Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Reading: Literature
Grade 5
Key Ideas and Details
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Writing
Grade 5
Production and Distribution of Writing
W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
Research to Build and Present Knowledge
W.5.9
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]”).
Range of Writing
W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking & Listening
Grade 5
Comprehension and Collaboration
SL.5.1
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.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (4–7)
B.
Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.
Grade Level Indicators (Grade 4)
3.
Compare and contrast information on a single topic or theme across different text and non-text resources.
Grade Level Indicators (Grade 5)
3.
Make critical comparisons across texts.
Reading Applications: Literary Text Standard
Benchmarks (4–7)
C.
Identify the elements of plot and establish a connection between an element and a future event.
Grade Level Indicators (Grade 4)
3.
Identify the main incidents of a plot sequence, identifying the major conflict and its resolution.
Grade Level Indicators (Grade 5)
3.
Identify the main incidents of a plot sequence and explain how they influence future action.