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Washington Standards

Washington 5th Grade ELA Standards

All 26 Washington English language arts standards for 5th grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading

5 standards
Students read, comprehend, interpret, analyze, evaluate, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 3, 4, and 5 are prioritized.
ELA.5.R.1
Describe how words and visuals combine to help readers understand stories, poems, plays, and nonfiction, like a map beside a history article.
Official wording
Students know and apply the basic features of print and how it is organized.aDescribe how text and visual features work together to improve understanding of fiction, poetry, plays, and non-fiction.
ELA.5.R.3
Decode long, unfamiliar words by syllable patterns and Greek and Latin roots and affixes, use those parts to work out meaning, and read grade-level text aloud fluently.
Official wording
Students decode words accurately by applying grade-level phonics and word analysis skills.aApply knowledge of syllable types and division patterns to decode complex, unfamiliar multisyllabic words in a text.bUse knowledge of roots and affixes (including Greek and Latin forms) to decode unfamiliar words, determine meaning, and support understanding.cRead grade-level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.
ELA.5.R.4
Quote evidence for inferences, summarize, explain how a narrator's view colors events, compare characters across stories, and see how structure shapes meaning.
Official wording
Students comprehend and interpret texts using knowledge of language, text structures, and content to make meaning.aExplain their purposes for reading.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake and revise inferences and predictions, quoting evidence from the text to support them.dUse a variety of strategies to maintain motivation and reconnect to the flow of reading.eExplain how images and text work together to influence reader understanding and how text/visual features add to the written text's meaning.fSummarize a text by selecting key details and examples.gDetermine the narrator's point of view and how it impacts how events are described.hDescribe, compare, and contrast stories’ characters, settings, and major events, including characters' perspectives, drawing on specific details in the text(s).iExplain how text structure, such as problem/solution among others, shapes meaning and influences reader understanding or experience.
ELA.5.R.5
Cite evidence to analyze texts, explaining how an author's choices shape responses, how a theme shifts their thinking, and how texts treat similar characters or themes.
Official wording
Students analyze texts, introducing and attributing textual evidence when relevant.aExplain how an author's choices influence readers' thoughts, feelings, or responses.bExplain the main idea, theme, or key information in a text, how it deepens, expands, or changes their previous understanding, and how it connects to their own experiences.cCompare and contrast treatments of similar characters, themes, topics, and patterns of events in texts.
ELA.5.R.6
Share a supported opinion of a text and judge how well it helps readers understand or relate to ideas and experiences, using criteria the class has agreed on.
Official wording
Students evaluate texts.aExplain their opinion about a text, providing relevant details.bEvaluate how effectively a text supports the reader to understand and/or relate to ideas, experiences, or perspectives, using shared criteria.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content. Standards 1, 3, and 5 are prioritized.
ELA.5.W.1
Write in varied genres and subjects to describe, explain observations, defend a position, persuade others to build community or settle conflicts, and tell stories.
Official wording
Students compose multimodal texts in a variety of genres across content areas for a variety of purposes.aCompose in order to describe experiences, ideas, and imaginings.bCompose in order to record observations and/or inform others about their observations and explanations of the world.cCompose in order to take and defend a position on an issue.dCompose in order to persuade others to consider new options, resolve conflicts, and create and strengthen communities.eCompose in order to tell stories and narratives.
ELA.5.W.2
Plan meaningful writing from interests or research, consider what readers already think and feel about the topic, and pick a process for the work, adapting as needed.
Official wording
Students plan and complete writing projects.aDevelop meaningful ideas by drawing from interests, experiences, knowledge, or research.bDetermine the audience and what they may already know, think, and/or feel about the topic.cDetermine the process for completing a project or task, adjusting plans as needed.
ELA.5.W.3
Draft with relevant research used fairly, figurative language, quoted or paraphrased evidence, facts behind a position, varied story techniques, and sources credited.
Official wording
Students draft content within the genre, using tools effectively.aGenerate ideas for topics, genres, and materials.bGather ideas and select relevant material from research, images, and/or multimedia artifacts that illustrate and support their ideas, identifying when and how it's fair to use the creative work of others.cSelect features and/or genre conventions to follow or adapt from mentor texts.dDevelop descriptions using concrete, sensory details and figurative language.eDevelop points and ideas within a topic with facts, definitions, details, examples, and/or quotations, using linking words to connect ideas.fExamine and explain relationships between information and ideas within a topic to draw conclusions.gSupport points by using evidence from texts, paraphrasing, summarizing, and/or selecting quotations when relevant.hSupport a position with facts and reasons.iUse strategic language to persuade others with feelings, logical reasonings, evidence, and examples.jUse a variety of narrative techniques (e.g., dialogue, pacing, event sequences, descriptive details) to develop events and characters as appropriate to the genre.kAttribute sources in ways that are consistent with the genre.
ELA.5.W.4
Shape writing to its genre with an engaging opening, well-ordered paragraphs and sections, and an ending that ties things together.
Official wording
Students organize content using the genre's structure.aCraft engaging introductions using a variety of strategies.bOrganize paragraphs and sections within the text.cCompose a concluding statement or section that provides a sense of closure.
ELA.5.W.5
Reread drafts for clarity and how well ideas are developed, use feedback and technology to revise, and edit conventions, visuals, and source credits.
Official wording
Students evaluate, revise, and edit their compositions using a variety of strategies, including effective use of technology.aRe-read draft for clarity, development of ideas, and to determine next steps.bGather and consider using feedback about their compositions.cRevise by using what they learned from re-reading and feedback.dEdit for mechanics, conventions, and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades K–5.]
ELA.5.W.6
Share and publish writing for familiar audiences, thinking about who can find it online or in print, now and years from now, and how they might respond.
Official wording
Students share and publish compositions for known and trusted audiences in ways that reinforce the communicative purposes of writing.aIdentify who can access compositions on digital and non-digital platforms, now and in the future, and how those people might react.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standards 1 and 3 are prioritized.
ELA.5.SLDF.1
Uphold discussion norms in person and online, back ideas with experience or research, respond to feedback, explain how their thinking shifted, and summarize agreements.
Official wording
Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.aMaintain expectations for engaging with and including other participants, especially in digital forums.bDescribe the people, places, things, events, information, and emotions they are referring to with specific details.cExpress ideas clearly by drawing on experience, prior knowledge, and/or research.dConnect statements to others' contributions to develop common understanding, build community, and deepen conversation.eAsk for clarification or more information and/or explain what they understood.fRespond to feedback about how others understood their communication, especially in a digital forum format.gExplain when, how, and why their opinions or understandings changed.hSummarize points of agreement or disagreement from the discussion.
ELA.5.SLDF.2
Collaborate productively by revisiting group expectations, using strengths and taking on challenges, and addressing concerns with respect for others' perspectives.
Official wording
Students collaborate on projects or tasks.aDiscuss expectations, reviewing and changing them when needed.bContribute productively by leveraging strengths and taking on challenges.cCommunicate to build community by addressing concerns and considering others' strengths and perspectives.
ELA.5.SLDF.3
Deliver reports, speeches, or creative work with clear reasoning, adapting to the audience, using media to explain or emphasize points, and crediting sources.
Official wording
Students present reports, speeches, and creative work in a variety of genres such that listeners are engaged and/or can follow the line of reasoning.aIdentify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.5.W.1.bDevelop content by considering what they want to communicate within the situation and what the audience already knows.cUse images and/or multimedia artifacts in presentations to explain, emphasize, or enhance content and support the audience’s engagement.dAttribute sources used.
ELA.5.SLDF.4
Show their own personal voice, shaped by their experiences and viewpoints, and judge what to reveal or keep to themselves for each audience and purpose.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through thoughtful word choice by drawing on their strengths, experience, attitudes, and perspectives.bDetermine what they choose to share or keep private based on the audience, purpose, and context of the interaction.
ELA.5.SLDF.5
Use volume, gestures, and pacing deliberately to bring content to life and hold an audience, like when presenting a research project.
Official wording
Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Language

