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How to learn Grade 5: English language arts

Washington academic standards: English language arts, Grade 5

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1. Language Standards

  1. Domain Vocabulary Across Subject Areas: 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
  2. Advanced Figurative Language: 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
  3. Vocabulary Strategies: 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
  4. Standard English: 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

  1. Adapting Speech to Context: 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
  2. Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
  3. Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
  4. Evaluating a Speaker's Argument: 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
  5. Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally
  6. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

3. Writing Standards

  1. Writing for an audience: 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
  2. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature
  3. Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction
  4. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes
  5. Research & Note-Taking: 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
  6. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
  7. Planning, Revising and Editing Writing: 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
  8. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
  9. Developed Informational and Explanatory Writing: 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
  10. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
  11. Structured Opinion Writing: 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

  1. Reading with Expression and Accuracy: 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

  1. Interpreting visual information in texts: 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
  2. Combining information from texts: 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
  3. How authors support their points: 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
  4. Supporting ideas with evidence: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points
  5. Using Multiple Sources: 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
  6. Multiple Accounts of Events: Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
  7. Comparing Structure in Information Texts: 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
  8. Explaining Relationships in Texts: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information
  9. Summarising Non-Fiction Main Ideas: 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
  10. Quoting Accurately from Texts: 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

  1. Wide Independent Reading Across Genres: 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
  2. How Authors Treat Similar Themes: Compare and contrast stories in the same genre on their approaches to similar themes and topics, identifying how different authors treat common ideas
  3. Multimedia elements in texts: 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
  4. Different viewpoints in texts: 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
  5. How Parts Build a Whole Text: 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
  6. Figurative Language and Literary Devices: 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
  7. Comparing Characters, Settings and Events: 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
  8. Finding Theme and Summarising: 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. Research and Media Literacy · Students make informed choices about how they will engage with media messages based on their personal and community experiences and goals.

  1. How Language Choices Affect the Reader: Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

8. Research and Media Literacy · Students compare different parts of media messages.

  1. Fact vs opinion: Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints

9. Research and Media Literacy · Students identify the purposes of media messages and how those purposes are achieved.

  1. Purpose, audience, and context: 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

10. Language · Students demonstrate understanding of figurative language, explore word relationships and distinguish shades of meaning in the context of fifth grade conversations and reading about experie

  1. Greek and Latin Roots for Word Meaning: 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

11. Language · Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

12. Language · Students produce, expand, combine, and reduce sentences in group and individual activities in the context of conversations and writing about experiences, events, and fifth grade content.

  1. Varying Sentence Structure: Expand, combine, and reduce sentences for meaning, reader interest, and style, using techniques such as embedding clauses, using appositives, and varying sentence length
  2. Grammar Terms: Modal Verbs and Clauses: Know and use Year 5 grammar terminology accurately when discussing reading and writing: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
  3. Choosing Tenses for Precise Meaning: 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

13. Language · Students read and recite grade-level poetry and prose orally with purpose, understanding, and accuracy, improving speed and expression on successive readings.

  1. Conjunctions, Prepositions and Interjections: Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

14. Language · Students identify and discuss when and why language is used differently according to the setting.

  1. Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
  2. Dialects & Registers: 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

15. Speaking, Listening, and Digital Forums · Students determine how to present themselves and their ideas.

  1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking

16. Speaking, Listening, and Digital Forums · Students collaborate on projects or tasks.

  1. Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities

17. Speaking, Listening, and Digital Forums · Students listen, respond respectfully, and contribute during discussions.

  1. Building on Others in Discussions: Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

18. Writing · Students compose introductions and conclusions that engage the audience, express voice, and support the development of content in the body of the text.

  1. Writing Character & Dialogue: 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

19. Writing · Students compose multimodal texts in a variety of genres to communicate with others.

  1. Writing Across Genres: Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each

20. Reading · Students use texts they have read for purposes relevant to them.

  1. Inferring Characters' Feelings and Motives: 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
  2. Justifying Views About Texts: Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments
  3. Listening to Texts Read Aloud: Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details

21. Reading · Students explain how the author, illustrator, and/or creator shape meaning and affect a reader’s experience of the text.

  1. Text Features & Presentation: Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text

22. Reading · Students comprehend and interpret texts using a variety of strategies.

  1. Main Topic & Key Details: 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
  2. Self-Correcting While Reading: Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
  3. Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

23. Reading · Students know and apply the basic features of print and how it is organized.

  1. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information