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Oklahoma Standards

Oklahoma 5th Grade ELA Standards

All 58 Oklahoma English language arts standards for 5th grade, each explained in plain English. The official wording is one click away under each one.

58 standards

Listening and Speaking: Listening

2 standards
Students will develop and apply effective communication skills through active listening.
5.1.L.1
Follow class discussion rules while reading spoken and unspoken signals, like a speaker's tone, nods or a puzzled face.
Official wording
Students will actively listen using agreed-upon discussion rules with awareness of verbal and nonverbal cues.
5.1.L.2
Listen carefully, interpret what a speaker is really saying, and ask follow-up questions to pin down their purpose.
Official wording
Students will actively listen and interpret a speaker’s verbal messages and ask questions to clarify the speaker’s purpose.

Listening and Speaking: Speaking

3 standards
Students will develop and apply effective communication skills to share ideas through speaking.
5.1.S.1
Share the workload fairly in a mixed team, show respect, and recognize what each teammate added to the final product.
Official wording
Students will work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.
5.1.S.2
Take part in discussions about reading and writing with a partner, a group or the whole class, explaining your views clearly.
Official wording
Students will engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly in pairs, diverse groups, and whole-class settings.
5.1.S.3
Give both formal and casual presentations alone or in a group, choosing and ordering content for the audience and speaking clearly.
Official wording
Students will give formal and informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.

Reading and Writing Foundations: Print Concepts

1 standard
Students will demonstrate their understanding of the organization and basic features of print.
5.2.PC
Write in neat print and cursive with well-formed letters and steady spacing, like in a final draft or a handwritten letter.
Official wording
Students will correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

Reading and Writing Foundations: Spelling/Encoding

2 standards
Students will encode and write words in context and isolation by applying phonics, spelling patterns, and structural analysis skills.
5.2.SE.1
Spell unfamiliar long words by linking sounds to letters and using every syllable type, like spelling ad-ven-ture or mar-ble.
Official wording
Students will use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:•letter-sound correspondences•all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)
5.2.SE.2
Spell contractions and abbreviations correctly and apply the rules for adding prefixes and suffixes, like beginning or carried.
Official wording
Students will use structural analysis to correctly spell the following parts of words:•contractions•abbreviations•common spelling rules related to adding prefixes and suffixes

Reading and Writing Foundations: Fluency

2 standards
Students will read grade-level text smoothly and accurately, with appropriate expression.
5.2.F.1
Keep adding to the words you read at a glance, from regular ones to unusual ones like island or yacht, and read them more quickly.
Official wording
Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
5.2.F.2
Read fifth grade passages aloud accurately and at an even pace, with expression that shows you follow the meaning.
Official wording
Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Reading and Writing Process: Reading

4 standards
Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.
5.2.R.1
Explain how the most important details work together to support a text's main idea.
Official wording
Students will explain how key supporting details support the main idea of a text.
5.2.R.2
Use details in a text to tell which genre it is, like dialogue in a story, stanzas in a poem or headings in nonfiction.
Official wording
Students will identify details in fiction, poetry, and nonfiction texts to distinguish various genres.
5.2.R.3
Briefly retell the main events of a chapter book in order, focusing on the turning points.
Official wording
Students will summarize and sequence the important events of a story.
5.2.R.4
Summarize the main facts and details from a nonfiction text, like a science article about volcanoes.
Official wording
Students will summarize facts and details from an informational text.

Reading and Writing Process: Writing

4 standards
Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.
5.2.W.1
Plan, organize and draft stories, reports and opinion pieces that run several paragraphs.
Official wording
Students will routinely use a recursive process to prewrite, organize, and draft multi-paragraph narrative, informative, and opinion drafts.
5.2.W.2
Revise drafts in several rounds so ideas are clear and flow logically, using transitions like as a result.
Official wording
Students will routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).
5.2.W.3
Edit each draft for punctuation, capitals and spelling of fifth grade words, checking resources like a style guide or dictionary.
Official wording
Students will routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.
5.2.W.4
Publish final pieces for real audiences, like reading to families, displaying in the hall or submitting to a writing contest.
Official wording
Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

