Grades 5–6

Core Performance Indicators: common to all four ELA standards

Throughout grades 5 and 6, students demonstrate the following core

Reading Writing
• Identify purpose of reading • Understand the purpose for writing; the
• Adjust reading rate according to purpose purpose may be to explain, describe,
for reading narrate, persuade, or express feelings
• Use word recognition and context clues • Determine the intended audience before
to read fluently writing
• Determine the meaning of unfamiliar • Use tone and language appropriate for
words by using context clues, a audience and purpose
dictionary, or a glossary • Use prewriting activities (e.g.,
• Identify signal words, such as finally or brainstorming, note taking, freewriting,
in addition, that provide clues to outlining, and paragraphing)
organizational formats such as time • Use the writing process (e.g., prewriting,
order drafting, revising, proofreading, and
• Use knowledge of punctuation to assist editing)
in comprehension • Use teacher conferences and peer
• Apply corrective strategies (e.g., review to revise written work
rereading and discussion with teachers, • Observe the rules of punctuation,
peers, or capitalization, and spelling, such as
parents/caregivers) to assist in - punctuation of compound sentences,
comprehension friendly/business letters, simple
• Read aloud, using inflection and dialogue, and exact words from sources
intonation appropriate to text read and to (quotations); use italics/underlining for
audience titles
• Maintain a personal reading list to reflect - capitalization of proper nouns such as
reading goals and accomplishments key words in literary and/or book titles,
languages, and historical events
Listening - spelling of commonly misspelled words,
• Listen respectfully and responsively homonyms, and content-area
• Identify own purpose for listening vocabulary
• Recognize content-specific vocabulary • Use correct grammatical construction in
or terminology - parts of speech such as nouns;
• Listen for unfamiliar words and learn adjectives and adverbs
their meaning (comparative/superlative); pronouns
(indefinite/nominative/objective);
Speaking conjunctions
• Respond respectfully (coordinating/subordinating);
• Initiate communication with peers, prepositions and prepositional phrases;
teachers, and others in the school and interjections
community - simple/compound/complex sentences,
• Use language and grammar appropriate using, correct subject-verb agreement,
to purpose for speaking verb tense, punctuation, and pronouns
with clear antecedents
• Use facial expressions and gestures that • Use signal/transitional words (e.g., in
enhance communication addition, for example, finally, as a result,
• Establish eye contact during similarly, and on the other hand) to
presentations and group discussions provide clues to organizational format
• Use audible voice and pacing • Use dictionaries, thesauruses, and style
appropriate to content and audience manuals
• Use visual aids to support the • Use word processing skills
presentation

