Colorado State Standards for Language Arts: Grade 5

CO.1. Oral Expression and Listening

1.1. Effective communication requires writers to express an opinion, provide information, describe a process, and persuade an audience. Students can:

1.1.a. Use oral communication skills to express an opinion

1.1.b. Provide information orally

1.1.c. Describe a process

1.1.d. Persuade an audience

1.1.e. Organize information to share by selecting appropriate language, visuals, and details to support the main idea

1.1.f. Use appropriate eye contact, volume, and clear pronunciation appropriate to audience

1.1.g. Adapt language as appropriate to purpose: to persuade, explain/provide information, or express an opinion

1.2. Listening strategies are techniques that contribute to understanding different situations and serving different purposes. Students can:

1.2.a. Know how to listen to other's ideas and form their own opinions

1.2.b. Model a variety of active listening strategies (eye contact, note taking, questioning, formulating clarifying questions)

1.2.c. Listen with comprehension and concentration

CO.2. Reading for All Purposes

2.1. Literary texts are understood and interpreted using a range of strategies. Students can:

2.1.a. Use pre-reading strategies, such as identifying a purpose for reading, generating questions to answers while reading, previewing sections of texts and activating prior knowledge

2.1.b. Paraphrase or summarize in sequence

2.1.c. Explain how characters have different points of view

2.1.d. Compare and contrast different literary texts with similar themes or story lines, or texts by the same author

2.1.e. Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, simple metaphors) to understand and respond to text

2.1.f. Locate information to support opinions, predictions, inferences, and identification of the author's message or theme

2.2. Ideas found in a variety of informational texts need to be compared and understood. Students can:

2.2.a. Use informational text features (such as bold type, headings, graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks

2.2.b. Use text structures (sequence, cause/effect, compare/contrast, problem/solution) to predict and construct meaning and deepen understanding

2.2.c. Locate relevant details in text to support the main idea

2.2.d. Compare information gained from different sources

2.2.e. Explain how common organizational structures (paragraphs, topic sentences, concluding sentences) assist comprehension

2.2.g. Distinguish between fact and opinion, providing support for judgments made

2.3. Knowledge of morphology and word relationships matters when reading. Students can:

2.3.a. Read and identify the meaning of words with sophisticated prefixes and suffixes

2.3.b. Apply knowledge of derivational suffixes that change the part of speech of the base word (such as active, activity)

2.3.c. Infer meaning of words using structural analysis, context, and knowledge of multiple meanings

2.3.d. Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change

CO.3. Writing and Composition

3.1. The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes. Students can:

3.1.a. Create personal and fictional narratives with a strong personal voice

3.1.b. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length)

3.1.c. Choose planning strategies to support writing for various purposes

3.1.d. Revise writing to improve level of detail and precision of language, while determining where to add images and sensory details

3.2. The recursive writing process creates stronger informational and persuasive texts for a variety of audiences and purposes. Students can:

3.2.a. Choose planning strategies to support writing for various purposes

3.2.b. Link events, facts, and opinions logically and effectively through language, organization, and layout

3.2.c. Write a brief interpretation or explanation of a literary text using evidence from the text as support

3.2.d. Group related ideas and place them in logical order when writing summaries or reports for intended audiences

3.2.e. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing

3.2.f. Seek input from peers when revising

3.3. Conventions apply consistently when evaluating written texts. Students can:

3.3.a. Apply knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound and complex sentences, paragraph indentations), and correct sentence structure (elimination of fragments and run-ons), when editing

3.3.b. Apply accurate conventions and vary sentence structures

3.3.c. Revise and edit individually and collaboratively

3.3.d. Use a variety of sentence structures.

3.3.e. Write with precise nouns, active verbs, descriptive adjectives and adverbs to enhance writing

CO.4. Research and Reasoning

4.1. High-quality research requires information that is organized and presented with documentation. Students can:

4.1.a. Summarize and support key ideas

4.1.b. Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models)

4.1.c. Demonstrate comprehension of information with supporting logical and valid inferences

4.1.d. Provide documentation of sources used in a grade-appropriate format

4.1.e. Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience

4.2. Identifying and evaluating concepts and ideas have implications and consequences. Students can:

4.2.a. Accurately explain the implications of concepts they use

4.2.b. Identify irrelevant ideas and use concepts and ideas in ways relevant to their purpose

4.2.c. Analyze concepts and draw distinctions between related but different concepts

4.2.d. Demonstrate use of language that is careful and precise while holding others to the same standards

4.2.e. Distinguish clearly and precisely the difference between an implication and consequence

4.2.f. Distinguish probable from improbable implications and consequences

4.3. Quality reasoning requires asking questions and analyzing and evaluating viewpoints. Students can:

4.3.a. Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth

4.3.b. Acknowledge the need to treat all viewpoints fair-mindedly

4.3.c. Recognize what they know and don't know (intellectual humility)

4.3.d. Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason)

CO.5. Prepared Graduate Competencies in Reading, Writing, and Communicating: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

5.1. Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group's attainment of an objective

5.2. Deliver organized and effective oral presentations for diverse audiences and varied purposes

5.3. Use language appropriate for purpose and audience

5.4. Demonstrate skill in inferential and evaluative listening

5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts

5.7. Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

5.8. Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

5.9. Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

5.10. Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail

5.12. Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

5.13. Apply standard English conventions to effectively communicate with written language

5.14. Implement the writing process successfully to plan, revise, and edit written work

5.15. Master the techniques of effective informational, literary, and persuasive writing

5.16. Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

5.17. Articulate the position of self and others using experiential and material logic

5.18. Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

5.19. Use primary, secondary, and tertiary written sources to generate and answer research questions

5.20. Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

5.21. Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues

5.22. Exercise ethical conduct when writing, researching, and documenting sources