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K–12 Standards

Grade 5

Other Ohio English Language Arts sets

Reading LiteratureRL

  • 1

    Use text evidence and direct quotes to demonstrate understanding of a literary text (story, drama, or poem).RL.5.1

    1. a

      Provide details and direct quotes explicitly stated in the text.RL.5.1.a

    2. b

      Use explicitly stated details and direct quotes from the text to make and support inferences.RL.5.1.b

  • 2

    Analyze literary text development.RL.5.2

    1. a

      Explain a theme of a literary text using details, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects on a theme.RL.5.2.a

    2. b

      Summarize a literary text, including a theme inferred from details in the text.RL.5.2.b

  • 3

    Compare and contrast two or more characters, settings, perspectives, or events in a literary text, using specific details (e.g., how characters interact).RL.5.3

  • 4

    Identify the meaning of figurative language such as similes, metaphors, and idioms and determine how they are used in the text. RL.5.4

  • 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

  • 6

    Identify the point of view in a literary text and explain how the narrative would be different if told from another character’s perspective.RL.5.6

  • 7

    Analyze how a visual element, multimedia performance, and/or oral reading contribute to the meaning, tone, mood, or appeal of a literary text.RL.5.7

  • 8

    (Not applicable to literature)RL.5.8

  • 9

    Compare and contrast stories within the same genre on their development of similar themes and topics.RL.5.9

    1. a

      Identify an implied theme, explicit theme, or life lesson.RL.5.9.a

    2. b

      Analyze a shared theme and explain its development across genres.RL.5.9.b

  • 10

    Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. RL.5.10

Reading InformationalRI

  • 1

    Use text evidence and direct quotes to demonstrate understanding of an informational text (e.g., historical, scientific, and technical texts).RI.5.1

    1. a

      Select relevant direct quotes to answer questions about an informational text.RI.5.1.a

    2. b

      Use relevant direct quotes to make and support inferences.RI.5.1.b

  • 2

    Analyze development of ideas in an informational text.RI.5.2

    1. a

      Determine the main idea(s) of a text and explain how they are supported by key details.RI.5.2.a

    2. b

      Summarize an informational text, including main idea(s) and key details, as well as other important information.RI.5.2.b

  • 3

    Explain the relationships or interactions between two or more individuals, events, ideas, or concepts, based on specific information in the text. RI.5.3

  • 4

    Determine the meaning of both general academic and domain-specific words and phrases in an informational text.RI.5.4

  • 5

    Compare and contrast the overall structure (e.g., description, chronology/sequence, compare/contrast, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.5

  • 6

    Analyze multiple accounts of the same event or topic, noting important similarities and differences in the perspectives they represent.RI.5.6

  • 7

    Use information from multiple print or digital sources.RI.5.7

    1. a

      Locate specific facts, details, or evidence in a text efficiently.RI.5.7.a

    2. b

      Integrate information from two or more sources to answer questions or explain ideas.RI.5.7.b

  • 8

    Explain how an author uses reasons and evidence to support particular points in an informational text and make inferences based on those points. RI.5.8

  • 9

    Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.RI.5.9

  • 10

    Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons. RI.5.10

Reading FoundationsRF

  • 3

    Decode multisyllabic words, aligned with scope and sequence of adopted HQIM, using: RF.5.3

    1. 3.a

      Phoneme-grapheme correspondencesRF.5.3.a

    2. 3.b

      Syllabication patternsRF.5.3.b

    3. 3.c

      Morphological structures (e.g., roots and affixes)RF.5.3.c

  • 4

    Read texts with sufficient fluency to support comprehension. RF.5.4

    1. a

      Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from the text.RF.5.4.a

    2. b

      Orally read a variety of grade-level texts with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from the text, targeting 146 words correct per minute (wcpm) by the end of fifth grade.RF.5.4.b

    3. c

      Self-monitor word recognition and understanding, rereading as necessary.RF.5.4.c

Writing Foundations WF

  • 1

    Write fluently and legibly in manuscript and/or cursive.WF.5.1

    1. a

      Write legibly to communicate and support sustained composition across tasks.WF.5.1.a

