone of the written text.
Students will analyze
how the visual or multimedia presentation helps the reader appreciate the beauty of the written text.
Notes:
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5th Grade English/Language Arts
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Reading Literature
Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
***Standard 8 is not applicable to fifth grade reading literature standards.
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5th Grade English/Language Arts
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Reading Literature
Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
Enduring Skill: Analyze how two or more texts address similar themes or topics.
Standard: RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adven-
ture stories) on their approaches to similar themes and topics.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the difference between compare and contrast.
Students need to
understand the concept of theme.
Do: What skill must the student
demonstrate?
Students must determine the theme of similar stories.
Students must
compare and contrast themes or topics of similar texts in the same genre.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately analyze how two or more texts address similar themes or topics.
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Reading Literature
Anchor Standard 10: Read and comprehend complex literary and informational texts inde-
pendently and proficiently.
Enduring Skill: Read and comprehend complex literary and informational texts independently
and proficiently.
Standard: 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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to identify:
Key Ideas and Details
Text Structure Integrate prior
knowledge with new ideas
Do: What skill must the student
demonstrate?
Students, by the end of the year, will read and comprehend fiction, drama and poetry at fifth grade level with little, less or no teachers’ guidance.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will independently and proficiently read and comprehend various genres of literature at the high end of the appropriate complexity band (4-5).
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Reading Informational
Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical
inferences; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
Enduring Skill: Make logical inferences from complex texts.
Standard: RI.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
Know : What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know the purpose for
reading and how to
identify which
specific details are
most important.
Students must understand the process used to make an inference about a topic or subject.
Students must
understand what con-stitutes textual evi-dence and how to properly cite the evidence.
Do: What skill must the student
demonstrate?
Students explain what the text is about using specific, accurate quotes directly from the text.
Students provide
quotes from the text to support inferences.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will use quotes to accurately explain what the text says and when drawing inferences from the text.
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Reading Informational
Anchor Standard 2: Determine central ideas or themes of a text and analyze their develop-
ment, summarize the key supporting details and ideas.
Enduring Skill: Summarize key details and ideas of complex text.
Standard: RI.5.2 Determine two or more main ideas of a text and explain how they are sup-
ported by key details; summarize the text.
Know :What content does the student
need to know to demonstrate this
standard?
Students need to understand how to determine the main idea of a text.
Students need to
understand how to identify key details in a text.
Students need to
know how to summarize a text.
Do: What skill must the student
demonstrate?
Students must identify two or more central ideas in a text.
Students must be able
to examine how the central ideas are sup-ported through spe-cific details.
Students must be able
to combine the cen-tral ideas and key de-tails to summarize a text.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will determine two or more central ideas of a text and explain how they are supported by key details.
Students will
accurately summarize the text.
Notes:
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5th Grade English/Language Arts
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Reading Informational
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
Enduring Skill: Analyze individuals, events and ideas throughout complex text.
Standard: 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 infor-
mation in the text.
Know –What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to read var-ious genres of text such as historical, scientific and technical text.
Students must understand how to identify significant figures, ideas or concepts in a text.
Students must understand how to relate significant figures, ideas or concepts to each other.
Do: What skill must the student demon-
strate?
Students must be able to read various genres of text with a specific pur-pose for reading.
Students must be able to determine which people, events, ideas or concepts play an influential role in a text.
Students must be able to read the text almost like a scientist would observe an experiment, observing how various people, events, ideas or concepts influence each other over time.
Students must be able to identify and understand the connections and relationships between procedures, steps, etc.
Mastery: How does the student
demonstrate the learning of the standard?
Students will accurately explain relationships and interactions be-tween two or more individuals, events, ideas or concepts based on specific information in the text.
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5th Grade English/Language Arts
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Reading Informational
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determin-
ing technical, connotative, and figurative meanings, and analyzes how specific word choices
shape meaning or tone.
Enduring Skill: Interpret words and phrases to comprehend text independently.
