The standards on the following pages define what students should understand and be able to do by the end of the year. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. In the following pages, Teacher’s Edition page references are boldfaced.

College and Career Readiness Anchor Standards for Reading

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5th Grade:

Reading Standards for Literature Key Ideas and Details

5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.RL.2 Determine a theme of a story, drama, or poem from details of the text; include how characters in story or drama respond to challenges, how the speaker in a poem reflects upon a topic, and a summary of the text.

5.RL.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). Craft and Structure

5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described. Integration of Knowledge and Ideas

5.RL.7 Analyze how visual and multimedia elements contribute to the purpose, meaning, or tone of the text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).

5.RL.8 (Not applicable to literature)

5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Range of Reading and Level of Text Complexity

5.RL.10 By the end of the year, 3

Arizona’s English Language Arts Standards – 5 th Grade Reading Standards for Informational Text Key Ideas and Details

5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.RI.3 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. Craft and Structure

5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.

5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas

5.RI.7 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.

5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

5.RI.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text Complexity

5.RI.10 By the end of the year, proficiently and independently read and comprehend informational text, including history/social studies, science and technological texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 5.

Arizona’s English Language Arts Standards – 5 th Grade Reading Standards: Foundational Skills Phonics and Word Recognition

5.RF.3 Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.

a. Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multisyllabic words.

b. Apply knowledge of the six syllable patterns to read grade level words accurately.

c. Use combined knowledge of morphology to read grade level words accurately.

d. Know and apply common, grade-appropriate Greek and Latin affixes and roots to accurately read unfamiliar words. Fluency

5.RF.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-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.

Arizona’s English Language Arts Standards – 5 th Grade Writing Standards Text Types and Purposes

5.W.1 Write opinion pieces on topics or texts, 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 supported by facts and details.

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

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

5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information 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 words, phrases, and clauses (e.g., in contrast, especially).

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.

5.W.3 Write narratives to develop real or imagined experiences or events using effective 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 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. Production and Distribution of Writing

5.W.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.)

5.W.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.)

5.W.6 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 in order to complete a writing task. Research to Build and Present Knowledge 6

5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic and to answer a specific question.

5.W.8 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.

5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature.

b. Apply grade 5 Reading standards to informational texts. Range of Writing

5.W.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.

Arizona’s English Language Arts Standards – 5 th Grade Writing Standards: Foundational Skills Sound-letter basics and Handwriting

5.WF.1 Demonstrate and apply handwriting skills. a. Read and write cursive letters, upper and lower case. b. Transcribe ideas legibly and fluently with appropriate spacing and indentation.

Arizona’s English Language Arts Standards – 5 th Grade Speaking and Listening Standards Comprehension and Collaboration

5.SL.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. 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 based on information and knowledge gained from the discussions.

5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

5.SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas

5.SL.4 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.

5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)

Arizona’s English Language Arts Standards – 5 th Grade Language Standards Conventions of Standard English

5.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 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 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). f. Write and organize one or more paragraphs that contain: a topic sentence, supporting details, and a conclusion that is appropriate to the writing task (Reference Writing standards 1-3).

5.L.2 Demonstrate command of the conventions of 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 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. Knowledge of Language

5.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. Vocabulary Acquisition and Use

5.L.4 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. a. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). b. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. c. 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.

5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. 10 c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

5.L.6 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).

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Common Core State Standards

KEY IDEAS AND DETAILS

1. 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.

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

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

CRAFT AND STRUCTURE

4. 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.

5. 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.

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

INTEGRATION OF KNOWLEDGE AND IDEAS

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

8. 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.

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

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

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

Reading Standards for Literature

Standard

KEY IDEAS AND DETAILS

RL 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL 2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL 3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

CRAFT AND STRUCTURE

RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL 5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL 6 Explain how an author develops the point of view of the narrator or speaker in a text.

