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G.5 – Language Standards Map

This text resource illustrates the Standards Map for the Grade 5 Language strand in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.5 > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.5 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    2. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    3. Use verb tense to convey various times, sequences, states, and conditions.
    4. Recognize and correct inappropriate shifts in verb tense.*
    5. Use correlative conjunctions (e.g., either/or, neither/nor).
    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar and Usage
    2 - Demonstrate (Command of conventions of English grammar)
    4 - Explain (Function of conjunctions, prepositions, and interjections [a])
    6 - Form (Perfect verb tenses [b])
    3 - Use (Perfect verb tenses [b])
    3 - Use (Verb tense [c])
    1 - Recognize (Inappropriate shifts in verb tense [d])
    2 - Correct (Inappropriate shifts in verb tense [d])
    3 - Use (Correlative conjunctions [e])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    4 - I can explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [a]
    3 - I can form the perfect verb tenses. [b]
    6 - I can use the perfect verb tenses. [b]
    3 - I can use verb tense to convey various times, sequences, states, and conditions. [c]
    1 - I can recognize and correct inappropriate shifts in verb tense. [d]
    2 - I can recognize and correct inappropriate shifts in verb tense. [d]
    3 - I can use correlative conjunctions. [e]
    A. Conjunctions, prepostions and interjections show relationships,locations and emotions.
    B. Perfect tense requires a form of 'have' and a participle.
    C. Tenses can convey various times, sequences, states and conditions.
    D. With verb tense consistency, all verbs describing actions happening at the same time are in the same tense.
    E. Correlative conjunctions must have parallel structures and verb and pronoun agreement.
    A.1 How do conjunctions, prepositions, and interjections function?
    B.1 How are perfect tenses formed?
    C.1 How do verb tenses affect sentences?
    D.1 How can I recognize inappropriate shifts in verb tense?
    E.1 Why must I cautiously use correlative conjunctions?
  5. Common Core English Language Arts: G.5 > L > A.1 > S.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    1. Use punctuation to separate items in a series.*
    2. Use a comma to separate an introductory element from the rest of the sentence.
    3. 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?).
    4. Use underlining, quotation marks, or italics to indicate titles of works.
    5. Spell grade-appropriate words correctly, consulting references as needed.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    Punctuation
    3 - Demonstrate (Command of conventions)
    3 - Use (Punctuation to separate series [a])
    3 - Use (Commas as introductory offset [b])
    3 - Use (Commas with tags and as yes,no offsets [c])
    3 - Use (Underlining, italics, quotations marks for titles [d])
    1 - Spell (Grade-appropriate words [e])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    3 - I can use punctuation to separate items in a series. [a]
    3 - I can use a comma to separate an introductory element from the rest of the sentence. [b]
    3 - I can use a comma to set off the words yes and no. [c]
    3 - I can use underlining, quotation marks, or italics to indicate titles of works. [d]
    1 - I can spell grade-appropriate words correctly, consulting references as needed. [e]
    A. Commas have multiple uses including series and introductory separation, tag questions and direct address.
    B. Italics, underlines and quotation marks are used for specific title types;
    C. Other punctuation is used for end marks and separation of series.
    D. Misspelling can confuse since words are intended to communicate precise meaning.
    E. Using references is a lifetime skill for spellchecking in English.
    A.1 How are commas used?
    B.1 How are italics, underlines and quotation marks used?
    C.1 How are other punctuation marks used?
    D.1 Why might spelling get in the way of meaning?
    E.1 How long before I don't have check spelling?
  7. Common Core English Language Arts: G.5 > L > A.2 > S.3

