New Jersey Student Learning Standards (adopted in 2023): Grade 5
Skills available for New Jersey fifth-grade language arts standards
Domain
Print skill plan
L
Language
Foundational Skills: Reading Language
L.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words; 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
L.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words; 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
L.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
L.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
L.RF.5.4.A: Read grade-level text with purpose and understanding.
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
L.RF.5.4.A: Read grade-level text with purpose and understanding.
Literary texts: level 1
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
L.RF.5.4.B: Read grade-level text orally with accuracy, appropriate rate, and expression.
L.RF.5.4.B: Read grade-level text orally with accuracy, appropriate rate, and expression.
L.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
L.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
Foundational Skills: Writing Language
L.WF.5.2 Demonstrate command of the conventions of writing.
L.WF.5.2 Demonstrate command of the conventions of writing.
L.WF.5.2.A: Avoid fragments, run-ons and rambling sentences, and comma splices.
L.WF.5.2.A: Avoid fragments, run-ons and rambling sentences, and comma splices.
L.WF.5.2.B: Maintain consistency in verb tense; place phrases and clauses; choose between adjectives and adverbs.
Verb tense
Phrases and clauses
Adjectives and adverbs
L.WF.5.2.B: Maintain consistency in verb tense; place phrases and clauses; choose between adjectives and adverbs.
Verb tense
Phrases and clauses
Adjectives and adverbs
L.WF.5.2.C: Ensure agreement between subject and verb and between pronoun and antecedent.
Subject-verb agreement
Pronouns and antecedents
L.WF.5.2.C: Ensure agreement between subject and verb and between pronoun and antecedent.
Subject-verb agreement
Pronouns and antecedents
L.WF.5.2.D: Distinguish between frequently confused words.
L.WF.5.2.D: Distinguish between frequently confused words.
L.WF.5.2.E: Use idiomatic language and choose words for effect; use punctuation for meaning and effect.
Descriptive details
Synonyms and antonyms
Idioms
Shades of meaning
Punctuation
L.WF.5.2.E: Use idiomatic language and choose words for effect; use punctuation for meaning and effect.
Descriptive details
Synonyms and antonyms
Idioms
Shades of meaning
Punctuation
L.WF.5.2.F: Use punctuation to separate items in a series; use commas in a series of phrases or clauses.
L.WF.5.2.F: Use punctuation to separate items in a series; use commas in a series of phrases or clauses.
L.WF.5.2.G: 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, Emma?).
L.WF.5.2.G: 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, Emma?).
L.WF.5.2.H: Spell grade appropriate words correctly, consulting references as needed.
Spelling
Frequently confused words
Word patterns
Homophones
Regular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
L.WF.5.2.H: Spell grade appropriate words correctly, consulting references as needed.
Spelling
Frequently confused words
Word patterns
Homophones
Regular plurals
Possessive nouns
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
Reference skills
L.KL.5.1 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.KL.5.1 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.KL.5.1.A: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details and transitions
Shades of meaning
L.KL.5.1.A: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
Vocabulary in context
Academic vocabulary
Domain-specific vocabulary
Descriptive details and transitions
Shades of meaning
L.KL.5.1.B: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Conjunctions
Transitions
Sentence structure
L.KL.5.1.B: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Conjunctions
Transitions
Sentence structure
L.KL.5.1.C: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L.KL.5.1.C: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
L.VL.5.2 Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.VL.5.2 Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.VL.5.2.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.VL.5.2.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.VL.5.2.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
L.VL.5.2.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
L.VL.5.2.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.
Reference skills
Dictionary skills
Thesaurus skills
L.VL.5.2.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.
Reference skills
Dictionary skills
Thesaurus skills
L.VI.5.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.VI.5.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.VI.5.3.A: Interpret figurative language, including similes and metaphors, in context.
L.VI.5.3.A: Interpret figurative language, including similes and metaphors, in context.
L.VI.5.3.B: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.VI.5.3.B: Recognize and explain the meaning of common idioms, adages, and proverbs.
L.VI.5.3.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.VI.5.3.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
R
Reading
RL.CR.5.1 Quote accurately from a literary text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
RL.CR.5.1 Quote accurately from a literary text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.
Inference
Theme
Story elements
Supporting details
Literary texts: level 1
Literary texts: level 2
RI.CR.5.1 Quote accurately from an informational text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.CR.5.1 Quote accurately from an informational text when explaining what the text says explicitly and make relevant connections when drawing inferences from the text.
Text relationships
Compare texts
Supporting details
Informational texts: level 1
Informational texts: level 2
RL.CI.5.2 Determine the theme of a literary text (e.g., stories, plays or poetry) and explain how it is supported by key details; summarize the text.
Theme
Summary
RL.CI.5.2 Determine the theme of a literary text (e.g., stories, plays or poetry) and explain how it is supported by key details; summarize the text.
Theme
Summary
RI.CI.5.2 Determine the central idea of an informational text and explain how it is supported by key details; summarize the text.
Main idea
Supporting details
Informational texts: level 1
Informational texts: level 2
RI.CI.5.2 Determine the central idea of an informational text and explain how it is supported by key details; summarize the text.
Main idea
Supporting details
Informational texts: level 1
Informational texts: level 2
RL.IT.5.3 Analyze the impact of two or more individuals and events throughout the course of a text, comparing and contrasting two or more characters, settings, or events in a story or drama, drawing on specific textual evidence (e.g., how characters interact).
Character analysis
Text evidence
Literary texts: level 1
Literary texts: level 2
RL.IT.5.3 Analyze the impact of two or more individuals and events throughout the course of a text, comparing and contrasting two or more characters, settings, or events in a story or drama, drawing on specific textual evidence (e.g., how characters interact).
Character analysis
Text evidence
Literary texts: level 1
Literary texts: level 2
RI.IT.5.3 Analyze the impact of two or more individuals and events throughout the course of a text, explaining the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific evidence in the text.
Text structure
Text evidence
Informational texts: level 1
Informational texts: level 2
RI.IT.5.3 Analyze the impact of two or more individuals and events throughout the course of a text, explaining the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific evidence in the text.
Text structure
Text evidence
Informational texts: level 1
Informational texts: level 2
RL.TS.5.4 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.TS.5.4 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RI.TS.5.4 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.TS.5.4 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.
RL.PP.5.5 Describe how a narrator's or speaker's point of view influences how events are described, and how that may influence the reader's interpretation.
RL.PP.5.5 Describe how a narrator's or speaker's point of view influences how events are described, and how that may influence the reader's interpretation.
RI.PP.5.5 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent and how that may influence the reader's interpretation.
RI.PP.5.5 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent and how that may influence the reader's interpretation.
RL.MF.5.6 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.MF.5.6 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).
RI.MF.5.6 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.MF.5.6 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.AA.5.7 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.AA.5.7 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RL.CT.5.8 Compare and contrast the authors' approaches across two or more literary texts within the same genre or about the same or similar topics.
RL.CT.5.8 Compare and contrast the authors' approaches across two or more literary texts within the same genre or about the same or similar topics.
RI.CT.5.8 Compare and contrast the authors' approaches across two or more informational texts within the same genre or about texts on the same or similar topics.
RI.CT.5.8 Compare and contrast the authors' approaches across two or more informational texts within the same genre or about texts on the same or similar topics.
W
Writing
W.AW.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.AW.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.AW.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.AW.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.AW.5.1.B: Provide logically ordered reasons that are supported by facts and details from text(s), quote directly from text when appropriate.
W.AW.5.1.B: Provide logically ordered reasons that are supported by facts and details from text(s), quote directly from text when appropriate.
W.AW.5.1.C: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.AW.5.1.C: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.AW.5.1.D: Provide a conclusion related to the opinion presented.
W.AW.5.1.D: Provide a conclusion related to the opinion presented.
W.IW.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.IW.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.IW.5.2.A: Introduce a topic clearly to provide a focus and group related information logically; include text features such as headings, illustrations, and multimedia when useful to aid in comprehension.
W.IW.5.2.A: Introduce a topic clearly to provide a focus and group related information logically; include text features such as headings, illustrations, and multimedia when useful to aid in comprehension.
W.IW.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.IW.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.IW.5.2.C: Link ideas within paragraphs and sections of information using words, phrases, and clauses (e.g., in contrast, especially).
W.IW.5.2.C: Link ideas within paragraphs and sections of information using words, phrases, and clauses (e.g., in contrast, especially).
W.IW.5.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.IW.5.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
Shades of meaning
Domain-specific vocabulary
W.IW.5.2.E: Provide a conclusion related to the information of explanation presented.
W.IW.5.2.E: Provide a conclusion related to the information of explanation presented.
W.NW.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.NW.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.NW.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.NW.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.NW.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.NW.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.NW.5.3.C: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.NW.5.3.C: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
W.NW.5.3.D: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
W.NW.5.3.D: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Shades of meaning
Sensory details
W.NW.5.3.E: Provide a conclusion that follows from the narrated experiences or events.
W.NW.5.3.E: Provide a conclusion that follows from the narrated experiences or events.
W.WP.5.4 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.WP.5.4 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.WP.5.4.A: Consider audience, purpose, and intent before writing.
W.WP.5.4.A: Consider audience, purpose, and intent before writing.
W.WP.5.4.B: Plan appropriately to use specialized, topic-specific language appropriate for the audience, purpose and subject matter.
W.WP.5.4.B: Plan appropriately to use specialized, topic-specific language appropriate for the audience, purpose and subject matter.
W.WP.5.4.C: Consider writing as a process, including self-evaluation, revision and editing.
Organization
Editing
Verb tense
Revision
Capitalization and punctuation
W.WP.5.4.C: Consider writing as a process, including self-evaluation, revision and editing.
Organization
Editing
Verb tense
Revision
Capitalization and punctuation
W.WP.5.4.D: With adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, evaluate whether the writing achieved its goal and make changes in content or form as necessary.
W.WP.5.4.D: With adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, evaluate whether the writing achieved its goal and make changes in content or form as necessary.
W.WP.5.4.E: After initial drafting, expand, combine, and reduce sentences for meaning, audience, and style.
Conjunctions
Transitions
Sentence structure
W.WP.5.4.E: After initial drafting, expand, combine, and reduce sentences for meaning, audience, and style.
Conjunctions
Transitions
Sentence structure
W.WR.5.5 Establish a central idea about a topic, investigation, issue or event and use several sources to support the proposed central idea.
W.WR.5.5 Establish a central idea about a topic, investigation, issue or event and use several sources to support the proposed central idea.
W.SE.5.6 Gather relevant information from multiple valid and reliable print and digital sources; summarize or paraphrase information in notes and finished work, making note of any similarities and differences among ideas presented; and provide a list of sources.
Organization
Analyze sources
Supporting details
Plagiarism
W.SE.5.6 Gather relevant information from multiple valid and reliable print and digital sources; summarize or paraphrase information in notes and finished work, making note of any similarities and differences among ideas presented; and provide a list of sources.
Organization
Analyze sources
Supporting details
Plagiarism
W.RW.5.7 Write routinely over extended time frames (time for research and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.RW.5.7 Write routinely over extended time frames (time for research and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.