# Grade 5: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 53 concepts ready. In the app: https://ai.page/roadmap/mi-ela-grade-5

Part of: [Michigan: English language arts](https://ai.page/roadmap/mi-ela.md)

Goal: Michigan academic standards: English language arts, Grade 5

## 1. Language Standards

- [Domain Vocabulary Across Subject Areas](https://ai.page/c/domain-vocabulary-across-subject-areas/index.md): Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas
- [Advanced Figurative Language](https://ai.page/c/advanced-figurative-language/index.md): Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words
- [Vocabulary Strategies](https://ai.page/c/vocabulary-strategies/index.md): Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning
- [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

## 2. Speaking and Listening Standards

- [Adapting Speech to Context](https://ai.page/c/adapting-speech-to-context/index.md): Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences
- [Multimedia Presentations](https://ai.page/c/multimedia-presentations/index.md): Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
- [Reporting & Recounting](https://ai.page/c/reporting-and-recounting/index.md): Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
- [Evaluating a Speaker's Argument](https://ai.page/c/evaluating-a-speaker-s-argument/index.md): Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support
- [Summarising Spoken and Media Presentations](https://ai.page/c/summarising-spoken-and-media-presentations/index.md): Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally
- [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

## 3. Writing Standards

- [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
- [Literary Evidence in Writing](https://ai.page/c/literary-evidence-in-writing/index.md): Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature
- [Evidence-Based Writing](https://ai.page/c/evidence-based-writing/index.md): Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction
- [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
- [Research & Note-Taking](https://ai.page/c/research-and-note-taking/index.md): Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources
- [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
- [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
- [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
- [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
- [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
- [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section

## 4. Reading Standards: Foundational Skills

- [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

## 5. Reading Standards for Informational Text

- [Interpreting visual information in texts](https://ai.page/c/interpreting-visual-information-in-texts/index.md): Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text
- [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
- [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient
- [Supporting ideas with evidence](https://ai.page/c/supporting-ideas-with-evidence/index.md): Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points
- [Using Multiple Sources](https://ai.page/c/using-multiple-sources/index.md): Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently
- [Multiple Accounts of Events](https://ai.page/c/multiple-accounts-of-events/index.md): Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
- [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
- [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
- [Summarising Non-Fiction Main Ideas](https://ai.page/c/summarising-non-fiction-main-ideas/index.md): Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions
- [Quoting Accurately from Texts](https://ai.page/c/quoting-accurately-from-texts/index.md): Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly

## 6. Reading Standards for Literature

- [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader
- [How Authors Treat Similar Themes](https://ai.page/c/how-authors-treat-similar-themes/index.md): Compare and contrast stories in the same genre on their approaches to similar themes and topics, identifying how different authors treat common ideas
- [Multimedia elements in texts](https://ai.page/c/multimedia-elements-in-texts/index.md): Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry
- [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
- [How Parts Build a Whole Text](https://ai.page/c/how-parts-build-a-whole-text/index.md): Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole
- [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
- [Comparing Characters, Settings and Events](https://ai.page/c/comparing-characters-settings-and-events/index.md): Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect
- [Finding Theme and Summarising](https://ai.page/c/finding-theme-and-summarising/index.md): Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions

## 7. Students can investigate topics and present information. · Write to share information supported by details

- [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

## 8. Students can communicate for a range of purposes and audiences. · Use language to achieve desired meaning when communicating.

- [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
- [Choosing Form and Tone for Your Audience](https://ai.page/c/choosing-form-and-tone-for-your-audience/index.md): Identify the audience for and purpose of writing before beginning, selecting the appropriate form, tone, and register to match the intended reader and communicative goal
- [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking

## 9. Students can communicate for a range of purposes and audiences. · Demonstrate Standard English grammar and usage when communicating.

- [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context

## 10. Students can comprehend text in increasingly complex ways. · Demonstrate understanding of word relationship and use

- [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
- [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

## 11. Students can comprehend text in increasingly complex ways. · Demonstrate knowledge of word meanings

- [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

## 12. Students can comprehend text in increasingly complex ways. · Determine if a text tells about events, gives directions, or provides information on a topic.

- [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea
- [Explaining Events & Ideas](https://ai.page/c/explaining-events-and-ideas/index.md): Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process

## 13. Students can comprehend text in increasingly complex ways. · Determine the point of view of the narrator.

- [Narrator's Point of View](https://ai.page/c/narrator-s-point-of-view/index.md): Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding

## 14. Students can comprehend text in increasingly complex ways. · Compare two characters in a familiar story.

- [Comparing Books](https://ai.page/c/comparing-books/index.md): Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

## 15. Students can comprehend text in increasingly complex ways. · Identify words in the text to answer a question about explicit information.

- [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

## Health: 0 of 100

Of its 53 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):

- Domain Vocabulary Across Subject Areas comes before Discussing and Questioning New Words, which it needs
- Domain Vocabulary Across Subject Areas has no explanation yet
- Advanced Figurative Language comes before Figurative Language and Literary Devices, which it needs
- Advanced Figurative Language has no explanation yet
- Vocabulary Strategies has no explanation yet
- Standard English has no explanation yet
- Adapting Speech to Context comes before Formal and Informal English, which it needs
- Adapting Speech to Context has no explanation yet
- Multimedia Presentations has no explanation yet
- Reporting & Recounting has no explanation yet
- Evaluating a Speaker's Argument has no explanation yet
- Summarising Spoken and Media Presentations has no explanation yet
- Group discussions comes before Listening and responding, which it needs
- Group discussions has no explanation yet
- Writing for an audience has no explanation yet
- Literary Evidence in Writing has no explanation yet
- Evidence-Based Writing comes before Main Topic & Key Details, which it needs
- Evidence-Based Writing has no explanation yet
- Short Research Projects comes before Shared Research Projects, which it needs
- Short Research Projects has no explanation yet
- Research & Note-Taking has no explanation yet
- Sharing and Publishing Your Writing has no explanation yet
- Planning, Revising and Editing Writing has no explanation yet
- Narrative Writing has no explanation yet
- Developed Informational and Explanatory Writing comes before Choosing Form and Tone for Your Audience, which it needs
- Developed Informational and Explanatory Writing has no explanation yet
- Basic Informational Writing has no explanation yet
- Structured Opinion Writing has no explanation yet
- Reading with Expression and Accuracy has no explanation yet
- Interpreting visual information in texts has no explanation yet
- Combining information from texts has no explanation yet
- How authors support their points has no explanation yet
- Supporting ideas with evidence has no explanation yet
- Using Multiple Sources has no explanation yet
- Multiple Accounts of Events has no explanation yet
- Comparing Structure in Information Texts has no explanation yet
- Explaining Relationships in Texts has no explanation yet
- Summarising Non-Fiction Main Ideas has no explanation yet
- Quoting Accurately from Texts has no explanation yet
- Wide Independent Reading Across Genres has no explanation yet
- How Authors Treat Similar Themes has no explanation yet
- Multimedia elements in texts has no explanation yet
- Different viewpoints in texts comes before Narrator's Point of View, which it needs
- Different viewpoints in texts has no explanation yet
- How Parts Build a Whole Text has no explanation yet
- Figurative Language and Literary Devices has no explanation yet
- Comparing Characters, Settings and Events has no explanation yet
- Finding Theme and Summarising has no explanation yet
- Shared Research Projects has no explanation yet
- Purpose, audience, and context has no explanation yet

Credit: The structure of Michigan academic standards: English language arts (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf); 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.