Grade 5
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Collaborate in discussions that serve various purposes and address various situations. 5.1
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Collaborate in discussions that serve various purposes and address various situations. 5.1
With guidance and support students can:
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Actively engage during a discussion and express an opinion.5.1.a
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Engage in collaborative discussions (EE.SL.5.1). 5.1.b
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Come to discussion prepared to share information. (EE.SL.5.1a).5.1.b.i
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Carry out assigned role in a discussion (EE.SL.5.1b).5.1.b.ii
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Ask questions related to information in a discussion (EE.SL.5.1c).5.1.b.iii
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Make comments that contribute to the discussion and link to the remarks of others (EE.SL.5.1d). 5.1.b.iv
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Recall key details from a text read aloud or information presented from diverse media and formats.5.1.c
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Identify the reasons and evidence supporting a specific point (EE.SL.5.3).5.1.d
Present to express an opinion, persuade, or explain/provide information.5.2
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Present to express an opinion, persuade, or explain/provide information.5.2
With guidance and support students can:
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Report on a familiar topic or text or present an opinion including related facts (EE.SL.5.4).5.2.a
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Express ideas clearly using appropriate communication conventions (e.g., eye contact, pitch, intonation).5.2.b
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Select or create audio recordings and visual/tactile displays to enhance a presentation (EE.SL.5.5).5.2.c
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Differentiate between contexts that require formal and informal communication (EE.SL.5.6).5.2.d
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Differentiate between contexts that require formal and informal communication (EE.SL.5.6).5.2.e
Apply strategies to interpret and analyze various types of literary texts.5.3
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Apply strategies to interpret and analyze various types of literary texts.5.3
With guidance and support students can:
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Use a familiar pre-reading strategy, such as identifying a purpose for reading, generating questions to answer while reading, previewing sections of text and activating prior knowledge.5.3.a
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Identify words in the text to answer a question about explicit information (EE.RL.5.1).5.3.b
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Identify the central idea or theme of a story, drama or poem (EE.RL.5.2). 5.3.b.i
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Compare two characters in a familiar story (EE.RL.5.3). 5.3.b.ii
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Determine the intended meaning of multi-meaning words in a text (EE.RL.5.4).5.3.c
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Use simple, common idioms (e.g., You bet!, It’s a deal, We’re cool) (EE.RL.5.45a).5.3.c.i
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Identify story element that undergoes change from beginning to end (EE.RL.5.5). 5.3.c.ii
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Determine the point of view of the narrator (EE.RL.5.6).5.3.c.iii
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Identify illustrations, tactual or multimedia elements that add to understanding of a text (EE.RL.5.7). 5.3.d
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Compare stories, myths, or texts with similar topics or themes (EE.RL.5.9). 5.3.d.i
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Demonstrate understanding of text while engaged in individual or group reading of stories, dramas, and poems (EE.RL.5.10).5.3.e
Apply strategies to interpret and analyze various types of informational texts.5.4
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Apply strategies to interpret and analyze various types of informational texts.5.4
With guidance and support students can:
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Identify words in the text to answer a question about explicit information (EE:RI.5.1).5.4.a
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Identify the main idea of a text when it is not explicitly stated (EE:RI.5.2).5.4.a.i
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Compare two individuals, events or ideas in a text (EE:RI.5.3). 5.4.a.ii
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Determine the meanings of domain-specific words and phrases (EE:RI.5.4).5.4.b
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Determine if a text tells about events, gives directions, or provides information on a topic (EE:RI.5.5).5.4.b.i
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Compare two books on the same topic (EE:RI.5.6).5.4.b.ii
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Use informational text features (such as bold type, headings, graphic organizers, numbering schemes, glossary) and text structures to answer questions.5.4.b.iii
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Locate information in print or digital sources (EE:RI.5.7).5.4.c
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Identify the relationship between a specific point and supporting reasons in an informational text (EE:RI.5.8).5.4.c.i
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Compare and contrast details gained from two texts on the same topic (EE:RI.5.9). 5.4.c.ii
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Demonstrate understanding of text while actively engaging in shared reading of history/social studies, and science, and technical texts (EE:RI.5.10).5.4.d
Apply knowledge of word meanings (morphology) and word relationships to determine the meaning of unknown words in and out of context.5.5
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Apply knowledge of word meanings (morphology) and word relationships to determine the meaning of unknown words in and out of context.5.5
With guidance and support students can:
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Use letter-sound knowledge to read words (EE.RF.5.3). 5.5.a
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Read common sight words and decode single syllable words (EE.RF.5.3a).5.5.a.i
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Read words in text (EE.RF.5.4). 5.5.b
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Read text comprised of familiar words with accuracy and understanding (EE.RF.5.4a).5.5.b.i
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Use text to confirm or self-correct word recognition when reading (EE.RF.5.4c). 5.5.b.ii
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Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words (EE.RF.5.4d).5.5.b.iii
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Communicate using complete sentences when asked (EE.L.5.3.a). 5.5.c
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Demonstrate knowledge of word meanings (EE.L.5.4). 5.5.d
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Use sentence level context to determine which word is missing from a content area (EE.L.5.4a).5.5.d.i
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Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks) (EE.L.5.4b). 5.5.d.ii
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Demonstrate understanding of words that have similar meanings (EE.L.5.4d).5.5.d.iii
