# Grade 5: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 40 concepts ready. In the app: https://ai.page/roadmap/vt-ela-grade-5 Part of: [Vermont: English language arts](https://ai.page/roadmap/vt-ela.md) Goal: Vermont 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 ## Health: 0 of 100 Of its 40 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 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 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 has no explanation yet - Writing for an audience has no explanation yet - Literary Evidence in Writing has no explanation yet - Evidence-Based Writing has no explanation yet - 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 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 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 Credit: The structure of Vermont 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.