Standard: 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.
Know : What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to use context clues to determine the meaning of an unknown word.
Students need to
know the difference between literal and figurative language.
Students need to
know meanings of do-main-specific vocabulary words.
Do: What skill must the student
demonstrate?
Students must be able to use the topic to fig-ure out the meaning of the sentence/section of a text.
Students must be able
to use the text and surrounding photos and captions to figure out the meaning of a word of phrase.
Students must be able
to use text features such as titles, glossary, bolded words, headings and caption or illustrations to help determine what is being explained in the text.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area.
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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Reading Informational
Anchor Standard 5: Analyze the structure of texts including how specific sentences, paragraphs
and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to each other
and the whole.
Enduring Skill: Analyze text structure
Standard: 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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the difference between compare and contrast.
Students need to
know the various types of text structure (Chronological Order, Cause/Effect, Prob-lem/Solution, Com-pare/Contrast.)
Do: What skill must the student
demonstrate?
Students must be able to identify the main idea and key details/events in a text.
Students must be able
to break down the structure of a text, identifying key words that will help them find patterns such as chronology, cause/ef-fect and problem/so-lution.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately compare and contrast the over-all structure of events, ideas , concepts or information in two or more texts.
Notes:
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5th Grade English/Language Arts
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Reading Informational
Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a
text.
Enduring Skill: Determine point of view or purpose of a text.
Standard: RI.5.6. Analyze multiple accounts of the same event or topic, noting important simi-
larities and differences in the point of view they represent.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know meaning and types of “point of view.”
Students need to
understand how to find similarities and differences in text.
Do: What skill must the student
demonstrate?
Students must be able to identify the specific type of “point of view” used by an au-thor in a given text.
Students must be able
to analyze the words, phrases and text fea-tures used by an au-thor to signal his/her point of view.
Students must be able
to compare/contrast the author’s point of view in two or more texts of similar sub-ject.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Notes:
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5th Grade English/Language Arts
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Reading Informational
Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
Enduring Skill: Evaluate content presented in diverse media and formats to comprehend com-
plex text.
Standard: 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.
Know: What content does the student
need to know to demonstrate this
standard?
Students need to know how to use various sources (print and digital) to find information on a topic, question or problem.
Do: What skill must the student
demonstrate?
Student must be able to narrow their topic, question or problem in order to find specific information or answers.
Students must be able
to decide which infor-mation format (print or digital) would help them find information or solve a problem most quickly.
Students must be able
to navigate both print and digital formats in order to find information
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accu-rately draw on information from mul-tiple print or digital sources, demonstrating the ability to locate an an-swer to a question quickly or to solve a problem efficiently.
Notes:
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5th Grade English/Language Arts
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Reading Informational
Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, 20in-
cluding the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Enduring Skill: Delineate and evaluate the argument and specific claims in complex text.
Standard: R1.5.8 Explain how an author uses reasons and evidence to support particular points
in a text, identifying which reasons and evidence support which point(s).
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students must know how to identify the main idea of a text.
Students must know
how evidence supports each key detail in a text.
Do: What skill must the student
demonstrate?
Students must be able to identify the main idea or key point the author is making about the topic.
Students must be able
to explain how textual evidence supports key points in a text.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Notes:
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5th Grade English/Language Arts
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Reading Informational
Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
Enduring Skill: Analyze how two or more texts address similar themes or topics.
Standard: RI.5.9 Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students must know how to identify the main idea of a text.
Students must know
how evidence supports each key detail in a text.
Students must know
how to combine information from various texts.
Do: What skill must the student
demonstrate?
Students must be able to identify the subject, key ideas and sup-porting details from a text.
Students must be able
to combine or integrate the information from various texts into one written piece or speech.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately integrate information from sev-eral texts on the same topic in order to write or speak about the subject knowledgeably.
Notes:
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5th Grade English/Language Arts
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Reading Informational
Anchor Standard 10: Read and comprehend complex literary and informational texts inde-
pendently and proficiently.
