Somerset Academy Lone Mountain

ENGLISH LANGUAGE ARTS (ELA)

Priority Standards

KINDERGARTEN
Strand Standard Standard Description Horizontal Alignment
RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.9
Literature
Reading

RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.1, RL.K.3, RL.K.4, RL.K.6, RL.K.7, RL.K.9
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.1, RL.K.2, RL.K.4, RL.K.6, RL.K.7, RL.K.9
RL.K.10 Actively engage in group reading activities with purpose and understanding. RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6, RL.K.7,
RL.K.9
RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.2, RI.K.3, RI.K.4, RI.K.6, RI.I.7, RI.K.8, RI.I.9
Informational
Reading

RI.K.10 Actively engage in group reading activities with purpose and understanding. RI.K.1, RI.K.2, RI.K.3, RI.K.4, RI.K.5, RI.K.6, RI.K.7,
Text

RI.K.8, RI.K.9

RF.K.1 Demonstrate understanding of the organization and basic features of print. RF.K.2
a) Follow words from left to right, top to bottom, and page by page.
b) Recognize spoken words are represented in written language by specific sequences
of letters.
c) Understand words are separated by spaces in print.
d) Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.1
a) Recognize and produce rhyming words.
Reading Foundational Skills

b) Count, pronounce, blend, and segment syllables in spoken words.

c) Blend and segment onsets and rimes of single-syllable spoken words.
d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three phoneme (consonant-vowel-consonant, or CVC) words. (This does not
include CVCs ending with /l/, /r/, or /x/).
e) Add or substitute individual sounds (phonemes) in simple, single-syllable words to
make new words.
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.1, RF.K.2
a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or many of the most frequent sounds for each consonant.
b) Associate the long and short sounds with the common spellings (graphemes) for the
five major vowels.
c) Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are,
do, does).
d) Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
RF.K.4 Read emergent-reader texts with purpose and understanding. RF.K.1, RF.K.2, RF.K.3

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory RF.K.1, RF.K.2
texts in which they name what they are writing about and supply some information about the
Writing

topic.
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several RF.K.1, RF.K.2
loosely linked events, tell about the events in the order in which they occurred, and provide
a reaction to what happened.
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics SL.K.3, SL.K.4, SL.K.6
and texts with peers and adults in small and larger groups.
Speaking &

a) Follow agreed upon rules for discussions (e.g., listening to others and taking turns
Listening

speaking about the topics and texts under discussion).

b) Continue a conversation through multiple exchanges.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is SL.K.1, SL.K.4, SL.K.6
not understood.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, L.K.1
and spelling when writing.
Language

a) Capitalize the first word in a sentence and the pronoun I.

b) Recognize and name end punctuation.
c) Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d) Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

GRADE 1
Strand Standard Standard Description Horizontal Alignment
RL.1.1 Ask and answer questions about key details in a text. RL.1.2, RL.1.3, RL.1.4, RL.1.6, RL.1.7, RL.1.9
Literature

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central RL.1.1, RL.1.3, RL.1.4, RL.1.6, RL.1.7, RL.1.9
Reading

message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1, RL.1.2, RL.1.4, RL.1.6, RL.1.7, RL.1.9
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.6, RL.1.7,
RL.1.9
RI.1.1 Ask and answer questions about key details in a text. RI.1.2, RI.1.3, RI.1.4, RI.1.6, RI.1.7, RI.1.9
Informational

RI.1.2 Identify the main topic and retell key details of a text. RI.1.1, RI.1.3, RI.1.4, RI.1.6, RI.1.7, RI.1.9
Reading

RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI,1.8,
Text

RI.1.9

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.1
a) Distinguish long from short vowel sounds in spoken single-syllable words.
b) Orally produce single-syllable words, by blending sounds (phonemes), including
consonant blends.
c) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
Reading Foundational Skills

spoken single-syllable words.

d) Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.1, RF.1.2
a) Know the spelling-sound correspondences for common consonant digraphs.
b) Decode regularly spelled one-syllable words.
c) Know final -e and common vowel team conventions for representing long vowel
sounds.
d) Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
e) Decode two-syllable words following basic patterns by breaking the words into
syllables.
f) Read words with inflectional endings.
g) Recognize and read grade-appropriate irregularly spelled words.
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing RF.1.1, RF.1.2
Writing

about, state an opinion, supply a reason for the opinion, and provide some sense of
closure.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about RF.1.1, RF.1.2
the topic, and provide some sense of closure.

