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IL ELA Standards (Grade 5)

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📌 Language Standards (L): Conventions of Standard English 12 standards
L.5.1 Demonstrate command of grammar and usage 5 sub-parts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1a
Explain function of conjunctions, prepositions, interjections
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
L.5.1b
Form and use the perfect verb tenses
Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1c
Use verb tense to convey time, sequence, and conditions
Use verb tense to convey various times, sequences, states, and conditions.
L.5.1d
Recognize and correct inappropriate verb tense shifts
Recognize and correct inappropriate shifts in verb tense.*
L.5.1e
Use correlative conjunctions
Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2 Demonstrate command of capitalization, punctuation, spelling 5 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2a
Use punctuation to separate items in a series
Use punctuation to separate items in a series.*
L.5.2b
Use a comma to separate an introductory element
Use a comma to separate an introductory element from the rest of the sentence.
L.5.2c
Use a comma to set off yes/no, tag questions, direct address
Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2d
Use underlining, quotation marks, or italics for titles
Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2e
Spell grade-appropriate words correctly
Spell grade-appropriate words correctly, consulting references as needed.
📌 Language Standards (L): Knowledge of Language 3 standards
L.5.3 Use knowledge of language and its conventions 2 sub-parts
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3a
Expand, combine, and reduce sentences for effect
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.3b
Compare and contrast varieties of English
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
📌 Language Standards (L): Vocabulary Acquisition and Use 9 standards
L.5.4 Determine meaning of unknown and multiple-meaning words 3 sub-parts
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4a
Use context as a clue to meaning
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4b
Use Greek and Latin affixes and roots as clues
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4c
Consult reference materials for pronunciation and meaning
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.5 Demonstrate understanding of figurative language 3 sub-parts
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5a
Interpret figurative language in context
Interpret figurative language, including similes and metaphors, in context.
L.5.5b
Recognize and explain idioms, adages, and proverbs
Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5c
Use relationships between words to understand them
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6
Acquire and use grade-appropriate words signaling contrast
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
📌 Reading Standards for Informational Text (RI): Craft and Structure 3 standards
RI.5.4
Determine meaning of domain-specific words
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI.5.5
Compare and contrast overall structure across texts
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
RI.5.6
Analyze multiple accounts of the same event
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
📌 Reading Standards for Informational Text (RI): Integration of Knowledge and Ideas 3 standards
RI.5.7
Draw on information from multiple sources
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8
Explain how author's reasons and evidence support points
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.9
Integrate information from several texts
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
📌 Reading Standards for Informational Text (RI): Key Ideas and Details 3 standards
RI.5.1
Quote accurately to explain and infer
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2
Determine two or more main ideas and summarize
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3
Explain relationships between individuals, events, ideas
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
📌 Reading Standards for Informational Text (RI): Range of Reading and Level of Text Complexity 1 standard
RI.5.10
Read and comprehend informational text at high end of 4-5 band
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
📌 Reading Standards for Literature (RL): Craft and Structure 3 standards
RL.5.4
Determine meaning of figurative language
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5
Explain how a series of chapters/scenes/stanzas fits together
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6
Describe how narrator's point of view influences events
Describe how a narrator's or speaker's point of view influences how events are described.
📌 Reading Standards for Literature (RL): Integration of Knowledge and Ideas 3 standards
RL.5.7
Analyze how visual/multimedia elements contribute to meaning
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.5.8
Not applicable to literature
(Not applicable to literature)
RL.5.9
Compare and contrast stories in the same genre
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
📌 Reading Standards for Literature (RL): Key Ideas and Details 3 standards
RL.5.1
Quote accurately to explain and infer
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2
Determine a theme and summarize the text
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.3
Compare and contrast characters, settings, or events
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
📌 Reading Standards for Literature (RL): Range of Reading and Level of Text Complexity 1 standard
RL.5.10
Read and comprehend literature at high end of 4-5 band
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
📌 Reading Standards: Foundational Skills (RF): Fluency 4 standards
RF.5.4 Read with accuracy and fluency to support comprehension 3 sub-parts
Read with sufficient accuracy and fluency to support comprehension.
RF.5.4a
Read on-level text with purpose
Read on-level text with purpose and understanding.
RF.5.4b
Read on-level prose and poetry orally with accuracy
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4c
Use context to self-correct word recognition
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌 Reading Standards: Foundational Skills (RF): Phonics and Word Recognition 2 standards
RF.5.3 Apply grade-level phonics and word analysis 1 sub-part
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3a
Use combined letter-sound and morphology knowledge to decode
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
📌 Speaking and Listening Standards (SL): Comprehension and Collaboration 7 standards
SL.5.1 Engage effectively in collaborative discussions 4 sub-parts
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.1a
Come to discussions prepared
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1b
Follow agreed-upon rules and carry out assigned roles
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1c
Pose and respond to questions elaborating on remarks
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1d
Review key ideas and draw conclusions
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.5.2
Summarize a written text read aloud
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3
Summarize points a speaker makes and explain evidence
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
📌 Speaking and Listening Standards (SL): Presentation of Knowledge and Ideas 3 standards
SL.5.4
Report on a topic or present an opinion logically
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5
Include multimedia components and visual displays
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6
Adapt speech using formal English when appropriate
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
📌 Writing Standards (W): Production and Distribution of Writing 3 standards
W.5.4
Produce clear and coherent writing appropriate to task
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.5.5
Strengthen writing through planning, revising, editing
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
W.5.6
Use technology to produce and publish writing
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
📌 Writing Standards (W): Range of Writing 1 standard
W.5.10
Write routinely over varied time frames
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
📌 Writing Standards (W): Research to Build and Present Knowledge 5 standards
W.5.7
Conduct short research projects using several sources
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8
Summarize or paraphrase information, list sources
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from texts to support analysis 2 sub-parts
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9a
Apply grade 5 Reading standards to literature
Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
W.5.9b
Apply grade 5 Reading standards to informational texts
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").
📌 Writing Standards (W): Text Types and Purposes 17 standards
W.5.1 Write opinion pieces supporting a point of view 4 sub-parts
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.1a
Introduce topic, state opinion, group ideas logically
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
W.5.1b
Provide logically ordered reasons supported by facts
Provide logically ordered reasons that are supported by facts and details.
W.5.1c
Link opinion and reasons using words, phrases, clauses
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.5.1d
Provide concluding statement related to opinion
Provide a concluding statement or section related to the opinion presented.
W.5.2 Write informative/explanatory texts 5 sub-parts
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2a
Introduce topic, provide focus, group information logically
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
W.5.2b
Develop topic with facts, definitions, and quotations
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2c
Link ideas using words, phrases, and clauses
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.2d
Use precise language and domain-specific vocabulary
Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2e
Provide concluding statement related to information
Provide a concluding statement or section related to the information or explanation presented.
W.5.3 Write narratives with clear event sequences 5 sub-parts
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3a
Orient reader by establishing situation and characters
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3b
Use narrative techniques to develop experiences and events
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3c
Use transitional words, phrases, and clauses
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.5.3d
Use concrete words and sensory details precisely
Use concrete words and phrases and sensory details to convey experiences and events precisely.
W.5.3e
Provide a conclusion that follows from the narrative
Provide a conclusion that follows from the narrated experiences or events.