Enduring Skill: Read and comprehend complex texts.
Standard: 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 com-
plexity band independently and proficiently.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to identify the main idea and supporting ideas and details in a text.
Students need to
know the various types of text structures used by au-thors (chronology, cause/effect, problem/solution.)
Students need to
know how to integrate information from more than one source (background knowledge, print for-mat, digital format) into one written piece.
Do: What skill must the student
demonstrate?
Students, by the end of the year, will read and comprehend informational texts at fifth grade level with little, less or no teach-ers’ guidance.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will independently and proficiently read and comprehend various informational texts at the high end of the appropriate complexity band (4-5).
Notes:
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5th Grade English/Language Arts
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Reading- Foundational Skills
(Anchor Standard 1 (Print Concept) and Anchor Standard 2 (Phonological Awareness) are not
applicable to grade 5.)
Anchor Standard 3: Know and apply grade-level phonics and word analysis skills in decoding
words.
Enduring Skill: Apply phonics and word analysis in decoding text.
Standard: FS.5.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
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 con-
text and out of context.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know letter-sound correspondence in or-der to break words into syllables, as well as identify and know the meanings of prefixes, suffixes and root words both in and out of context.
Do: What skill must the student
demonstrate?
Students must be able to break words into syllables.
Students must be able
to use context clues to figure out the mean-ing of words.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will know and apply grade-level phonics and word analysis skills in decoding words.
Notes:
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5th Grade English/Language Arts
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Reading- Foundational Skills
Anchor Standard 4: Read with sufficient accuracy and fluency to support comprehension.
Enduring Skill: Read with fluency.
Standard: FS.5.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to read grade-level text with purpose and understanding.
Students need to
know how to read grade-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.
Students need to
know how to use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Do: What skill must the student
demonstrate?
Students determine pronunciation and meaning of unknown words using context and rereading to correct themselves and improve accuracy and understanding.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will read with sufficient accuracy and fluency to support comprehension.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
Enduring Skill: Write arguments to support claims.
Standard: 5. W.1 Write opinion pieces on topics or texts, supporting a point of view with rea-
sons and information. a. Introduce a topic or text clearly, state an opinion, and create organizational structure in
which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically). d. Provide a concluding statement or section related to the opinion presented.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to un-derstand the purpose of the writing and how to form and state an opinion.
Students need to know how to determine the reasons and evidence (facts and details) that support their opinion.
Students need to know how to organize reasons, facts, and details, to support their opinion. (Introduction, body, conclusion).
Do: What skill must the student demonstrate?
Students must be able to introduce the topic or text they are writing about with a clear purpose and state an opinion.
Students must be able to identify reasons, supported by facts and details, that sup-port their opinion
Students must create an organizational structure in which ideas are logically grouped and sup-ported by facts and details that support the opinion.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will accurately write an opinion piece on a topic or text, supporting a point of view with logical rea-sons and information, includ-ing:
A clear introduction of topic or text
Statement of opinion Logical organizational
structure Reasons that are
supported by facts and details
Links between opinion and reasons, using words and phrases.
A concluding state-ment or section related to the opinion presented
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5th Grade English/Language Arts
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Students need to
know how to link the opinion and reasons using words, phrases, and clauses.
Students need to
know how to provide a concluding state-ment or section that relates to the opinion presented.
Students must be able to link their opinion and reasons using words, phrases, and clauses.
Students must provide a concluding statement or section that is re-lated to the opinion presented.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and analy-
sis of content.
Enduring Skill: Write informative/explanatory texts to convey ideas and information.
Standard: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related in-
formation locally: include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other infor-mation and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially)
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation pre-sented.
Know – What content does the stu-
dent need to know to demonstrate
this standard?
Students need to know how to introduce the topic and purpose of the writing
Students need to know how to organ-ize and group re-lated information into paragraphs to con-vey the information clearly (Introduc-tion, body, conclu-sion).
