Texas 5th Grade ELA Standards in Reading

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5.1 The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

• 5.1.2 Students understand new vocabulary and use it when reading and writing.
  • 5.1.2.A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
  • 5.1.2.B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;
  • 5.1.2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.
• 5.1.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 5.1.3.A compare and contrast the themes or moral lessons of several works of fiction from various cultures.
• 5.1.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 5.1.Figure 19.F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence.

5.2 The student will demonstrate an ability to understand and analyze literary texts.

• 5.2.3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 5.2.3.B describe the phenomena explained in origin myths from various cultures;
  • 5.2.3.C explain the effect of a historical event or movement on the theme of a work of literature.
• 5.2.4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
  • 5.2.4.A analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
• 5.2.5 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
• 5.2.6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
  • 5.2.6.A describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;
  • 5.2.6.B explain the roles and functions of characters in various plots, including their relationships and conflicts;
  • 5.2.6.C explain different forms of third-person points of view in stories.
• 5.2.7 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
  • 5.2.7.A identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life.
• 5.2.8 Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
  • 5.2.8.A evaluate the impact of sensory details, imagery, and figurative language in literary text.
• 5.2.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.
  • 5.2.14.C identify the point of view of media presentations.
• 5.2.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 5.2.Figure 19.D make inferences about text and use textual evidence to support understanding;
  • 5.2.Figure 19.E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.

5.3 The student will demonstrate an ability to understand and analyze informational texts.

• 5.3.10 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 5.3.10.A draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.
• 5.3.11 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
  • 5.3.11.A summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;
  • 5.3.11.B determine the facts in text and verify them through established methods;
  • 5.3.11.C analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;
  • 5.3.11.D use multiple text features and graphics to gain an overview of the contents of text and to locate information;
  • 5.3.11.E synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
• 5.3.12 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
  • 5.3.12.A identify the author’s viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument;
  • 5.3.12.B recognize exaggerated, contradictory, or misleading statements in text.
• 5.3.13 Students understand how to glean and use information in procedural texts and documents.
  • 5.3.13.A interpret details from procedural text to complete a task, solve a problem, or perform procedures;
  • 5.3.13.B interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
• 5.3.14 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.
  • 5.3.14.C identify the point of view of media presentations.
• 5.3.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 5.3.Figure 19.D make inferences about text and use textual evidence to support understanding;
  • 5.3.Figure 19.E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.