Texas Essential Knowledge and Skills - English — Grade 5


Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Texas Essential Knowledge and Skills - English if your intention constitutes fair use.


Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.

110.16.b.1

Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

110.16.b.10

Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

110.16.b.11

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

110.16.b.11.A

summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

110.16.b.11.B

determine the facts in text and verify them through established methods;

110.16.b.11.C

analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;

110.16.b.11.D

use multiple text features and graphics to gain an overview of the contents of text and to locate information; and

110.16.b.11.E

synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

110.16.b.12

Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

110.16.b.12.A

identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

110.16.b.12.B

recognize exaggerated, contradictory, or misleading statements in text.

110.16.b.13

Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

110.16.b.13.A

interpret details from procedural text to complete a task, solve a problem, or perform procedures; and

110.16.b.13.B

interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

110.16.b.14

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

110.16.b.14.A

explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);

110.16.b.14.B

consider the difference in techniques used in media (e.g., commercials, documentaries, news);

110.16.b.14.C

identify the point of view of media presentations; and

110.16.b.14.D

analyze various digital media venues for levels of formality and informality.

110.16.b.15

Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

110.16.b.15.A

plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

110.16.b.15.B

develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

110.16.b.15.C

revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

110.16.b.15.D

edit drafts for grammar, mechanics, and spelling; and

110.16.b.15.E

revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

110.16.b.16

Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

110.16.b.16.A

write imaginative stories that include:

110.16.b.16.A.1

a clearly defined focus, plot, and point of view;

110.16.b.16.A.2

a specific, believable setting created through the use of sensory details; and

110.16.b.16.A.3

dialogue that develops the story; and

110.16.b.16.B.1

poetic techniques (e.g., alliteration, onomatopoeia);

110.16.b.16.B.2

figurative language (e.g., similes, metaphors); and

110.16.b.16.B.3

graphic elements (e.g., capital letters, line length).

110.16.b.17

Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience.

110.16.b.18

Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

110.16.b.18.A

create multi-paragraph essays to convey information about the topic that:

110.16.b.18.A.1

present effective introductions and concluding paragraphs;

110.16.b.18.A.2

guide and inform the reader's understanding of key ideas and evidence;

110.16.b.18.A.3

include specific facts, details, and examples in an appropriately organized structure; and

110.16.b.18.A.4

use a variety of sentence structures and transitions to link paragraphs;

110.16.b.18.B

write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and

110.16.b.18.C

write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

110.16.b.19

Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

110.16.b.2

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

110.16.b.2.A

determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

110.16.b.2.B

use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

110.16.b.2.C

produce analogies with known antonyms and synonyms;

110.16.b.2.D

identify and explain the meaning of common idioms, adages, and other sayings; and

110.16.b.2.E

use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

110.16.b.20

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

110.16.b.20.A

use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

110.16.b.20.A.1

verbs (irregular verbs and active voice);

110.16.b.20.A.2

collective nouns (e.g., class, public);

110.16.b.20.A.3

adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best);

110.16.b.20.A.4

adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

110.16.b.20.A.5

prepositions and prepositional phrases to convey location, time, direction, or to provide details;

110.16.b.20.A.6

indefinite pronouns (e.g., all, both, nothing, anything);

110.16.b.20.A.7

subordinating conjunctions (e.g., while, because, although, if); and

110.16.b.20.A.8

transitional words (e.g., also, therefore);

110.16.b.20.B

use the complete subject and the complete predicate in a sentence; and

110.16.b.20.C

use complete simple and compound sentences with correct subject-verb agreement.

110.16.b.21

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

110.16.b.21.A.2

initials and acronyms; and

110.16.b.21.B

recognize and use punctuation marks including:

110.16.b.21.B.1

commas in compound sentences; and

110.16.b.21.B.2

proper punctuation and spacing for quotations; and

110.16.b.21.C

use proper mechanics including italics and underlining for titles and emphasis.

