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How to learn Grade 5: English language arts

Wisconsin academic standards: English language arts, Grade 5

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1. Language · Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use s

  1. 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. Punctuating Titles of Works: 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
  3. Advanced Punctuation for Clarity: 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. Language · Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized

  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. Correlative Conjunctions: Use correlative conjunctions correctly in sentences, pairing words such as either/or, neither/nor, both/and, not only/but also, and whether/or
  3. Consistent verb tense: Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning

3. Language · Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms an

  1. Academic Vocabulary: 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
  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

4. Language · Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  1. 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
  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. Cultural Allusions and Word Meaning: Determine the meaning of words and phrases as used in literary texts, including understanding references to mythology and cultural allusions (e.g., Herculean, Achilles' heel)

5. Language · Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and

  1. 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

6. Language · Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make e

  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
  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

7. Speaking and Listening · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on topics and texts, building on others' ideas and ex

  1. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
  2. 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

8. Writing · Create writing that utilizes:

  1. Vivid Word Choices: Choose precise and vivid words and phrases to create specific effects in writing
  2. Cohesion and Transitions Across Writing: Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting
  3. 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. 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

9. Writing · Write text in a variety of modes:

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
  2. 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
  3. 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

10. Reading Foundational Skills · Read with sufficient accuracy and fluency to support comprehension.

  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

11. Language

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Antonyms & Synonyms: 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
  3. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood

12. Speaking and Listening

  1. Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
  2. Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
  3. Identifying Reasons Behind a Speaker's Points: Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant
  4. Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

13. Writing

  1. 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
  2. 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
  3. 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
  4. Planning Ideas Before Writing: 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
  5. 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
  6. 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

14. Reading

  1. Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts
  2. Tracing Theme Across a Text: 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
  3. Critical comparison across texts: 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
  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. 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
  6. Narrator's Point of View: 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
  7. Text & Media Connections: 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