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, RF.1.1, RF.1.2
include some details regarding what happened, use temporal words to signal event order,
and provide some sense of closure.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and SL.1.3, SL.1.4, SL.1.6
texts with peers and adults in small and larger groups.
Speaking and

a) Follow agreed upon rules for discussions (e.g., listening to others with care,
Listening

speaking one at a time about the topics and texts under discussion).
b) Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges.
c) Ask questions to clear up any confusion about the topics and texts under
discussion.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when L.1.2
writing or speaking.
a) Print all upper- and lowercase letters.
b) Use common, proper, and possessive nouns.
c) Use singular and plural nouns with matching verbs in basic sentences (e.g., He
hops; We hop).
Language

d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,
their; anyone, everything).
e) Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked
home; Today I walk home; Tomorrow I will walk home).
f) Use frequently occurring adjectives.
g) Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h) Use determiners (e.g., articles, demonstratives).
i) Use frequently occurring prepositions (e.g., during, beyond, toward).
j) Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, L.1.1
and spelling when writing.
a) Capitalize dates and names of people.
b) Use end punctuation for sentences.
c) Use commas in dates and to separate single words in a series.
d) Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
e) Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

GRADE 2
Strand Standard Standard Description Horizontal Alignment
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate RL.2.1, RL.2.3, RL.2.4, RL.2.6, RL.2.7, RL.2.9
understanding of key details in a text.
Literature
Reading

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their RL.2.2, RL.2.3, RL.2.4, RL.2.6, RL.2.7, RL.2.9
central message, lesson, or moral.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the RL.2.1, RL.2.2, RL.2.3, RL.2.4, RL.2.5, RL.2.6, RL.2.7,
grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of RL.2.9
the range.
RI.2.1 Ask and answer who, what, where, when, why, and how to demonstrate understanding of RI.2.2, RI.2.3, RI.2.4, RI.2.6, RI.2.7, RI.2.9
Reading Informational

key details in a text.

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs RI.2.1, RI.2.3, RI.2.4, RI.2.6, RI.2.7, RI.2.9
within the text.
Text

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.7, RI.2.8, RI.2.9
describe.
RI.2.10 By the end of year, read and comprehend informational texts, including history/social RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, RI.2.7, RI.2.8,
studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, RI.2.9
with scaffolding as needed at the high end of the range.
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.2.4
a) Distinguish long and short vowels when reading regularly spelled one-syllable
Reading Foundational Skills

words.
b) Know spelling-sound correspondences for additional common vowel teams.
c) Decode regularly spelled two-syllable words with long vowels.
d) Decode words with common prefixes and suffixes.
e) Identify words with inconsistent but common spelling sound correspondences.
f) Recognize and read grade-appropriate irregularly spelled words.
RF.2.4 Read with sufficient accuracy and fluency to support comprehension. RF.2.3
a) Read on-level text with purpose and understanding.
b) Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
a) Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, RF.2.3, RF.2.4
Writing

state an opinion, supply reasons that support the opinion, use linking words (e.g., because,
and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and RF.2.3, RF.2.4
definitions to develop points, and provide a concluding statement or section.

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of RF.2.3, RF.2.4
events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and SL.2.3, SL.2.4, SL.2.6
Speaking and Listening

texts with peers and adults in small and larger groups.

a) Follow agreed upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
b) Build on others’ talk in conversations by linking their comments to the remarks
of others.
c) Ask for clarification and further explanation as needed about the topics and texts
under discussion.
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide SL.2.1, SL.2.2, SL.2.3, SL.2.4
requested detail or clarification.
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when L.2.2
writing or speaking.
a) Use collective nouns (e.g., group).
b) Form and use frequently occurring irregular plural nouns (e.g., feet, children,
teeth, mice, fish).
c) Use reflexive pronouns (e.g., myself, ourselves).
d) Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,
told).
e) Use adjectives and adverbs, and choose between them depending on what is to be
modified.
Language

f) Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie; The little boy watched the movie; The action movie
was watched by the little boy).
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, L.2.1
and spelling when writing.
a) Capitalize holidays, product names, and geographic names.
b) Use commas in greetings and closings of letters.
c) Use an apostrophe to form contractions and frequently occurring possessives.
d) Generalize learned spelling patterns when writing words (e.g., cage → badge;
boy → boil).
e) Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings.

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

GRADE 3
Strand Standard Standard Description Horizontal Alignment
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to RL.3.2, RL.3.3, RL.3.5, RL.3.6. RL.3.7, RL.3.9
Reading Literature

the text as the basis for the answers.

