English Standards for Colorado — Grade 5


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G51.1a

Describe a process and persuade an audience i. 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. (CCSS: SL.5.4) ii. Use appropriate eye contact and speak clearly at an understandable pace. (CCSS: SL.5.4)

G51.1a.i

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. (CCSS: SL.5.4)

G51.1a.ii

Use appropriate eye contact and speak clearly at an understandable pace. (CCSS: SL.5.4)

G51.1b

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (CCSS: SL.5.5)

G51.1c

Adapt speech to a variety of contexts and tasks. (CCSS: SL.5.6)

G51.1d

Adapt language as appropriate to purpose: to persuade, explain/provide information, or express an opinion.

G51.2a

Listen to others ideas and form their own opinions

G51.2b

Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. (CCSS: SL.5.1) i. 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: SL.5.1a) ii. Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.5.1b) iii. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (CCSS: SL.5.1c) iv. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (CCSS: SL.5.1d)

G51.2b.i

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: SL.5.1a

G51.2b.ii

Follow agreed-upon rules for discussions and carry out assigned roles. (CCSS: SL.5.1b)

G51.2b.iii

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (CCSS: SL.5.1c)

G51.2b.iv

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (CCSS: SL.5.1c)

G51.2c

Model a variety of active listening strategies (eye contact, note taking, questioning, formulating clarifying questions) i. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.5.2)

G51.2c.i

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CCSS: SL.5.2)

G51.2d

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (CCSS: SL.5.3)

G52.1a

Use pre-reading strategies, such as identifying a purpose for reading, generating questions to answers while reading, previewing sections of texts and activating prior knowledge

G52.1b

Use Key Ideas and Details to: i. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.5.1) ii. 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: RL.5.2) iii. Compare and contrast two or more characters points of view, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (CCSS: RL.5.3)

G52.1b.i

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.5.1)

G52.1b.ii

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: RL.5.2)

G52.1b.iii

Compare and contrast two or more characters points of view, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (CCSS: RL.5.3

G52.1c

Use Craft and Structure to: i. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (CCSS: RL.5.4) ii. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (CCSS: L.5.5c) iii. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (CCSS: RL.5.5) iv. Describe how a narrators or speakers point of view influences how events are described. (CCSS: RL.5.6) v. Locate information to support opinions, predictions, inferences, and identification of the authors message or theme vi. Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems. (CCSS: L.5.3b)

G52.1c.i

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (CCSS: RL.5.4)

G52.1c.ii

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (CCSS: L.5.5c)

G52.1c.iii

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (CCSS: RL.5.5)

G52.1c.iv

Describe how a narrators or speakers point of view influences how events are described. (CCSS: RL.5.6)

G52.1c.v

Locate information to support opinions, predictions, inferences, and identification of the authors message or theme

G52.1c.vi

Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems. (CCSS: L.5.3b)

G52.1d

Use Integration of Knowledge and Ideas to: i. 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: RL.5.7) ii. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS: RL.5.9) iii. Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, simple metaphors) to understand and respond to text

G52.1d.i

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: RL.5.7)

G52.1d.ii

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS: RL.5.9)

G52.1d.iii

Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, simple metaphors) to understand and respond to text.

G52.1e

Use Range of Reading and Complexity of Text to: i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently. (CCSS: RL.5.10)

G52.1e.i

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 45 text complexity band independently and proficiently. (CCSS: RL.5.10)

G52.2a

Use Key Ideas and Details to: i. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1) ii. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (CCSS: RI.5.2) iii. 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: RI.5.3) iv. Distinguish between fact and opinion, providing support for judgments made

G52.2a.i

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1)

G52.2a.ii

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (CCSS: RI.5.2

G52.2a.iii

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: RI.5.3)

G52.2a.iv

Distinguish between fact and opinion, providing support for judgments made

G52.2b

Use Craft and Structure to: i. 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: RI.5.4) ii. 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: RI.5.5) iii. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (CCSS: RI.5.6) iv. Use informational text features (such as bold type, headings, graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks

G52.2b.i

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: RI.5.4)

G52.2b.ii

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: RI.5.5)

G52.2b.iii

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (CCSS: RI.5.6)

G52.2b.iv

Use informational text features (such as bold type, headings, graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks

G52.2c

Use Integration of Knowledge and Ideas to: i. 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: RI.5.7) ii. 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: RI.5.8) iii. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.5.9)

G52.2c.i

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: RI.5.7)

G52.2c.ii

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: RI.5.8)

G52.2c.iii

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.5.9)

G52.2d

Use Range of Reading and Complexity of Text to: i. 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: RI.5.10)

G52.2d.i

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: RI.5.10)

G52.3a

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: RF.5.3a)

G52.3b

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. (CCSS: L.5.4) i. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (CCSS: L.5.4a) ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (CCSS: L.5.4b) iii. 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: L.5.3c)

G52.3b.i

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (CCSS: L.5.4a)

G52.3b.ii

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). (CCSS: L.5.4b)

G52.3b.iii

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: L.5.3c)

G52.3c

Read and identify the meaning of words with sophisticated prefixes and suffixes

G52.3d

Apply knowledge of derivational suffixes that change the part of speech of the base word (such as active, activity)

G52.3e

Infer meaning of words using structural analysis, context, and knowledge of multiple meanings

G52.3f

Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change

G52.3g

Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.5.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.5.4a) ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.5.4c)

G52.3g.i

Read grade-level text with purpose and understanding. (CCSS: RF.5.4a

G52.3g.ii

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b)

G52.3g.iii

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.5.4c)

G53.1a

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.5.3) i. Create personal and fictional narratives with a strong personal voice ii. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.5.3a) iii. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (CCSS: W.5.3b) iv. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (CCSS: W.5.3c) v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.5.3d) vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.5.3e)

G53.1a.i

Create personal and fictional narratives with a strong personal voice

G53.1a.ii

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.5.3a)

G53.1a.iii

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. (CCSS: W.5.3b)

G53.1a.iv

Use a variety of transitional words, phrases, and clauses to manage the sequence of events. (CCSS: W.5.3c

G53.1a.v

Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.5.3d)

G53.1a.vi

Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.5.3e

G53.1b

Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length)

G53.2a

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS: W.5.1) i. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing ii. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. (CCSS: W.5.1a) iii. Provide logically ordered reasons that are supported by facts and details. (CCSS: W.5.1b) iv. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (CCSS: W.5.1c) v. Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)

G53.2a.i

Include cause and effect, opinions, and other opposing viewpoints in persuasive writing

G53.2a.ii

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. (CCSS: W.5.1a)

G53.2a.iii

Provide logically ordered reasons that are supported by facts and details. (CCSS: W.5.1b)

G53.2a.iv

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (CCSS: W.5.1c)

G53.2a.v

Provide a concluding statement or section related to the opinion presented. (CCSS: W.5.1d)

G53.2b

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.5.2) i. 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: W.5.2a) ii. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.5.2b) iii. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (CCSS: W.5.2c) iv. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.5.2d) v. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.5.2e)

G53.2b.i

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: W.5.2a)

G53.2b.ii

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.5.2b)

G53.2b.iii

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (CCSS: W.5.2c)

G53.2b.iv

Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.5.2d)

G53.2b.v

Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.5.2e)

G53.3a

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.5.2) i. Use punctuation to separate items in a series. (CCSS: L.5.2a) ii. Use a comma to separate an introductory element from the rest of the sentence. (CCSS: L.5.2b) iii. 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., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). (CCSS: L.5.2c) iv. Use underlining, quotation marks, or italics to indicate titles of works. (CCSS: L.5.2d) v. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.5.2e)

G53.3a.i

Use punctuation to separate items in a series. (CCSS: L.5.2a)

G53.3a.ii

. Use a comma to separate an introductory element from the rest of the sentence. (CCSS: L.5.2b)

G53.3a.iii

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., Its true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?). (CCSS: L.5.2c)

G53.3a.iv

Use underlining, quotation marks, or italics to indicate titles of works. (CCSS: L.5.2d)

G53.3a.v

Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.5.2e)

G53.3b

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.5.1) i. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (CCSS: L.5.1a) ii. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (CCSS: L.5.1b) iii. Use verb tense to convey various times, sequences, states, and conditions. (CCSS: L.5.1c) iv. Recognize and correct inappropriate shifts in verb tense. (CCSS: L.5.1d) v. Use correlative conjunctions (e.g., either/or, neither/nor). (CCSS: L.5.1e)

G53.3b.i

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. (CCSS: L.5.1a)

G53.3b.ii

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (CCSS: L.5.1b)

G53.3b.iii

Use verb tense to convey various times, sequences, states, and conditions. (CCSS: L.5.1c)

G53.3b.iv

Recognize and correct inappropriate shifts in verb tense. (CCSS: L.5.1d)

G53.3b.v

Use correlative conjunctions (e.g., either/or, neither/nor). (CCSS: L.5.1e)

G53.3c

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (CCSS: L.5.1f)Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS: W.5.4)

G53.3d

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: W.5.5)

G53.3e

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: W.5.6)

G54.1a

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (CCSS: W.5.7) i. Summarize and support key ideas ii. Demonstrate comprehension of information with supporting logical and valid inferences iii. Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience

G54.1a.i

Summarize and support key ideas

G54.1a.ii

Demonstrate comprehension of information with supporting logical and valid inferences

G54.1a.iii

Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience

G54.1b

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: W.5.8) i. Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models) ii. Provide documentation of sources used in a grade-appropriate format

G54.1b.i

Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models)

G54.1b.ii

Provide documentation of sources used in a grade-appropriate format

G54.2a

Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.5.9) i. Accurately explain the implications of concepts they use ii. Identify irrelevant ideas and use concepts and ideas in ways relevant to their purpose iii. Analyze concepts and draw distinctions between related but different concepts iv. Demonstrate use of language that is careful and precise while holding others to the same standards v. Distinguish clearly and precisely the difference between an implication and consequence vi. Distinguish probable from improbable implications and consequences vii. 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: W.5.9a) viii. 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: W.5.9b)

G54.2a.i

Accurately explain the implications of concepts they use

G54.2a.ii

Identify irrelevant ideas and use concepts and ideas in ways relevant to their purpose

G54.2a.iii

Analyze concepts and draw distinctions between related but different concepts

G54.2a.iv

Demonstrate use of language that is careful and precise while holding others to the same standards

G54.2a.v

Distinguish clearly and precisely the difference between an implication and consequence

G54.2a.vi

Distinguish probable from improbable implications and consequences

G54.2a.vii

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: W.5.9a)

G54.2a.viii

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: W.5.9b)

G54.3a

Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth

G54.3b

Acknowledge the need to treat all viewpoints fair-mindedly

G54.3c

Recognize what they know and dont know (intellectual humility)

G54.3d

Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason)