5th Grade ELA Standards: Let’s grab all Common Core Standards for Grade 5 in pdf links and support your exam preparation with effective 5th-grade English Language Arts Standards exercises, study materials, worksheets, Quizzes, Textbooks, and workbooks.
Fifth Grade English Language Arts Common Core State Standards
- Reading: Literature
- Reading: Informational Text
- Reading: Foundational Skills
- Writing
- Speaking & Listening
- Language
5th Grade ELA Reading: Literature
RL.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
RL.5.2 | 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 | 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 influences how events are described. |
RL.5.7 | 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 | (Not applicable to literature) |
RL.5.9 | Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. |
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. |
5th Grade ELA Reading: Informational Text
RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
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 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 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. |
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. |
5th Grade ELA Reading: Foundational Skills
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. |
Read with sufficient accuracy and fluency to support comprehension. | |
RF.5.4.A | Read on-level text with purpose and understanding. |
RF.5.4.B | Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. |
RF.5.4.C | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
5th Grade ELA Writing
Write opinion pieces on topics or texts, supporting a point of view 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. |
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 formatting (e.g., headings), illustrations, and multimedia when useful to aiding 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 | Provide a concluding statement or section related to the information or explanation presented. |
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. |
Writing | |
W.5.4 | Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. |
W.5.5 | 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 | 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 | 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, and provide a list of sources. |
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]”). |
Writing | |
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. |
5th Grade ELA Speaking & Listening
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.5.1.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. |
Speaking and Listening | |
SL.5.2 | Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
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, 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 | 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 | Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
5th Grade Language
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | |
L.5.1.A | Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. |
L.5.1.B | Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. |
L.5.1.C | Use verb tense to convey various times, sequences, states, and conditions. |
L.5.1.D | Recognize and correct inappropriate shifts in verb tense. |
L.5.1.E | Use correlative conjunctions (e.g., either/or, neither/nor). |
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | |
L.5.2.A | Use punctuation to separate items in a series. |
L.5.2.B | Use a comma to separate an introductory element from the rest of the sentence. |
L.5.2.C | 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.5.2.D | Use underlining, quotation marks, or italics to indicate titles of works. |
L.5.2.E | Spell grade-appropriate words correctly, consulting references as needed. |
Use knowledge of language and its conventions 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. |
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 (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. |
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | |
L.5.5.A | Interpret figurative language, including similes and metaphors, in context. |
L.5.5.B | Recognize and explain the meaning of common idioms, adages, and proverbs. |
L.5.5.C | Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. |
Language | |
L.5.6 | 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). |