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing RL.3.1, RL.3.2, RL.3.3, RL.3.5
literal from nonliteral language.
RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same RL.3.1, RL.3.2, RL.3.3, RL3.5, RL.3.6. RL.3.7, RL.3.9
author about the same or similar characters (e.g., in books from a series).
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6. RL.3.7,
poetry, at the high end of the grades 2-3 text complexity band independently and RL.3.9
proficiently.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to RI.3.2, RI.3.3, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9
the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details to explain how they support RI.3.1, RI.3.3, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9
the main idea.
Reading Informational Text

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or RI.3.1, RI.3.2, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a RI.3.1, RI.3.2, RI3.3, RI3.5
text relevant to a grade 3 topic or subject area.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5
text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text RI.3.1, RI.3.2, RI.3.3, RI.3.6, RI.3.9
(e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8,
studies, science, and technical texts, at the high end of the grades 2-3 text complexity RI.3.9
band independently and proficiently.
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4
Reading Foundational

a) Identify and know the meaning of the most common prefixes and derivational
suffixes.
b) Decode words with common Latin suffixes.
Skills

c) Decode multi-syllable words.

d) Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.3
a) Read on-level text with purpose and understanding.
b) Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

c) Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.
W.3.1 Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. RF.3.3, RF.3.4
a) Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b) Provide reasons that support the opinion.
c) Use transitional words and phrases (e.g., because, therefore, since, for example)
to connect opinion and reasons.
Writing

d) Provide a concluding statement or section.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information RF.3.3, RF.3.4
clearly.
a) Introduce a topic and group related information together; include illustrations
when useful to aiding comprehension.
b) Develop the topic with facts, definitions, and details.
c) Use linking words and phrases (e.g., also, another, and, more, but) to connect
ideas within categories of information.
d) Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective RF.3.3, RF.3.4
technique, descriptive details, and clear event sequences.
a) Establish a situation and introduce a narrator and/or characters; organize an
event sequence that unfolds naturally.
b) Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
c) Use temporal words and phrases to signal event order.
d) Provide a sense of closure.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as W.3.1, W.3.2, W.3.3, W.3.4, W.3.6
needed by planning, revising, and editing.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and SL.3.3, SL.3.4, SL.3.6
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas
Speaking and Listening

and expressing their own clearly.

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.
b) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
c) Ask questions to check understanding of information presented, stay on topic,
and link their comments to the remarks of others.
d) Explain their own ideas and understanding in light of the discussion.

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ENGLISH LANGUAGE ARTS (ELA)
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L.3.1 Demonstrate command of the conventions of standard English grammar and usage when L.3.2, L.3.3
writing or speaking.
a) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general
and their functions in particular sentences.
b) Form and use regular and irregular plural nouns.
c) Use abstract nouns (e.g., childhood).
d) Form and use regular and irregular verbs.
e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f) Ensure subject-verb and pronoun-antecedent agreement.
g) Form and use comparative and superlative adjectives and adverbs, and choose
between them depending on what is to be modified.
Language

h) Use coordinating and subordinating conjunctions.

i) Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, L.3.1, L.3.3
and spelling when writing.
a) Capitalize appropriate words in titles.
b) Use commas in addresses.
c) Use commas and quotation marks in dialogue.
d) Form and use possessives.
e) Use conventional spelling for high-frequency and other studied words and for
adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f) Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
g) Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings.

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GRADE 4
Strand Standard Standard Description Horizontal Alignment
RL.4.1 Refer to details and examples using textual evidence when explaining what the text says RL.4.2, RL.4.3, RL.4.5, RL.4.6. RL.4.7, RL.4.9
Literature
Reading

explicitly and when drawing inferences from the text.

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6. RL.4.7,
poetry, in the grade 4–5 text complexity band proficiently, with scaffolding as needed at RL.4.9
the high end of the range.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and RI.4.2, RI.4.3, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.9
Reading Informational

when drawing inferences from the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; RI.4.1, RI.4.3, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.9
summarize the text.
Text

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, RI.4.1, RI.4.2, RI.4.3, RI.4.5
diagrams, timelines, animations, or interactive elements on web pages) and explain how
the information contributes to an understanding of the text in which it appears.
RI.4.10 By the end of the year, read and comprehend informational texts, including history/social RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8,
studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, RI.4.9
with scaffolding as needed at the high end of the range.
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.4.4
Reading Foundational

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.
Skills

RF.4.4 Read with sufficient accuracy and fluency to support comprehension. RF.4.3
a) Read on-level text with purpose and understanding.
b) Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c) Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and RF.4.3, RF.4.4
information.
a) Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writer’s purpose.
Writing

b) Provide reasons that are supported by facts and details.

c) Link opinion and reasons using transitional words and phrases (e.g., for instance,
in order to, in addition).
d) Provide a concluding statement or section related to the opinion presented.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information RF.4.3, RF.4.4
clearly.

