Grade 5 ELA Michigan standards Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

College and Career Readiness Anchor Standards for Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

College and Career Readiness Anchor Standards for Speaking and Listening

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

College and Career Readiness Anchor Standards for Writing

Fluency

Phonics and Word Recognition

Reading Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

(Not applicable to literature)

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

College and Career Readiness Anchor Standards for Reading

Research and Inquiry

Students can investigate topics and present information.

Using Language

Speaking and Listening

Students can communicate for a range of purposes and audiences.

Conventions of Standard English

Writing: Text Types and Purposes

Students can produce writing for a range of purposes and audiences.

Vocabulary Acquisition and Usage

Reading (Foundational Skills)

Accessing Informational Text

Accessing Narrative Text

Students can comprehend text in increasingly complex ways.

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

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

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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 tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

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

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

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

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

Recognize and correct inappropriate shifts in verb tense.

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

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

Use punctuation to separate items in a series.

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

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?).

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

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

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

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

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.

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

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

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.

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

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

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

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).

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

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.

Read on-level text with purpose and understanding.

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

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

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

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.

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

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.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

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.

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

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.

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

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

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

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.

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).

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

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

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).

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

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.

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.

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

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

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

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

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

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.

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

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

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

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.

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.

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

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

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.

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.

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

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

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

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.

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

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

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

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

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

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

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

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.

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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.

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]").

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]").

Demonstrate Standard English grammar and usage when communicating.

Demonstrate understanding of conventions of Standard English.

Demonstrate understanding of conventions of Standard English.

Use language to achieve desired meaning when communicating.

Demonstrate knowledge of word meanings

Demonstrate knowledge of word meanings

Demonstrate understanding of word relationship and use

Demonstrate understanding of word relationship and use

Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.

The student can identify the correct usage of grammatical structures, including (but not limited to) frequently occurring past tense irregular verbs (e.g., went, sat, ate, told) and/or conjunctions (and, but, or, for, because).

The student can use language effectively to communicate with peers and adults (e.g., asking and answering questions, initiating conversations, sharing information, and making requests).

The student can use context as a clue to guide selection of a word or words that best completes a sentence.

The student can demonstrate understanding of the meaning of words used in context, including (but not limited to) synonyms.

The student can identify correct usage of singular/plural nouns when communicating.

The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.).

The student can use cues to recognize the meaning of familiar words when paired with pictures and/or objects.

The student can identify a word with the same meaning as a target word that appears in a one- to two-sentence text.

The student can identify correct usage of simple grammatical structures (e.g., singular/plural nouns, appropriate pronouns, verbs) when communicating.

The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).

The student can use context clues to determine the meaning of familiar words paired with pictures and/or objects.

The student can identify a word with the same meaning as the target word that appears in a paragraph of text.

Use letter-sound knowledge to read words

Read words in text

Identify words in the text to answer a question about explicit information.

Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

Identify the main idea of a text when it is not explicitly stated.

Compare two individuals, events, or ideas in a text.

Determine the meanings of domain-specific words and phrases.

Determine if a text tells about events, gives directions, or provides information on a topic.

Compare two books on the same topic.

Locate information in print or digital sources.

Identify the relationship between a specific point and supporting reasons in an informational text.

Compare and contrast details gained from two texts on the same topic.

The student can use details from informational text to answer questions about the text.

The student can identify the main idea of a multi-paragraph informational text in which the main idea is not explicitly stated.

The student can identify similarities between individuals, events, or ideas in informational text.

The student can determine the purpose of an informational text (e.g., to tell about events, provide information, give directions, etc.).

The student can use text features (bold, italics, and underlined text; headings; captions; graphics; illustrations; text boxes; tables; glossaries, etc.) to locate information within informational text and/or answer questions about the text.

The student can answer simple who, what, where, or when questions about short informational texts.

The student can identify the topic of a one- to two-sentence informational text.

The student can identify what is the same between two individuals or two locations with a one- to two-sentence informational text.

The student can identify different types of informational texts (e.g., recipes, books, posters, calendars, etc.).