Critical Reading and Writing: Reading

7 standards
Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.
5.3.R.1
Decide whether an author aims to entertain, inform or persuade, then judge whether the text actually does that.
Official wording
Students will determine the author’s purpose (i.e., entertain, inform, persuade), and draw conclusions to determine if the author’s purpose was achieved.
5.3.R.2
Tell whether a story is in first person, third person limited or third person all-knowing, and explain how that shapes the story.
Official wording
Students will determine whether a grade-level literary text is narrated in first- or third-person point of view (limited and omniscient) and describe its effect.
5.3.R.3
Explain how setting, plot, main and opposing characters, character traits, conflict and theme build a story's meaning.
Official wording
Students will determine how literary elements contribute to the meaning of a literary text:•setting•plot•characters (i.e., protagonist, antagonist)•characterization•conflict•theme
5.3.R.4
Explain how imagery, metaphors, idioms, personification, exaggeration, similes, alliteration and sound words add to a text's meaning.
Official wording
Students will determine how literary devices contribute to the meaning of a text:•imagery•metaphor•idiom•personification•hyperbole•simile•alliteration•onomatopoeia
5.3.R.5
Study the ideas in one or several texts and back up your conclusions about them with quotes and details.
Official wording
Students will analyze ideas in one or more texts, providing textual evidence to support their inferences.
5.3.R.6
Tell facts from opinions in nonfiction and explain how the author uses facts and reasons to support each claim.
Official wording
Students will distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.
5.3.R.7
Identify nonfiction structures, like compare and contrast, cause and effect, problem and solution, description and time order.
Official wording
Students will distinguish the structures of informational texts:•compare/contrast•cause/effect•problem/solution•description•sequential

Critical Reading and Writing: Writing

3 standards
Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.
5.3.W.1
Write real or imagined stories in time order with a steady point of view, a climax and resolution, characters who solve conflicts, dialogue and rich detail.
Official wording
Students will compose narratives reflecting real or imagined experiences that:•include plots with a climax and resolution•include developed characters who overcome conflicts and use dialogue•use a consistent point of view•unfold in chronological sequence•use sentence variety, sensory details, and vivid language to create interest•model literary elements and/or literary devices from mentor texts
5.3.W.2
Write informative essays that develop a topic with facts, examples, charts or graphs, stay organized with transitions and use varied, interesting sentences.
Official wording
Students will compose informative essays that•introduce and develop a topic•incorporate evidence (e.g., specific facts, examples, charts, and graphs)•maintain an organized structure with transitional words and phrases•use sentence variety and word choice to create interest•model literary devices from mentor texts
5.3.W.3
Write opinion essays that state a clear position, support it with evidence from texts, move in logical order with transitions and use varied sentences.
Official wording
Students will write opinion essays that:•introduce a topic and state a clear opinion•incorporate relevant, text-based evidence to support the opinion•use sentence variety and word choice to create interest•organize writing in a logical sequence with transitional words and phrases

Vocabulary: Reading

5 standards
Students will expand their grade-level vocabularies through reading, word study, and class discussion.
5.4.R.1
Explain how words connect, like synonyms, antonyms, analogies such as page is to book, homophones, and look-alike words like lead.
Official wording
Students will identify relationships among words, including synonyms, antonyms, analogies, homophones, and homographs.
5.4.R.2
Use hints in the surrounding text to work out what an unfamiliar word means.
Official wording
Students will use context clues to clarify the meaning of words.
5.4.R.3
Use prefixes, suffixes, Latin roots and stems to define new words, like spect in inspect means look.
Official wording
Students will use word parts (e.g., affixes, Latin roots, stems) to define and determine the meaning of new words.
5.4.R.4
Look up unfamiliar words in a dictionary, glossary or thesaurus to make sense of a text.
Official wording
Students will consult reference materials (e.g., dictionaries, glossaries, thesauruses) to comprehend the words in a text.
5.4.R.5
Learn new fifth grade words, tie them to things you already know and use them in many settings.
Official wording
Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts.

Vocabulary: Writing

2 standards
Students will apply knowledge of vocabulary to speak and write effectively.
5.4.W.1
Use fifth grade words in your writing so your ideas come across clearly.
Official wording
Students will use grade-level vocabulary in writing to clearly communicate ideas.
5.4.W.2
Choose exact, vivid words to suit your type of writing and your readers, like whispered instead of said.
Official wording
Students will use precise and vivid vocabulary in writing for the intended mode and effect on the audience.

Language: Reading

2 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts.
5.5.R.1
Tell simple, compound and complex sentences apart, including spotting clauses that can and cannot stand alone.
Official wording
Students will recognize simple, compound, and complex (i.e., independent and dependent clauses) sentences.
5.5.R.2
Identify parts of speech and explain how they change meaning, like verb tenses showing time or conditions, agreement, intensive pronouns such as herself, and interjections.
Official wording
Students will recognize and explain the impact on meaning of parts of speech in sentences:•nouns•verb tense to identify settings, times, sequences, and conditions•subject and verb agreement•adjectives•prepositional phrases•intensive pronouns and their antecedents•coordinating conjunctions•adverbs•interjections

Language: Writing

11 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate.
5.5.W.1
Write simple, compound and complex sentences, like one that starts with a clause such as when the bell rang.
Official wording
Students will compose simple, compound, and complex (i.e., independent and dependent clauses) sentences.
5.5.W.2
Choose nouns, verbs, adjectives, prepositions, adverbs and pronouns that make writing clearer and more varied.
Official wording
Students will use nouns, verbs, adjectives, prepositions, adverbs, and pronouns to add clarity and variety to their writing.
5.5.W.3
Fix run-on sentences, subjects and verbs that do not match, and unneeded switches in verb tense or in pronouns like I to you.
Official wording
Students will recognize and correct the following: run-ons, errors in subject and verb agreement, inappropriate shifts in verb tense, and inappropriate shifts in pronoun number and person.
5.5.W.4
Use capital letters correctly in your writing, like for names, places, titles and the start of sentences.
Official wording
Students will write using correct capitalization mechanics.
5.5.W.5
End every sentence with the right punctuation mark, like a period, a question mark or an exclamation point.
Official wording
Students will write using correct end mark mechanics.
5.5.W.6
Choose correctly between confusing word pairs, like its and it's, your and you're, and there, their and they're.
Official wording
Students will use the correct forms of it's/its, you’re/your, and they’re/there/their.
5.5.W.7
Use commas in lists, around what a character says, and after a dependent clause at the start of a sentence.
Official wording
Students will use commas to separate individual words in a series, to indicate dialogue, and to separate the independent and dependent clauses in a complex sentence.
5.5.W.8
Place a colon before a list, like naming the supplies you need: glue, scissors and tape.
Official wording
Students will use a colon to introduce a list.
5.5.W.9
Put quotation marks around spoken words, words copied from a source, and titles of short works like articles and songs.
Official wording
Students will use quotation marks to indicate dialogue, quoted material, and titles of works.
5.5.W.10
Show titles of long works like books and films by underlining them by hand or italicizing them when typing.
Official wording
Students will use underlining or italics to indicate titles of works.
5.5.W.11
Join two closely related complete sentences with a semicolon instead of a comma and a joining word.
Official wording
Students will use a semicolon to punctuate compound sentences.

Research: Reading

3 standards
Students will gather, comprehend, evaluate, and synthesize researched information to acquire and refine knowledge.
5.6.R.1
Research your own and assigned questions using several kinds of sources, like reference books, websites, videos and interviews.
Official wording
Students will conduct research to answer questions, including self-generated questions, and to build knowledge, using multiple sources (e.g., visual and text reference sources, electronic resources, and/or interviews).
5.6.R.2
Use text features like headings, bold words, captions, tables and legends to see how a nonfiction text is built.
Official wording
Students will identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to analyze the structure of informational texts.
5.6.R.3
Judge whether the information you found is on topic and comes from a trustworthy source.
Official wording
Students will determine the relevance and reliability of the information gathered.

Research: Writing

3 standards
Students will synthesize information ethically through speaking and writing.
5.6.W.1
Write a focused research question that can be answered with available sources.
Official wording
Students will formulate a viable research question.
5.6.W.2
Organize research findings and record each source's author, title and publication date.
Official wording
Students will organize information found during research, following a modified citation style (i.e., author, title, publication date).
5.6.W.3
Write a short report in one or two sittings that orders facts logically and uses key details and quotes from several sources.
Official wording
Students will write informative texts independently for short timeframes (e.g., a single sitting or a day or two) that organize related information logically and convey key details, quotations, or other relevant information from multiple sources.

Multimodal Literacies: Reading

1 standard
Students will comprehend and evaluate multimodal content.
5.7.R
Judge how well text, audio, images, layout and gestures get a message across, looking at them from different points of view.
Official wording
Students will analyze the characteristics and effectiveness of a variety of alphabetic, aural, visual, spatial, and/or gestural content from various perspectives.

Multimodal Literacies: Writing

1 standard
Students will create multimodal content to communicate effectively.
5.7.W
Create content that mixes words, sound, images, movement or layout to share ideas and feelings with a chosen audience, like a slideshow or video.
Official wording
Students will create multimodal content (i.e., alphabetic, aural, visual, gestural and/or spatial) that communicates ideas, thoughts, and feelings for an intended audience.

Independent Reading and Writing: Reading

1 standard
Students will read self-selected texts independently, choosing genres to suit and expand their personal preferences and purposes.
5.8.R
Choose and read books independently for varied lengths of time, sticking with genres you enjoy and stretching into new ones.
Official wording
Students will read selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes.

Independent Reading and Writing: Writing

1 standard
Students will write independently, intentionally selecting modes, purposes, and audiences.
5.8.W
Write on your own for varied lengths of time in print, cursive or typing, choosing the kind of writing that fits your readers and goal.
Official wording
Students will write independently using print, cursive, and/or typing for various lengths of time, choosing modes and genres to suit their audience and purposes.

The official Oklahoma documents

Oklahoma Academic Standards for English Language Arts, Oklahoma State Department of Education.

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