Grade 5 ELA North Carolina standards Standards

Language

Speaking and Listening

Writing

Fluency

Phonics and Word Recognition

Handwriting

Reading Foundational Skills

Reading Informational Text

K-12 not applicable to literature.

Reading Literature

CCR Anchor Standard L.6 – Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCR Anchor Standard L.5 – Demonstrate understanding of figurative language and nuances in word meanings.

CCR Anchor Standard L.4 – Determine and 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.

CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.

CCR Anchor Standard L.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

CCR Anchor Standard L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

LANGUAGE

CCR Anchor Standard SL.6 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCR Anchor Standard SL.3 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard SL.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCR Anchor Standard SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SPEAKING AND LISTENING

Integrated into Standards W.1, W.2, and W.3

CCR Anchor Standard W.10 (in 2010 Standards) – 2010: 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 tasks, purposes, and audiences.

Omitted because it is an expectation of RL and RI Standards

CCR Anchor Standard W.9 (in 2010 Standards) – 2010: Draw evidence from literary or informational texts to support analysis, reflection, and research. Proposed: Omitted because it is an expectation of RL and RI Standards

CCR Anchor Standard W.6 (from Proposed Standards – was W.8 in 2010 Standards) – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCR Anchor Standard W.5 (from Proposed Standards – was W.7 in 2010 Standards) – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CR Anchor Standard W.4: Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

CCR Anchor Standard W.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

WRITING

HANDWRITING

Reading Foundational Skills

CR Anchor Standard RI.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCR Anchor Standard RI.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.

CCR Anchor Standard RI.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.

CCR Anchor Standard RI.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RI.6: Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RI.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standard RI.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RI.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RI.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

READING: INFORMATIONAL TEXT

CCR Anchor Standard RL.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCRAnchorStandardRL.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.

K-12 Not applicable to literature

CCR Anchor Standard RL.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.

CCR Anchor Standard RL.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RL.6 Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RL.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RL.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RL.3 –Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard RL.2 –Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard RL.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

READING: LITERATURE

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language and nuances in word meanings.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 4-5 grammar continuum.

Demonstrate standard English grammar and usage within the 4-5 grammar continuum when writing or communicating.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 4-5 conventions continuum.

Demonstrate understanding of conventions of standard English within 4-5 conventions continuum when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use language to achieve desired meaning when communicated by combining words when asked.

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Compare and contrast the varieties of English used in stories, dramas, or poems.

Determine and/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: context clues, word parts, word relationships, and reference materials.

Demonstrate knowledge of word meanings drawn from grade 5 content.

Demonstrate understanding of figurative language and nuances in word meanings.

Demonstrate understanding of word relationships and use.

Interpret figurative language, including similes and metaphors, in context.

Demonstrate understanding of words that have similar meanings.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Use simple, common idioms (e.g., You bet! It’s a deal., cool.).

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Create readable documents through legible handwriting (cursive).

Purposefully selects or produces letters to create written documents."

Know and apply grade-level phonics and word analysis skills in decoding words.

Apply letter-sound knowledge to decode words."

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context.

Read common sight words and decode single syllable words.

Read with sufficient accuracy and fluency to support comprehension.

Engage in purposeful reading of text.

Read on-level text with purpose and understanding.

Read text comprised of familiar words with accuracy and understanding.

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition when reading.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Identify words in the text to answer a question about explicit information.

By the end of grade 5, read and understand informational texts at the high end of the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in the reading of informational text for a clearly stated purpose and sustained periods of time. Connect prior knowledge and experiences to text.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Identify the main idea of a text when it is not explicitly stated.

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.

Compare two individuals, events, or ideas in an informational text.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Determine the meanings of domain-specific words and phrases.

Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Determine if a text tells about events, gives directions, or provides information on a topic.

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Compare two texts on the same topic.

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem efficiently.

Locate information in print or digital sources.

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 details and examples that supports specific points in a text.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Compare details presented in three or more texts on the same topic."

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Identify words in the text that answer a question about explicit information.

By the end of grade 5, read and understand literature at the high end of the 4-5 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in reading for the purpose of connecting prior knowledge and experiences to text for sustained periods of time."

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 theme of a story, drama or poem.

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

Compare two characters in a familiar story.

Determine the meaning of words and phrases as they are used in a text, recognizing specific word choices that contribute to meaning and tone.

Determine the meaning of words and phrases as they are used in a text.

Explain how chapters, scenes, or stanzas provide the overall structure of a particular story, drama, or poem.

Identify how a series of events fit together to create a particular story."

Describe how a narrator's or speaker's point of view influences how events are described.

Determine the point of view of the narrator.

Analyze how visual and multimedia elements contribute to the meaning, tone, or aesthetics of a text.

Identify illustrations, tactual, or multimedia elements that add to understanding of a text.

Compare and contrast stories in the same genre on their approaches to similar themes and topics.

Compare stories with similar topics or themes.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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.

Communicate with others in group interactions.

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 discussion prepared to share information.

Follow agreed-upon rules for discussions and carry out assigned roles.

Carry out assigned role in a discussion.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Ask questions related to information in a discussion.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Make comments that contribute to the discussion and link to the remarks of others.

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Identify the explicitly stated main idea of text presented orally or through other media.

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Identify the reasons and evidence supporting a specific point.

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; adapt speech to a variety of contexts and tasks.

Communicate opinion on a familiar topic or text, providing facts or details related to it.

Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Select or create audio recordings and visual/tactile displays to enhance presentation.

Integrated into SL.4

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Write an opinion about topics or texts, supporting a point of view with reasons.

Organize information and ideas around a topic to plan and prepare to write.

Introduce the topic or text and state an opinion about it.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

Provide reasons to support the opinion.

Provide logically ordered reasons that are supported by facts and details.

Link opinion and reasons using words, phrases, and clauses.

Provide a concluding statement or section related to the opinion presented.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write to share information supported by details.

Organize information and ideas around a topic to plan and prepare to write.

Select a topic and write to convey information including related visual, tactual, or multimedia information as appropriate.

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations, and multimedia when useful to aiding comprehension.

Provide facts, details, or other information related to the topic.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Link ideas within and across categories of information using words, phrases, and clauses.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Write about an event of personal experience that includes three or more events in a sequence.

Organize information and ideas around a topic to plan and prepare to write.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, with consideration to task, purpose, and audience.

With some guidance and support from adults, use digital tools and resources to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of word processing skills.

With guidance and support from adults, use digital tools to produce writing while interacting and collaborating with others.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Conduct short research projects using two or more sources.

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 and sort relevant information on a topic from print or digital sources into given categories.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.