Arkansas English Language Arts Standards — Grade 5


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L.5.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking as appropriate for Grade 5.

L.5.1.A

This standard is taught in Grade 3 and should be reinforced as needed. Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences.

L.5.1.B

This standard is taught in Grade 3 and should be reinforced as needed. Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood).

L.5.1.C

Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.

L.5.1.D

Use relative pronouns whose, whom, who, which, and that.

L.5.1.E

Use the relative adverbs where, when, and why.

L.5.1.F

Use correlative conjunctions (e.g., either/or, neither/nor) and subordinating conjunctions (e.g., after, since, because, when, etc.) appropriately.

L.5.1.G

This standard is taught in Grade 4 and should be reinforced as needed. Form and use prepositional phrases

L.5.1.H

Produce complex sentences using dependent clauses and subordinating conjunctions.

L.5.1.I

This standard is taught in Grade 4 and should be reinforced as needed.Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.5.1.J

This standard is taught in Kindergarten and should be reinforced as needed. Understand and use question words (interrogatives) e.g., who, what, when, where, why, how).

L.5.1.K

This standard is taught in Grade 3 and should be reinforced as needed. Form all upper- and lowercase letters to write words legibly in cursive

L.5.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 5 when writing.

L.5.2.A

This standard is taught in Grade 4 and should be reinforced as needed. Use correct capitalization.

L.5.2.B

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

L.5.2.C

Use a comma to separate an introductory element from the rest of the sentence. Use a comma to set off appositives, the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). Use punctuation to separate items in a series.

L.5.2.D

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

L.5.3

Use knowledge of language and its conventions as appropriate for Grade 5 when writing, speaking, reading, or listening

L.5.3.A

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

L.5.3.B

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

L.5.4

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

L.5.4.A

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

L.5.4.B

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

L.5.4.C

Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.

L.5.4.D

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.

L.5.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as appropriate for grade level.

L.5.5.A

Interpret figurative language in context, including but not limited to, similes and metaphors.

L.5.5.B

Interpret the meaning of common idioms and proverbs.

L.5.5.C

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

L.5.5.D

This standard is taught in Grade 1 and should be reinforced as needed.Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

L.5.6

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

RF.5.1

This standard is taught in Grade 1 and should be reinforced as needed. Demonstrate understanding of the organization and basic features of print.

RF.5.1.A

This standard is taught in Grade 2 and should be reinforced as needed. Recognize the distinguishing features of a paragraph including that multiple sentences may be used to form a paragraph and the author may indent or skip a line to signal a new paragraph.

RF.5.1.B

This standard is taught in Kindergarten and should be reinforced as needed. Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning

RF.5.1.C

This standard is taught in Kindergarten and should be reinforced as needed. Understand that words are separated by spaces in print.

RF.5.1.D

This standard is taught in Kindergarten and should be reinforced as needed. Recognize and name all upper- and lowercase letters of the alphabet.

RF.5.2

This standard is taught in Grade 1 and should be reinforced as needed. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.5.2.A

This standard is taught in Grade 2 and should be reinforced as needed. Distinguish vowels (long, short, variant) in spoken single-syllable words.

RF.5.2.B

This standard is taught in Grade 2 and should be reinforced as needed. Delete phonemes in the initial, medial, and final positions of spoken words including blends.

RF.5.2.C

This standard is taught in Grade 1 and should be reinforced as needed. Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RF.5.2.D

This standard is taught in Grade 1 and should be reinforced as needed. Segment spoken one-syllable words into their complete sequence of individual sounds (phonemes).

RF.5.2.E

This standard is taught in Grade 1 and should be reinforced as needed. Segment spoken one-syllable words into their complete sequence of individual sounds (phonemes).

RF.5.2.F

This standard is taught in Grade 1 and should be reinforced as needed. Add or substitute individual sounds (phonemes) in simple spoken words to make new words.