110.16.b.22

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

110.16.b.22.A

spell words with more advanced orthographic patterns and rules:

110.16.b.22.A.1

consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);

110.16.b.22.A.2

vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and

110.16.b.22.A.3

silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);

110.16.b.22.B.1

Greek Roots (e.g., tele, photo, graph, meter);

110.16.b.22.B.2

Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);

110.16.b.22.B.3

Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and

110.16.b.22.B.4

Latin derived suffixes (e.g., -able, -ible; -ance, -ence);

110.16.b.22.C

differentiate between commonly confused terms (e.g., its, it's; affect, effect);

110.16.b.22.D

use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and

110.16.b.22.E

know how to use the spell-check function in word processing while understanding its limitations.

110.16.b.23

Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

110.16.b.23.A

brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and

110.16.b.23.B

generate a research plan for gathering relevant information about the major research question.

110.16.b.24

Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

110.16.b.24.A

follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;

110.16.b.24.B

differentiate between primary and secondary sources;

110.16.b.24.C

record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;

110.16.b.24.D

identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and

110.16.b.24.E

differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

110.16.b.25

Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

110.16.b.25.A

refine the major research question, if necessary, guided by the answers to a secondary set of questions; and

110.16.b.25.B

evaluate the relevance, validity, and reliability of sources for the research.

110.16.b.26

Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

110.16.b.26.A

compiles important information from multiple sources;

110.16.b.26.B

develops a topic sentence, summarizes findings, and uses evidence to support conclusions;

110.16.b.26.C

presents the findings in a consistent format; and

110.16.b.26.D

uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

110.16.b.27

Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

110.16.b.27.A

listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective;

110.16.b.27.B

follow, restate, and give oral instructions that include multiple action steps; and

110.16.b.27.C

determine both main and supporting ideas in the speaker's message.

110.16.b.28

Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

110.16.b.29

Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

110.16.b.3

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

110.16.b.3.A

compare and contrast the themes or moral lessons of several works of fiction from various cultures;

110.16.b.3.B

describe the phenomena explained in origin myths from various cultures; and

110.16.b.3.C

explain the effect of a historical event or movement on the theme of a work of literature.

110.16.b.4

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

110.16.b.5

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original text and its dramatic adaptation.

110.16.b.6

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

110.16.b.6.A

describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

110.16.b.6.B

explain the roles and functions of characters in various plots, including their relationships and conflicts; and

110.16.b.6.C

explain different forms of third-person points of view in stories.

110.16.b.7

Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

110.16.b.8

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.

110.16.b.9

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

5.1.A

Listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments.

5.1.B

Follow, restate, and give oral instructions that include multiple action steps.

5.1.C

Give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

5.1.D

Work collaboratively with others to develop a plan of shared responsibilities.

5.10.A

Explain the author's purpose and message within a text.

5.10.B

Analyze how the use of text structure contributes to the author's purpose.

5.10.C

Analyze the author's use of print and graphic features to achieve specific purposes.

5.10.D

Describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes.

5.10.E

Identify and understand the use of literary devices, including first- or third-person point of view.

5.10.F

Examine how the author's use of language contributes to voice.

5.10.G

Explain the purpose of hyperbole, stereotyping, and anecdote.

5.11.A

Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.

5.11.B

Develop drafts into a focused, structured, and coherent piece of writing by:

5.11.B.i

Organizing with purposeful structure, including an introduction, transitions, and a conclusion.

5.11.B.ii

Developing an engaging idea reflecting depth of thought with specific facts and details.

5.11.C

Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.

5.11.D

Edit drafts using standard English conventions, including:

5.11.D.i

Complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments.

5.11.D.ii

Past tense of irregular verbs.

5.11.D.iv

Adjectives, including their comparative and superlative forms.

5.11.D.ix

Capitalization of abbreviations, initials, acronyms, and organizations.

5.11.D.vi

Prepositions and prepositional phrases and their influence on subject-verb agreement.

5.11.D.vii

Pronouns, including indefinite.

