1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Indicator:

a. Introduce 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.

Indicator:

b. Provide logically ordered reasons that are supported by facts and details.

Indicator:

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Indicator:

d. Provide a concluding statement or section related to the opinion presented.

5. 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 on pages 28 and 29.)

8. 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.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Indicator:

a. Introduce 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.

Indicator:

b. Provide logically ordered reasons that are supported by facts and details.

Indicator:

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Indicator:

d. Provide a concluding statement or section related to the opinion presented.

4. 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.)

Indicator:

a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.

5. 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 on pages 28 and 29.)

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Indicator:

a. Apply 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]”).

8. 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.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Indicator:

a. Come 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.

Indicator:

b. Follow agreed-upon rules for discussions and carry out assigned roles.

Indicator:

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Indicator:

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Indicator:

e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.

Indicator:

f. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4. 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.

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

6. 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 on pages 28 and 29 for specific expectations.)

6. 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).