The Common Core in Iowa

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Skills available for Iowa fifth-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Iowa Academic Standards for ELA and Literacy (adopted in 2024): Grade 5 Iowa Academic Standards for ELA and Literacy (adopted in 2024): Grade 5
Iowa Core: Language Iowa Core: Language
Iowa Core: Reading: Foundational Skills Iowa Core: Reading: Foundational Skills
Iowa Core: Reading: Informational Text Iowa Core: Reading: Informational Text
Iowa Core: Reading: Literature Iowa Core: Reading: Literature
Iowa Core: Writing Iowa Core: Writing

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WF.5 Writing Standards: Foundational Skills

Writing Foundations
- WF.5.1 Write legibly for a variety of tasks and purposes.
  - WF.5.1.a Apply previous handwriting skills with accuracy and automaticity.

W.5 Writing Standards

Text Types and Purposes
- W.5.1 Write opinion pieces that explain a perspective or point of view with supporting reasons and evidence.
  - 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 focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia elements 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.
    - Choose the best concluding sentence (5-U.2)
- 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 Use an organizational structure to orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    - Put the sentences in order (5-T.1)
  - 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.
    - Put the sentences in order (5-T.1)
    - Choose the best transition (5-T.3)
  - W.5.3.d Use precise words and phrases and sensory details to convey experiences and 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 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 to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.
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.
  - Identify and correct plagiarism (5-AA.1)
- 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 stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.").
  - 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.

L.5 Language Standards

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.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
  - 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.
  - L.5.1.d Recognize and correct inappropriate shifts in verb tense.
    - Correct inappropriate shifts in verb tense (5-RR.5)
  - L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).
    - Use the correct pair of correlative conjunctions (5-UU.3)
    - Fill in the missing correlative conjunction (5-UU.4)
- 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.
    - Commas with a series (5-WW.1)
  - L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
    - Commas with direct addresses (5-WW.3)
    - Commas with introductory elements (5-WW.4)
  - 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?).
    - Commas with direct addresses (5-WW.3)
  - L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
    - Formatting titles (5-YY.1)
    - Formatting and capitalizing titles (5-YY.2)
  - L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
- 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.
  - L.5.3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in literature.
    - Which sentence is more formal? (5-G.1)
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.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) 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 (e.g., as pretty as a picture), 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).

The Common Core in Iowa

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RL.5 Reading Standards for Literature

Key Ideas and Details

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.

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.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.5 Explain how a series of chapters, scenes, or stanzas fit 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 and/or perspective 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 mood 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.

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.

RI.5 Reading Standards for 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.

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 and/or technical text based on specific information in the text(s).

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.

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 or to solve a problem.

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.

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.

RF.5 Reading Standards: Foundational Skills

Phonics and Word Recognition

RF.5.3 Know and apply grade-level phonics and word analysis skills to support decoding and encoding words.

RF.5.3.a Accurately read unfamiliar multisyllabic words in and out of context using combined knowledge of all sound-spelling correspondences, syllabication patterns and morphology (e.g., roots and affixes).

Fluency

RF.5.4 Orally read grade-level texts (e.g., poetry and prose) with accuracy, automaticity, and expression at an appropriate rate to support comprehension, self-correcting as necessary.

WF.5 Writing Standards: Foundational Skills

Writing Foundations

WF.5.1 Write legibly for a variety of tasks and purposes.

WF.5.1.a Apply previous handwriting skills with accuracy and automaticity.

W.5 Writing Standards

Text Types and Purposes

W.5.1 Write opinion pieces that explain a perspective or point of view with supporting reasons and evidence.

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 focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia elements 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 Use an organizational structure to 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 precise words and phrases and sensory details to convey experiences and 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 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 to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.

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 stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.").

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.

L.5 Language Standards

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.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

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.

L.5.1.d Recognize and correct inappropriate shifts in verb tense.