Grade 5 Reading
LITERACY COMPETENCIES GRADE-SPECIFIC PERFORMANCE
The reading competencies INDICATORS
common to all four ELA The grade-specific performance
standards that students indicators that grade 5 students
demonstrate during grade 5 are demonstrate as they learn to read
include
Word Recognition Standard 1: Students will read, write, listen,
• Use knowledge of a variety of and speak for information and
decoding strategies, such as letter- understanding.
sound correspondence, syllable • Locate and use school and public library
patterns, decoding by analogy, resources, with some direction, to acquire
word structure, use of syntactic information
(grammar) cues, and use of • Use the table of contents and indexes to
semantic (meaning) cues, to read locate information
unfamiliar words • Read to collect and interpret data, facts, and
• Integrate sources of information to ideas from multiple sources
decode unfamiliar words and to • Read the steps in a procedure in order to
cross-check, self-correcting when accomplish a task such as completing a
appropriate science experiment
• Use word recognition skills and • Skim material to gain an overview of content
strategies, accurately and or locate specific information
automatically, when decoding • Use text features, such as headings,
unfamiliar words captions, and titles, to understand and
• Recognize at sight a large body of interpret informational texts
high-frequency words and • Recognize organizational formats to assist in
irregularly spelled content comprehension of informational texts
vocabulary • Identify missing information and irrelevant
Background Knowledge and information
Vocabulary Development • Distinguish between fact and opinion
• Learn grade-level vocabulary • Identify information that is implied rather than
through both direct and indirect stated
means • Compare and contrast information on one
• Use word structure knowledge, topic from multiple sources
such as roots, prefixes, and • Recognize how new information is related to
suffixes, to determine meaning prior knowledge or experience
• Use prior knowledge and • Identify main ideas and supporting details in
experience in order to understand informational texts to distinguish relevant and
ideas and vocabulary found in irrelevant information
 books • Make inferences and draw conclusions, on
• Acquire new vocabulary by reading the basis of information from the text, with
a variety of texts assistance
• Use self-monitoring strategies to • Identify information that is implied rather than
identify specific vocabulary that stated, with assistance
causes comprehension difficulties Standard 2: Students will read, write, listen,
• Determine the meaning of and speak for literary response and
unfamiliar words by using context expression.
clues, dictionaries, glossaries, and • Read, view, and interpret literary texts from a
other resources variety of genres
• Use a thesaurus to identify • Define characteristics of different genres
synonyms and antonyms • Select literary texts on the basis of personal
Comprehension Strategies needs and interests and read silently for
• Read a variety of grade-level texts, enjoyment for extended periods
for a variety of purposes, with • Read aloud from a variety of genres; for
understanding example, read the lines of a play or recite a
• Use self-monitoring strategies, poem
such as cross-checking, - use inflection and intonation appropriate to
summarizing, and self-questioning, text read and audience
to construct meaning of text • Recognize that the same story can be told in
• Recognize when comprehension different genres, such as novels, poems, or
has been disrupted and initiate self- plays, with assistance
correction strategies, such as • Identify literary elements, such as setting,
rereading, adjusting rate of reading, plot, and character, of different genres
and attending to specific • Recognize how the author uses literary
vocabulary devices, such as simile, metaphor, and
• Use knowledge of text structures to personification, to create meaning
recognize and discriminate • Recognize how different authors treat similar
differences among a variety of texts themes
and to support understanding • Identify the ways in which characters change
• Ask questions to clarify and develop throughout a story
understanding and to focus reading • Compare characters in literature to people in
• Make connections between text own lives
being read and own lives, the lives Standard 3: Students will read, write, listen,
of others, and other texts read in and speak for critical analysis and
the past evaluation.
• Use prior knowledge in concert with • Evaluate information, ideas, opinions, and
text information to support themes in texts by identifying
comprehension, from forming - a central idea and supporting details
predictions to making inferences - details that are primary and those that are
and drawing conclusions less important
• Read grade-level texts and answer - statements of fact, opinion, and
literal, inferential, and evaluative exaggeration
questions - missing or unclear information
• State or summarize a main idea • Use established criteria to analyze the quality
and of information in text
support/elaborate with relevant details • Identify different perspectives, such as social,
• Present a point of view or cultural, ethnic, and historical, on an issue
interpretation of a text, such as its presented in one or more than one text
theme, and support it with
significant details from the text
• Participate cooperatively and Standard 4: Students will read, write, listen,
collaboratively in group discussions and speak for social interaction.
of texts • Share reading experiences to build a
• Note and describe aspects of the relationship with peers or adults; for example,
writer’s craft read together silently or aloud with a partner
• Read aloud, accurately and or in small groups
fluently, with appropriate rate of • Respect the age, gender, position, and
reading, intonation, and inflection cultural traditions of the writer
• Demonstrate comprehension of • Recognize conversational tone in friendly
grade-level texts through a range of communication
responses, such as writing, drama, • Recognize the types of language (e.g.,
and oral presentations jargon, informal vocabulary, and email
Motivation to Read conventions) that are appropriate to social
• Show interest in a wide range of communication
texts, topics, and genres for
reading
• Read voluntarily for a variety of
purposes
• Be familiar with titles and authors of
a wide range of literature
• Engage in independent silent
reading for extended periods of
time