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

    1. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
    2. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    Modified Sentences [a]
    English Varieties [b]
    3 - Use (Knowledge of language)
    3 - Expand (Sentences [a])
    3 - Combine (Sentences [a])
    3 - Reduce (Sentences [a])
    4 - Compare (Varieties of English [b])
    4 - Contrast (Varieties of English [b])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    3 - I can expand, sentences for meaning, reader/listener interest, and style. [a]
    3 - I can combine, and sentences for meaning, reader/listener interest, and style. [a]
    3 - I can reduce sentences for meaning, reader/listener interest, and style. [a]
    4 - I can compare the varieties of English. [b]
    4 - I can contrast the varieties of English. [b]
    A. Audience interest and style as well as type of format determine sentence types.
    B. Combined sentences help listeners/readers understand relationships of parts and make ideas flow.
    A.1 How do I determine sentence types to use?
    B.1 How can combining sentences be beneficial?
  8. Common Core English Language Arts: G.5 > L > A.3

    Vocabulary Acquisition and Use

  9. Common Core English Language Arts: G.5 > L > A.3 > S.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.

    1. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
    2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
    3. 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.
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meaning [b]
    Reference Materials
    4 - Determine (Word or phrase meaning)
    2 - Use (Context [a])
    2 - Use (Affixes and roots as clues [b])
    2 - Consult (Reference materials [c])
    4 - I can determine word and phrases meaning using a range of strategies.
    2 - I can use context a word or phrase is in to determine meaning. [a]
    2 - I can use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word. [b]
    2 - I can consult reference materials, both print and digital, to find the pronunciation and meaning of words and phrases.
    A. Meanings can be found from context, affixes, and roots;clarification comes from dictionaries.
    B. Dictionaries provide pronunciation, precise meanings, origins, and examples of use of words.
    C. Words sometimes have multiple meanings and can vary in meaning in varied contexts.
    A.1 Why can I sometimes understand new words without a dictionary?
    B.1 How can a dictionary clarify meaning?
    C.1 Why might several strategies be needed to figure out a word?
  10. Common Core English Language Arts: G.5 > L > A.3 > S.5

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

    1. Interpret figurative language, including similes and metaphors, in context.
    2. Recognize and explain the meaning of common idioms, adages, and proverbs.
    3. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Demonstrate (Understanding)
    2 - Interpret (Figurative language [a])
    1 - Recognize (Meaning [b])
    2 - Explain (Meaning [b])
    2 - Use (Relationships [c])
    2 - I can demonstrate understanding of word relationships in word meanings.
    2 - I can demonstrate understanding of figurative language in word meanings.
    2 - I can demonstrate understanding of nuances in word meanings.
    2 - I can interpret figurative language similes in context. [a]
    2 - I can interpret figurative language metaphors in context. [a]
    1 - I can recognize meaning of common idioms, adages, and proverbs. [b]
    2 - I can explain meaning of common idioms, adages, and proverbs. [b]
    2 - I can use relationships between synonyms to better understand each of the words.
    2 - I can use relationships between antonyms to better understand each of the words.
    2 - I can use relationships between homographs to better understand each of the words.
    A. Words and phrases have roots in languages, cultures, and history.
    B. Figurative language creates a mental image for the reader or listener.
    C. When the meaning is not quite word for word interpretation, it is likely figurative.
    A.1 What clues help me interpret figurative language?
    B.1 How does figurative language enhance a text?
    C.1 How do I know when the language is figurative?
  11. Common Core English Language Arts: G.5 > L > A.3 > S.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).

    Content Skills Learning Targets Big Ideas Essential Questions
    Logic Relationships
    1 - Acquire (Words and phrases)
    2 - Use (Words and phrases)
    1 - I can acquire words and phrases that signal contrast, addition, and other logical relationships.
    2 - I can acquire words and phrases that signal contrast, addition, and other logical relationships.
    A. Specific transition words signal relational meanings (e.g. comparison, contrast, addition). Substitutions can totally change meaning or provide subtle differences.
    B. Learning transitions in context and practicing aids in properly using them in writing and speaking.
    A.1 How do I understand the relationship of two clauses?
    B.1 How can I improve on using transitions?

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