# Grade 5: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 59 concepts ready. In the app: https://ai.page/roadmap/mo-ela-grade-5

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

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

## 1. Speaking/Listening · Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by:

- [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
- [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience
- [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

## 2. Speaking/Listening · Speak clearly and to the point, using conventions of language when presenting individually or with a group by:

- [Identifying Reasons Behind a Speaker's Points](https://ai.page/c/identifying-reasons-behind-a-speaker-s-points/index.md): Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant
- [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

## 3. Speaking/Listening · Develop and apply effective listening skills and strategies in formal and informal settings by:

- [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
- [Building on Others in Discussions](https://ai.page/c/building-on-others-in-discussions/index.md): Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

## 4. Language · In written text:

- [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
- [Apostrophes for possession (age 7+)](https://ai.page/c/apostrophes-for-possession-age-7/index.md): Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession
- [Punctuating Titles of Works](https://ai.page/c/punctuating-titles-of-works/index.md): Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles
- [Commas with yes, no, and names](https://ai.page/c/commas-with-yes-no-and-names/index.md): Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences
- [Commas After Introductory Elements](https://ai.page/c/commas-after-introductory-elements/index.md): Use a comma to separate an introductory element from the rest of the sentence, including introductory words, phrases, and clauses
- [Commas Before Joining Words](https://ai.page/c/commas-before-joining-words/index.md): Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence
- [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

## 5. Language · In speech and written form, apply standard English grammar to:

- [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
- [Consistent verb tense](https://ai.page/c/consistent-verb-tense/index.md): Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning
- [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
- [Conjunctions, Prepositions and Interjections](https://ai.page/c/conjunctions-prepositions-and-interjections/index.md): Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

## 6. Writing · Apply research process to:

- [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
- [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

## 7. Writing · Write fiction or non-fiction narratives and poems that:

- [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

## 8. Writing · Write informative/explanatory texts that:

- [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
- [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

## 9. Writing · Write opinion texts that:

- [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

## 10. Writing · Reread, revise, and edit drafts with assistance to:

- [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

## 11. Writing · Appropriate to genre type, develop a draft from prewriting by:

- [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing
- [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
- [Organising Writing into Paragraphs](https://ai.page/c/organising-writing-into-paragraphs/index.md): Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing

## 12. Reading Foundations · Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension.

- [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

## 13. Reading Foundations · Develop phonics in the reading process by:

- [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

## 14. Reading · Read to develop an understanding of media and its components by:

- [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
- [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
- [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. Reading · Read, infer and draw conclusions to:

- [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
- [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
- [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
- [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
- [Inference vs Explicit Meaning](https://ai.page/c/inference-vs-explicit-meaning/index.md): Distinguish between what a text explicitly says and what you have inferred, assumed, or read in — knowing which is which is fundamental to honest comprehension
- [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 and Evaluating Textual Evidence](https://ai.page/c/using-and-evaluating-textual-evidence/index.md): Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point
- [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
- [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
- [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
- [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
- [Poetic forms and conventions](https://ai.page/c/poetic-forms-and-conventions/index.md): Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect

## 16. Reading · Read, infer, analyze, and draw conclusions to:

- [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
- [Predicting what happens next](https://ai.page/c/predicting-what-happens-next/index.md): Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events
- [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

## 17. Reading · Read independently for multiple purposes over sustained periods of time by:

- [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

## 18. Reading · Compare, contrast, and analyze relevant connections between:

- [Critical comparison across texts](https://ai.page/c/critical-comparison-across-texts/index.md): Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures

## 19. Reading · Develop an understanding of vocabulary by:

- [Academic Vocabulary](https://ai.page/c/academic-vocabulary/index.md): Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects
- [Antonyms & Synonyms](https://ai.page/c/antonyms-and-synonyms/index.md): Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing
- [Using a Thesaurus to Choose Words](https://ai.page/c/using-a-thesaurus-to-choose-words/index.md): Use a thesaurus to find synonyms and extend vocabulary choices, selecting the most appropriate word based on context, connotation, and register
- [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
- [Greek and Latin Roots for Word Meaning](https://ai.page/c/greek-and-latin-roots-for-word-meaning/index.md): Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings

## 20. Reading · Develop and demonstrate reading skills in response to text by:

- [Self-Correcting While Reading](https://ai.page/c/self-correcting-while-reading/index.md): Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
- [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

## Health: 0 of 100

Of its 59 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):

- Listening and responding has no explanation yet
- Speaking Formally and Giving Presentations comes before Standard English, which it needs
- Speaking Formally and Giving Presentations has no explanation yet
- Summarising Spoken and Media Presentations has no explanation yet
- Identifying Reasons Behind a Speaker's Points has no explanation yet
- Evaluating a Speaker's Argument has no explanation yet
- Adapting Speech to Context has no explanation yet
- Building on Others in Discussions has no explanation yet
- Vocabulary Strategies comes before Using a Thesaurus to Choose Words, which it needs
- Vocabulary Strategies has no explanation yet
- Apostrophes for possession (age 7+) has no explanation yet
- Punctuating Titles of Works has no explanation yet
- Commas with yes, no, and names has no explanation yet
- Commas After Introductory Elements has no explanation yet
- Commas Before Joining Words has no explanation yet
- Sharing and Publishing Your Writing has no explanation yet
- Standard English has no explanation yet
- Consistent verb tense has no explanation yet
- Literary and Language Terminology has no explanation yet
- Conjunctions, Prepositions and Interjections has no explanation yet
- Short Research Projects has no explanation yet
- Research & Note-Taking has no explanation yet
- Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs
- Research & Source Evaluation has no explanation yet
- Narrative Writing has no explanation yet
- Basic Informational Writing 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
- Structured Opinion Writing has no explanation yet
- Planning, Revising and Editing Writing has no explanation yet
- Planning Ideas Before Writing has no explanation yet
- Writing for an audience has no explanation yet
- Organising Writing into Paragraphs has no explanation yet
- Reading with Expression and Accuracy has no explanation yet
- Syllables (age 6+) has no explanation yet
- Multimedia elements in texts has no explanation yet
- Multimedia Presentations has no explanation yet
- Comparing Books has no explanation yet
- Combining information from texts has no explanation yet
- Multiple Accounts of Events has no explanation yet
- Reading between the lines has no explanation yet
- Inferring Characters' Feelings and Motives has no explanation yet
- Inference vs Explicit Meaning has no explanation yet
- How authors support their points has no explanation yet
- Supporting ideas with evidence has no explanation yet
- Using and Evaluating Textual Evidence comes before Justifying Views About Texts, which it needs
- Using and Evaluating Textual Evidence has no explanation yet
- Using Multiple Sources has no explanation yet
- How Language Choices Affect the Reader has no explanation yet
- Text & Media Connections has no explanation yet

Credit: The structure of Missouri academic standards: English language arts (http://dese.mo.gov/sites/default/files/curr-mls-standards-ela-k-5-sboe-2016.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.