5 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 2 and 3 are prioritized. This is the last year standard 2 is prioritized.
ELA.5.L.1
Recognize when to use formal or informal language, and explain both the literal and everyday meanings of words and phrases, like cold feet meaning nervousness.
Official wording
Students identify and discuss when and why language is used differently according to the context.aDifferentiate between contexts that call for formal and informal language.bDetermine literal and colloquial meanings of words and phrases in context.
ELA.5.L.2
Vary and combine sentences for clarity and style, join ideas with conjunctions, prepositions, and interjections, and use perfect tenses like had finished to show time.
Official wording
Students produce, expand, combine, and refine sentences in conversations and writing about experiences, events, and ideas.aCombine and vary sentence structures to support clarity and style.bUse conjunctions, prepositions, and interjections to connect ideas and clarify meaning.cUse verb tenses and modal auxiliaries, including perfect verb tenses, to communicate time and sequence.
ELA.5.L.3
Work out new words with context, roots, and references, use paired conjunctions like neither and nor to link ideas, and use often-confused words correctly.
Official wording
Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to with accuracy.aUse context, roots, affixes, word relationships, and reference materials to clarify the meaning of unfamiliar words and phrases.bUse correlative conjunctions to communicate relationships among ideas.cUse frequently confused words correctly, including homonyms.
ELA.5.L.4
Interpret and use similes, metaphors, idioms, adages, and proverbs, and use synonyms, antonyms, and multiple-meaning words to express fine differences in meaning.
Official wording
Students demonstrate understanding of figurative language, word relationships, and nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aRecognize, interpret, and use similes, metaphors, adages, idioms, and proverbs.bUse the relationships among words, including synonyms, antonyms, and multiple-meaning words, to understand and express nuances in meaning.
ELA.5.L.5
Write simple, compound, and complex sentences, spell long words by their parts, punctuate for clarity, and set off titles of cited works with italics or quotation marks.
Official wording
Students develop fluent and accurate writing skills.aWrite complete sentences that combine ideas using simple, compound, and complex sentence structures.bSpell multisyllabic and morphologically complex words using knowledge of syllable patterns, roots, prefixes, and suffixes.cUse conventional spelling patterns and generalizations, consulting reference materials and/or tools as needed to check and correct spelling.dUse punctuation to clarify meaning.eUse underlining, quotation marks, italics, and capital letters appropriately when attributing the works of others.fDevelop automaticity in spelling and handwriting and/or other modalities to support written expression.

