L.5.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.5.1.a — Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

L.5.1.c — Use verb tense to convey various times, sequences, states, and conditions.

L.5.1.d — Recognize and correct inappropriate shifts in verb tense.

L.5.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.2.b — Use a comma to separate an introductory element from the rest of the sentence.

L.5.2.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?).

L.5.3.b — Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

RI.5.3 — 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.

RI.5.6 — Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.5.9 — Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

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).

RL.5.5 — Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

RL.5.6 — Describe how a narrator's or speaker's point of view influences how events are described.

RL.5.9 — Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

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.

SL.5.1.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.

SL.5.1.b — Follow agreed-upon rules for discussions and carry out assigned roles.

SL.5.2 — Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.6 — Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

W.5.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information

W.5.1.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.

W.5.1.c — Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

W.5.1.d — Provide a concluding statement or section related to the opinion presented.

W.5.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.3.a — Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.5.3.b — Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

W.5.3.d — Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

L.5.1.b — Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

L.5.3.a — Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

L.5.4 — 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.

L.5.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

L.5.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5.6 — 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).

RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.

RL.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.5.10 — 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.

RL.5.4 — Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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.

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.

W.5.6 — 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 to type a minimum of two pages in a single sitting.