Common Core State Standards
5th Grade ELA Standards
All 43 Common Core English language arts standards for 5th grade, grouped into strands and written in plain English. The official wording is one click away. 5 have free practice you can print today.
43 standards
Reading: Literature RL
9 standardsKey Ideas and Details
RL.5.1
Quote the exact words from a story that prove an answer, whether the story says it outright or only hints at it.
Official wording
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2
Work out the theme of a story, play or poem from how its characters face challenges or how a poem’s speaker reflects, then summarize it.
Official wording
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 two or more characters, settings or events in a story, using specific details such as how the characters treat each other.
Official wording
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
Figure out what words and phrases mean in a story, including a simile or metaphor such as the classroom was a zoo.
Official wording
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 the chapters of a novel, the scenes of a play or the stanzas of a poem build on one another to shape the whole.
Official wording
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6
Describe how the narrator’s point of view colors the way events are told, like the same argument retold by each sibling.
Official wording
Describe how a narrator's or speaker's point of view influences how events are described.
Integration of Knowledge and Ideas
RL.5.7
Explain what the pictures in a graphic novel, or the sound and images in a filmed poem or myth, add to its meaning, mood or beauty.
Official wording
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.5.8
(RL.5.8 not applicable to literature)Not applicable
RL.5.9
Compare how two stories of the same kind, such as two mysteries, handle a similar theme or topic in different ways.
Official wording
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
Read and understand stories, plays and poems at the top of the grades 4 to 5 difficulty range independently by year’s end.
Official wording
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.
Reading: Informational Text RI
10 standardsKey Ideas and Details
RI.5.1
Back up an answer about an article or textbook passage with its exact words, both for what it states and for what it implies.
Official wording
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2
Find two or more main ideas in an informational text, show which details support each one, and summarize the text.
Official wording
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 how two or more people, events or ideas in a history, science or how-to text connect, using facts the text gives.
Official wording
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
RI.5.4
Work out the meaning of school words like analyze and subject words like photosynthesis in a text on a grade 5 topic.
Official wording
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 how two or more texts are organized, such as one told in time order and another built on cause and effect.
Official wording
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
Read several accounts of the same event and note how the writers’ points of view agree and differ.
Official wording
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
Use several books or websites to find the answer to a question or solve a problem quickly.
Official wording
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8
Explain which reasons and evidence an author gives for each point in an informational text, matching each piece of support to its point.
Official wording
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
Combine facts from several texts on one topic, then write or speak about it like someone who has done the reading.
Official wording
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
Read and understand history, science and technical texts at the top of the grades 4 to 5 difficulty range independently by year’s end.
Official wording
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.
Reading: Foundational Skills RF
2 standardsPhonics and Word Recognition
RF.5.3
Read unfamiliar long words like unbelievable by using letter sounds, syllable patterns, prefixes, suffixes and roots, in or out of a sentence.
Official wording
Know and apply grade-level phonics and word analysis skills in decoding words.aUse combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency
RF.5.4
Read fifth-grade prose and poetry aloud accurately, at a good pace and with expression, and reread to fix a word that did not make sense.
Official wording
Read with sufficient accuracy and fluency to support comprehension.aRead grade-level text with purpose and understanding.bRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W
10 standardsText Types and Purposes
W.5.1
Write an opinion piece that states the opinion, gives fact-backed reasons in a logical order, links them with words like consequently, and closes by returning to it.
Official wording
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.aIntroduce 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.bProvide logically ordered reasons that are supported by facts and details.cLink opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).dProvide a concluding statement or section related to the opinion presented.
W.5.2
Write an informative piece that introduces a topic, groups facts, definitions and quotations under headings, uses precise vocabulary and closes with a summary.
Official wording
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.aIntroduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.bDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.cLink ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).dUse precise language and domain-specific vocabulary to inform about or explain the topic.eProvide a concluding statement or section related to the information or explanation presented.
W.5.3
Write a story that sets up a situation and characters, uses dialogue, description and pacing, moves through events with transitions and ends in a way that fits.
