Common Core Grade 5 Ela

Browse through the list of common core standards for Grade-5 Ela. Click on the common core topic title to view all available worksheets.

• [l-5-1]  Language: Conventions of Standard English

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

• [l-5-1a]  Language: Conventions of Standard English

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

• [l-5-1b]  Language: Conventions of Standard English

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

• [l-5-1c]  Language: Conventions of Standard English

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

• [l-5-1d]  Language: Conventions of Standard English

  Recognize and correct inappropriate shifts in verb tense.

• [l-5-1e]  Language: Conventions of Standard English

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

• [l-5-2]  Language: Conventions of Standard English

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

• [l-5-2a]  Language: Conventions of Standard English

  Use punctuation to separate items in a series.

• [l-5-2b]  Language: Conventions of Standard English

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

• [l-5-2c]  Language: Conventions of Standard English

  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?).

• [l-5-2d]  Language: Conventions of Standard English

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

• [l-5-2e]  Language: Conventions of Standard English

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

• [l-5-3]  Language: Knowledge of Language

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

• [l-5-3a]  Language: Knowledge of Language

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

• [l-5-3b]  Language: Knowledge of Language

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

• [l-5-4]  Language: Vocabulary acquisition and Use

  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-5-4a]  Language: 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.

• [l-5-4b]  Language: Vocabulary acquisition and Use

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

• [l-5-4c]  Language: Vocabulary acquisition and Use

  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.

• [l-5-5]  Language: Vocabulary acquisition and Use

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

• [l-5-5a]  Language: Vocabulary acquisition and Use

  Interpret figurative language, including similes and metaphors, in context.

• [l-5-5b]  Language: Vocabulary acquisition and Use

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

• [l-5-5c]  Language: Vocabulary acquisition and Use

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

• [l-5-6]  Language: Vocabulary acquisition and Use

  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).

• [rf-5-3]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf-5-3a]  Reading Foundational Skills: Phonics and Word recognition

  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-5-4]  Reading Foundational Skills: Fluency

  Read with sufficient accuracy and fluency to support comprehension.

• [rf-5-4a]  Reading Foundational Skills: Fluency

  Read on-level text with purpose and understanding.

• [rf-5-4b]  Reading Foundational Skills: Fluency

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

• [rf-5-4c]  Reading Foundational Skills: Fluency

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

• [ri-5-1]  Reading Informational: Key Ideas and Details

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

• [ri-5-10]  Reading Informational: 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.

• [ri-5-2]  Reading Informational: Key Ideas and Details

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

• [ri-5-3]  Reading Informational: Key Ideas and 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.

• [ri-5-4]  Reading Informational: 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.

• [ri-5-5]  Reading Informational: Craft and Structure

  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]  Reading Informational: Craft and Structure

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

• [ri-5-7]  Reading Informational: 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.

• [ri-5-8]  Reading Informational: Integration of Knowledge and Ideas

  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]  Reading Informational: Integration of Knowledge and Ideas

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

• [rl-5-1]  Reading Literature: Key Ideas and Details

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

• [rl-5-10]  Reading Literature: Range of Reading and Complexity of Text

  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]  Reading Literature: Key Ideas and Details

  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.

• [rl-5-3]  Reading Literature: Key Ideas and Details

  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]  Reading Literature: 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.

• [rl-5-5]  Reading Literature: Craft and Structure

  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]  Reading Literature: Craft and Structure

  Describe how a narrator's or speaker's point of view influences how events are described.

• [rl-5-7]  Reading Literature: 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).

• [rl-5-8]  Reading Literature: Integration of Knowledge and Ideas

  (Not applicable to literature)

• [rl-5-9]  Reading Literature: Integration of Knowledge and Ideas

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

• [sl-5-1]  Speaking and Listening: Comprehension and Collaboration

  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.

• [sl-5-1a]  Speaking and Listening: 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.

• [sl-5-1b]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-5-1c]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-5-1d]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-5-2]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-5-3]  Speaking and Listening: Comprehension and Collaboration

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

• [sl-5-4]  Speaking and Listening: 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.

• [sl-5-5]  Speaking and Listening: Presentation of Knowledge and Ideas

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

• [sl-5-6]  Speaking and Listening: Presentation of Knowledge and Ideas

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

• [w-5-1]  Writing: Text Types and Purposes

  Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• [w-5-10]  Writing: 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.

• [w-5-1a]  Writing: Text Types and Purposes

  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-5-1b]  Writing: Text Types and Purposes

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

• [w-5-1c]  Writing: Text Types and Purposes

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

• [w-5-1d]  Writing: Text Types and Purposes

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

• [w-5-2]  Writing: Text Types and Purposes

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

• [w-5-2a]  Writing: Text Types and Purposes

  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.

• [w-5-2b]  Writing: Text Types and Purposes

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

• [w-5-2c]  Writing: Text Types and Purposes

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

• [w-5-2d]  Writing: Text Types and Purposes

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

• [w-5-2e]  Writing: Text Types and Purposes

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

• [w-5-3]  Writing: Text Types and Purposes

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

• [w-5-3a]  Writing: Text Types and Purposes

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

• [w-5-3b]  Writing: Text Types and Purposes

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

• [w-5-3c]  Writing: Text Types and Purposes

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

• [w-5-3d]  Writing: Text Types and Purposes

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

• [w-5-3e]  Writing: Text Types and Purposes

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

• [w-5-4]  Writing: Production and Distribution of Writing

  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.)

• [w-5-5]  Writing: Production and Distribution of Writing

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

• [w-5-6]  Writing: Production and Distribution of Writing

  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.

• [w-5-7]  Writing: 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.

• [w-5-8]  Writing: Research to Build and Present Knowledge

  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.

• [w-5-9]  Writing: Research to Build and Present Knowledge

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

• [w-5-9a]  Writing: Research to Build and Present Knowledge

  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-5-9b]  Writing: Research to Build and Present Knowledge

  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]).