NY Next Generation ELA Learning Standards (Grade 5) | Free Standards Reference

📌 Language Standards — Knowledge of Language 3 standards

5L3 Use knowledge of language conventions 2 sub-parts

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

5L3a

Expand/combine/reduce sentences for meaning/style

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

5L3b

Compare varieties of English in literature

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

📌 Language Standards — Vocabulary Acquisition and Use 9 standards

5L4 Determine meaning choosing flexibly from strategies 3 sub-parts

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

5L4a

Use cause/effect/comparison context as clue

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

5L4b

Use Greek/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).

5L4c

Consult reference materials for meaning/pronunciation

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

5L5 Demonstrate understanding of figurative language 3 sub-parts

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

5L5a

Interpret figurative language in context

Interpret figurative language, including similes and metaphors, in context.

5L5b

Recognize/explain meaning of idioms/adages/proverbs

Recognize and explain the meaning of common idioms, adages, and proverbs.

5L5c

Use word relationships to better understand words

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

5L6

Acquire/use academic and content-specific words

Acquire and accurately use general academic and content-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 (Literary and Informational Text) — Craft and Structure 3 standards

5R4

Determine meaning and analyze effect on tone/mood

Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood. (RI&RL)

5R5

Explain overall structure / compare structures across texts

In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem. (RL) In informational texts, compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. (RI)

5R6

Explain point of view / analyze multiple accounts

In literary texts, explain how a narrator's or speaker's point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)

📌 Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas 3 standards

5R7

Analyze visual/multimedia elements' contribution

Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (RI&RL)

5R8

Explain how claims supported, identifying which evidence

Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. (RI&RL)

5R9

Categorize texts, make connections to other texts

Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences. (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Key Ideas and Details 3 standards

5R1

Locate details/evidence, make logical inferences

Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL)

5R2

Determine theme/central idea, summarize text

Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RI&RL)

5R3

Compare characters/events / explain relationships

In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL) In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)

📌 Reading Standards: Foundational Skills — Fluency 3 standards

5RF4 Read grade-level text with accuracy/fluency 2 sub-parts

Read grade-level text with sufficient accuracy and fluency to support comprehension.

5RF4a

Read grade-level text across genres orally

Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings.

5RF4b

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 — Phonics and Word Recognition 2 standards

5RF3 Apply grade-level phonics/word analysis skills 1 sub-part

Know and apply grade-level phonics and word analysis skills in decoding words.

5RF3a

Use letter-sound/syllabication/morphology knowledge

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 — Comprehension and Collaboration 7 standards

5SL1 Engage effectively, express ideas clearly/persuasively 4 sub-parts

Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.

5SL1a

Come to discussions prepared, having read material

Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.

5SL1b

Follow agreed-upon norms, carry out assigned roles

Follow agreed-upon norms for discussions and carry out assigned roles.

5SL1c

Pose/respond to questions, elaborate on remarks

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

5SL1d

Consider ideas expressed, draw conclusions

Consider the ideas expressed and draw conclusions about information and knowledge gained from the discussions.

5SL2

Summarize information presented in diverse formats

Summarize information presented in diverse formats (e.g., including visual, quantitative, and oral).

5SL3

Identify/evaluate reasons and evidence a speaker provides

Identify and evaluate the reasons and evidence a speaker provides to support particular points.

📌 Speaking and Listening Standards — Presentation of Knowledge and Ideas 3 standards

5SL4

Report on topic sequencing ideas logically

Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support central ideas or themes; speak clearly at an understandable pace and volume appropriate for audience.

5SL5

Include digital media to emphasize central ideas

Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes.

5SL6

Adapt speech using formal English when appropriate

Adapt speech to a variety of contexts and tasks, using formal English when appropriate.

📌 Writing Standards — Research to Build and Present Knowledge 2 standards

5W6

Conduct research using multiple sources

Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple sources.

5W7

Recall/summarize info, avoid plagiarism, list sources

Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.

📌 Writing Standards — Text Types and Purposes 22 standards

5W1 Write argument with clear reasons/evidence 6 sub-parts

Write an argument to support claims with clear reasons and relevant evidence.

5W1a

Introduce precise claim, organize logically

Introduce a precise claim and organize the reasons and evidence logically.

5W1b

Provide logically ordered reasons from sources

Provide logically ordered reasons that are supported by facts and details from various sources.

5W1c

Use precise language/content-specific vocab in argument

Use precise language and content-specific vocabulary while writing an argument.

5W1d

Use transitional words/phrases/clauses to connect

Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.

5W1e

Provide concluding statement related to argument

Provide a concluding statement or section related to the argument presented.

5W1f

Maintain appropriate style and tone

Maintain a style and tone appropriate to the writing task.

5W2 Write informative text conveying ideas/info 6 sub-parts

Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

5W2a

Introduce topic, provide focus, organize logically

Introduce a topic clearly, provide a general focus, and organize related information logically.

5W2b

Develop topic with facts/definitions/quotations

Develop a topic with facts, definitions, concrete details, quotations, or other relevant information; include text features, illustrations, and multimedia to aid comprehension.

5W2c

Use precise language/content-specific vocab to explain

Use precise language and content-specific vocabulary to explain a topic.

5W2d

Use transitional/linking words/phrases/clauses

Use appropriate transitional/linking words, phrases, and clauses to clarify and connect ideas and concepts.

5W2e

Provide concluding statement related to information

Provide a concluding statement or section related to the information or explanation presented.

5W2f

Establish style aligned to subject/task

Establish a style aligned to a subject area or task.

5W3 Write narratives with effective techniques 5 sub-parts

Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

5W3a

Establish situation, introduce narrator/characters

Establish a situation and introduce a narrator and/or characters.

5W3b

Use narrative techniques like dialogue/description

Use narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations.

5W3c

Use transitional words/phrases/clauses for sequence

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

5W3d

Use concrete words/sensory details

Use concrete words and phrases and sensory details to convey experiences and events precisely.

5W3e

Provide conclusion following from experiences

Provide a conclusion that follows from the narrated experiences or events.

5W4

Create poem/story/play/artwork response

Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

5W5

Draw evidence from texts to support analysis

Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards.