Common Core State Standards for English Language Arts

Grade 5

correlated to

Level 5A

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 Common Core State Standards for English Language
Arts
Grade 5 correlated to
REACH HIGHER
Level 5A

Grade 5 REACH HIGHER Level 5A

Common Core State Standards Student’s Edition Page References

Reading Standards for Literature

Key Ideas and Details
1. Quote accurately from a text when REACH HIGHER Level 5A SE Page References:
explaining what the text says explicitly and 87-89, 228-229, 234-235, 236-237, 260-261, 272-
when drawing inferences from the text. 273, 276
2. Determine a theme of a story, drama, or poem REACH HIGHER Level 5A SE Page References:
from details in the text, including how 226, 238-239, 240-241, 244
characters in a story or drama respond to
challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
3. Compare and contrast two or more REACH HIGHER Level 5A SE Page References:
characters, settings, or events in a story or
drama, drawing on specific details in the text
(e.g., how characters interact).

Craft and Structure

4. Determine the meaning of words and phrases REACH HIGHER Level 5A SE Page References:
as they are used in a text, including figurative 13, 22-T23, 32-T33, 103, 168-169, 170-
language such as metaphors and similes. 171, 234-235, 242

5. Explain how a series of chapters, scenes, or REACH HIGHER Level 5A SE Page

stanzas fits together to provide the overall References: The opportunity to address
structure of a particular story, drama, or poem. this objective is available. See, for
example:
6. Describe how a narrator’s or speaker’s point of REACH HIGHER Level 5A SE Page References:
view influences how events are described. 266-267

Integration of Knowledge and Ideas

7. Analyze how visual and multimedia elements REACH HIGHER Level 5A SE Page References:
contribute to the meaning, tone, or beauty of a 18-T19, 90-91, 97
text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
9. Compare and contrast stories in the same REACH HIGHER Level 5A SE Page References:
Genre (e.g., mysteries and adventure stories) on 110
their approaches to similar themes
and topics.
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend REACH HIGHER Level 5A SE Page References:
literature, including stories, dramas, and poetry, 12-25, 86-98, 103-109, 160-173, 232-244
at the high end of the grades 4–5 text
complexity band independently
and proficiently.

Reading Standards for Informational Text

Key Ideas and Details
1. Quote accurately from a text when explaining REACH HIGHER Level 5A SE Page References:
what the text says explicitly and when
drawing inferences from the text. 54-55, 63, 66-67, 121, 139, 198-199, 212-
213, 249, 252-253, 281, 282-283, 284-285
2. Determine two or more main ideas of a text REACH HIGHER Level 5A SE Page References:
and explain how they are supported by key 124-125, 132-133, 144, 177, 178-179, 192-195, 200-
details; summarize the text. 201, 203, 212-213

3. Explain the relationships or interactions REACH HIGHER Level 5A SE Page References:

between two or more individuals, events, ideas, 46, 47, 48-49, 50-51, 54-55, 128-129, 130, 198-199,
or concepts in a historical, scientific, or technical 200-201, 252-253, 286-287
text based on specific information in the text.
Craft and Structure
4. Determine the meaning of general academic REACH HIGHER Level 5A SE Page References:
and domain-specific words and phrases in a text This objective is addressed extensively
relevant to a grade 5 topic or subject area. throughout. See, for example: 7, 41, 81, 115, 155,
187, 227

5. Compare and contrast the overall structure REACH HIGHER Level 5A SE Page References:
(e.g., chronology, comparison, cause/effect, 214
problem/solution) of events, ideas, concepts, or
information in two or more texts.
6. Analyze multiple accounts of the same event REACH HIGHER Level 5A SE Page References:
or topic, noting important similarities and 68, 142, 214, 288
differences in the point of view they represent.

Integration of Knowledge and Ideas

7. Draw on information from multiple print or REACH HIGHER Level 5A SE Page References:
digital sources, demonstrating the ability to 122-123, 124-125
locate an answer to a question quickly or to solve
a problem efficiently.
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References
8. Explain how an author uses reasons and REACH HIGHER Level 5A SE Page References:
evidence to support particular points in a
text, identifying which reasons and evidence
support which point(s).

9. Integrate information from several texts on REACH HIGHER Level 5A SE Page References:
the same topic in order to write or speak 142, 182, 214, 292-295
about the subject knowledgeably.

Range of Reading and Level of Text Complexity

10. By the end of the year, read and comprehend REACH HIGHER Level 5A SE Page References:
informational texts, including history/social This objective is addressed extensively
studies, science, and technical texts, at the high throughout. See, for example: 46-59, 120-133,
end of the grades 4–5 text complexity band 192-205, 209-213, 281-287
independently and proficiently.