Grade 5 Writing
LITERACY COMPETENCIES GRADE-SPECIFIC PERFORMANCE
The writing competencies INDICATORS
common to all four ELA The grade-specific performance
standards that students indicators that grade 5 students
demonstrate during grade 5 are demonstrate as they learn to write
include
Spelling Standard 1: Students will read, write, listen,
• Correctly spell words within own and speak for information and
writing that have been previously understanding.
studied and/or frequently used • Use at least three sources of information in
• Correctly spell words within own writing a report, with assistance
writing that follow the spelling • Take notes to record and organize relevant
patterns of words that have been data, facts, and ideas, with assistance, and
previously studied use notes as part of prewriting activities
• Spell a large body of words • State a main idea and support it with details
accurately and quickly when writing and examples
• Use a variety of spelling resources, • Compare and contrast ideas and information
such as spelling dictionaries and from two sources
spell-check tools, to support correct • Write labels or captions for graphics, such as
spelling charts, graphs, and diagrams, to convey
Handwriting information
• Use legible print and/or cursive • Adopt an organizational format, such as
writing chronological order, that is appropriate for
informational writing
Composition • Use paragraphing to organize ideas and
• Respond in writing to prompts that information, with assistance
follow the reading of literary and • Maintain a portfolio that includes
informational texts informational writing
• Respond to writing prompts that Standard 2: Students will read, write, listen,
follow listening to literary and and speak for literary response and
informational texts expression.
• Write on a wide range of topics • Develop original literary texts that
• Understand and use writing for a - use organizing structures such as stanzas
variety of purposes and chapters
• Use a variety of different - create a lead that attracts the reader’s
organizational patterns for writing, interest
such as chronological order, - provide a title that interests the reader
cause/effect, compare/contrast - develop characters and establish a plot
• Use a variety of media, such as - use examples of literary devices, such as
print and electronic, when writing rhyme, rhythm, and simile
• Use the writing process (e.g., - establish consistent point of view (e.g., first
prewriting, drafting, revising, or third person) with assistance
proofreading, and editing) • Write interpretive essays that
• Use a variety of prewriting - summarize the plot
strategies, such as brainstorming, - describe the characters and how they
freewriting, note taking, and change
webbing - describe the setting and recognize its
• Review writing independently in importance to the story
order to revise for focus, - draw a conclusion about the work
development of ideas, and - interpret the impact of literary devices,
organization such as simile and personification
• Review writing independently in - recognize the impact of rhythm and rhyme
order to edit for correct spelling, in poems
grammar, capitalization, • Respond to literature, connecting the
punctuation, and paragraphing response to personal experience
• Understand and write for a variety • Use resources, such as personal
of audiences experiences and themes from other texts and
• Adjust style of writing, voice, and performances, to plan and create literary
language used according to texts
purpose and intended audience • Maintain a writing portfolio that includes
• Incorporate aspects of the writer’s literary, interpretive, and responsive writing
craft, such as literary devices and Standard 3: Students will read, write, listen,
specific voice, into own writing and speak for critical analysis and
• Use multiple sources of information evaluation.
when writing a report • Use strategies, such as note taking, semantic
• Review writing with teachers and webbing, or mapping, to plan and organize
peers writing
Motivation to Write • Use supporting evidence from text to
• Write voluntarily to communicate evaluate ideas, information, themes, or
ideas and emotions to a variety of experiences
audiences, from self to unknown • Analyze the impact of an event or issue from
• Write voluntarily for different personal and peer group perspectives
purposes • Analyze literary elements in order to evaluate
• Write on a variety of topics the quality of ideas and information in text
• Publish writing in a variety of
 presentation or display mediums,
for a variety of audiences • Use information and ideas from other subject
areas and personal experiences to form and
express opinions
• Adapt an organizational format, such as
compare/contrast, appropriate for critical
analysis and evaluation, with assistance
• Use precise vocabulary in writing analysis
and evaluation, with assistance
• Maintain a writing portfolio that includes
writing for critical analysis and evaluation
Standard 4: Students will read, write, listen,
and speak for social interaction.
• Share the process of writing with peers and
adults; for example, write a condolence note,
get-well card, or thank-you letter with a
writing partner or in small groups
• Respect the age, gender, position, and
cultural traditions of the recipient
• Develop a personal voice that enables the
reader to get to know the writer
• Write personal reactions to experiences and
events, using a form of social communication
• Maintain a portfolio that includes writing for
social communication