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Read and identify the meaning of words and phrases based on targeted prefixes and suffixes.5.5.e
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Apply knowledge of derivational suffixes that change the part of speech of the base word (e.g., active and activity) from a targeted list of familiar words.5.5.f
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Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position in a sentence) to determine the meaning of unknown or multiple-meaning words.5.5.g
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Use common targeted roots and affixes as clues to determining the meaning of a word.5.5.h
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Identify a story element that undergoes change from beginning to end (EE.L.5.5).5.5.i
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Use simple common idioms (e.g., You bet! It’s a deal., We’re cool) (EE.L.5.5a).5.5.i.i
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Demonstrate understanding of words that have similar meanings (EE.L.5.5c).5.5.i.ii
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Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words (EE.L.5.6). 5.5.j
Write opinion pieces on topics or texts, supporting a point of view with reasons and information, for a variety of purposes and audiences.5.6
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Write opinion pieces on topics or texts, supporting a point of view with reasons and information, for a variety of purposes and audiences.5.6
With guidance and support students can:
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Write opinions about topics or text (EE.W.5.1).5.6.a
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Introduce a topic or text and state an opinion about it (EE.W.5.1a).5.6.a.i
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Provide reasons to support an opinion (EE.W.5.1b).5.6.b
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Link opinions and reasons using words, phrases and clauses using a variety of communication modalities.5.6.c
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Provide a clear concluding statement or section related to the opinion stated.5.6.d
Write informative/explanatory texts that provide a clear focus and the use of text features to group related information on a welldeveloped topic, using precise language and domain-specific vocabulary.5.7
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Write informative/explanatory texts that provide a clear focus and the use of text features to group related information on a welldeveloped topic, using precise language and domain-specific vocabulary.5.7
With guidance and support students can:
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Write to share information supported by details (EE.W.5.2). 5.7.a
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Introduce a topic and write to convey information about it including visual, tactual, or multimedia information as appropriate (EE.W.5.2a). 5.7.a.i
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Provide facts, details, or other information related to the topic (EE.W.5.2b).5.7.b
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Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).5.7.c
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Use precise language and targeted vocabulary to inform about or explain the topic using a variety of communication modalities.5.7.d
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Provide a concluding statement of section related to the information or explanation presented using a variety of communication modalities.5.7.e
Write engaging, real or imagined narratives using literary techniques, character development, sensory and descriptive details, and a variety of transition words to signal a clear sequence of events.5.8
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Write engaging, real or imagined narratives using literary techniques, character development, sensory and descriptive details, and a variety of transition words to signal a clear sequence of events.5.8
With guidance and support students can:
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Write about events or personal experiences (EE.W.5.3).5.8.a
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Write about an experience or event including three or more events in sequence (EE.W.5.3a).5.8.a.i
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Use narrative techniques (e.g., dialogue, description) to organize ideas and events.5.8.b
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Use targeted transitional words and phrases to manage the sequence of events.5.8.c
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Use concrete words and phrases and sensory details to convey experiences and events.5.8.d
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Provide a conclusion that follows experiences or events.5.8.e
Apply understanding of the conventions of Standard English grammar, usage, and mechanics to make meaning clear and to strengthen style.5.9
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Apply understanding of the conventions of Standard English grammar, usage, and mechanics to make meaning clear and to strengthen style.5.9
With guidance and support students can:
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Demonstrate understanding of conventions of standard English (EE.L.5.2).5.9.a
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Spell untaught words phonetically, drawing on letter-sound relationships and common spelling patterns (EE.L.5.2e).5.9.a.i
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Produce writing that is appropriate for an explicitly stated task or purpose (EE.W.5.4).5.9.b
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Plan before writing and revise own writing (EE.W.5.5). 5.9.c
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Use technology, including the Internet, to produce writing while interacting and collaborating with others (EE.W.5.6).5.9.d
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Write routinely for a variety of tasks, purposes, and audiences (EE.W.5.10).5.9.e
Research to locate, summarize, synthesize and document information from print and digital sources, and communicate findings appropriately.5.10
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Research to locate, summarize, synthesize and document information from print and digital sources, and communicate findings appropriately.5.10
With guidance and support students can:
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Conduct short research projects using two or more sources (EE.W.5.7).5.10.a
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Develop a short summary statement based on the research.5.10.a.i
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Gather and sort relevant information on a topic from print and digital sources into given categories (EE.W.5.8).5.10.b
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Use information from literary and informational text to support writing (EE.W.5.9).5.10.c
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Apply Essential Elements of Grade 5 Reading Standards to literature (e.g., “Compare and contract two characters in the story.”) (EE.W.5.9a).5.10.c.i
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Apply Essential Elements of Grade 5 Reading Standards to informational texts (e.g., “Use specific reasons and evidence for supporting specific points in an informational text.”) (EE.W.5.9b).5.10.c.ii
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Frequently asked questions
- What grade levels do these standards cover?
- Grade 5
- Where can I read the official document?
- READING, WRITING, AND COMMUNICATING
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Keep exploring Extended Evidence Outcomes: Reading, Writing, Communicating standards
Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.