Reading Standards: Foundational Skills

Phonics and Word Recognition
3. Know and apply grade-level phonics and word REACH HIGHER Level 5A SE Page References:
analysis skills in decoding words.

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.
Fluency
4. Read with sufficient accuracy and fluency to REACH HIGHER Level 5A SE Page References:
support comprehension. 13, 46, 87, 121, 160-161, 193, 232-235

a. Read on-level text with purpose

and understanding.
b. Read on-level prose and poetry orally REACH HIGHER Level 5A SE Page References:
with accuracy, appropriate rate, and This objective is addressed extensively
expression on successive readings. throughout. See, for example: 22-23, 276

c. Use context to confirm or self-correct REACH HIGHER Level 5A SE Page References:

word recognition and understanding,
rereading as necessary.
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References

Writing Standards
Text Types and Purposes
1. Write opinion pieces on topics or texts, REACH HIGHER Level 5A SE Page References:
supporting a point of view with reasons
and 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 REACH HIGHER Level 5A SE Page References:
supported by facts and details.

c. Link opinion and reasons using words, phrases, REACH HIGHER Level 5A SE Page References:
and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section REACH HIGHER Level 5A SE Page References:
related to the opinion presented.

2. Write informative/explanatory texts to REACH HIGHER Level 5A SE Page References:

examine a topic and convey ideas and information 290-295
clearly.
a. Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
b. Develop the topic with facts, definitions, REACH HIGHER Level 5A SE Page References:
concrete details, quotations, or other information 293-294
and examples related to the topic.
c. Link ideas within and across categories of REACH HIGHER Level 5A SE Page References:
information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific REACH HIGHER Level 5A SE Page References:
vocabulary to inform about or explain the 294
topic.
e. Provide a concluding statement or section REACH HIGHER Level 5A SE Page References:
related to the information or explanation
presented.
3. Write narratives to develop real or imagined REACH HIGHER Level 5A SE Page References:
experiences or events using effective 71, 145, 157
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.
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References
b. Use narrative techniques, such as dialogue, REACH HIGHER Level 5A SE Page References:
description, and pacing, to develop 71, 145, 157, 245
experiences and events or show the responses
of characters to situations.
c. Use a variety of transitional words, phrases, REACH HIGHER Level 5A SE Page References:
and clauses to manage the sequence of events. 147

d. Use concrete words and phrases and sensory REACH HIGHER Level 5A SE Page References:
details to convey experiences and 71
events precisely.
e. Provide a conclusion that follows from the REACH HIGHER Level 5A SE Page References:
narrated experiences or events. 71, 145

Production and Distribution of Writing

4. Produce clear and coherent writing in which REACH HIGHER Level 5A SE Page References:
the development and organization are 70-73, 144-147, 216-219, 290-295
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 1–3 above.)
5. With guidance and support from peers and REACH HIGHER Level 5A SE Page References:
adults, develop and strengthen writing as 71-73, 145-147, 217-219, 292-295
needed by planning, revising, editing,
rewriting, or trying a new approach. (Editing
for conventions should demonstrate
command of Language standards 1–3 up to
and including grade 5 on pages 28 and 29.)
6. With some guidance and support from REACH HIGHER Level 5A SE Page References:
adults, use technology, including the Internet, 217, 219, 292, 293, 295
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.

Research to Build and Present Knowledge

7. Conduct short research projects that use REACH HIGHER Level 5A SE Page References:
several sources to build knowledge through 292-295
investigation of different aspects of a topic.

8. Recall relevant information from experiences REACH HIGHER Level 5A SE Page References:
or gather relevant information from print and 292-294
digital sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources.
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References
9. Draw evidence from literary or informational REACH HIGHER Level 5A SE Page References:
texts to support analysis, reflection, and research. 26, 100, 174, 246

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]”).

b. Apply grade 5 Reading standards to REACH HIGHER Level 5A SE Page References:

informational texts (e.g., “Explain how an 60, 134, 206
author uses reasons and evidence to support
particular points in a text, identifying which
reasons and evidence support
which point[s]”).
Range of Writing
10. Write routinely over extended time frames REACH HIGHER Level 5A SE Page References:
(time for research, reflection, and revision) and This objective is addressed extensively
shorter time frames (a single sitting or a day or throughout. See, for example: 9, 70-73, 134, 182,
two) for a range of discipline-specific tasks, 216-219, 288
purposes, and audiences.
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References