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ENGLISH LANGUAGE ARTS (ELA)
Priority Standards

a) Introduce a topic clearly and group related information in paragraphs and

sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
b) Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c) Link ideas within categories of information using transitional words and phrases
(e.g., another, for example, also, because).
d) Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e) Provide a concluding statement or section related to the information or
explanation presented.
W.4.3 Write narratives to develop real or imagined experiences or events using effective RF.4.3, RF.4.4
technique, descriptive details, and clear event sequences.
a) Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b) Use dialogue and description to develop experiences and events or show the
responses of characters to situations.
c) Use a variety of transitional words and phrases to manage the sequence of events.
d) Use concrete words and phrases and sensory details to convey experiences and
events precisely.
e) Provide a conclusion that follows from the narrated experiences or events.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and SL.4.2, SL.4.3, SL.4.4, SL.4.6
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly.
Speaking and Listening

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.
b) Follow agreed-upon rules for discussions and carry out assigned roles.
c) Pose and respond to specific questions to clarify or follow up on information and
make comments that contribute to the discussion and link to the remarks of
others.
d) Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.
SL.4.2 Paraphrase portions of a text read aloud, or information presented in diverse media and SL.4.1, SL.4.3, SL.4.4, SL.4.6
formats, including visually, quantitatively, and orally.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, L.4.1, L.4.3
Language

and spelling when writing.

a) Use correct capitalization.
b) Use commas and quotation marks to mark direct speech and quotations from a
text.

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c) Use a comma before a coordinating conjunction in a compound sentence.

d) Spell grade-appropriate words correctly, consulting references as needed.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in L.4.4, L.4.6
word meanings.
a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)
in context.
b) Recognize and explain the meaning of common idioms, adages, and proverbs.
c) Demonstrate understanding of words by relating them to their opposites
(antonyms) and to words with similar but not identical meanings (synonyms).

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GRADE 5
Strand Standard Standard Description Horizontal Alignment
RL.5.1 Quote accurately using textual evidence when explaining what the text says explicitly and RL.4.2, RL.4.3, RL.4.5, RL.4.6. RL.4.7, RL.4.9
Literature

when drawing inferences from the text.

Reading

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.2, RL.5.3, RL.5.5
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and RL.5.1, RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6. RL.5.7,
poetry, at the high end of the grades 4-5 text complexity band independently and RL.5.9
proficiently.
RI.5.1 Quote accurately using textual evidence when explaining what the text says explicitly and RI.5.2, RI.5.3, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9
Informational

when drawing inferences from the text.

Reading

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key RI.5.1, RI.5.3, RI.5.5, RI.5.6, RI.5.7, RI.5.8, RI.5.9
Text

details; summarize the text.

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.8,
studies, science, and technical texts, at the high end of the grades 4-5 text complexity band RI.5.9
independently and proficiently.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension. RF.5.3
Foundational

a) Read on-level text with purpose and understanding.

Reading

Skills

b) Read on-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c) Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and RF.5.3, RF.5.4
information.
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.
b) Provide logically ordered reasons that are supported by facts and details.
c) Link opinion and reasons using transitional words, phrases, and clauses (e.g.,
consequently, specifically).
Writing

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

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information RF.5.3, RF.5.4
clearly.
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.
b) Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c) Link ideas within and across categories of information using transitional words,
phrases, and clauses (e.g., in contrast, especially).

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d) Use precise language and domain-specific vocabulary to inform about or explain

the topic.
e) 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 RF.5.3, RF.5.4
technique, descriptive details, and clear event sequences.
a) Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b) Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
c) Use a variety of transitional words, phrases, and clauses to manage the sequence
of events.
d) Use concrete words and phrases and sensory details to convey experiences and
events precisely.
e) Provide a conclusion that follows from the narrated experiences or events.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and SL.5.2, SL.5.3, SL.5.4, SL.5.6
teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
Speaking and Listening

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.
b) Follow agreed-upon rules for discussions and carry out assigned roles.
c) Pose and respond to specific questions by making comments that contribute to
the discussion and elaborate on the remarks of others.
d) Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
SL.5.2 Summarize a written text read aloud or information presented in diverse media and SL.5.1, SL.5.3, SL.5.4, SL.5.6
formats, including visually, quantitatively, and orally.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when L.4.2, L.4.3
writing or speaking.
a) Explain the function of conjunctions, prepositions, and interjections in general
Language

and their function in particular sentences.

b) Form and use the perfect (e.g., I had walked; I have walked; I will have walked)
verb tenses.
c) Use verb tense to convey various times, sequences, states, and conditions.
d) Recognize and correct inappropriate shifts in verb tense.
e) Use correlative conjunctions (e.g., either/or, neither/nor).

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L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, L.4.1, L.4.3
and spelling when writing.
a) Use punctuation to separate items in a series.
b) Use a comma to separate an introductory element from the rest of the sentence.
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?).
d) Use underlining, quotation marks, or italics to indicate titles of works.
e) Spell grade-appropriate words correctly, consulting references as needed.

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