5.11.D.viii

Subordinating conjunctions to form complex sentences.

5.11.D.x

Punctuation marks, including commas in compound and complex sentences, quotation marks in dialogue, and italics and underlining for titles and emphasis.

5.11.D.xi

Correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words.

5.11.E

Publish written work for appropriate audiences.

5.12.A

Compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft.

5.12.B

Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

5.12.C

Compose argumentative texts, including opinion essays, using genre characteristics and craft.

5.12.D

Compose correspondence that requests information.

5.13.A

Generate and clarify questions on a topic for formal and informal inquiry.

5.13.B

Develop and follow a research plan with adult assistance.

5.13.C

Identify and gather relevant information from a variety of sources.

5.13.D

Understand credibility of primary and secondary sources.

5.13.E

Demonstrate understanding of information gathered.

5.13.F

Differentiate between paraphrasing and plagiarism when using source materials.

5.13.G

Develop a bibliography.

5.13.H

Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

5.2.A

Demonstrate and apply phonetic knowledge by:

5.2.A.i

Decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician.

5.2.A.ii

Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

5.2.A.iii

Decoding words using advanced knowledge of syllable division patterns.

5.2.A.iv

Decoding words using advanced knowledge of the influence of prefixes and suffixes on base words.

5.2.A.v

Identifying and reading high-frequency words from a research-based list.

5.2.B

Demonstrate and apply spelling knowledge by:

5.2.B.i

Spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

5.2.B.ii

Spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician.

5.2.B.iii

Spelling multisyllabic words with multiple sound-spelling patterns.

5.2.B.iv

Spelling words using advanced knowledge of syllable division patterns.

5.2.B.v

Spelling words using knowledge of prefixes.

5.2.B.vi

Spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants.

5.2.C

Write legibly in cursive.

5.3.A

Use print or digital resources to determine meaning, syllabication, pronunciation, and word origin.

5.3.B

Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

5.3.C

Identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo.

5.3.D

Identify, use, and explain the meaning of adages and puns.

5.6.A

Establish purpose for reading assigned and self-selected texts.

5.6.B

Generate questions about text before, during, and after reading to deepen understanding and gain information.

5.6.C

Make, correct, or confirm predictions using text features, characteristics of genre, and structures.

5.6.D

Create mental images to deepen understanding.

5.6.E

Make connections to personal experiences, ideas in other texts, and society.

5.6.F

Make inferences and use evidence to support understanding.

5.6.G

Evaluate details read to determine key ideas.

5.6.H

Synthesize information to create new understanding.

5.6.I

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

5.7.A

Describe personal connections to a variety of sources, including self-selected texts.

5.7.B

Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

5.7.C

Use text evidence to support an appropriate response.

5.7.D

Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.

5.7.E

Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

5.7.F

Respond using newly acquired vocabulary as appropriate.

5.7.G

Discuss specific ideas in the text that are important to the meaning.

5.8.A

Infer multiple themes within a text using text evidence.

5.8.B

Analyze the relationships of and conflicts among the characters.

5.8.C

Analyze plot elements, including rising action, climax, falling action, and resolution.

5.8.D

Analyze the influence of the setting, including historical and cultural settings, on the plot.

5.9.A

Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, myths, and tall tales.

5.9.B

Explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms.

5.9.C

Explain structure in drama such as character tags, acts, scenes, and stage directions.

5.9.D

Recognize characteristics and structures of informational text, including:

5.9.D.i

The central idea with supporting evidence.

5.9.D.ii

Features such as insets, timelines, and sidebars to support understanding.

5.9.D.iii

Organizational patterns such as logical order and order of importance.

5.9.E

Recognize characteristics and structures of argumentative text by:

5.9.E.i

Identifying the claim.

5.9.E.ii

Explaining how the author has used facts for or against an argument.

5.9.E.iii

Identifying the intended audience or reader.

5.9.F

Recognize characteristics of multimodal and digital texts.