Grade 5
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Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected toSLP.5.1

A
listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent commentsSLP.5.1.A
B
follow, restate, and give oral instructions that include multiple action stepsSLP.5.1.B
C
give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectivelySLP.5.1.C
D
work collaboratively with others to develop a plan of shared responsibilitiesSLP.5.1.D

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected toSLP.5.2

A
demonstrate and apply phonetic knowledge bySLP.5.2.A
1. i
  decoding palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the last, penultimate, and antepenultimate syllable and words with the stress on the syllable before the antepenultimate)SLP.5.2.A.i
2. ii
  using orthographic rules to segment and combine syllables, including diphthongs and formal and accented hiatusSLP.5.2.A.ii
3. iii
  decoding and differentiating meaning of word based on the diacritical accentSLP.5.2.A.iii
4. iv
  decoding words with prefixes and suffixesSLP.5.2.A.iv
B
demonstrate and apply spelling knowledge bySLP.5.2.B
1. i
  spelling words with more advanced orthographic patterns and rulesSLP.5.2.B.i
2. ii
  spelling palabras agudas, graves, and esdrújulas (words with the stress on the antepenultimate, penultimate, and last syllable) with a prosodic or orthographic accentSLP.5.2.B.ii
3. iii
  spelling palabras sobresdrújulas (words with the stress on the syllable before the antepenultimate syllable) with a prosodic or orthographic accent;SLP.5.2.B.iii
4. iv
  spelling words with diphthongs and hiatusSLP.5.2.B.iv
5. v
  marking accents appropriately when conjugating verbs such as in simple and imperfect past, past participle, perfect, conditional, and future tensesSLP.5.2.B.v
C
write legibly in cursiveSLP.5.2.C

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected toSLP.5.3

A
use print or digital resources to determine meaning, syllabication, pronunciation, and word originSLP.5.3.A
B
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning wordsSLP.5.3.B
C
identify the meaning of and use words with affixes such as trans-, super-, anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including audi, crono, foto, geo, and terrSLP.5.3.C
D
identify, use, and explain the meaning of idioms, adages, and punsSLP.5.3.D
E
differentiate between and use homographs, homophones, and commonly confused terms such as porque/porqué/por qué/por que, sino/si no, and también/tan bienSLP.5.3.E

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.SLP.5.4

4
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.SLP.5.4

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.SLP.5.5

5
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.SLP.5.5

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:SLP.5.6

A
establish purpose for reading assigned and self-selected textsSLP.5.6.A
B
generate questions about text before, during, and after reading to deepen understanding and gain informationSLP.5.6.B
C
make and correct or confirm predictions using text features, characteristics of genre, and structuresSLP.5.6.C
D
create mental images to deepen understandingSLP.5.6.D
E
make connections to personal experiences, ideas in other texts, and society;SLP.5.6.E
F
make inferences and use evidence to support understandingSLP.5.6.F
G
evaluate details read to determine key ideasSLP.5.6.G
H
synthesize information to create new understandingSLP.5.6.H
I
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.SLP.5.6.I

Response skills: listening, speaking, reading writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected toSLP.5.7

A
describe personal connections to a variety of sources, including self-selected textsSLP.5.7.A
B
write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sourcesSLP.5.7.B
C
use text evidence to support an appropriate responseSLP.5.7.C
D
retell, paraphrase, or summarize texts in ways that maintain meaning and logical orderSLP.5.7.D
E
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustratingSLP.5.7.E
F
respond using newly acquired vocabulary as appropriateSLP.5.7.F
G
discuss specific ideas in the text that are important to the meaning.SLP.5.7.G

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:SLP.5.8

A
infer multiple themes within a text using text evidenceSLP.5.8.A
B
analyze the relationships of and conflicts among the charactersSLP.5.8.B
C
analyze plot elements, including rising action, climax, falling action, and resolutionSLP.5.8.C
D
analyze the influence of the setting, including historical and cultural settings, on the plotSLP.5.8.D