RF.5.2.G

This standard is taught in Grade 1 and should be reinforced as needed. Delete individual initial and final sounds (phonemes) in simple spoken words (e.g., say nice without the /n/, say lamp without the /p/.

RF.5.3

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

RF.5.3.A

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

RF.5.3.B

This standard is taught in Grade 3 and should be reinforced as needed. Decode words with common Latin suffixes.

RF.5.3.C

This standard is taught in Grade 3 and should be reinforced as needed. Decode multi-syllable words.

RF.5.3.D

This standard is taught in Grade 3 and should be reinforced as needed. Read grade-appropriate irregularly-spelled words.

RF.5.3.E

This standard is taught in grade 2 and should be reinforced as needed. Decode words that follow the six syllable types. closed syllable, open syllable, vowel-consonant-e, vowel teams r-controlled, consonant-le

RF.5.3.F

This standard is taught in Grade 2 and should be reinforced as needed. Decode regularly-spelled two-syllable words with long vowels.

RF.5.4

Read grade-level text with sufficient accuracy and fluency to support comprehension.

RF.5.4.A

Read grade-level text with purpose and understanding.

RF.5.4.B

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

RI.5.1

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

RI.5.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades 4-5 text complexity band independently and proficiently.

RI.5.2

Examine a grade-appropriate informational text. Provide a summary. Determine the main idea of a text and explain how it is supported by key details.

RI.5.3

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

RI.5.4

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

RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.6

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

RI.5.7

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

RI.5.8

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

RI.5.9

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

RL.5.1

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

RL.5.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently.

RL.5.2

Examine a grade-appropriate literary text. Provide a summary. Determine a theme of a story, drama, or poem from details in the text including how characters in a story or drama respond to challenge including how the speaker in a poem reflects upon a topic.

RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RL.5.4

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

RL.5.5

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

RL.5.6

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

RL.5.7

Analyze how multimedia elements (e.g., text, audio, still images, animation, video, or interactive components) contribute to the meaning, tone, or beauty of that text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)

RL.5.8

RL.K.8 is not applicable to literature based on anchor standard CCRA.R.8. Analyze 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.

RL.5.9

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

SL.5.1

Engage effectively in a range of collaborative conversations (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.

SL.5.1.A

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.

SL.5.1.B

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

SL.5.1.C

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

SL.5.1.D

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

SL.5.2

Summarize information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, or diagrams; speeches).

SL.5.3

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

SL.5.4

Report on a topic or text or present an opinion to support main ideas or themes. Sequence ideas logically. Use appropriate facts. Use relevant, descriptive details. Speak clearly at an understandable pace.

SL.5.5

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

SL.5.6

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

W.5.1

Write opinion pieces on topics or texts, supporting the opinion with reasons and information.

W.5.1.A

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

W.5.1.B

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

W.5.1.C

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

W.5.1.D

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

W.5.1.E

This standard begins in Grade 6.Provide a concluding statement or section that follows from the argument presented.

W.5.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.5.2

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

W.5.2.A

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include text features when useful to enhance comprehension

W.5.2.B

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

W.5.2.C

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

W.5.2.D

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

W.5.2.E

This standard begins in Grade 6. Establish and maintain a formal style.

W.5.2.F

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

W.5.3

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

W.5.3.A

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

W.5.3.B

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

W.5.3.C

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

W.5.3.D

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

W.5.3.E

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

W.5.4

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

W.5.5

Develop and strengthen writing with guidance and support as needed from peers and adults, by planning, revising, editing, rewriting, or trying a new approach.

W.5.6

Use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others with some guidance and support from adults; demonstrate sufficient command of keyboarding skills to produce writing in a single sitting.

W.5.7

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

W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources. Summarize or paraphrase information in notes and finished work. Provide a list of sources.

W.5.9

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

W.5.9.A

Apply Grade 5 Reading standards to literature (e.g., 'Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact].').

W.5.9.B

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