The student can identify a picture or title that goes with a particular informational text (e.g., communication system, poster, recipe, etc.).

The student can use details in an informational text to answer basic questions about the text.

The student can identify the main idea of a one-paragraph informational text.

The student can identify what is the same between two individuals, two locations, or two events within a paragraph of an informational text.

The student can identify a variety of informational texts and/or associate a text with its purpose (e.g., dictionaries define words, newspapers provide information on events, calendars provide dates, schedules provide times, etc.).

The student can use text features (illustrations, pictures, graphics, labels, lists, charts, graphs, tables, etc.) to answer questions about informational text.

Identify words in the text to answer a question about explicit information.

Demonstrate understanding of text while engaged in individual or group reading of stories, dramas, and poems.

Identify the central idea or theme of a story, drama or poem.

Compare two characters in a familiar story.

Determine the intended meaning of multi-meaning words in a text.

Identify a story element that undergoes change from beginning to end.

Determine the point of view of the narrator.

Identify illustrations, tactual or multimedia elements that add to understanding of a text.

Compare stories, myths, or texts with similar topics or themes.

The student can use details, including (but not limited to) specific words from the text, to answer questions about narrative text.

The student can identify the theme or main idea of a multi-paragraph narrative text.

The student can compare two characters in a narrative text.

The student can identify an element (e.g., character, setting, or event) of a narrative text that changes from beginning to end.

The student can identify the narrator’s/speaker’s point of view (i.e., what he/she thinks or feels about the topic of the text/speech).

The student can answer simple who, what, where or when questions about narrative text.

The student can identify the main idea of a one- to two-sentence narrative text.

The student can identify what is the same between two characters when given a visual model to match.

The student can use pictures and/or words to indicate what happened first or last in a short narrative text.

The student can identify who is telling the story/speaking when given two choices.

The student can answer questions about basic elements in a narrative text (e.g., characters’ names, settings, and specific events).

The student can identify the main idea of a one-paragraph narrative text.

The student can identify what is the same between two characters within a paragraph of a narrative text.

The student can use pictures or phrases to show what happens at the beginning, middle, and end of a narrative text.

The student can identify what the narrator/speaker believes during a story/speech.

Engage in collaborative discussions.

Identify the explicitly stated main idea of a text presented orally or through other media.

Identify the reasons and evidence supporting a specific point.

Report on a familiar topic or text or present an opinion including related facts.

Select or create audio recordings and visual/tactile displays to enhance a presentation.

Differentiate between contexts that require formal and informal communication.

The student can identify/state the main idea of a text presented orally or through other media and/or identify a supporting reason for a specific point.

The student can select one or more details from information presented orally or through other media.

The student can answer questions about information presented orally or through other media, including (but not limited to) the main idea of the presentation.

Write opinions about topics or text.

Write routinely for a variety of tasks, purposes and audiences.

Write to share information supported by details

Write to share information supported by details

Write about events or personal experiences

Produce writing that is appropriate for an explicitly stated task or purpose.

With guidance and support from adults and peers, plan before writing and revise own writing.

With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others.

Conduct short research projects using two or more sources.

Gather and sort relevant information on a topic from print or digital sources into given categories.

Use information from literary and informational text to support writing.

The student can write/draw/dictate an opinion about a given topic or text and provide one reason to support it.

The student can identify/organize/list facts, details, or other information that relate to a given topic.

The student can write/draw/dictate about an event or personal experience, using two or more actions/happenings in sequence.

The student can sort information into categories in preparation for a writing project.

The student can select a word or labeled picture that expresses an opinion about a given topic or text.

The student can select labeled pictures that relate to a given topic.

The student can indicate when something happened (before or after) while preparing to write/communicate about an event or personal experience.

The student can choose a piece of information that is related to a given topic in preparation for a writing project.

The student can write/draw/dictate an opinion about a given topic or text.

The student can select words/phrases that relate to a given topic.

The student can order two details/happenings while preparing to write/communicate about an event or personal experience.

The student can choose pieces of information that are related to a given topic in preparation for a writing project.