Grade 5 Listening
LITERACY COMPETENCIES GRADE-SPECIFIC PERFORMANCE
The listening competencies INDICATORS
common to all four ELA The grade-specific performance indicators
standards that students that grade 5 students demonstrate as they
demonstrate during grade 5 learn to listen include
are
Listening Standard 1: Students will read, write, listen, and
• Listen attentively to a variety of speak for information and understanding.
texts read aloud • Follow instructions that provide information about
• Listen attentively for different a task or assignment
purposes and for an extended • Identify essential details for note taking
period of time • Distinguish between fact and opinion
• Identify own purpose(s) for • Identify information that is implicit rather than stated
listening • Connect new information to prior knowledge or
• Respond appropriately to what experience
is heard Standard 2: Students will read, write, listen, and
• Listen respectfully, and without speak for literary response and expression.
interrupting, when others speak • Distinguish different genres, such as story,
biography, poem, or play, with assistance
• Identify a character’s motivation
• Recognize the use of literary devices, such as
simile, personification, rhythm, and rhyme, in
 presentation of literary texts
• Use personal experience and prior knowledge to
interpret and respond to literary texts and
performances
• Identify cultural and historical influences in texts
and performances, with assistance
Standard 3: Students will read, write, listen, and
speak for critical analysis and evaluation.
• Form an opinion on a subject on the basis of
information, ideas, and themes expressed in
presentations
• Recognize and use the perspective of others to
analyze presentations
• Use prior knowledge and experiences to analyze
the content of presentations
• Recognize persuasive presentations and identify
the techniques used to accomplish that purpose,
with assistance
• Evaluate the quality of the speaker’s
presentation style by using criteria such as
volume, tone of voice, and rate
Standard 4: Students will read, write, listen, and
speak for social interaction.
• Respect the age, gender, position, and cultural
traditions of the speaker
• Recognize friendly communication on the basis
of volume and tone of the speaker’s voice
• Recognize that social communication may
include informal language such as jargon
• Recognize the meaning of the speaker’s
nonverbal cues

Grade 5 Speaking
LITERACY COMPETENCIES GRADE-SPECIFIC PERFORMANCE
The speaking competencies INDICATORS
common to all four ELA The grade-specific performance
standards that students indicators that grade 5 students
demonstrate during grade 5 are demonstrate as they learn to speak
include
Speaking Standard 1: Students will read, write, listen,
• Speak in response to the reading of and speak for information and
a variety of texts understanding.
• Use appropriate and specific • Ask probing questions
vocabulary to communicate ideas • Interview peers
• Use grammatically correct • Share information from personal experience
sentences when speaking • Share information from a variety of texts
• Include details that are relevant for • State a main idea and support it with facts,
the audience details, and examples
• Communicate ideas in an • Compare and contrast information
organized and coherent manner • Present reports of approximately five minutes
• Vary the formality of language for teachers and peers
according to the audience and • Summarize main points
purpose for speaking • Use notes, outlines, and visual aids
• Speak with expression, volume, appropriate to the presentation
pace, and gestures appropriate for Standard 2: Students will read, write, listen,
the topic, audience, and purpose of and speak for literary response and
communication expression.
• Respond respectfully to others • Present original works, such as stories,
• Participate in group discussions on poems, and plays, to adults and peers, using
a variety of topics audible voice and pacing appropriate to
• Offer feedback to others in a content and audience
respectful and responsive manner • Share book reviews
• Summarize the plot and describe the
motivation of characters
• Connect a personal response to literature to
prior experience or knowledge
• Recognize the importance of cultural and
historical characteristics in texts and
performances
• Ask questions and respond to questions for
clarification
• Use notes or outlines appropriately in
presentations
Standard 3: Students will read, write, listen,
and speak for critical analysis and
evaluation.
• Ask questions and respond to questions for
clarification
• Express an opinion about information, ideas,
opinions, themes, and experiences in books,
essays, articles, and advertisements
• Analyze an event or issue by using role play
as a strategy
• Use information and ideas from personal
experiences to form and express opinions
and judgments
• Use notes or outlines appropriately in
presentations
Standard 4: Students will read, write, listen,
and speak for social interaction.
• Discuss the content of friendly notes, cards,
and letters with a teacher or classmate in
order to get to know the writer and each other
• Use the informal language of social
communication
• Respect the age, gender, position, culture,
and interests of the listener
• Use the rules of conversation, such as avoid
interrupting and respond respectfully