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Georgia Standards

Georgia 5th Grade ELA Standards

All 119 Georgia English language arts standards for 5th grade, each explained in plain English. The official wording is in Georgia Department of Education's document, linked at the end of this page.

119 standards

Phonics

3 standards
Decoding & Encoding with Phonics
5.F.P.4.a
Sound out and spell words whose letter groups can make more than one sound, like the ch in chef, chair and chorus.
5.F.P.4.b
Read and spell words of one or many syllables using every syllable type, like magnet, robot, turtle and reptile.
5.F.P.4.c
Read and spell words that use common prefixes and suffixes, like misread, nonstop, movement and fearless.

Fluency

4 standards
Oral & Silent Reading Fluency
5.F.F.1.a
Keep adding to the words recognized instantly, like although and enough, reading them fast and right both in lists and in passages.
5.F.F.1.b
Read new fifth-grade texts with expression that shows their meaning and tone, like sounding worried in a tense scene.
5.F.F.1.c
Read varied fifth-grade texts aloud with smooth, automatic phrasing, pauses and a rising or falling voice that support understanding.
5.F.F.1.d
Catch and correct reading errors, aloud or silently, and reread a passage when the meaning gets lost.

Handwriting

3 standards
Read Cursive
5.F.H.3.a
Read many kinds of cursive writing, like letters, cards and historical documents.
Write Cursive
5.F.H.4.a
Write whole pieces in cursive that others can read easily, at a comfortable working speed.
5.F.H.4.b
Keep spacing even and readable from the start to the end of a piece written in cursive.

Engagement & Intention for Comprehension & Composition

26 standards
Reader & Writer Identity
5.P.EICC.1.a
Choose reading and writing goals for school and for fun, check on them over time and revise them, like finishing a chapter book a week.
5.P.EICC.1.b
Explain in speech or writing which genres, topics and author techniques appeal most, like a love of graphic novels or funny dialogue.
5.P.EICC.1.c
Choose books and writing projects that spark personal interest and also tie in to fifth-grade classwork, like a book on space during a science unit.
5.P.EICC.1.d
Grow a set of go-to strategies for understanding and composing texts and use them when stuck, like visualizing or freewriting.
5.P.EICC.1.e
Join a community of readers and writers, helping set group rules, talking about texts, sharing drafts, listening to others and giving and taking feedback.
5.P.EICC.1.f
Become a more self-directed reader and writer who makes choices and solves problems without waiting for help.
Engagement & Intention
5.P.EICC.2.a
Share true or invented experiences by reading and writing texts that tell stories, like a memoir or a fantasy tale.
5.P.EICC.2.b
Turn to texts to gain knowledge and skills, decide wisely and share ideas, like comparing articles before choosing a class project.
5.P.EICC.2.c
Read and write texts to understand and teach concepts and processes, like an explanation of how a bill becomes a law.
5.P.EICC.2.d
Use reading and writing as tools for analyzing and judging ideas, like a book review that weighs a novel's strengths.
5.P.EICC.2.e
Take in and create texts meant to fix problems or persuade, like a flyer urging classmates to recycle.
Comprehension Strategies
5.P.EICC.3.a
Set a reason and goals before reading, keep checking for understanding and switch strategies when meaning breaks down.
5.P.EICC.3.b
Preview a text quickly by skimming and scanning to find the parts and features most useful, like a table of contents or glossary.
5.P.EICC.3.c
Blend background knowledge with new information from a text, sorting out conflicts and filling gaps to learn more.
5.P.EICC.3.d
Pause to sum up and form mental images of sections of a text so the meaning stays clear.
5.P.EICC.3.e
Make predictions about upcoming events or facts and follow them through the text to see if they hold.
5.P.EICC.3.f
Draw, follow and support inferences about deeper layers of meaning in a text, like a character's hidden motives.
5.P.EICC.3.g
Figure out new words and concepts from surrounding sentences, word parts and known academic terms, like the bio in biography.
Writing Processes
5.P.EICC.4.a
Set the purpose and goals for a writing task and name the intended readers, like younger students reading a how-to guide.
5.P.EICC.4.b
Choose a mode, genre and structure for a piece that will suit its readers and goal, like a comic strip or a step-by-step list.
5.P.EICC.4.c
Brainstorm content by taking stock of existing knowledge, collecting information from texts and discussing ideas with classmates.
5.P.EICC.4.d
Sort ideas and information into an outline, putting the strongest and most relevant details up front.
5.P.EICC.4.e
Draft a piece by combining ideas and choosing language and craft moves, like a strong lead, that will reach its readers.
5.P.EICC.4.f
Review a draft alone or with feedback from others to decide if it meets its purpose and goals.
5.P.EICC.4.g
Rework a draft after reviewing it or hearing feedback, like reordering paragraphs or replacing dull words, to make it stronger.
5.P.EICC.4.h
Proofread and correct a piece so its grammar, spelling and punctuation follow the rules of written English.