Speaking and Listening Standards

Comprehension and Collaboration
1. Engage effectively in a range of collaborative REACH HIGHER Level 5A SE Page References:
discussions (one-on-one, in groups, and teacher The opportunity to address this objective is
led) with diverse partners on grade 5 topics and available. See, for example: 216
texts, building on others’ ideas 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 and REACH HIGHER Level 5A SE Page References:
carry out assigned roles. 184-185, 208, 216

c. Pose and respond to specific questions by REACH HIGHER Level 5A SE Page References:
making comments that contribute to the 38-39, 184-185, 208, 216
discussion and elaborate on the remarks
of others.
d. Review the key ideas expressed and draw REACH HIGHER Level 5A SE Page References:
conclusions in light of information and 216, 256-257
knowledge gained from the discussions.
2. Summarize a written text read aloud or REACH HIGHER Level 5A SE Page References:
information presented in diverse media 135, 207, 290-291
and formats, including visually,
quantitatively, and orally.
3. Summarize the points a speaker makes and REACH HIGHER Level 5A SE Page References:
explain how each claim is supported by 175, 279
reasons and evidence.

Presentation of Knowledge and Ideas

4. Report on a topic or text or present an REACH HIGHER Level 5A SE Page References:
opinion, sequencing ideas logically and using 73, 290, 295
appropriate facts and relevant, descriptive
details to support main ideas or themes; speak
clearly at an understandable pace.
5. Include multimedia components (e.g., REACH HIGHER Level 5A SE Page References:
graphics, sound) and visual displays in 219, 290, 295
presentations when appropriate to enhance
the development of main ideas or themes.
6. Adapt speech to a variety of contexts and REACH HIGHER Level 5A SE Page References:
tasks, using formal English when appropriate to 70
task and situation. (See grade 5 Language
standards 1 and 3 on pages 28 and 29 for
specific expectations.)
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References

Language Standards
Conventions of Standard English
1. Demonstrate command of the conventions of REACH HIGHER Level 5A SE Page References:
standard English grammar and usage when 73, 143
writing or speaking.
No interjections.
a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I REACH HIGHER Level 5A SE Page References:
have walked; I will have walked) verb tenses.

c. Use verb tense to convey various REACH HIGHER Level 5A SE Page References:
times, sequences, states, and conditions. 246, 255, 295

d. Recognize and correct inappropriate shifts REACH HIGHER Level 5A SE Page References:
in verb tense. 69

e. Use correlative conjunctions (e.g., either/or, REACH HIGHER Level 5A SE Page References:
neither/nor). This objective is beyond the scope of REACH
HIGHER Level 5.
2. Demonstrate command of the conventions of REACH HIGHER Level 5A SE Page References:
standard English capitalization, punctuation,
and spelling when writing.

a. Use punctuation to separate items in a series.

b. Use a comma to separate an introductory REACH HIGHER Level 5A SE Page References:
element from the rest of the sentence.

c. Use a comma to set off the words yes and no REACH HIGHER Level 5A SE Page References:
(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 REACH HIGHER Level 5A SE Page References:
indicate titles of works. 295

e. Spell grade-appropriate words correctly, REACH HIGHER Level 5A SE Page References:

consulting references as needed. 147, 219

3. Use knowledge of language and its REACH HIGHER Level 5A SE Page References:
conventions when writing, speaking, reading, 143, 147
or listening.

a. Expand, combine, and reduce sentences

for meaning, reader/listener interest,
and style.
 Grade 5 REACH HIGHER Level 5A
Common Core State Standards Student’s Edition Page References
b. Compare and contrast the varieties of English REACH HIGHER Level 5A SE Page References:
(e.g., dialects, registers) used in stories, dramas,
or poems.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown REACH HIGHER Level 5A SE Page References:
and multiple-meaning words and phrases based 48-49
on grade 5 reading and content, choosing
flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships

and comparisons in text) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek and REACH HIGHER Level 5A SE Page References:
Latin affixes and roots as clues to the meaning of 102, 136, 143, 176, 208, 215
a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., REACH HIGHER Level 5A SE Page References:
dictionaries, glossaries, thesauruses), both 28, 37, 62, 69, 215
print and digital, to find the pronunciation and
determine or clarify the precise meaning of
key words and phrases.

5. Demonstrate understanding of figurative REACH HIGHER Level 5A SE Page References:

language, word relationships, and nuances in 13, 32-33, 103, 168-169, 170- 171, 234-235, 242
word meanings.

a. Interpret figurative language, including

similes and metaphors, in context.
b. Recognize and explain the meaning of REACH HIGHER Level 5A SE Page References:
common idioms, adages, and proverbs. 48-49

c. Use the relationship between particular words REACH HIGHER Level 5A SE Page References:
(e.g., synonyms, antonyms, homographs) to 62, 248, 255, 280, 289
better understand each of the words.
6. Acquire and use accurately grade-appropriate REACH HIGHER Level 5A SE Page References:
general academic and domain-specific words This objective is addressed extensively
and phrases, including those that signal throughout. See, for example: 27, 61, 135, 143,
contrast, addition, and other logical 175, 279
relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).