# Grade 5: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 30 concepts ready. In the app: https://ai.page/roadmap/ga-ela-grade-5 Part of: [Georgia: English language arts](https://ai.page/roadmap/ga-ela.md) Goal: Georgia academic standards: English language arts, Grade 5 ## 1. Texts (T) Students grow in their learning as they purposefully engage with texts. · Curating Sources & Evidence Integrate evidence from print and digital sources, assessing credibility and relevance a - [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail ## 2. Texts (T) Students grow in their learning as they purposefully engage with texts. · Research & Inquiry Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a - [Combining information from texts](https://ai.page/c/combining-information-from-texts/index.md): Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes - [Short Research Projects](https://ai.page/c/short-research-projects/index.md): Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes ## 3. Texts (T) Students grow in their learning as they purposefully engage with texts. · Poetic Techniques Explain, analyze, and use poetic techniques to shape understandings. - [Forms of Poetry and Performance](https://ai.page/c/forms-of-poetry-and-performance/index.md): Recognise different forms of poetry (free verse, narrative poetry, haiku) and discuss their features; prepare poems and play scripts to read aloud and perform with understanding through intonation, tone, volume and action ## 4. Texts (T) Students grow in their learning as they purposefully engage with texts. · Opinion Techniques Explain, analyze, and use opinion techniques to shape understandings. - [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities - [Justifying Views About Texts](https://ai.page/c/justifying-views-about-texts/index.md): Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments ## 5. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Explain, analyze, and use expository techniques to shape understandings. - [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary - [Explaining Relationships in Texts](https://ai.page/c/explaining-relationships-in-texts/index.md): Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information ## 6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Explain, analyze, and use narrative techniques to shape understandings. - [Narrative Writing](https://ai.page/c/narrative-writing/index.md): Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations - [Planning Narratives](https://ai.page/c/planning-narratives/index.md): Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed - [Writing Character & Dialogue](https://ai.page/c/writing-character-and-dialogue/index.md): Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion ## 7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Craft Use language to interpret meaning and craft engaging texts. - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text - [How Language Choices Affect the Reader](https://ai.page/c/how-language-choices-affect-the-reader/index.md): Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony ## 8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Organization Demonstrate and apply understanding of organizational structures and elements to create cohesive and en - [Comparing Structure in Information Texts](https://ai.page/c/comparing-structure-in-information-texts/index.md): Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution - [Analysing Text Structure](https://ai.page/c/analysing-text-structure/index.md): Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas ## 9. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Make connections between authors of texts, speakers in texts, varying perspectives, and the circu - [Text & Media Connections](https://ai.page/c/text-and-media-connections/index.md): Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text - [Different viewpoints in texts](https://ai.page/c/different-viewpoints-in-texts/index.md): Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling ## 10. Texts (T) Students grow in their learning as they purposefully engage with texts. · Purpose & Audience Use knowledge of purposes and audiences, as well as the language that develops those relationship - [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone ## 11. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi - [Standard English](https://ai.page/c/standard-english/index.md): Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech - [Literary and Language Terminology](https://ai.page/c/literary-and-language-terminology/index.md): Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features ## 12. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Presentation Use presentation skil - [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations ## 13. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing like a Reader Construct te - [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing - [Writing for an audience](https://ai.page/c/writing-for-an-audience/index.md): Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout ## 14. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Reading like a Writer Interpret te - [Reviewing Own Writing](https://ai.page/c/reviewing-own-writing/index.md): Evaluate whether your own writing achieves the effect you intended on a reader — go beyond checking for correctness to asking whether it actually works ## 15. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing Processes Compose a range - [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar ## 16. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Comprehension Strategies Engage wi - [Synthesising across multiple texts](https://ai.page/c/synthesising-across-multiple-texts/index.md): Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising ## 17. DOMAIN: Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Oral & Silent Reading Fluency Demonstrate oral and silent reading fluency t - [Reading with Expression and Accuracy](https://ai.page/c/reading-with-expression-and-accuracy/index.md): Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct ## 18. DOMAIN: Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Decoding & Encoding with Phonics Use knowledge of phonics to decode and enc - [Prefixes and suffixes](https://ai.page/c/prefixes-and-suffixes/index.md): Read words containing common prefixes and suffixes from the Y3-4 programme, applying knowledge of root words, prefixes and suffixes (morphology and etymology) to read aloud and understand new words - [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together ## Health: 0 of 100 Of its 30 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs - Research & Source Evaluation has no explanation yet - Combining information from texts has no explanation yet - Short Research Projects has no explanation yet - Forms of Poetry and Performance comes before Reading with Expression and Accuracy, which it needs - Forms of Poetry and Performance has no explanation yet - Discussing Texts as a Group has no explanation yet - Justifying Views About Texts has no explanation yet - Developed Informational and Explanatory Writing comes before Writing for an audience, which it needs - Developed Informational and Explanatory Writing has no explanation yet - Explaining Relationships in Texts has no explanation yet - Narrative Writing has no explanation yet - Planning Narratives has no explanation yet - Writing Character & Dialogue has no explanation yet - Text Features & Presentation has no explanation yet - How Language Choices Affect the Reader has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Comparing Structure in Information Texts has no explanation yet - Analysing Text Structure has no explanation yet - Text & Media Connections has no explanation yet - Different viewpoints in texts has no explanation yet - Purpose, audience, and context has no explanation yet - Standard English has no explanation yet - Literary and Language Terminology has no explanation yet - Reciting Poetry has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing for an audience has no explanation yet - Reviewing Own Writing has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Synthesising across multiple texts has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Prefixes and suffixes has no explanation yet - Syllables (age 6+) has no explanation yet Credit: The structure of Georgia academic standards: English language arts (https://case.georgiastandards.org/391c3abe-c1ec-4a4a-a942-c9e152b35102/81848a48-ee42-417b-ab91-b3c54ec40b99/68); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.