Illinois 5th Grade ELA Standards

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RI.5 Reading: Informational Text

• Key Ideas and Details
  • RI.5.1 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 of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3 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.
• Craft and Structure
  • RI.5.5 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 or topic, noting important similarities and differences in the point of view they represent.
• Integration of Knowledge and Ideas
  • RI.5.7 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 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 on the same topic in order to write or speak about the subject knowledgeably.

RL.5 Reading: Literature

• Key Ideas and Details
  • RL.5.1 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 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 two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
• Craft and Structure
  • RL.5.5 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 a narrator’s or speaker’s point of view influences how events are described.
• Integration of Knowledge and Ideas
  • RL.5.7 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.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

V.5 Vocabulary Interpretation and Use

• RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
• RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
• L.5.4 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.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
  • L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  • L.5.4.c 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, word relationships, and nuances in word meanings.
  • L.5.5.a Interpret figurative language, including similes and metaphors, in context.
  • L.5.5.b Recognize and explain the meaning of common idioms, adages, and proverbs.
  • L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
• L.5.6 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).

W.5 Written Expression and Conventions and Knowledge of Language

• Text Types and Purposes
  • W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • W.5.1.a 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.5.1.b Provide logically ordered reasons that are supported by facts and details.
    • W.5.1.c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
    • W.5.1.d Provide a concluding statement or section related to the opinion presented.
  • W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • W.5.2.a 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.5.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • W.5.2.c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
    • W.5.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • W.5.2.e Provide a concluding statement or section related to the information or explanation presented.
  • W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
    • W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
    • W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely.
    • W.5.3.e Provide a conclusion that follows from the narrated experiences or events.
• Production and Distribution of Writing
  • W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • W.5.6 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.
• Research to Build and Present Knowledge
  • W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • W.5.8 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 literary or informational texts to support analysis, reflection, and research.
    • W.5.9.a 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.5.9.b 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]”).
• Range of Writing
  • W.5.10 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.