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MO ELA Standards (Grade 5)

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📌 Apply a writing process to develop a text for audience and purpose. 13 standards
W.1A.a
Prewriting
Follow a writing process to plan a first draft by: a. selecting a genre appropriate for conveying the purpose to an intended audience
W.1A.b
Prewriting
Follow a writing process to plan a first draft by: b. formulating questions related to the topic
W.1A.c
Prewriting
Follow a writing process to plan a first draft by: c. accessing prior knowledge or building background knowledge related to the topic
W.1A.d
Prewriting
Follow a writing process to plan a first draft by: d. using a prewriting strategy
W.1B.a
Draft
Appropriate to genre type, develop a draft from prewriting by: a. choosing an appropriate organizational structure and building on one main idea to create a multiple-paragraph text appropriate to the genre
W.1B.b
Draft
Appropriate to genre type, develop a draft from prewriting by: b. establishing and supporting a main idea with an overall topic sentence at, or near, the beginning of the first paragraph
W.1B.c
Draft
Appropriate to genre type, develop a draft from prewriting by: c. categorizing, organizing, and sequencing facts, details, and/or events (from sources when appropriate) into clear introductory, supporting, and concluding paragraphs applicable to the organizational structure
W.1B.d
Draft
Appropriate to genre type, develop a draft from prewriting by: d. restating the overall main idea in the concluding statement
W.1B.e
Draft
Appropriate to genre type, develop a draft from prewriting by: e. addressing an appropriate audience, organization, and purpose (Note: Refer to Grade 5, W2A-C genre-specific standards.)
W.1C.a
Revise/Edit
Reread, revise, and edit drafts with assistance to: a. develop and strengthen writing by revising main idea, sequence (ideas), focus, organizational structure, details/facts (from multiple sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience and purpose, and voice
W.1C.b
Revise/Edit
Reread, revise, and edit drafts with assistance to: b. edit for language conventions
W.1D.a
Produce/Publish and Share Writing
With assistance from adults/peers: a. use technology, including the Internet, to produce and publish writing
W.1D.b
Produce/Publish and Share Writing
With assistance from adults/peers: b. demonstrate sufficient command of keyboarding skills to type a minimum of two pages, ideally in a single sitting (Note: Refer to Grade 5, W2A-C genre-specific standards.)
📌 Communicate using conventions of English language. 15 standards
L.1A.a
Grammar
In speech and written form, apply standard English grammar to: a. explain and use the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, interjection
L.1A.b
Grammar
In speech and written form, apply standard English grammar to: b. use relative pronouns and relative adverbs
L.1A.c
Grammar
In speech and written form, apply standard English grammar to: c. use pronouns consistently across a text
L.1A.d
Grammar
In speech and written form, apply standard English grammar to: d. use and correct verb tenses
L.1A.e
Grammar
In speech and written form, apply standard English grammar to: e. produce a variety of complex sentences in writing
L.1B.a
Punctuation, Capitalization, Spelling
In written text: a. write legibly
L.1B.b
Punctuation, Capitalization, Spelling
In written text: b. use a comma before a coordinating conjunction when writing compound sentences
L.1B.c
Punctuation, Capitalization, Spelling
In written text: c. use a comma to separate an introductory clause in a complex sentence
L.1B.d
Punctuation, Capitalization, Spelling
In written text: d. use a comma to set off the words yes and no
L.1B.e
Punctuation, Capitalization, Spelling
In written text: e. use italics when keyboarding titles of books, magazines, and newspapers
L.1B.f
Punctuation, Capitalization, Spelling
In written text: f. use underlining when writing titles of books, magazines, and newspapers
L.1B.g
Punctuation, Capitalization, Spelling
In written text: g. use quotation marks when writing titles of stories, songs, poems, articles
L.1B.h
Punctuation, Capitalization, Spelling
In written text: h. use apostrophes in singular nouns to show possession
L.1B.i
Punctuation, Capitalization, Spelling
In written text: i. write apostrophes in regular plural nouns to show possession
L.1B.j
Punctuation, Capitalization, Spelling
In written text: j. use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (roots, affixes) to read and spell unfamiliar multi-syllabic words in context
📌 Compose well-developed writing texts for audience and purpose. 20 standards
W.2A.a
Opinion/Argumentative
Write opinion texts that: a. introduce a topic or text being studied, using an introductory paragraph that clearly supports the writer's purpose
W.2A.b
Opinion/Argumentative
Write opinion texts that: b. state an opinion or establish a position and provide relevant reasons for the opinion supported by multiple facts and details
W.2A.c
Opinion/Argumentative
Write opinion texts that: c. use specific and accurate words that are related to the topic, audience, and purpose
W.2A.d
Opinion/Argumentative
Write opinion texts that: d. contain information using student's original language except when using direct quotation from a source
W.2A.e
Opinion/Argumentative
Write opinion texts that: e. reference the name of the author(s) or name of the source used for details or facts included in the text
W.2A.f
Opinion/Argumentative
Write opinion texts that: f. use transitions to connect opinion and reason
W.2A.g
Opinion/Argumentative
Write opinion texts that: g. organize the supporting details/reasons into introductory, supporting, and concluding paragraphs
W.2B.a
Informative/Explanatory
Write informative/explanatory texts that: a. introduce a topic using a topic sentence in an introductory paragraph
W.2B.b
Informative/Explanatory
Write informative/explanatory texts that: b. develop the topic into supporting paragraphs from sources, using topic sentences with facts, details, examples, and quotations
W.2B.c
Informative/Explanatory
Write informative/explanatory texts that: c. use an organizational format that suits the topic
W.2B.d
Informative/Explanatory
Write informative/explanatory texts that: d. use specific, relevant, and accurate words that are suited to the topic, audience, and purpose
W.2B.e
Informative/Explanatory
Write informative/explanatory texts that: e. contain information using student's original language except when using direct quotations from a source
W.2B.f
Informative/Explanatory
Write informative/explanatory texts that: f. use transition words to connect ideas within and across categories of information
W.2B.g
Informative/Explanatory
Write informative/explanatory texts that: g. use text structures when useful
W.2B.h
Informative/Explanatory
Write informative/explanatory texts that: h. create a concluding paragraph related to the information
W.2C.a
Narrative/Literary
Write fiction or non-fiction narratives and poems that: a. establish a setting and situation/topic and introduce a narrator and/or characters
W.2C.b
Narrative/Literary
Write fiction or non-fiction narratives and poems that: b. use narrative techniques, such as dialogue, motivation, and descriptions
W.2C.c
Narrative/Literary
Write fiction or non-fiction narratives and poems that: c. organize an event sequence that unfolds naturally to establish a beginning/middle/end
W.2C.d
Narrative/Literary
Write fiction or non-fiction narratives and poems that: d. use a variety of transitions to manage the sequence of events
W.2C.e
Narrative/Literary
Write fiction or non-fiction narratives and poems that: e. use specific, relevant, and accurate words that are suited to the topic, audience, and purpose
📌 Comprehend and analyze words, images, graphics, and sounds in various media and digital forms to impact meaning. 5 standards
R.4A.a
Digital and Media Literacy
Read to develop an understanding of media and its components by: a. explaining how messages conveyed in various forms of media are presented differently
R.4A.b
Digital and Media Literacy
Read to develop an understanding of media and its components by: b. comparing and contrasting the difference in techniques used in media
R.4A.c
Digital and Media Literacy
Read to develop an understanding of media and its components by: c. identifying the point of view of media presentations
R.4A.d
Digital and Media Literacy
Read to develop an understanding of media and its components by: d. analyzing various digital media venues for levels of formality and informality
R.4A.e
Digital and Media Literacy
Read to develop an understanding of media and its components by: e. explaining textual and graphics features of a web page and how they help readers to comprehend text
📌 Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times. 12 standards
R.2A.a
Fiction
Read, infer, analyze, and draw conclusions: a. compare and contrast the roles and functions of characters in various plots, their relationships, and their conflicts
R.2A.b
Fiction
Read, infer, analyze, and draw conclusions: b. explain the theme or moral lesson, conflict, and resolution in a story or novel
R.2A.c
Fiction
Read, infer, analyze, and draw conclusions: c. describe how a narrator's or speaker's point of view influences events
R.2A.d
Fiction