Situating Texts

6 standards
Context
5.P.ST.1.a
Draw on background knowledge, research and conversation to pin down the context that matters most, like the time period or culture behind a text.
5.P.ST.1.b
Consider how the time, place and events around a text affect the goals of both its author and its audience.
5.P.ST.1.c
Look at how context steers an author's choices and readers' reactions, both when reading texts and when writing them.
Author, Audience, & Purpose
5.P.ST.2.a
Identify the purpose of a text being read or written by considering its author, audience and context, then judge whether it achieves that purpose.
5.P.ST.2.b
Use knowledge of who is writing, for whom and when to spot an author's perspective and develop a distinct one in personal writing.
5.P.ST.2.c
Consider audience and context to choose the key ideas, the clearest layout, the strongest words and the most effective craft techniques.

Author’s Craft

12 standards
Reading like a Writer
5.P.AC.1.a
Spot, use and analyze story, informational and opinion elements, like characters or evidence, and judge how each affects readers and supports the purpose.
5.P.AC.1.b
Notice, try out and analyze vivid language, like a precise verb, and evaluate how word choice shapes readers' reactions and the text's purpose.
5.P.AC.1.c
Analyze and evaluate how an author's sentence lengths and patterns influence readers and serve the purpose of the text.
5.P.AC.1.d
Evaluate how formats, structures and features such as bullet lists or sidebars affect readers, make a text accessible and serve its purpose.
Writing like a Reader
5.P.AC.2.a
Blend narrative, informational and opinion elements to reach particular readers and purposes, like opening an opinion piece with a story.
5.P.AC.2.b
Craft language deliberately to steer readers' reactions and decisions, like persuasive phrases in an ad for a school event.
5.P.AC.2.c
Shape sentence structure on purpose, like starting with a question, to reach and influence readers.
5.P.AC.2.d
Arrange a text using structures and features, like captions or numbered steps, that help readers find their way and support the purpose.
Text Design
5.P.AC.3.a
Read and make texts across many modes and genres, like podcasts and poems, and apply how their features shape meaning, tone and audience.
5.P.AC.3.b
Apply an understanding of how mode and genre affect content choices, like what goes in a news article versus a speech.
5.P.AC.3.c
Apply how mode and genre shape the arrangement of ideas, like a slideshow's one point per slide or a letter's greeting and closing.
5.P.AC.3.d
Take in and produce multimodal texts, like a narrated slideshow, that combine genres, features and techniques to influence an audience.

Collaboration & Presentation

9 standards
Collaboration
5.P.CP.1.a
Show up to group talks and team meetings prepared to contribute, with notes or materials in hand.
5.P.CP.1.b
Help a team set its rules, goals and procedures for a joint project and keep the work moving forward.
5.P.CP.1.c
Take an active part in discussions and team projects, offering ideas, hearing others out and responding with feedback.
5.P.CP.1.d
Partner with classmates to discuss topics, research questions, solve problems and explore or make texts, like a group newsletter.
Presentation
5.P.CP.2.a
Speak clearly when sharing ideas, facts or texts with an audience, like a report on a science experiment.
5.P.CP.2.b
Mix the modes and genres that fit the audience and goal of a presentation, like slides, a demonstration or a skit.
5.P.CP.2.c
Change voice tone, speaking pace and body language to suit the listeners and the reason for speaking.
5.P.CP.2.d
Invite audience questions and pose questions back to keep a two-way conversation going during a presentation.
5.P.CP.2.e
Memorize and recite well-known poems or passages from historic speeches suited to fifth grade to build background knowledge.