Do: What skill must the student
demonstrate?
Student must be able to introduce the topic and pur-pose clearly.
Students must be able to determine what information and details to use to give the reader enough information on the topic and organize the information clearly.
Mastery: How does the student
demonstrate the learning of the standard?
Write informative/ explanatory text that examines a topic and conveys ideas and information clearly by including:
A topic that group related information
together
Illustrations when useful to aid in com-prehension
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5th Grade English/Language Arts
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Students need to understand the use of details and exam-ples, including quota-tions, to provide information or ex-plain the topic.
Students need to know how to in-clude headings, illustrations, or multimedia to ex-plain the topic more fully.
Students need to know how to link the opinion and rea-sons using words, phrases, and clauses.
Students need to know how to bring their papers to an end with a concluding section that relates all the information or explanation presented.
Students should be able to organize paragraphs and sections with headings and elaborate upon the information through the use of illustrations and multimedia.
Students should be able to further de-velop the topic with facts, definitions, concrete details, and evidence (usually in the form of quotations).
Student must know how to use linking words and phrases to connect ideas within categories of information.
Students must be able to provide a concluding state-ment or section that relates all the information or ex-planations presented.
A developed topic with facts, defini-tions, and details
Linking words, phrases, and clauses to connect ideas within categories of information
Precise language and domain-specific vocabulary
A concluding statement or sec-tion related to the information or explanation
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 3: Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
Enduring Skill: Write narratives to develop real or imagined experiences.
Standard: W.5.3 Write narratives to develop real or imagined experiences or events using ef-
fective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Know – What content does the
student need to know to demon-
strate this standard?
Students need to know how to determine the purpose of their writing and whether the event is real or imagined.
Students need to know how to use story elements (plot, character, setting, and theme) to develop and or-ganize the narrative.
Do: What skill must the student
demonstrate?
Students must be
able to establish a situation and introduce a narrator and/or characters.
Students must organize story events in a logical sequence that results in a conclusion.
Students should use dialogue, pacing, and description to develop
Mastery: How does the student
demonstrate the learning of the standard?
The student con-veys real or imagined experiences and events through narratives, using sensory details, and story struc-tures that make clear what is happening and who is involved.
The student arranges events into authentic sequences that unfold naturally,
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5th Grade English/Language Arts
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Students need to know how to use narrative techniques such as dialogue, pac-ing, and descrip-tion to develop experiences and events.
Students need to know how to use transitional words, phrases, and clauses to move events along in the narrative.
Students need to know how to use concrete and/or sensory details to develop experiences or events.
Students need to know how to end the story in a way that makes sense to the reader and achieves the purpose of the writing.
experiences and events.
Students should use transitional words, phrases, and clauses to move events along in the story.
Students should include specific words and sen-sory details to help the reader understand the experiences and emotions in the story.
Students must be able to provide a conclusion that makes sense based on the events that occurred in the narrative.
adding dialogue, pacing, and description to bring the story and its characters alive.
The student inserts various transitional words, phrases, and clauses that orient readers to the sequence of events.
The student uses concrete words and phrases and sensory details needed to convey the experiences or events being described.
The student pro-vides a conclusion that follows from the narrated
experiences or events.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 4: Produce clear and coherent writing in which the development, organiza-
tion, and style are appropriate to task.
Enduring Skill: Produce clear and coherent writing
Standard: W.5.4 Produce clear and coherent writing in which the development and organiza-
tion are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3).
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to determine the topic and task for writing.
Students need to know the purpose of writing (inform, explain, persuade or entertain).
Students need to know how to determine the audience for which they are writing.
Do: What skill must the student
demonstrate?
Students should be able to write appro-priately, developing and organizing ideas, according to audience, purpose and task.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students write with clarity and coherence, developing and organ-izing ideas and creat-ing a style that is appropriate to the au-dience, purpose and occasion when com-posing those types outlined in Writing Standards 1-3.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Enduring Skill: Strengthen and develop writing by using the writing process.
