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New York Standards

New York 5th Grade ELA Standards

All 28 New York English language arts standards for 5th grade, each explained in plain English. The official wording is one click away under each one.

28 standards

Reading Standards (Literary and Informational Text)

9 standards
Key Ideas and Details
5R1
Cite details and evidence when explaining what a text states and implies, and make inferences that follow logically, like why a character hides a letter.
Official wording
Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences. (RI&RL)
5R2
Identify a text's theme or central idea, explain which key details support it, and summarize the text, like a novel about standing up for a friend.
Official wording
Determine a theme or central idea and explain how it is supported by key details; summarize a text. (RI&RL)
5R3
Compare and contrast characters, settings or events in a story using details, and explain how people, events or ideas in nonfiction relate, based on text evidence.
Official wording
In literary texts, compare and contrast two or more characters, settings, and events, drawing on specific details in the text. (RL) In informational texts, explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text. (RI)
Craft and Structure
5R4
Work out the meaning of words and phrases, including figurative language and subject terms, and analyze how word choice shapes meaning, tone or mood.
Official wording
Determine the meaning of words, phrases, figurative language, academic, and content-specific words and analyze their effect on meaning, tone, or mood. (RI&RL)
5R5
Explain how chapters, scenes or stanzas work together to build a whole story, play or poem, and compare how two or more nonfiction texts are organized.
Official wording
In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem. (RL) In informational texts, compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. (RI)
5R6
Explain how a narrator's view shapes the way events are told, and analyze several accounts of one event to compare the viewpoints they show.
Official wording
In literary texts, explain how a narrator’s or speaker’s point of view influences how events are described. (RL) In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI)
Integration of Knowledge and Ideas
5R7
Analyze how pictures, video, audio and other media add to the meaning of a story or nonfiction text, like a graphic novel's panels or an online map.
Official wording
Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (RI&RL)
5R8
Explain how a text supports its claims with reasons and evidence, matching each piece of evidence to the claim it backs up.
Official wording
Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. (RI&RL)
5R9
Sort texts using set criteria, judge their quality with reasons, and connect them to other texts, ideas, cultures, eras and personal experiences.
Official wording
Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences. (RI&RL)

Reading Standards: Foundational Skills

2 standards
Phonics and Word Recognition
5RF3
Say the main sound of each consonant, know the long and short sounds of a, e, i, o and u, and read common sight words like the, of and you.
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.
Common Core RF.K.3
Fluency
5RF4
Read fifth-grade texts in a range of genres aloud with accuracy, good pacing and expression on repeated readings, using context and rereading to correct yourself.
Official wording
Read grade-level text with sufficient accuracy and fluency to support comprehension.aRead grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings.bUse context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

7 standards
Text Types and Purposes
5W1
Write an argument with a precise claim, logically ordered reasons backed by facts from several sources, clear transitions, a fitting tone and a conclusion tied to it.
Official wording
Write an argument to support claims with clear reasons and relevant evidence.aIntroduce a precise claim and organize the reasons and evidence logically.bProvide logically ordered reasons that are supported by facts and details from various sources.cUse precise language and content-specific vocabulary while writing an argument.dUse appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.eProvide a concluding statement or section related to the argument presented.fMaintain a style and tone appropriate to the writing task.
5W2
Write to explain a topic with a clear focus and logical order, using facts, quotations and details, helpful visuals or media, exact terms, transitions and a conclusion.
Official wording
Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.aIntroduce a topic clearly, provide a general focus, and organize related information logically.bDevelop a topic with facts, definitions, concrete details, quotations, or other relevant ehension. information; include text features, illustrations, and multimedia to aid comprcUse precise language and content-specific vocabulary to explain a topic.dUse appropriate transitional/linking words, phrases, and clauses to clarify and connect ideas and concepts.eProvide a concluding statement or section related to the information or explanation presented.fEstablish a style aligned to a subject area or task.
5W3
Write real or imagined stories that set up characters and a situation, use dialogue, description and sensory details, move smoothly between events, and end naturally.
Official wording
Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.aEstablish a situation and introduce a narrator and/or characters.bUse narrative techniques, such as dialogue and description, 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.
5W4
Turn a reaction to a text, author, theme or life event into an original creative piece, like a diary entry in a historical figure's voice.
Official wording
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
5W5
Back up written analysis, reflection and research with quotes and details from fiction and nonfiction, using fifth-grade reading skills like comparing texts.
Official wording
Draw evidence from literary or informational texts to respond and support analysis, reflection, and research by applying the Grade 5 Reading Standards.
Research to Build and Present Knowledge
5W6
Investigate questions, including ones you raise yourself, by exploring several sides of a topic in many sources, like articles and interviews about a local landmark.
Official wording
Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple sources.
5W7
Pull information from experience and multiple sources, summarize or paraphrase it rather than copying, and include a list of the sources used.
Official wording
Recall relevant information from experiences or gather relevant information from multiple sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.

Speaking and Listening Standards

6 standards
Comprehension and Collaboration
5SL1
Come prepared to discussions, follow norms and roles, share ideas clearly and persuasively, expand on others' remarks, and draw conclusions from what the group discussed.
Official wording
Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.aCome to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.bFollow agreed-upon norms 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.dConsider the ideas expressed and draw conclusions about information and knowledge gained from the discussions.
5SL2
Summarize information given in different forms, like an infographic, a table of data or a spoken presentation.
Official wording
Summarize information presented in diverse formats (e.g., including visual, quantitative, and oral).
5SL3
Pick out the reasons and evidence a speaker uses for each point and decide whether they hold up, like in a persuasive speech about longer recess.
Official wording
Identify and evaluate the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
5SL4
Present a report on a topic or text in logical order, with facts and vivid details that support the main ideas, speaking clearly at an easy-to-follow pace and volume.
Official wording
Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support central ideas or themes; speak clearly at an understandable pace and volume appropriate for audience.
5SL5
Use media and visuals in a presentation to highlight and strengthen its main ideas or themes, like a slide with a timeline in a history talk.
Official wording
Include digital media and/or visual displays in presentations to emphasize and enhance central ideas or themes.
5SL6
Adjust how you speak for different settings and tasks, switching to formal English when it fits, like a speech to parents compared with a talk with friends.
Official wording
Adapt speech to a variety of contexts and tasks, using formal English when appropriate.

Language Standards

4 standards
Knowledge of Language
5L3
Notice the difference between formal and casual English, like Good morning, Mrs. Lee versus Hey, and choose which fits the moment.
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.
Common Core L.2.3
Vocabulary Acquisition and Use
5L4
Unlock unfamiliar or multiple-meaning words with cause-and-effect or comparison clues, Greek and Latin word parts like photo and syn, and reference books.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, 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) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
5L5
Explain a nonliteral phrase like take steps, name someone who is friendly to link a word to real life, and rank knew, believed and suspected by how sure they are.
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.
Common Core L.3.5
5L6
Learn and correctly use academic and subject words, including linking words that show contrast or addition, like however, also and on the other hand.
Official wording
Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

The official New York documents

New York State Next Generation English Language Arts Learning Standards, Copyright 2017, New York State Education Department, used with permission.

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.