Maryland State Standards for Language Arts: Grade 5

MD.1.0. General Reading Processes: Fluency: Students will read orally with accuracy and expression at a rate that sounds like speech.

1.C.1. Fluency: Read orally at an appropriate rate

1.C.1.a. Read familiar text at a rate that is conversational and consistent

1.C.2. Fluency: Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression

1.C.2.a. Apply knowledge of word structures and patterns to read with automaticity

1.C.2.b.1. Demonstrate appropriate use of phrasing: Attend to sentence patterns and structures that signal meaning in text

1.C.2.b.2. Demonstrate appropriate use of phrasing: Use punctuation cues to guide meaning and expression

1.C.2.b.3. Demonstrate appropriate use of phrasing: Use pacing and intonation (emphasis on certain words) to convey meaning and expression

1.C.2.b.4. Demonstrate appropriate use of phrasing: Adjust intonation and pitch (rise and fall of spoken voice) appropriately

1.C.2.c. Increase sight words read fluently

1.D.1. Vocabulary: Develop and apply vocabulary through exposure to a variety of texts

1.D.1.a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts

1.D.1.b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation

1.D.2. Vocabulary: Develop and apply a conceptual understanding of new words

1.D.2.a. Classify and categorize increasingly complex words into sets and groups

1.D.2.b. Identify and explain relationships between and among words

1.D.3. Vocabulary: Understand, acquire, and use new vocabulary

1.D.3.a. Use context to determine the meanings of words

1.D.3.b. Use word structure to determine the meaning of words

1.D.3.c. Use resources to confirm definitions and gather further information about words

1.D.3.d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

1.E.1. General Reading Comprehension: Develop and apply comprehension skills through exposure to a variety of texts, including traditional print and electronic texts

1.E.1.a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background

1.E.1.b. Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres

1.E.1.c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

1.E.2. General Reading Comprehension: Use strategies to prepare for reading (before reading)

1.E.2.a. Survey and preview the text by examining features, such as the title, illustrations, photographs, charts, and graphs

1.E.2.b. Set a purpose for reading the text

1.E.2.c. Make predictions and ask questions about the text

1.E.2.d. Make connections to the text from prior knowledge and experiences

1.E.3. General Reading Comprehension: Use strategies to make meaning from text (during reading)

1.E.3.a. Reread the difficult parts slowly and carefully

1.E.3.b. Use own words to restate the difficult part

1.E.3.c. Read on and revisit the difficult part

1.E.3.d. Skim the text to search for connections between and among ideas

1.E.3.e. Make, confirm, or adjust predictions

1.E.3.f. Periodically summarize while reading

1.E.3.g. Periodically paraphrase important ideas or information

1.E.3.h. Visualize what was read for deeper understanding

1.E.3.i. Use a graphic organizer or another note-taking technique to record important ideas or information

1.E.3.j. Explain personal connections to the ideas or information in the text

1.E.4. General Reading Comprehension: Use strategies to demonstrate understanding of the text (after reading)

1.E.4.a. Identify and explain the main idea

1.E.4.b. Identify and explain what is directly stated in the text

1.E.4.c. Identify and explain what is not directly stated in the text by drawing inferences

1.E.4.d. Draw conclusions or make generalizations about the text

1.E.4.e. Confirm, refute, or make predictions and form new ideas

1.E.4.f. Paraphrase the main idea of the text

1.E.4.g. Summarize

1.E.4.h. Connect the text to prior knowledge or personal experience

MD.2.0. Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text.

2.A.1. Comprehension of Informational Text: Develop and apply comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts

2.A.1.a. Read, use, and identify the characteristics of nonfiction materials to gain information and content knowledge

2.A.1.b. Read, use, and identify the characteristics of functional documents

2.A.1.c. Select and read to gain information from personal interest materials, such as brochures, books, magazines, cookbooks, catalogs, and web sites

2.A.2. Comprehension of Informational Text: Identify and use text features to facilitate understanding of informational texts

2.A.2.a. Use print features

2.A.2.b. Use graphic aids

2.A.2.c. Use informational aids

2.A.2.d. Use organizational aids

2.A.2.e. Use online features

2.A.2.f. Identify and explain the contributions of text features to meaning

2.A.3. Comprehension of Informational Text: Develop and apply knowledge of organizational structure of informational text to understand what is read

2.A.3.a. Identify and analyze the organizational patterns of texts

2.A.3.b. Identify and use words and phrases associated with common organizational patterns

2.A.4. Comprehension of Informational Text: Determine and analyze important ideas and messages in informational texts

2.A.4.a. Identify and explain the author's/text's purpose and intended audience

2.A.4.b. Identify and explain the author's opinion

2.A.4.c. State and support main ideas and messages

2.A.4.d. Summarize or paraphrase

2.A.4.e. Identify and explain information not related to the main idea

2.A.4.f. Identify and explain relationships between and among ideas

2.A.4.g. Draw conclusions and inferences and make generalizations and predictions from text

