Grade 5 ELA Iowa standards Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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 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.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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 gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

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 comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes 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, including determining technical, connotative, and figurative meanings, 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.

Assess how point of view 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.

Presentation of Knowledge and Ideas

Comprehension and Collaboration

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.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes*

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

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.

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.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, 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.

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

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Writing Foundations

Fluency

Phonics and Word Recognition

Reading and Writing Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

Use verb tense to convey various times, sequences, states, and conditions.

Recognize and correct inappropriate shifts in verb tense.

Use correlative conjunctions (e.g., either/or, neither/nor).

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation to separate items in a series.

Use a comma to separate an introductory element from the rest of the sentence.

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use underlining, quotation marks, or italics to indicate titles of works.

Spell grade-appropriate words correctly, consulting references as needed.

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

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

Compare and contrast the varieties of English (e.g., dialects, registers) used in literature.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figurative language, including similes and metaphors (e.g., as pretty as a picture), in context.

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

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

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

Know and apply grade-level phonics and word analysis skills to support decoding and encoding words.

Accurately read unfamiliar multisyllabic words in and out of context using combined knowledge of all sound-spelling correspondences, syllabication patterns and morphology (e.g., roots and affixes).

Orally read grade-level texts (e.g., poetry and prose) with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.

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

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 complexity band independently and proficiently.

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

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific and/or technical text based on specific information in the text(s).

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

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.

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

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

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

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

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

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.

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.

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).

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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

Describe how a narrator’s or speaker’s point of view and/or perspective influences how events are described.

Analyze how visual and multimedia elements contribute to the meaning, tone, or mood of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

(Not applicable to literature)

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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

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

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

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

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

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 or central ideas; speak clearly at an understandable pace.

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

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation, such as when performing dramatic readings or presentations; use appropriate eye contact, adequate volume, and clear pronunciation. (See grade 5 Language standards 1 and 3 for specific expectations)

Write opinion pieces that explain a perspective or point of view with supporting reasons and evidence.

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

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

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

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

Write 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.

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

Introduce a topic clearly, provide a general focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia elements when useful to aiding comprehension.

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

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

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

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

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

Use an organizational structure to 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 precise words and phrases and sensory details to convey experiences and events.

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

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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

With some guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.

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

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 5 Reading standards to literature (e.g., “Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics”).

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”).

Write legibly for a variety of tasks and purposes.

Apply previous handwriting skills with accuracy and automaticity.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Fluency

Phonics and Word Recognition

Reading and Writing Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Demonstrate standard English grammar and usage when communicating.

Form and use the past tense of frequently occurring irregular verbs (e.g., went, sat, ate, and told).

Use frequently occurring conjunctions: and, but, or, for, because.

Demonstrate understanding of conventions of standard English.

Spell untaught word phonetically, drawing on letter-sound relationships and common spelling patterns.

Use language to achieve desired meaning when communicating.

Communicate using complete sentences when asked.

Demonstrate knowledge of word meanings.

Use sentence level context to determine which word is missing from a content area text.

Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks).

Demonstrate understanding of word relationship and use.

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

Demonstrate understanding of words that have similar meanings.

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

Use letter-sound knowledge to read words.

Read common sight words and decode single syllable words.

Read words in text.

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

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

Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

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

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

Compare two individuals, events, or ideas in a text.

Determine the meanings of domain- specific words and phrases.

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

Compare two books on the same topic.

Locate information in print or digital sources.

Identify the relationship between a specific point and supporting reasons in an informational text.

Compare and contrast details gained from two texts on the same topic.

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

Demonstrate understanding of text while engaged in individual or group reading of stories, dramas, and poems.

Identify the central idea or theme of a story, drama or poem.

Compare two characters in a familiar story.

Determine the intended meaning of multimeaning words in a text.

Identify a story element that undergoes change from beginning to end.

Determine the point of view of the narrator.

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

Compare stories, myths, or texts with similar topics or themes.

Engage in collaborative discussions.

Come to discussion prepared to share information.

Carry out assigned role in a discussion.

Ask questions related to information in a discussion.

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

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

Identify the reasons and evidence supporting a specific point.

Report on a familiar topic or text or present an opinion including related facts.

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

Differentiate between contexts that require formal and informal communication.

Write opinions about topics or text.

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

Provide reasons to support the opinion.

Write routinely for a variety of tasks, purposes, and audiences.

Write to share information supported by details.

Introduce a topic and write to convey information about it including visual, tactual, or multimedia information as appropriate.

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

Write about events or personal experiences.

Write about an experience or event including three or more events in sequence.

Produce writing that is appropriate for an explicitly stated task or purpose.

With guidance and support from adults and peers, plan before writing and revise own writing.

With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others.

Conduct short research projects using two or more sources.

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

Use information from literary and informational text to support writing.

Apply Essential Elements of Grade 5 Reading Standards to literature (e.g., “Compare and contrast two characters in the story.”).

Apply Essential Elements of Grade 5 Reading Standards to informational texts (e.g., “Use specific reasons and evidence for supporting specific points in an informational text.”).