Official wording
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.aOrient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.bUse narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.cUse a variety of transitional words, phrases, and clauses to manage the sequence of events.dUse concrete words and phrases and sensory details to convey experiences and events precisely.eProvide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
W.5.4
Write clearly, organizing a piece to suit its purpose and reader, such as a letter to the principal versus a story for classmates.
Official wording
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.5.5
With help from classmates and adults, improve a draft by planning, revising, editing, rewriting or starting over with a new approach.
Official wording
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
W.5.6
With some adult help, use the internet to publish writing and work with others online, and type at least two pages in one sitting.
Official wording
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Research to Build and Present Knowledge
W.5.7
Do a short research project that looks at several sides of a topic, such as a planet’s size, surface and moons, using several sources.
Official wording
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.8
Gather facts from memory, books and websites, restate them in notes and the finished piece instead of copying, and list the sources.
Official wording
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
Use details from stories and informational texts as evidence in writing, like comparing two characters or checking an author’s reasons.
Official wording
Draw evidence from literary or informational texts to support analysis, reflection, and research.aApply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").bApply 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 often, both in long projects with time to research and revise and in quick pieces done in one sitting, across all school subjects.
Official wording
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.
Speaking and Listening SL
6 standardsComprehension and Collaboration
SL.5.1
Join discussions on grade 5 topics prepared, follow the group’s rules and roles, build on others’ comments with questions, and sum up what was learned.
Official wording
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.bFollow agreed-upon rules for discussions and carry out assigned roles.cPose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.dReview the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
SL.5.2
Give a short summary of a text read aloud or of information shown in a video, a chart or a talk.
Official wording
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.5.3
Sum up a speaker’s main points, such as in a classmate’s persuasive talk, and tell which reasons and evidence back each claim.
Official wording
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
SL.5.4
Give a talk on a topic, a book or an opinion with ideas in a sensible order, facts and details to back them, and clear speech at a steady pace.
Official wording
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5
Add pictures, sound clips or a slide to a presentation when they help make the main ideas clearer.
Official wording
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
SL.5.6
Switch between formal English for a class presentation and casual talk for a group chat, as the situation calls for.
Official wording
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)
Language L
6 standardsConventions of Standard English
L.5.1
Use perfect tenses like I had walked, keep verb tenses consistent, use pairs like either and or, and explain what conjunctions, prepositions and interjections do.
Official wording
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.aExplain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.bForm and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.cUse verb tense to convey various times, sequences, states, and conditions.dRecognize and correct inappropriate shifts in verb tense.*eUse correlative conjunctions (e.g., either/or, neither/nor).
L.5.2
Use commas in lists, after an opening phrase and around yes, no or a name spoken to, mark titles with quotation marks or italics, and spell grade 5 words correctly.
Official wording
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.aUse punctuation to separate items in a series.*bUse a comma to separate an introductory element from the rest of the sentence.cUse 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?).dUse underlining, quotation marks, or italics to indicate titles of works.eSpell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
L.5.3
Expand, combine or shorten sentences for effect, and compare the kinds of English characters use in stories, like a dialect or formal speech.
Official wording
Use knowledge of language and its conventions when writing, speaking, reading, or listening.aExpand, combine, and reduce sentences for meaning, reader/listener interest, and style.bCompare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition and Use
L.5.4
Work out an unknown word on a grade 5 topic from context clues, from Greek and Latin roots like photo in photograph, or by checking a dictionary or glossary.
Official wording
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.aUse context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.bUse common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).cConsult 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.
L.5.5
Explain similes, metaphors and common sayings such as the early bird catches the worm, and use synonyms, antonyms and homographs to sharpen meanings.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.aInterpret figurative language, including similes and metaphors, in context.bRecognize and explain the meaning of common idioms, adages, and proverbs.cUse the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6
Learn and use grade 5 school and subject words, including linking words that signal contrast or addition such as however, although and moreover.
Official wording
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).
5th Grade Practice
Worksheet generators and printables already set up for this grade’s standards, free to use.
5th Grade ELA Standards: Questions
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Official wording from the Common Core State Standards PDFs at corestandards.org, last checked October 14, 2026. The plain-English lines on this page are EMStudio’s own explanations, shown beside the official wording. They are not part of the standard.