2.A.4.h. Distinguish between a fact and an opinion

2.A.4.i. Identify and explain how someone might use the text

2.A.4.j. Connect the text to prior knowledge or experience

2.A.5. Comprehension of Informational Text: Identify and explain the author's use of language

2.A.5.a. Identify and explain specific words or phrases that contribute to the meaning of a text

2.A.5.b. Identify and explain specific words and punctuation that create tone

2.A.5.c. Identify and explain the effect of repetition of words and phrases

2.A.6. Comprehension of Informational Text: Read critically to evaluate informational text

2.A.6.a. Explain whether the text fulfills the reading purpose

2.A.6.b. Identify and explain additions or changes to format or features that would make the text easier to understand

2.A.6.c. Identify and explain what makes the text a reliable source of information

2.A.6.d. Determine and explain whether or not the author's opinion is presented fairly

2.A.6.e. Identify and explain information not included in the text

2.A.6.f. Identify and explain words and other techniques the author uses to appeal to emotion

MD.3.0. Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts.

3.A.1. Comprehension of Literary Text: Develop and apply comprehension skills by reading a variety of self-selected and assigned literary texts

3.A.1.a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods

3.A.1.b. Listen to critically, read, and discuss a variety of literary forms and genres

3.A.2. Comprehension of Literary Text: Analyze text features to facilitate understanding of literary texts

3.A.2.a. Identify and explain how organizational aids contribute to meaning

3.A.2.b. Identify and explain how graphic aids contribute to meaning

3.A.2.c. Identify and explain how informational aids contribute to meaning

3.A.3. Comprehension of Literary Text: Analyze elements of narrative texts to facilitate understanding and interpretation

3.A.3.a. Identify and distinguish among types of narrative texts

3.A.3.b. Identify and explain the conflict and the events of the plot

3.A.3.c. Identify and describe the setting and the mood and explain how the setting affects the characters and the mood

3.A.3.d. Analyze characterization

3.A.3.e. Identify and explain relationships between and among characters, setting, and events

3.A.3.f. Identify and explain how the actions of the character(s) affect the plot

3.A.3.g. Identify and describe the narrator

3.A.4. Comprehension of Literary Text: Analyze elements of poetry to facilitate understanding and interpretation

3.A.4.a. Use structural features to identify poetry as a literary form and distinguish among types of poems

3.A.4.b. Identify and explain the meaning of words, lines, and stanzas

3.A.4.c. Identify and explain sound elements of poetry

3.A.4.d. Identify and explain other poetic elements, such as setting, mood, tone, etc. that contribute to meaning

3.A.5. Comprehension of Literary Text: Analyze elements of drama to facilitate understanding

3.A.5.a. Use structural features to identify a play as a literary form and distinguish among types of plays

3.A.5.b. Identify and explain the action of a scene

3.A.5.c. Identify and explain how stage directions create character and movement

3.A.5.d. Identify and explain stage directions and dialogue that help to create character

3.A.6. Comprehension of Literary Text: Determine important ideas and messages in literary texts

3.A.6.a. Identify and explain main ideas and universal themes

3.A.6.b. Identify and explain similar themes across multiple texts

3.A.6.c. Paraphrase the text

3.A.6.d. Summarize

3.A.6.e. Identify and explain personal connections to the text

3.A.6.f. Explain the implications of the text for the reader and/or society

3.A.7. Comprehension of Literary Text: Identify and describe the author's use of language

3.A.7.a. Identify and explain how the use of dialogue contributes to a story

3.A.7.b. Identify and explain specific words and phrases that contribute to meaning

3.A.7.c. Identify and explain words and phrases that create tone

3.A.7.d. Identify and explain figurative language that contributes to meaning

3.A.7.e. Identify and explain language that appeals to the senses and feelings

3.A.7.f. Identify and explain how repetition and exaggeration contribute to meaning

3.A.8. Comprehension of Literary Text: Read critically to evaluate literary texts

3.A.8.a. Determine and explain the plausibility of the characters' actions and the plot

3.A.8.b. Identify and explain questions left unanswered by the text

3.A.8.c. Identify and explain the relationship between a literary text and its historical context

3.A.8.d. Identify and explain the relationship between the structure and the purpose of the text

MD.4.0. Writing: Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.