Grammar Conventions

16 standards
Grammar, Usage, & Mechanics
5.L.GC.1.38
Use indefinite pronouns like someone, several and each with matching verbs every time, like Each of the boys has a bike.
5.L.GC.1.39
Join clauses confidently with subordinating conjunctions like since, unless and while, like Unless it snows, school is open.
5.L.GC.1.40
Always place a comma after an introductory phrase or clause, like When the bell rang, everyone lined up.
5.L.GC.1.41
Correctly mark titles of works using capital letters along with italics, underlining or quotation marks, like a movie versus a short story.
5.L.GC.1.42
Use intensive pronouns correctly to add emphasis, like We built the fort ourselves.
5.L.GC.1.43
Keep practicing progressive, perfect and perfect progressive verbs, like is singing, have finished and will have been practicing.
5.L.GC.1.44
Keep practicing participles used as describing words, like the frozen pond or the barking dog.
5.L.GC.1.45
Keep practicing finding and fixing unclear pronouns, like a they with no clear person it points to.
5.L.GC.1.46
Begin using paired conjunctions like either/or, neither/nor and both/and to connect words, phrases or clauses.
5.L.GC.1.47
Begin punctuating dialogue fully, with capitals, quotation marks, commas, end marks and speaker tags like she asked.
5.L.GC.1.48
Begin using semicolons in a list whose items already have commas, like a list of cities with their states.
5.L.GC.1.54
Begin quoting a text correctly with capitals, quotation marks, commas, end marks and a page number in parentheses.
Syntax
5.L.GC.2.a
Apply what is known about sentence patterns to make sense of a wide range of fifth-grade reading, like a sentence with an introductory clause.
5.L.GC.2.b
Mix simple, compound and complex sentences for clear, connected writing, keeping verb tense consistent from start to finish.
5.L.GC.2.c
Match every verb to its subject in varied sentences for clear writing, like Neither of the dogs barks.
5.L.GC.2.d
Expand ideas with well-chosen describing words, like a towering, ancient oak swaying slowly, to make meaning precise and engaging.

Vocabulary (V)

10 standards
General, Academic, & Specialized Vocabulary
5.L.V.1.a
Pick up a wide range of general, academic and content words from fifth-grade texts and subjects, like evaporation or perspective.
5.L.V.1.b
Put fifth-grade general, academic and content vocabulary to work to speak and write precisely in different settings, like a science report.
Word Analysis
5.L.V.2.a
Take words apart into roots, base words and affixes to work out their meaning, like port in transport and portable.
5.L.V.2.b
Explain how roots, base words, affixes and part of speech connect to a word's meaning, like act, action and active.
5.L.V.2.c
Create words from Greek and Latin roots, base words and affixes, like combining auto and graph to make autograph.
Meaning & Purpose
5.L.V.3.a
Use cause and effect or comparison clues in a text to figure out unfamiliar words and words with more than one meaning.
5.L.V.3.b
Identify analogies, like hot is to cold as up is to down, and use synonyms, antonyms, homophones and homographs to make meaning clear.
5.L.V.3.c
Tell the small differences among related verbs, adjectives or adverbs, like stroll, march and stomp, to make meaning exact.
5.L.V.3.d
Look up words in print or digital references, like an online dictionary or a thesaurus, to confirm spelling and clarify precise meaning.
5.L.V.3.e
Use word relationships and learned vocabulary to pick the most precise word in speech and writing, like sprinted instead of ran.