Standard: W.5.5 With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of Language standards 1-3 up to and
including grade 5).
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the steps to the writing process (plan-ning, drafting, revis-ing, editing, publishing.)
Do: What skill must the student
demonstrate?
Students must demonstrate research and planning skills, as well as writing and ed-iting strategies in or-der to strengthen their writings.
Mastery: How does the student
demonstrate the learning of the stand-ard?
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and
to interact and collaborate with others.
Enduring Skill: Use technology to interact and collaborate with others.
Standard: 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.
Know – What content does the student
need to know to demonstrate this stand-
ard?
Students need to know
how to
properly research topics
on the internet using
search engines, key
words or teacher
recommended
websites.
Students need to know
keyboarding skills.
Students need to know
how to use programs
such as Word, Pages,
PowerPoint, etc. in order
to publish writings after
revision.
Students need to know
how to share their writ-
ings using technology,
while gathering feedback
from their peers.
Do: What skill must the student
demonstrate?
Students must be able to produce and publish writ-ings using infor-mation gathered by using technol-ogy.
Students must be
able to use the keyboard well enough to type a minimum of two pages in a single setting.
Mastery: How does the student
demonstrate the learning of the stand-ard?
With some guidance
and support from
adults, students will
use technology,
including the
Internet, to produce
and publish writing as
well as to interact and
collaborate with oth-
ers; demonstrate suf-
ficient command of
keyboarding skills to
type a minimum of
two pages in a single
sitting.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 7: Conduct short as well as more sustained research projects based on fo-
cused questions, demonstrating understanding of the subject under investigation.
Enduring Skill: Build knowledge on a subject through research.
Standard: W.5.7 Conduct short research projects that build knowledge through investigation
of different aspects of a topic.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know how to know
how to select and
research a topic.
Do: What skill must the student
demonstrate?
Students must be able to use research skills to select appropriate and relevant resources for their project.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Student will conduct
short research
projects that build
knowledge through
investigation of
different aspects of a
topic.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
Enduring Skill: Assess the credibility and accuracy of sources
Standard: 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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to identify and recall relevant information.
Students need to know how to summarize and paraphrase information.
Students need to know how to provide and cite sources used in their writing.
Do: What skill must the student
demonstrate?
Students must be able to recall and use rele-vant information from their research.
Students must be able to summarize and par-aphrase information in their own words.
Students must be able to provide a list of sources used in their writing.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will 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.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, re-
flection, and research.
Enduring Skill: Build knowledge on a subject through research.
Standard: W.5.9 Draw evidence from literature, informational texts to support analysis, reflec-
tion, and research.
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].”).
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 rea-
sons and evidence support which point[s].”).
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know how to find
evidence from
literature or
informational text to
support the writing
topic.
Students need to
know and understand
story elements in
literature, as well as
how to identify key
points and details in
information text.
Do: What skill must the student
demonstrate?
Students must be able
to use ideas and de-tails from various texts, whether
fictional or informational to support claims in their writings.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will draw ev-
idence from
literature,
informational texts to
support analysis,
reflection, and
research.
Notes:
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5th Grade English/Language Arts
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Writing
Anchor Standard 10: Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single setting or a day or two) for a range of tasks, pur-
poses, and audiences.
Enduring Skill: Write routinely over varied time frames and tasks.
Standard: 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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know the purpose, au-
dience and mode of
writing, and be able to
construct writing
independently.
Do: What skill must the student
demonstrate?
Students must be able to compose a writing, with appropriate context and modes, for a variety of audiences.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will 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.
Notes:
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5th Grade English/Language Arts
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Speaking and Listening DRAFT
Anchor Standard 1: Prepare for and participate effectively in a range of conversations and col-
laborations with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively.
Enduring Skill: Prepare for and participate effectively in collaborative conversations.