INTEGRATION OF KNOWLEDGE AND IDEAS

RL 7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL 9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RANGE OF READING AND LEVEL OF COMPLEXITY

RL 10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

KEY IDEAS AND DETAILS

RI 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI 2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI 3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

CRAFT AND STRUCTURE

RI 4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI 5

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI 6

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

RI 7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI 8

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI 9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RANGE OF READING AND LEVEL OF COMPLEXITY

RI 10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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College and Career Readiness Anchor Standards for Writing

Common Core State Standards

TEXT TYPES AND PURPOSES

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

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

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

PRODUCTION AND DISTRIBUTION OF WRITING

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

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

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

RESEARCH TO BUILD AND PRESENT KNOWLEDGE

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

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

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

RANGE OF WRITING

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 tasks, purposes, and audiences.

TEXT TYPES AND PURPOSES

W 1 Write arguments to support claims with clear reasons and relevant evidence.

INSTRUCTION/APPLICATION Interactive Lessons: Writing Arguments

• Introduction • What Is a Claim? • Support: Reasons and Evidence • Building Effective Support • Creating a Coherent Argument • Persuasive Techniques • Formal Style • Concluding Your Argument

a.

Introduce claim(s) and organize the reasons and evidence clearly.

INSTRUCTION/APPLICATION Interactive Lessons: Writing Arguments

• What Is a Claim? • Creating a Coherent Argument

b.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

INSTRUCTION/APPLICATION Interactive Lessons: Writing Arguments

• Support: Reasons and Evidence • Building Effective Support

Standard

Where Taught

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

• Creating a Coherent Argument

d.

Establish and maintain a formal style.

• Formal Style

e.

Provide a concluding statement or section that follows from the argument presented.

• Concluding Your Argument

W 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• Introduction • Developing a Topic • Organizing Ideas • Introductions and Conclusions • Elaboration • Using Graphics and Multimedia • Precise Language and Vocabulary

• Formal Style Using Textual Evidence

• Writing an Outline

a.

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• Developing a Topic • Organizing Ideas • Introductions and Conclusions • Using Graphics and Multimedia

b.

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

• Elaboration

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c.

Use appropriate transitions to clarify the relationships among ideas and concepts.

• Organizing Ideas

d.

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

• Precise Language and Vocabulary

e.

Establish and maintain a formal style.

• Formal Style

f.

Provide a concluding statement or section that follows from the information or explanation presented.

• Introductions and Conclusions

W 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences.

• Introductions • Narrative Context • Point of View and Characters • Narrative Structure • Narrative Techniques • The Language of Narrative

a.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• Narrative Context • Point of View and Characters • Narrative Structure

b.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

• Narrative Techniques • The Language of Narrative

c.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

• Narrative Structure

d.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

• The Language of Narrative

e.

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

• Narrative Structure

W 4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)

• Task, Purpose, and Audience

W 5

With some 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 6.)

• Introduction

• Planning and Drafting

• Revising and Editing

• Trying a New Approach

W 6

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 three pages in a single sitting.

Producing and Publishing with Technology

• Introduction

• Writing for the Internet

• Interacting with Your Online Audience

• Using Technology to Collaborate

RESEARCH TO BUILD AND PRESENT KNOWLEDGE

W 7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Conducting Research

• Introduction • Starting Your Research • Types of Sources • Using the Library for Research • Conducting Field Research • Using the Internet for Research • Refocusing Your Inquiry

Using Textual Evidence

• Synthesizing Information

W 8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Conducting Research

• Types of Sources • Using the Library for Research • Using the Internet for Research

Evaluating Sources

• Introduction • Evaluating Sources for Usefulness • Evaluating Sources for Reliability

Using Textual Evidence

• Summarizing, Paraphrasing, and Quoting • Attribution

W 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing Informative Texts

• Elaboration

Conducting Research

• Taking Notes

Using Textual Evidence

• Introduction • Synthesizing Information • Writing an Outline • Summarizing, Paraphrasing, and Quoting

a.

Apply grade 6 Reading Standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

b.

Apply grade 6 Reading Standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

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W 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.

Writing as a Process

• Task, Purpose, and Audience

Writing Arguments Writing Informative Texts Writing Narratives Using Textual Evidence

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