Government Standards
Common Core
Language Arts - Grade 5
Assessment Exam - Common Core Language Arts - Grade 5| Reading: Literature | eTAP Lesson |
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| Key Ideas and Details | |
| Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.1 |
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| 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.
CCSS.ELA-Literacy.RL.5.2 |
Elements and Themes of Literature |
| 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).
CCSS.ELA-Literacy.RL.5.3 |
Compare and Contrast Text Structure |
| Craft and Structure | |
| Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.4 |
Analogies, Metaphors, Similes, and Point of View |
| Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.5 |
Analyzing Texts |
| Describe how a narrator's or speaker's point of view influences how events are described.
CCSS.ELA-Literacy.RL.5.6 |
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| Integration of Knowledge and Ideas | |
| 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).
CCSS.ELA-Literacy.RL.5.7 |
Deliver Multimedia Presentations |
| Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
CCSS.ELA-Literacy.RL.5.9 |
Literary Genres |
| Range of Reading and Level of Text Complexity | |
| 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.
CCSS.ELA-Literacy.RL.5.10 |
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| Reading: Informational Text | eTAP Lesson |
| Key Ideas and Details | |
| Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.1 |
Summary |
| Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.5.2 |
Main Idea and Key Details |
| 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.
CCSS.ELA-Literacy.RI.5.3 |
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| Craft and Structure | |
| Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RI.5.4 |
Determine Meanings of Words |
| 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.
CCSS.ELA-Literacy.RI.5.5 |
Compare and Contrast Informational Materials |
| Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-Literacy.RI.5.6 |
Cause and Effect Organization of Text |
| Integration of Knowledge and Ideas | |
| 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.
CCSS.ELA-Literacy.RI.5.7 |
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| Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-Literacy.RI.5.8 |
Evaluate Claims and Present Arguments |
| Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RI.5.9 |
Integrate Information |
| Range of Reading and Level of Text Complexity | |
| 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.
CCSS.ELA-Literacy.RI.5.10 |
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| Reading: Foundational Skills | eTAP Lesson |
| Phonics and Word Recognition | |
| Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
CCSS.ELA-Literacy.RF.5.3.a |
Summary Root/Base Words Compound Words |
| Fluency | |
| Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.5.4.a |
Multiple-Step Instructions |
| Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.5.4.b |
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| Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.RF.5.4.c |
Words in Context |
| Writing | eTAP Lesson |
| Text Types and Purposes | |
| Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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.
CCSS.ELA-Literacy.W.5.1.a |
Writing Opinion Pieces |
| Provide logically ordered reasons that are supported by facts and details.
CCSS.ELA-Literacy.W.5.1.b |
Informative/Explanatory Texts |
| Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-Literacy.W.5.1.c |
Respond to Persuasive Messages |
| Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-Literacy.W.5.1.d |
Expository Compositions |
| Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.5.2.a |
Prepare a Speech Outline |
| Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.5.2.b |
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| Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
CCSS.ELA-Literacy.W.5.2.c |
Colons and Semicolons |
| Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.2.d |
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| Provide a concluding statement or section related to the information or explanation presented.
CCSS.ELA-Literacy.W.5.2.e |
Structure and Format of Functional Documents |
| Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.5.3.a |
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| Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-Literacy.W.5.3.b |
Narrative Writing |
| Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
CCSS.ELA-Literacy.W.5.3.c |
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| Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-Literacy.W.5.3.d |
Informative/Explanatory Texts |
| Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-Literacy.W.5.3.e |
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| Production and Distribution of Writing | |
| Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.5.4 |
Edit and Revise |
| With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-Literacy.W.5.5 |
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| 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.
CCSS.ELA-Literacy.W.5.6 |
Word-Processing |
| Research to Build and Present Knowledge | |
| Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.7 |
Investigate and Research Topics |
| 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.
CCSS.ELA-Literacy.W.5.8 |
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| 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 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]").
CCSS.ELA-Literacy.W.5.9.a |
Persuasive Compositions |
| 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]"").
CCSS.ELA-Literacy.W.5.9.b |
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| Range of Writing | |
| 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.
CCSS.ELA-Literacy.W.5.10 |
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| Speaking and Listening | eTAP Lesson |
| Comprehension and Collaboration | |
| 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.
CCSS.ELA-Literacy.SL.5.1.a |
Discussing Ideas |
| Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.5.1.b |
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| Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-Literacy.SL.5.1.c |
Questioning |
| Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
CCSS.ELA-Literacy.SL.5.1.d |
Note-taking, Outlining & Summarizing |
| Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.2 |
Media |
| Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS.ELA-Literacy.SL.5.3 |
Summarize Texts and Speaker Presentations |
| Presentation of Knowledge and Ideas | |
| 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.
CCSS.ELA-Literacy.SL.5.4 |
Presenting Reports |
| Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-Literacy.SL.5.5 |
Media 2 |
| Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
CCSS.ELA-Literacy.SL.5.6 |
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| Language | eTAP Lesson |
| Conventions of Standard English | |
| Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
CCSS.ELA-Literacy.L.5.1.a |
Grammar Conventions |
| Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
CCSS.ELA-Literacy.L.5.1.b |
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| Use verb tense to convey various times, sequences, states, and conditions.
CCSS.ELA-Literacy.L.5.1.c |
Verbs |
| Recognize and correct inappropriate shifts in verb tense.
CCSS.ELA-Literacy.L.5.1.d |
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| Use correlative conjunctions (e.g., either/or, neither/nor).
CCSS.ELA-Literacy.L.5.1.e |
Parts of Speech |
| Use punctuation to separate items in a series.
CCSS.ELA-Literacy.L.5.2.a |
Capitalization, Punctuation, and Spelling |
| Use a comma to separate an introductory element from the rest of the sentence.
CCSS.ELA-Literacy.L.5.2.b |
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| 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?).
CCSS.ELA-Literacy.L.5.2.c |
Mechanics of Writing |
| Use underlining, quotation marks, or italics to indicate titles of works.
CCSS.ELA-Literacy.L.5.2.d |
Underlining, Quotation Marks and Italics |
| Spell grade-appropriate words correctly, consulting references as needed.
CCSS.ELA-Literacy.L.5.2.e |
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| Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
CCSS.ELA-Literacy.L.5.3.a |
Edit and Revise |
| Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
CCSS.ELA-Literacy.L.5.3.b |
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| Vocabulary Acquisition and Use | |
| Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.5.4.a |
Context Clues |
| Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
CCSS.ELA-Literacy.L.5.4.b |
Roots and Affixes |
| 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.
CCSS.ELA-Literacy.L.5.4.c |
Reference Materials |
| Interpret figurative language, including similes and metaphors, in context.
CCSS.ELA-Literacy.L.5.5.a |
Figurative Language and Word Relationships |
| Recognize and explain the meaning of common idioms, adages, and proverbs.
CCSS.ELA-Literacy.L.5.5.b |
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| Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
CCSS.ELA-Literacy.L.5.5.c |
Antonyms, Synonyms, Homophones & Homographs Gr 4 |
| 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).
CCSS.ELA-Literacy.L.5.6 |
Determine Meanings of Words |