Standard: 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.
a. Come to discussions prepared, having read or studied required materials; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the dis-cussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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5th Grade English/Language Arts
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Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the guidelines for aca-demic discussions and their role in them.
Students need to know
how to prepare in ad-vance for academic dis-cussions.
Students need to know
how to ask and answer questions to contribute to the discussion.
Students need to know
how to review the key ideas and draw conclu-sions.
Do: What skill must the student
demonstrate?
Students must be able to participate in different discussions (pairs, groups, full class) with a range of peers about grade 5 topics and texts.
Students should be able
to contribute ideas dur-ing discussion.
Students should prepare
for discussions and draw upon what they have learned about the topic.
Students should ask and
answer questions and elaborate on the remarks of others.
Students should be able
to draw conclusions after having gained knowledge from the discussion and reviewing key ideas.
Mastery: How does the student demon-
strate the learning of the standard?
Engage effectively in a range of collaborative dis-cussions (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 by:
a. Coming to discussions pre-
pared, having read or stud-ied required materials; ex-plicitly draw on that prepa-ration and other infor-mation known about the topic to explore ideas under discussion.
b. Following agreed-upon rules for discussions and carry out assigned roles.
c. Posing and responding to specific questions by mak-ing comments that contrib-ute to the discussion and elaborate on the remarks of others.
d. Reviewing the key ideas ex-pressed and draw conclu-sions in light of information and knowledge gained from the discussions.
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5th Grade English/Language Arts
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Speaking and Listening DRAFT
Anchor Standard 2: Integrate and evaluate information presented in diverse media and for-
mats, including visually, quantitatively, and orally.
Enduring Skill: Use digital media and visual displays to enhance presentations and communi-
cate effectively.
Standard: SL.5.2 Summarize a written text read aloud or information presented in diverse me-
dia and formats, including visually, quantitatively, and orally.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to summa-rize information
Do: What skill must the student
demonstrate?
Students should be able to summarize all information delivered in different media and formats and in written text read aloud.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students summarize a written text read aloud or information presented in diverse media and for-mats, including visually, quantitatively, and orally.
Notes:
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5th Grade English/Language Arts
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Speaking and Listening DRAFT
Anchor Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.
Enduring Skills: Evaluate others’ presentations and how they use point of view, reasoning, use
of evidence and rhetoric.
Standard: SL.5.3 Summarize the points a speaker makes and explain how each claim is sup-
ported by reasons and evidence.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know how to listen for main points or claims of a speaker.
Students need to
know how to summa-rize points or claims
Do: What skill must the student
demonstrate?
Students should be able to determine the main points or claims and how they are sup-ported by reasons and evidence.
Students should be
able to summarize the information
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students summarize the points a speaker makes and explains how each claim is sup-ported by reasons and evidence.
Notes:
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5th Grade English/Language Arts
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Speaking and Listening DRAFT
Anchor Standard 4: Present information, findings, and supporting evidence so listeners can fol-
low the line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
Enduring Skill: Independently prepare and present information, findings, and supporting evi-
dence that the listener can follow.
Standard: 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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to determine the topic and purpose of the report.
Students need to know
how to support the topic with relevant infor-mation.
Students need to know
how to organize the infor-mation
Students need to know
how to speak clearly at an understandable pace.
Do: What skill must the student
demonstrate?
Students should be able to present an opinion or report in a sequential manner.
Students should be able
to include appropriate facts and descriptive, rel-evant details to support main ideas and themes.
Students must be able to
speak clearly at a pace that is understandable for the audience.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive de-tails to support main ideas or themes; speak clearly at an understanda-ble pace.
Notes:
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5th Grade English/Language Arts
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Speaking and Listening DRAFT
Anchor Standard 5: Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
Enduring Skill: Use digital media and visual displays to enhance presentations and communi-
cate effectively.
Standard: 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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the subject or purpose of the presentation.
Students need to know
how to identify and de-velop the main idea or theme of the presenta-tion.