Research and Media Literacy

5 standards
Students ask questions, seek answers using relevant tools and techniques to select and access sources, and use their learning. Students think critically about reactions to media messages, purposes and parts of media messages, and people responsible for media messages. Standards 1 and 4 are prioritized. This is the last year standard 4 is prioritized.
ELA.5.RML.1
Ask focused questions and refine them, choose relevant sources, including libraries and experts, adjust search terms and judge results, gather information, and share it.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk focused questions about things that make them curious and refine their questions as they learn new things about the topic.bGenerate ideas for where they might find information based on what they and/or others know about the topic.cSelect and access a variety of relevant information sources, including by navigating libraries and by talking to people with relevant experience or knowledge.dSelect and use digital search tools by adapting search terms and analyzing search results.eGather relevant information using a variety of strategies.fUse and/or share new learning.
ELA.5.RML.2
Explain how viewpoints shape reactions to media, how a message makes them feel and want to act, and why a message persuades some people but not others.
Official wording
Students explain reactions to media messages.aExplain how people’s different ways of looking at things affect their reactions to media messages.bExplain how media messages make them feel and what these emotions may make them want to say or do.cExplain reasons why people do or do not change their minds when they encounter a media message.
ELA.5.RML.3
Identify whether a media message mainly informs, persuades, sells, or entertains, and the techniques it uses, like emotional appeals or a mix of music and video.
Official wording
Students identify the purposes of media messages and how those purposes are achieved.aDetermine whether a media message is mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.bIdentify the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
ELA.5.RML.4
Label statements as facts, opinions, or positions, check facts across reliable sources, judge if a position is backed up, and explain how an edited image shifts meaning.
Official wording
Students compare different parts of media messages.aDetermine whether statements can be either true or false, express an opinion, or take a position.bCheck the accuracy of information that is either true or false by comparing what multiple reliable sources have to say about it.cExplain how changing an image or the words used to describe an image can change the meaning of a media message.dDetermine whether there are facts and reasons to support a position.
ELA.5.RML.5
Identify who is behind a media message even when it is hard to tell, describe ways people become experts, and explain how creators' choices shape how a subject is shown.
Official wording
Students identify people who create media messages and choices they make.aIdentify who is responsible for the content of media messages when it is and is not difficult to determine.bDescribe different ways to be an expert about a particular topic.cDescribe how choices made by those responsible for media messages contribute to how the subject is portrayed.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.