Context

5 standards
Purpose & Audience
5.T.C.1.a
Identify a text's audience and explain the several purposes it serves, like an article that informs and also persuades.
5.T.C.1.b
Group texts by mode, like a podcast, poster or article, and explain how the author's choice of mode shapes its effect on readers.
5.T.C.1.c
Make multimodal texts using assigned modes, like a slideshow with narration, aimed at a specific audience and purpose.
Authors & Speakers
5.T.C.2.a
Describe how a narrator's or speaker's point of view shapes a text, like a story told by the villain.
5.T.C.2.c
Infer the circumstances a text was written in, like its time period or the writer's situation, from clues in the text.

Structure & Style

6 standards
Organization
5.T.SS.1.a
Describe how features like diagrams and chapter titles work together with structures like problem and solution to present ideas clearly.
5.T.SS.1.b
Plan and build texts with a mix of structures and features suited to the goal and audience, like a timeline in a biography.
5.T.SS.1.c
Show links between ideas with conjunctions and transitions, like likewise, instead and as a result.
5.T.SS.1.d
Organize related ideas into clear paragraphs with a logical order and transitions, like cause and effect.
Craft
5.T.SS.2.a
Describe how similes, metaphors, idioms, hyperbole and personification affect readers in different modes and genres.
5.T.SS.2.b
Add figurative language for a planned effect in writing, like a metaphor in a poem or an idiom in dialogue.

Techniques

13 standards
Narrative Techniques
5.T.T.1.a
Analyze how narrative techniques like dialogue and pacing build characters, setting and plot and shape a text's design.
5.T.T.1.b
Analyze how setting, events, conflict and the way characters are developed work together to shape a plot.
5.T.T.1.c
Explain how a theme comes through in the way a character changes or a conflict is resolved.
5.T.T.1.d
Compare and contrast how stories of one genre from different cultures, like mysteries, treat similar themes and topics.
5.T.T.1.e
Write real or imagined narratives with characters, conflict, a climax, a resolution and dialogue, using vivid details, clear order and an ending.
Expository Techniques
5.T.T.2.a
Discuss and evaluate how informational texts present several main ideas and the facts and details that support them.
5.T.T.2.b
Explain how two or more people, events or ideas in a history, science or technical text connect, using details from the text.
5.T.T.2.c
Compare and contrast firsthand and secondhand accounts of one event or topic, like a diary and a textbook.
5.T.T.2.d
Write informational pieces that introduce a topic, group sections with facts, details and quotes, use exact language and end with a conclusion.
Opinion Techniques
5.T.T.3.a
Evaluate the techniques opinion and argument writers use, like a clear claim, solid reasons and evidence.
5.T.T.3.c
Write opinion essays with an introduction, a clear opinion, reasons and evidence tied together by words like therefore, and a conclusion.
Poetic Techniques
5.T.T.4.a
Discuss and explain how poets use rhyme and structure to build and shape a poem.
5.T.T.4.b
Write different kinds of poems, like free verse, haiku and limericks, using rhyme, rhyme scheme and structure.

Research & Analysis

6 standards
Research & Inquiry
5.T.RA.1.a
Ask probing research questions about a chosen topic that help compare and contrast it with related topics.
5.T.RA.1.b
Investigate a self-chosen topic by gathering and organizing information from trustworthy books, websites and interviews.
5.T.RA.1.c
Weave relevant, accurate evidence from two or more trustworthy sources into a research piece.
Curating Sources & Evidence
5.T.RA.2.a
Support an idea, answer or opinion with specific passages or quotes from a text, noting the page number of each.
5.T.RA.2.b
Weigh a source's strengths and weaknesses to decide whether it is credible and useful for a topic or message.
5.T.RA.2.c
Credit sources with simple citations in parentheses, like the author's name and page number.

The official Georgia documents

The plain-English lines on this page are EMStudio's own explanations of Georgia's standards, not the official wording, which Georgia Department of Education publishes in the documents above. Codes and strand names identify each standard.