Do: What skill must the student
demonstrate?
Students need to be able to distinguish which ele-ments or information to include in presentation.
Students should be able
to design and deliver presentations that incor-porate
multimedia components (e.g., graphics or sounds).
Students should be able
to include visual displays of
information (e.g., charts, graphs, or infographics).
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students include multimedia compo-nents (e.g., graphics, sound) and visual dis-plays in presentations when appropriate to en-hance the development of main ideas or themes.
Notes:
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5th Grade English/Language Arts
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Speaking and Listening DRAFT
Anchor Standard 6: Adapt a speech to a variety of contexts and communication tasks, demon-
strating command of formal English when indicated or appropriate.
Enduring Skill: Not listed in ELA Enduring Skills
Standard: SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when ap-
propriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expecta-
tions.)
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know the purpose or task of which they are speaking.
Students need to be
able to identify the audience
Students need to
identify the mode of speaking (e.g., a speech, talking to a small group, recording to share on technol-ogy)
Do: What skill must the student
demonstrate?
Students must demonstrate the skill of adjusting their voice and style to suit the occasion, purpose, and audiences.
Students have to be
able to model their command of formal English when appro-priate.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students adapt speech to a variety of contexts and tasks, us-ing formal English when appropriate to task and situation
Notes:
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5th Grade English/Language Arts
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Language
Anchor Standard 1: Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
Enduring Skills: Demonstrate command of English grammar and usage.
Standard: L.5.1 Demonstrate the command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked: I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor).
Know – What content does the student
need to know to demonstrate this stand-
ard?
Students need to know
function of conjunc-
tions, prepositions and
interjections.
Students need to know
how to use correlative
conjunctions.
Students need to know
how to form and use
perfect verb tenses, as
well as using verb
tenses to convey times,
sequences, states and
conditions.
Do: What skill must the student demon-
strate?
Students must be able to use correlative con-junctions (e.g. either/or, neither/nor), as well as the function of conjunc-tions, prepositions and interjections.
Students must be able to use perfect verb tense.
Students must be able to use verb tenses to show various times, se-quences, states and conditions.
Mastery: How does the student demon-
strate the learning of the standard?
Students will demonstrate the command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of conjunctions, preposi-tions, and interjections in general and their function in particular sentences.
Form and use the per-fect (e.g., I had walked: I have walked; I will have walked) verb tenses.
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5th Grade English/Language Arts
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Notes:
Student must be able to correct inappropriate shifts in verb tense.
Use verb tense to con-vey various times, se-quences, states, and conditions.
Recognize and correct inappropriate shifts in verb tense.*
Use correlative conjunc-tions (e.g., either/or, neither/nor).
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5th Grade English/Language Arts
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Language
Anchor Standard 2: Demonstrate command of the conventions of standard English capitaliza-
tion, punctuation, and spelling when writing.
Enduring Skill: Demonstrate command of Standard English capitalization, punctuation, and
spelling.
Standard: L.5.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag ques-tion 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?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
Know – What content does the student
need to know to demonstrate this stand-
ard?
Students need to know
the conventions of capi-
talization, punctuation
and spelling.
Do: What skill must the student demon-
strate?
Students must be able to use correct capitalization, punctuation and spelling in their writing.
Mastery: How does the student demon-
strate the learning of the standard?
Students will demonstrate com-mand 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
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5th Grade English/Language Arts
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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.
Notes:
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5th Grade English/Language Arts
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Language
Anchor Standard 3: Apply knowledge of language to understand how language functions in dif-
ferent contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Enduring Skill: Apply knowledge of language and its functions when reading or listening.
Standard: L.5.3 Use knowledge of language and its conventions when writing, speaking, read-
ing, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,
dramas, or poems.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know how to revise
sentences to produce
the most effective
writing.
Students need to
know how to compare
and contrast
various dialects and
registers of English in
literature.
Do: What skill must the student
demonstrate?