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected toSLP.5.9

A
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall talesSLP.5.9.A
B
explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic formsSLP.5.9.B
C
explain structure in drama such as character tags, acts, scenes, and stage directionsSLP.5.9.C
D
recognize characteristics and structures of informational text, includingSLP.5.9.D
1. i
  the central idea with supporting evidenceSLP.5.9.D.i
2. ii
  features such as insets, timelines, and sidebars to support understandingSLP.5.9.D.ii
3. iii
  organizational patterns such as logical order and order of importanceSLP.5.9.D.iii
E
recognize characteristics and structures of argumentative text bySLP.5.9.E
1. i
  identifying the claimSLP.5.9.E.i
2. ii
  explaining how the author has used facts for or against an argumentSLP.5.9.E.ii
3. iii
  identifying the intended audience or readerSLP.5.9.E.iii
F
recognize characteristics of multimodal and digital textsSLP.5.9.F

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected toSLP.5.10

A
explain the author's purpose and message within a textSLP.5.10.A
B
analyze how the use of text structure contributes to the author's purposeSLP.5.10.B
C
analyze the author's use of print and graphic features to achieve specific purposesSLP.5.10.C
D
describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposesSLP.5.10.D
E
identify and understand the use of literary devices, including first- or third-person point of viewSLP.5.10.E
F
examine how the author's use of language contributes to voiceSLP.5.10.F
G
explain the purpose of hyperbole, stereotyping, and anecdoteSLP.5.10.G

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected toSLP.5.11

A
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mappingSLP.5.11.A
B
develop drafts into a focused, structured, and coherent piece of writing bySLP.5.11.B
1. i
  organizing with purposeful structure, including an introduction, transitions, and a conclusionSLP.5.11.B.i
2. ii
  developing an engaging idea reflecting depth of thought with specific facts and detailsSLP.5.11.B.ii
C
revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;SLP.5.11.C
D
edit drafts using standard Spanish conventions, includingSLP.5.11.D
1. i
  complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragmentsSLP.5.11.D.i
2. ii
  irregular verbsSLP.5.11.D.ii
3. iii
  collective nounsSLP.5.11.D.iii
4. iv
  adjectives, including those indicating origin, and their comparative and superlative formsSLP.5.11.D.iv
5. v
  conjunctive adverbsSLP.5.11.D.v
6. vi
  prepositions and prepositional phrases and their influence on subject-verb agreementSLP.5.11.D.vi
7. vii
  pronouns, including personal, possessive, objective, reflexive, prepositional, and indefiniteSLP.5.11.D.vii
8. viii
  subordinating conjunctions to form complex sentencesSLP.5.11.D.viii
9. ix
  capitalization of initials, acronyms, and organizationsSLP.5.11.D.ix
10. x
  italics and underlining for titles and emphasis and punctuation marks, including commas in compound and complex sentences, em dash for dialogue, and quotation marks for titlesSLP.5.11.D.x
11. xi
  correct spelling of words with grade-appropriate orthographic patterns and rulesSLP.5.11.D.x1
E
publish written work for appropriate audiences.SLP.5.11.E

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected toSLP.5.12

A
compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craftSLP.5.12.A
B
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craftSLP.5.12.B
C
compose argumentative texts, including opinion essays, using genre characteristics and craftSLP.5.12.C
D
compose correspondence that requests informationSLP.5.12.D

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected toSLP.5.13

A
generate and clarify questions on a topic for formal and informal inquirySLP.5.13.A
B
develop and follow a research plan with adult assistanceSLP.5.13.B
C
identify and gather relevant information from a variety of sourcesSLP.5.13.C
D
understand credibility of primary and secondary sourcesSLP.5.13,D
E
demonstrate understanding of information gatheredSLP.5.13.E
F
differentiate between paraphrasing and plagiarism when using source materialsSLP.5.13.F
G
develop a bibliographySLP.5.13.G
H
use an appropriate mode of delivery, whether written, oral, or multimodal, to present resultsSLP.5.13.H

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What grade levels do these standards cover?: Grade 5
Where can I read the official document?: Texas Administrative Code

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Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected toSLP.5.1

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected toSLP.5.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.SLP.5.5

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:SLP.5.6

Response skills: listening, speaking, reading writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected toSLP.5.7

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected toSLP.5.11

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected toSLP.5.12

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected toSLP.5.13

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