    2. b

      Place text elements correctly on the page (e.g., headings, titles, paragraph indentations).WF.5.1.b

  • 2

    Encode words, aligned with scope and sequence of adopted HQIM, such as:WF.5.2

    1. a

      Multisyllabic words using knowledge of syllable typesWF.5.2.a

    2. b

      Unfamiliar multisyllabic words, using knowledge of roots, prefixes, and suffixesWF.5.2.b

    3. c

      High-frequency words, using morphological structuresWF.5.2.c

  • 3

    Write in complete sentences to demonstrate knowledge of conventions.WF.5.3

    1. a

      Use varied pronouns and their antecedents correctly in composing and revising writing (e.g., Eddie played his guitar; Sarah and Megan played their instruments.)WF.5.3.a

    2. b

      Use subject-verb agreement correctly when composing and revising writing.WF.5.3.b

    3. c

      Use verb tenses to convey various times, sequences, states, and conditions.WF.5.3.c

WritingW

  • 1

    Write opinion pieces that include:W.5.1

    1. a

      An introduction with a clear topic;W.5.1.a

    2. b

      A stated opinion;W.5.1.b

    3. c

      Logically ordered reasons supported by facts and details;W.5.1.c

    4. d

      A concluding statement;W.5.1.d

    5. e

      Organizational structure to support the writer’s purpose;W.5.1.e

    6. f

      Linking words, phrases, and clauses;W.5.1.f

    7. g

      Precise language and/or domain-specific vocabulary;W.5.1.g

    8. h

      Sentence variety; andW.5.1.h

    9. i

      Grade-level spelling.W.5.1.i

  • 2

    Write informative/explanatory pieces that include:W.5.2

    1. a

      An introduction with a clear topic and focus;W.5.2.a

    2. b

      Facts, definitions, concrete details, quotations, and examples to develop the topic;W.5.2.b

    3. c

      A concluding statement;W.5.2.c

    4. d

      Organizational structure to support the writer’s purpose;W.5.2.d

    5. e

      Linking words, phrases and clauses;W.5.2.e

    6. f

      Precise language and domain-specific vocabulary;W.5.2.f

    7. g

      Sentence variety; andW.5.2.g

    8. h

      Grade-level spelling.W.5.2.h

  • 3

    Write narratives that develop real or imagined sequenced events including:W.5.3

    1. a

      An introduction;W.5.3.a

    2. b

      A situation with a narrator and/or characters;W.5.3.b

    3. c

      Dialogue, description, and pacing to develop experiences and events;W.5.3.c

    4. d

      A conclusion;W.5.3.d

    5. e

      Organizational structure to support the writer’s purpose;W.5.3.e

    6. f

      Transitional words, phrases, and clauses;W.5.3.f

    7. g

      Precise language and sensory details;W.5.3.g

    8. h

      Sentence variety; andW.5.3.h

    9. i

      Grade-level spelling.W.5.3.i

  • 4

    Produce clear and coherent writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience. W.5.4

  • 5

    With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers. W.5.5

  • 6

    With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing. W.5.6

  • 7

    Engage in independent research projects that investigate different aspects of a topic by:W.5.7

    1. a

      Using multiple sources on a topic;W.5.7.a

    2. b.

      Recording observations; andW.5.7.b

    3. c

      Composing short reports using grade-level vocabulary and sentence variety.W.5.7.c

  • 8

    Use relevant information from personal experiences or sources to:W.5.8

    1. a

      Take notes;W.5.8.a

    2. b

      Summarize or paraphrase information; andW.5.8.b

    3. c

      Provide a list of sources.W.5.8.c

  • 9

    Use evidence from grade-level literary or informational texts to support analysis, reflection, and research. W.5.9

  • 10

    Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences. W.5.10

Recognize and correct shifts in verb tense, including subject-verb agreement.WF.5.3.d

  • d

    Recognize and correct shifts in verb tense, including subject-verb agreement.WF.5.3.d

Use perfect verb tenses to compose and revise writing (e.g., I have finished my work. She has finished her work.)WF.5.3.e

  • e

    Use perfect verb tenses to compose and revise writing (e.g., I have finished my work. She has finished her work.)WF.5.3.e

Use correlative conjunctions correctly when composing and revising writing (e.g., You can have either cake or pie for dessert).WF.5.3.f

  • f

    Use correlative conjunctions correctly when composing and revising writing (e.g., You can have either cake or pie for dessert).WF.5.3.f

Speaking and ListeningSL

  • 1

    Participate in discussions about fifth grade topics and texts in pairs, small groups, or whole-class settings, following agreed upon rules.SL.5.1

    1. a

      Come to discussions prepared (having read and/or studied materials).SL.5.1.a

    2. b

      Explicitly use the information known about the topic to explore ideas under discussion.SL.5.1.b

    3. c

      Complete assigned roles.SL.5.1.c

    4. d

      Make comments that further the discussion, elaborating on and drawing conclusions from the remarks of others.SL.5.1.d

    5. e

      Pose and respond to specific questions to clarify or follow up on information. SL.5.1.e

  • 2

    Summarize a presentation (i.e., read-aloud, multimedia, oral), including information shown in text features, such as charts, diagrams, graphs, tables, or images.SL.5.2

  • 3

    Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. SL.5.3

  • 4

    Report on an informational topic or present an opinion using:SL.5.4

    1. a

      Logically sequenced details;SL.5.4.a

    2. b

      Appropriate facts and relevant, descriptive details to support main ideas or themes;SL.5.4.b

    3. c

      Clear speech at an understandable pace.SL.5.4.c

  • 5

    Create multimedia presentations of literary and informational text; add visual displays when appropriate to enhance the development of main ideas or themes. SL.5.5

  • 6

    Adapt speech to a variety of contexts and tasks, using formal language when appropriate to task and situation.SL.5.6

LanguageL

  • 1

    Know and apply formal American English grammar, usage, and mechanics when writing or speaking.L.5.1

    1. a

      Define conjunction, preposition, and interjection and explain their function in particular sentences.L.5.1.a

    2. b.

      Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).L.5.1.b

    3. c

      Use verb tense to convey various times, sequences, states, and conditions (e.g., Matt completed the task; Matt has completed the task; Matt will complete the task; Matt will have completed the task by the end of the day).L.5.1.c

    4. d

      Use consistent verb tenses within and across sentences and recognize shifts in verb tense (e.g., “Yesterday she walked to the playground, talks talked to her friends, and played basketball”).L.5.1.d

    5. e

      Use correlative conjunctions (e.g., either/or, neither/nor).L.5.1.e

  • 2

    Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing.L.5.2

    1. a

      Use punctuation to separate items in a series.L.5.2.a

    2. b

      Use a comma to separate an introductory element from the rest of the sentence.L.5.2.b

    3. 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

    4. d

      Underline, italicize, or use quotation marks to indicate titles of works. L.5.2.d

    5. e

      Spell words accurately using grade-level spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed. L.5.2.e

  • 3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.3

    1. a

      Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.L.5.3.a

    2. b

      Compare and contrast the varieties of English (e.g., dialects, registers) used in texts.L.5.3.b

  • 4

    Determine or clarify the meaning of unknown words or multiple-meaning words and phrases.L.5.4

    1. a

      Use context within and beyond a sentence to determine the meaning of a word or phrase.L.5.4.a

    2. b

      Use common Latin and Greek affixes and roots to determine the meaning of a word (e.g., photograph, photosynthesis). Use print and/or digital resources (e.g., dictionaries, glossaries, thesauruses) to support pronunciation and clarify the precise meaning of key words and phrases.L.5.4.b

    3. c

      Use print and/or digital resources (e.g., dictionaries, glossaries, thesauruses) to support pronunciation and clarify the precise meaning of key words and phrases.L.5.4.c

  • 5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5

    1. a

      Explain figurative language, including similes and metaphors, in context.L.5.5.a

    2. b

      Recognize and explain the meaning of common idioms, adages, and proverbs.L.5.5.b

    3. c

      Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.5.c

  • 6

    Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds, including those that signal logical relationships (e.g., however, similarly, moreover).L.5.6

Frequently asked questions

What grade levels do these standards cover?
Grade 5
Where can I read the official document?
2026 Revised ELA Standards K-12

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