# Grade 5: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 37 concepts ready. In the app: https://ai.page/roadmap/ny-ela-grade-5 Part of: [New York: English language arts](https://ai.page/roadmap/ny-ela.md) Goal: New York academic standards: English language arts, Grade 5 ## 1. Conventions of Academic English/Language for Learning · Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. - [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 - [Bullet Point Punctuation](https://ai.page/c/bullet-point-punctuation/index.md): Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items - [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 - [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 - [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 - [Advanced Punctuation for Clarity](https://ai.page/c/advanced-punctuation-for-clarity/index.md): Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements ## 2. Conventions of Academic English/Language for Learning · Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. - [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 - [Progressive and Continuous Tenses](https://ai.page/c/progressive-and-continuous-tenses/index.md): Form and use the progressive (continuous) verb tenses — past progressive (was walking), present progressive (am walking), and future progressive (will be walking) — to convey ongoing actions at different times - [Choosing Tenses for Precise Meaning](https://ai.page/c/choosing-tenses-for-precise-meaning/index.md): Use verb tense to convey various times, sequences, states, and conditions, selecting tenses deliberately to express the precise timing and nature of actions and events - [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 - [Relative Clauses](https://ai.page/c/relative-clauses/index.md): Form and use relative clauses beginning with relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) to add detail, qualify nouns, and create complex sentences ## 3. Language Standards · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. - [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 - [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 ## 4. Language Standards · Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies. - [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 ## 5. Language Standards · Use knowledge of language and its conventions when writing, speaking, reading, or listening. - [Dialects & Registers](https://ai.page/c/dialects-and-registers/index.md): Compare and contrast the varieties of English used in stories, dramas, or poems, including dialects and registers, understanding how language varies by region, context, and purpose - [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 ## 6. Speaking and Listening · Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others. - [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 - [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 - [Preparing for and Explaining in Discussions](https://ai.page/c/preparing-for-and-explaining-in-discussions/index.md): Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion ## 7. Writing Standards · Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. - [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 Standards · Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject. - [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 ## 9. Writing Standards · Write an argument to support claims with clear reasons and relevant evidence. - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement ## 10. Reading Standards - [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 - [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 - [Tracing Theme Across a Text](https://ai.page/c/tracing-theme-across-a-text/index.md): Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion - [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 - [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 - [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 - [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 - [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 - [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 - [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 - [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 - [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 37 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): - Punctuating Titles of Works has no explanation yet - Bullet Point Punctuation has no explanation yet - Literary and Language Terminology has no explanation yet - Academic Vocabulary comes before Vocabulary Strategies, which it needs - Academic Vocabulary has no explanation yet - Commas After Introductory Elements has no explanation yet - Commas Before Joining Words has no explanation yet - Advanced Punctuation for Clarity has no explanation yet - Conjunctions, Prepositions and Interjections has no explanation yet - Progressive and Continuous Tenses has no explanation yet - Choosing Tenses for Precise Meaning has no explanation yet - Consistent verb tense has no explanation yet - Relative Clauses has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Advanced Figurative Language has no explanation yet - Vocabulary Strategies has no explanation yet - Dialects & Registers has no explanation yet - Adapting Speech to Context has no explanation yet - Group discussions has no explanation yet - Building on Others in Discussions has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Narrative Writing has no explanation yet - Developed Informational and Explanatory Writing has no explanation yet - Basic Informational Writing has no explanation yet - Persuasive Writing comes before Justifying Views About Texts, which it needs - Persuasive Writing has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Comparing Books has no explanation yet - Tracing Theme Across a Text has no explanation yet - Critical comparison across texts has no explanation yet - Supporting ideas with evidence has no explanation yet - Multimedia elements in texts has no explanation yet - Different viewpoints in texts has no explanation yet - Comparing Structure in Information Texts has no explanation yet - How Parts Build a Whole Text has no explanation yet - Comparing Characters, Settings and Events has no explanation yet - Main Topic & Key Details has no explanation yet - Reading between the lines has no explanation yet - Justifying Views About Texts has no explanation yet Credit: The structure of New York academic standards: English language arts (http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.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.