Students must be able to expand, combine and reduce sentences to improve meaning, reader interest and style.
Students must be able
to compare and con-trast varieties of Eng-lish used in stories, dramas or po-ems.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will use knowledge of language and its conventions when writing, speaking, reading, or listening.
Expand, combine, and reduce sentences for meaning, reader/lis-tener interest, and style.
Compare and contrast the varieties of English (e.g., dialects, regis-ters) used in stories, dramas, or po-ems.
Notes:
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5th Grade English/Language Arts
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Language
Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts, and consulting general
and specialized reference materials, as appropriate.
Enduring Skill: Determine the meaning of unknown words.
Standard: L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words or
phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph, photosynthesis).
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.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know how to use
context clues to
figure out the
meaning of unknown
words.
Students need to
know the meaning of
common,
grade-appropriate
Greek and Latin
affixes and roots.
Students need to
know how to use
reference materials to
figure out the
Do: What skill must the student
demonstrate?
Students must be able
to use context clues to
figure out the mean-
ing of unknown
words.
Students must be able
to determine the
meaning of common,
grade-appropriate
Greek and Latin
affixes and roots.
Students must be able
to use reference ma-
terials to figure out
the pronunciation and
meaning of
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will determine or clarify the meaning of un-known and multiple-meaning words or phrases based on grade 5 reading and content, choosing flexibly from a range of strat-egies.
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
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
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pronunciation and
meaning of unknown
words.
unknown words. of a word (e.g., photo-graph, photosynthe-sis).
Consult reference ma-
terials (e.g.,
dictionaries, glossa-
ries, thesauruses),
both print and digital,
to find the
pronunciation and de-
termine or clarify the
precise meaning of
key words and
phrases.
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
52 Back to Table of Contents
Language
Anchor Standard 5: Demonstrate understanding of word relationships and nuances in word
meanings.
Enduring Skill: Understand Figurative Language
Standard: L.5.5 Demonstrate understanding of figurative language, word relationships, and nu-
ances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs)
to better understand each of the words.
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to
know how to recog-
nize and interpret var-
ious types of figura-
tive language in con-
text.
Students need to
know how to recog-
nize and explain the
meaning of common
idioms, adages and
proverbs based on the
context in which they
are used.
Students need to
know how to use syn-
onyms, antonyms and
homographs.
Do: What skill must the student
demonstrate?
Students must be able
to recognize and in-
terpret various types
of figurative language
in context.
Students must be able
to recognize and ex-
plain the meaning of
common idioms, ad-
ages and proverbs
based on the context
in which they are
used.
Students must be able
to use synonyms, an-
tonyms and homo-
graphs.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students will demonstrate understanding of figurative language, word relationships, and nuances in word mean-ings.
Interpret figurative language, including similes and meta-phors, in context.
Recognize and explain the meaning of com-mon idioms, adages, and proverbs.
Use the relationship between particular words (e.g., syno-nyms, antonyms, homographs) to bet-ter understand each of the words.
Notes:
Pike County School District Standards Mastery Document
5th Grade English/Language Arts
53 Back to Table of Contents
Language
Anchor Standard 6: Acquire and use accurately a range of general academic and domain-spe-
cific words and phrases sufficient for reading, writing, speaking, and listening at the college and
career readiness level: demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Enduring Skill: Use grade appropriate words and phrases.
Standard: 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 rela-
tionships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Know – What content does the stu-
dent need to know to demonstrate this
standard?
Students need to know how to acquire and use general academic and domain-specific words and phrases.
Students need to know words that sig-nal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Do: What skill must the student
demonstrate?
Students must be able to demonstrate they have learned and are using the language appropriate to the subject, discipline, or context when reading, writing, or speaking about it.
Mastery: How does the student
demonstrate the learning of the stand-ard?
Students acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal con-trast, addition, and other logical relationships (e.g., however, alt-hough, nevertheless, similarly, moreover, in addition).
Notes: