California Common Core Content Standards: Grade 5
Skills available for California fifth-grade language arts standards
Strand
Print skill plan
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.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
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.
Theme
Summary
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.
Theme
Summary
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).
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.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
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.
Vocabulary in context
Multiple-meaning words
Figurative language
Idioms
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.5.5 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.
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.5.7 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.
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.
Range of Reading and Level of Text Complexity
RL.5.10 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.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
RL.5.10 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.
Story elements
Character analysis
Theme
Literary texts: level 1
Literary texts: level 2
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.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Main idea
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Main idea
Supporting details
Informational texts: level 1
Informational texts: level 2
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.
Text relationships
Supporting details
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.
Text relationships
Supporting details
Craft and Structure
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.
Academic vocabulary
Domain-specific vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
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.
Academic vocabulary
Domain-specific vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
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.5.5 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.
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.5.7 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.5.8 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.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
RI.5.10 By the end of the year, 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.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RI.5.10 By the end of the year, 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.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RF.5
Reading: Foundational Skills
Phonics and Word Recognition
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3.a: 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.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
Multisyllabic words
RF.5.3.a: 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.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
Multisyllabic words
Fluency
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
RF.5.4.a: Read on-level text with purpose and understanding.
Sight words
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
RF.5.4.a: Read on-level text with purpose and understanding.
Sight words
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
RF.5.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4.b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
RF.5.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
W.5
Writing
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 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.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.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.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.5.1.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 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.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.
Development and support
Plagiarism
W.5.2.b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Development and support
Plagiarism
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.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.
Shades of meaning
Domain-specific vocabulary
W.5.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.5.2.e: Provide a concluding statement or section related to the information or explanation presented.
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 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.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.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.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.
Shades of meaning
Sensory details
W.5.3.d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
W.5.3.e: Provide a conclusion that follows from the narrated experiences or events.
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 (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.
Author's purpose
Organization
Introductions and conclusions
Development and support
W.5.4 Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.
Author's purpose
Organization
Introductions and conclusions
Development and support
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.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
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.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
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.
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.5.7 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.
Organization
Analyze sources
Supporting details
Plagiarism
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.
Organization
Analyze sources
Supporting details
Plagiarism
W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.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]").
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.
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.
L.5
Language
Conventions of Standard English
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Coordinating conjunctions
Subordinating conjunctions
Correlative conjunctions
Prepositions
L.5.1.a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Coordinating conjunctions
Subordinating conjunctions
Correlative conjunctions
Prepositions
L.5.1.b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
L.5.1.c: Use verb tense to convey various times, sequences, states, and conditions.
Modal verbs
Past, present, and future tense
Past tense
Progressive tense
Perfect tense
L.5.1.c: Use verb tense to convey various times, sequences, states, and conditions.
Modal verbs
Past, present, and future tense
Past tense
Progressive tense
Perfect tense
L.5.1.d: Recognize and correct inappropriate shifts in verb tense.
L.5.1.d: Recognize and correct inappropriate shifts in verb tense.
L.5.1.e: Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.1.e: Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a: Use punctuation to separate items in a series.
L.5.2.a: Use punctuation to separate items in a series.
L.5.2.b: Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.b: Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.c: 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?).
L.5.2.c: 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?).
L.5.2.d: Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.d: Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.e: Spell grade-appropriate words correctly, consulting references as needed.
Spelling
Multisyllabic words
Sight words
Frequently confused words
Word patterns
Homophones
Regular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
L.5.2.e: Spell grade-appropriate words correctly, consulting references as needed.
Spelling
Multisyllabic words
Sight words
Frequently confused words
Word patterns
Homophones
Regular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
Knowledge of Language
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Conjunctions
Transitions
Sentence structure
L.5.3.a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Conjunctions
Transitions
Sentence structure
L.5.3.b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L.5.3.b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition and Use
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 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.
Vocabulary in context
Multiple-meaning words
Synonyms and antonyms
Figurative language
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.
Vocabulary in context
Multiple-meaning words
Synonyms and antonyms
Figurative language
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).
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Roots and affixes
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).
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Roots and affixes
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 and to identify alternate word choices in all content areas.
Reference skills
Dictionary skills
Thesaurus skills
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 and to identify alternate word choices in all content areas.
Reference skills
Dictionary skills
Thesaurus skills
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.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.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.
Synonyms
Antonyms
Categories
Analogies
Homophones
Multiple-meaning words
Related words
Shades of meaning
L.5.5.c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Synonyms
Antonyms
Categories
Analogies
Homophones
Multiple-meaning words
Related words
Shades of meaning
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).
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details and transitions
Shades of meaning
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).
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details and transitions
Shades of meaning