English/Language Arts

Hampton School District
English Competencies and Standards for Grade 5


▪ Know and apply grade-level phonics and word analysis skills in decoding words.
▪ Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
▪ Read grade-level text with purpose and understanding.
▪ Read with sufficient accuracy and fluency to support comprehension.
▪ 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.
▪ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

▪ 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).
▪ 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.
▪ Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
▪ 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).
▪ Describe how a narrator's or speaker's point of view influences how events are described.
▪ 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.
▪ Determine the meaning of words and phrases as they are used in a literary text, including figurative language such as metaphors and similes.
▪ Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
▪ Quote accurately from a literary text when explaining what the text says explicitly and when drawing inferences from the text.
▪ Summarize a literary text.

▪ Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
▪ Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more informational texts.
▪ Determine the meaning of general academic and domain-specific words and phrases in an informational text relevant to a grade 5 topic or subject area.
▪ Determine two or more main ideas of an informational text and explain how they are supported by key details.
▪ 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.
▪ Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
▪ 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.
▪ Integrate information from several informational texts on the same topic in order to write or speak about the subject knowledgeably.
▪ Quote accurately from an informational text when explaining what the text says explicitly and when drawing inferences from the text.
▪ 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.
▪ Summarize an informational text.

▪ 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]")
▪ 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]")
▪ Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
▪ Demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
▪ Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
▪ Draw evidence from literary or informational texts to support analysis, reflection, and research.
▪ 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.
▪ 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.
▪ Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
▪ Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
▪ Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
▪ 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.)
▪ Provide a concluding statement or section related to the information or explanation presented.
▪ Provide a concluding statement or section related to the opinion presented.
▪ Provide a conclusion that follows from the narrated experiences or events.
▪ Provide logically ordered reasons that are supported by facts and details.
▪ 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.
▪ Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
▪ Use concrete words and phrases and sensory details to convey experiences and events precisely.
▪ Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the
responses of characters to situations.
▪ Use precise language and domain-specific vocabulary to inform about or explain the topic.
▪ 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.)
▪ 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.
▪ Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
▪ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
▪ Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
▪ 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.


▪ 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)
▪ Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
▪ 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.
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
▪ 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.
▪ Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
▪ Explain the function of conjunctions, prepositions, and interjections in general and their role in a particular sentence.
▪ Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
▪ Interpret figurative language, including similes and metaphors, in context.
▪ Recognize and correct inappropriate shifts in verb tense.*
▪ Recognize and explain the meaning of common idioms, adages, and proverbs.
▪ Spell grade-appropriate words correctly, consulting references as needed.
▪ Use a comma to separate an introductory element from the rest of the sentence.
▪ 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?).
▪ Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
▪ Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
▪ Use correlative conjunctions (e.g., either/or, neither/nor).
▪ Use knowledge of language and its conventions when writing, speaking, reading, or listening.
▪ Use punctuation to separate items in a series.*
▪ Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
▪ Use underlining, quotation marks, or italics to indicate titles of works.
▪ Use verb tense to convey various times, sequences, states, and conditions.

▪ 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.)
▪ Come to discussions prepared, having read or studied required material.
▪ 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.
▪ Explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
▪ Follow agreed-upon rules for discussions and carry out assigned roles.
▪ Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
▪ Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
▪ 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.
▪ Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
▪ Speak clearly, at an understandable pace.
▪ Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
▪ Summarize written a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Hampton School District
English Competencies and Standards for Grade 5

This report was created with tools provided by Revolutionary Schools.
To learn more, visit www.RevolutionarySchools.com.