Read, infer, analyze, and draw conclusions: d. recognize foreshadowing
R.2A.e
Fiction
Read, infer, analyze, and draw conclusions: e. explain the effect of a historical event or movement in literature
R.2A.f
Fiction
Read, infer, analyze, and draw conclusions: f. introduce origin myths and culturally significant characters/events in mythology
R.2A.g
Fiction
Read, infer, analyze, and draw conclusions: g. introduce different forms of third-person points of view in stories
R.2B.a
Poetry
Read, infer, and draw conclusions to: a. explain how poets use sound and visual elements in poetry
R.2B.b
Poetry
Read, infer, and draw conclusions to: b. identify forms of poems
R.2C.a
Drama
Read, infer, and draw conclusions to: a. analyze the similarities between an original text and its dramatic adaptation
R.2C.b
Drama
Read, infer, and draw conclusions to: b. identify structural elements of dramatic literature
R.2C.c
Drama
Read, infer, and draw conclusions to: c. evaluate the critical impact of sensory details, imagery, and figurative language
📌 Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (e.g., narrative, information/explanatory, opinion, persuasive, argumentative) from a variety of cultures and times. 15 standards
R.3A.a
Text Features
Read, infer, and draw conclusions to: a. use multiple text features and graphics to locate information and gain an overview of the contents of text
R.3A.b
Text Features
Read, infer, and draw conclusions to: b. interpret details from procedural text to complete a task, solve a problem, or perform an action
R.3A.c
Text Features
Read, infer, and draw conclusions to: c. interpret factual or quantitative information
R.3B.a
Literary Techniques
Read, infer, and draw conclusions to: a. evaluate if the author's purpose was achieved, identify reasons for the decision, and provide evidence to support the claim
R.3B.b
Literary Techniques
Read, infer, and draw conclusions to: b. analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
R.3B.c
Literary Techniques
Read, infer, and draw conclusions to: c. verify facts through established methods
R.3B.d
Literary Techniques
Read, infer, and draw conclusions to: d. identify the author's viewpoint or position, supporting premises and evidence, and conclusion of a persuasive argument
R.3B.e
Literary Techniques
Read, infer, and draw conclusions to: e. recognize exaggerated, contradictory, or misleading statements
R.3B.f
Literary Techniques
Read, infer, and draw conclusions to: f. explain the type of evidence used to support a claim in a persuasive text
R.3B.g
Literary Techniques
Read, infer, and draw conclusions to: g. use reasoning to determine the logic of an author's conclusion and provide evidence to support reasoning
R.3C.a
Text Structures
Read, infer, and draw conclusions to: a. identify devices used in biographies and autobiographies, including how an author presents major events in a person's life
R.3C.b
Text Structures
Read, infer, and draw conclusions to: b. explain the difference between a stated and implied purpose for an expository text
R.3C.c
Text Structures
Read, infer, and draw conclusions to: c. analyze how the pattern of organization of a text influences the relationships
R.3C.d
Text Structures
Read, infer, and draw conclusions to: d. analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view
R.3C.e
Text Structures
Read, infer, and draw conclusions to: e. integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
📌 Develop and apply skills to the reading process. 12 standards
R.1A.a
Comprehension
Develop and demonstrate reading skills in response to text by: a. drawing conclusions and inferring by referencing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
R.1A.b
Comprehension
Develop and demonstrate reading skills in response to text by: b. drawing conclusions by providing textual evidence of what the text says explicitly as well as inferences drawn from the text
R.1A.c
Comprehension
Develop and demonstrate reading skills in response to text by: c. monitoring comprehension and making corrections and adjustments when understanding breaks down
R.1B.a
Vocabulary
Develop an understanding of vocabulary by: a. determining the meaning of academic English words derived from Latin, Greek, or other linguistic root words and their prefixes and suffixes through context
R.1B.b
Vocabulary
Develop an understanding of vocabulary by: b. using context to determine meaning of unfamiliar or multiple-meaning words
R.1B.c
Vocabulary
Develop an understanding of vocabulary by: c. constructing analogies
R.1B.d
Vocabulary
Develop an understanding of vocabulary by: d. explaining the meaning of common idioms, adages, similes, metaphors, hyperboles, and other sayings in text
R.1B.e
Vocabulary
Develop an understanding of vocabulary by: e. identifying and using words and phrases that signal contrast, addition, and relationships
R.1C.a
Making Connections
Compare, contrast, and analyze relevant connections between: a. text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)
R.1C.b
Making Connections
Compare, contrast, and analyze relevant connections between: b. text to world (text ideas regarding experiences in the world by demonstrating an awareness that literature reflects a cultural and historical time frame)
R.1D.a
Independent Text
Read independently for multiple purposes over sustained periods of time by: a. reading text that is developmentally appropriate
R.1D.b
Independent Text
Read independently for multiple purposes over sustained periods of time by: b. producing evidence of reading
📌 Gather, analyze, evaluate, and use information from a variety of sources. 8 standards
W.3A.a
Research Process
Apply research process to: a. generate a list of subject-appropriate topics
W.3A.b
Research Process
Apply research process to: b. formulate and refine an open-ended research question
W.3A.c
Research Process
Apply research process to: c. follow guidelines for collecting and recording information
W.3A.d
Research Process
Apply research process to: d. select relevant resources, literary and informational
W.3A.e
Research Process
Apply research process to: e. assess relevance, accuracy, and reliability of information in print and digital sources
W.3A.f
Research Process
Apply research process to: f. convert graphic/visual data into written notes
W.3A.g
Research Process
Apply research process to: g. differentiate between paraphrasing and plagiarism when using ideas of others
W.3A.h
Research Process
Apply research process to: h. present and evaluate how completely, accurately, and efficiently the research question was explored or answered using established teacher/student criteria
📌 Listen for a purpose. 4 standards
SL.1A.a
Purpose
Develop and apply effective listening skills and strategies in formal and informal settings by: a. following agreed upon rules for listening and fulfilling discussion rules independently
SL.1A.b
Purpose
Develop and apply effective listening skills and strategies in formal and informal settings by: b. posing and responding to specific questions to clarify or following up on information and making comments that contribute to the discussion to link to the remarks of others
SL.1A.c
Purpose
Develop and apply effective listening skills and strategies in formal and informal settings by: c. following, restating, and giving multi-step instructions from or to others in collaborative groups, according to classroom expectations
SL.1A.d
Purpose
Develop and apply effective listening skills and strategies in formal and informal settings by: d. listening for speaker's message and summarizing main points based on evidence
📌 Listen for entertainment. 1 standard
SL.2A.a
Entertainment
Develop and apply effective listening skills and strategies in formal and informal setting by: a. evaluating and modifying own active listening skills
📌 Speak effectively in collaborative discussions. 2 standards
SL.3A.a
Collaborative Discussions
Speak clearly and to the point, using conventions of language when presenting individually or with a group by: a. summarizing points made by others before presenting own ideas, according to classroom expectations
SL.3A.b
Collaborative Discussions
Speak clearly and to the point, using conventions of language when presenting individually or with a group by: b. providing and evaluating evidence to support opinion
📌 Speak effectively when presenting. 3 standards
SL.4A.a
Presenting
Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: a. using efficient presentation skills with available resources using a variety of media
SL.4A.b
Presenting
Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: b. planning an appropriate presentation based on audience
SL.4A.c
Presenting
Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: c. employing appropriate pacing, vocabulary, and gestures to communicate a clear viewpoint
📌 Understand how English is written and read. 3 standards
RF.3A.a
Phonics
Develop phonics in the reading process by: a. decoding words using knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multi-syllabic words in context
RF.3A.b
Phonics
Develop phonics in the reading process by: b. reading root words, prefixes, suffixes, and important words from all specific content curricula
RF.4A.a
Fluency
Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension: a. use context to confirm or self-correct word recognition and understanding, rereading as necessary