Language Arts - Grade Five (#5010046) 


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Course Standards
Name Description
ELA.5.C.1.1: Demonstrate fluent and legible cursive writing skills.
Clarifications:
Clarification 1: Students will use cursive writing to produce legible works within the same timeframe as they would use for writing in print.

Standard Relation to Course: Major

ELA.5.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.5.C.1.3: Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Standard Relation to Course: Major

ELA.5.C.1.4: Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Standard Relation to Course: Major

ELA.5.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

Standard Relation to Course: Major

ELA.5.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.
Clarifications:
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This is the initial grade level that introduces appropriate pacing. Appropriate pacing is adhering to the pauses dictated by punctuation and speaking at a rate that best facilitates comprehension by the audience. Too fast a pace will lose listeners and too slow can become monotonous. The element will also help students address the nervousness that may make them speak too fast during presentations. 

Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

Standard Relation to Course: Major

ELA.5.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows: 
  • Use principal modals to indicate the mood of a verb.
  • Use appositives, main clauses, and subordinate clauses. 
  • Recognize and correct inappropriate shifts in tense and number.
  • Use conjunctions correctly to join words and phrases in a sentence. 
Skills to be implemented but not yet mastered are as follows:
  • Use verbals including gerunds, infinitives, and participial phrases.
  • Use comparative and superlative forms of adjectives.
  • Use pronouns correctly with regard to case, number, and person, correcting for vague pronoun reference.
  • Vary sentence structure. 

Clarification 2: See Convention Progression by Grade Level for more information.

Standard Relation to Course: Major

ELA.5.C.4.1: Conduct research to answer a question, organizing information about the topic and using multiple reliable and valid sources.
Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

Standard Relation to Course: Major

ELA.5.C.5.1: Arrange multimedia elements to create emphasis in oral or written tasks.
Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the task and emphasize or clarify a point made within the task, perhaps by showing examples to clarify a claim or data to emphasize a point. The elements should be smoothly integrated.

Standard Relation to Course: Major

ELA.5.C.5.2: Use digital writing tools individually or collaboratively to plan, draft, and revise writing.

Standard Relation to Course: Major

ELA.5.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
  1. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context. 

Standard Relation to Course: Major

ELA.5.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. 

Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. 

Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Standard Relation to Course: Major

ELA.5.R.1.1: Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.

Standard Relation to Course: Major

ELA.5.R.1.2: Explain the development of stated or implied theme(s) throughout a literary text.
Clarifications:
Clarification 1: Where the development of multiple themes is being explained, the themes may come from the same or multiple literary texts.

Standard Relation to Course: Major

ELA.5.R.1.3: Describe how an author develops a character’s perspective in a literary text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”

Standard Relation to Course: Major

ELA.5.R.1.4: Explain how figurative language and other poetic elements work together in a poem.
Clarifications:
Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, imagery, and idiom. Other examples can be used in instruction. Clarification 2: Poetic elements to be used for the purposes of this benchmark are form, rhyme, meter, line breaks, and imagery.

Standard Relation to Course: Major

ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.
Clarifications:
Clarification 1: For more information, see Text Structures and Text Features.

Standard Relation to Course: Major

ELA.5.R.2.2: Explain how relevant details support the central idea(s), implied or explicit.

Standard Relation to Course: Major

ELA.5.R.2.3: Analyze an author’s purpose and/or perspective in an informational text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”

Standard Relation to Course: Major

ELA.5.R.2.4: Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.
Clarifications:
Clarification 1: A claim is a statement that asserts something is true. A claim can either be fact or opinion. Claims can be used alone or with other claims to form a larger argument.

Standard Relation to Course: Major

ELA.5.R.3.1: Analyze how figurative language contributes to meaning in text(s).

Standard Relation to Course: Major

ELA.5.R.3.2: Summarize a text to enhance comprehension.
  1. Include plot and theme for a literary text. 
  2. Include the central idea and relevant details for an informational text. 
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.

Standard Relation to Course: Major

ELA.5.R.3.3: Compare and contrast primary and secondary sources related to the same topic.

Standard Relation to Course: Major

ELA.5.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
Clarifications:
Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Standard Relation to Course: Major

ELA.5.V.1.2: Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.
Clarifications:
Clarification 1: See Common Greek and Latin Roots 3-5.

Standard Relation to Course: Major

ELA.5.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. 

Clarification 2: See Context Clues and Word Relationships. 

Clarification 3: See ELA.5.R.3.1 and Elementary Figurative Language.

Standard Relation to Course: Major

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

Standard Relation to Course: Supporting

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.

Standard Relation to Course: Supporting

ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.

Standard Relation to Course: Supporting

ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

Standard Relation to Course: Supporting

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.

Standard Relation to Course: Supporting

ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.

Standard Relation to Course: Supporting

ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard Relation to Course: Supporting

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

Standard Relation to Course: Supporting




General Course Information and Notes

VERSION DESCRIPTION

This course defines what students should understand and be able to do by the end of 5th grade. The standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers.  Knowledge acquisition should be the primary purpose of any reading approach as systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. 

The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations. 

 


General Notes

English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society.

Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.

The texts students read should be meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community.

Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

 

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.

 


VERSION REQUIREMENTS

Build background knowledge in K-5 with a balance of approximately 50% informational texts and 50% literary texts

Approximately one-third of the titles from the 5th Grade Sample Book List should be used in instruction.

 


General Information

Course Number: 5010046 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
Abbreviated Title: LANG ARTS GRADE 5
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 5



Educator Certifications

Elementary Education (Elementary Grades 1-6)
Middle Grades English (Middle Grades 5-9)
Elementary Education (Grades K-6)
English (Elementary Grades 1-6)
Classical Education - Restricted (Elementary and Secondary Grades K-12)

Section 1012.55(5), F.S., authorizes the issuance of a classical education teaching certificate, upon the request of a classical school, to any applicant who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11), F.S., and Rule 6A-4.004, F.A.C. Classical schools must meet the requirements outlined in s. 1012.55(5), F.S., and be listed in the FLDOE Master School ID database, to request a restricted classical education teaching certificate on behalf of an applicant.



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