4.A.1. Writing: Compose texts using the prewriting and drafting strategies of effective writers and speakers

4.A.1.a. Generate, select, and narrow topics, collectively and independently, using graphic organizers, prior writing, and/or prior experiences

4.A.1.b. Select and use appropriate organizational structures, such as narrative, chronological or sequential order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, cause and effect (Complete an idea by providing topic, support, and concluding sentences)

4.A.2. Writing: Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

4.A.2.a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose

4.A.2.b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language, such as imagery and figurative language

4.A.2.c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph

4.A.2.d.1. Compose to persuade using significant reasons and relevant support to agree or disagree with an idea: Take a position and generate convincing reasons to support it

4.A.2.d.2. Compose to persuade using significant reasons and relevant support to agree or disagree with an idea: Consider the effectiveness of form, diction, audience appeal, and organization

4.A.2.e. Use writing-to-learn strategies, such as learning logs, dialogue journals, and quickwrites to connect ideas and thinking about lesson content

4.A.2.f. Manage time and process when writing for a given purpose

4.A.3. Writing: Compose texts using the revising and editing strategies of effective writers and speakers

4.A.3.a.1. Revise texts for clarity, completeness, and effectiveness: Provide sentence variety and length by combining sentences and correcting rambling sentences

4.A.3.a.2. Revise texts for clarity, completeness, and effectiveness: Clarify meaning by adding modifiers and sensory words within a sentence

4.A.3.a.3. Revise texts for clarity, completeness, and effectiveness: Eliminate words and ideas that do not support the main idea

4.A.3.a.4. Revise texts for clarity, completeness, and effectiveness: Clarify meaning by rearranging sentences within a text

4.A.3.b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions, such as capitalization, punctuation, spelling, and pronunciation (Self edit; Dictionary; Spell checker; Grammar checker; Peer edit; Thesaurus; Language handbook)

4.A.3.c. Prepare the final product for presentation to an audience

4.A.4. Writing: Identify how language choices in writing and speaking affect thoughts and feelings

4.A.4.a. Select words appropriate for audience, situation or purpose

4.A.4.b. Describe how listeners might respond differently to similar words, such as nightmare/dream, loud/deafening, cute/gorgeous

4.A.4.c. Consider how word choices affect the audience

4.A.5. Writing: Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing

4.A.5.a.1. Assess the effectiveness of word choice that reveals a student's purpose for writing: Language appropriate for a particular audience

4.A.5.a.2. Assess the effectiveness of word choice that reveals a student's purpose for writing: Language suitable for a given purpose

4.A.5.a.3. Assess the effectiveness of word choice that reveals a student's purpose for writing: Words/phrases/sentences that extend meaning in a given context

4.A.5.b. Explain how specific words/phrases/sentences affect reader/listener response

4.A.5.c. Examine and use transitions showing importance and relation, such as 'because,' 'additionally,' 'unless,' 'although,' and 'so'

4.A.6. Writing: Explain how textual changes in a work enhance tone, clarify meaning, address a particular audience, or fulfill a purpose

4.A.6.a. Identify the tone of one's own writing, and revise word choice to modify tone in order to address a given purpose and/or audience

4.A.6.b. Explain how revisions in word choice and syntax affect meaning

4.A.7. Writing: Locate, retrieve, and use information from various sources to accomplish a purpose

4.A.7.a. Identify, evaluate, and use sources of information on a self-selected and/or given topic

4.A.7.b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic

4.A.7.c. Select appropriate information for note taking and organizing information (Practice appropriate strategies for organizing information and/or taking notes)

4.A.7.d. Use information from two or more sources to fulfill a given purpose

4.A.7.e. Credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism

MD.5.0. Controlling Language: Students will control language by applying the conventions of Standard English in speaking and writing

5.A.1. Grammar: Recognize elements of grammar in personal and academic reading

5.A.2. Grammar: Recognize, recall, and use basic elements of grammar to express ideas clearly

5.A.2.a. Recognize the meaning, position, form, and function of words when identifying grammatical concepts, such as concrete, collective, and abstract nouns; demonstrative and relative pronouns; subordinating conjunctions

5.A.2.b. Combine sentences using appositives, participial phrases, adjectives, adverbs, and prepositional phrases

5.A.2.c. Differentiate between a phrase and a clause and between grammatically complete sentences and non-sentences, such as sentence fragments and stringy/rambling sentences

5.A.2.d. Compose simple, compound, and complex sentences using independent and dependent clauses, transitions, and conjunctions to connect ideas

5.B.1. Usage: Recognize examples of conventional usage in personal and academic reading

5.B.2. Usage: Comprehend and apply standard English usage in oral and written language

5.B.2.a. Apply appropriate subject/verb agreement, such as in compound subjects and with phrases that interrupt the subject and the verb

5.B.2.b. Apply consistent and appropriate use of the principal parts of regular and irregular verbs; person, number, and case of pronouns; pronoun/antecedent agreement; and degrees of comparison of modifiers

5.B.2.c. Recognize and correct common usage errors, such as misplaced modifiers and incorrect use of verbs, such as lie - lay, rise - raise, sit - set

5.B.2.d. Use available resources to correct or confirm editorial choices

5.B.2.e. Explain editorial choices

5.C.1. Mechanics: Explain and justify the purpose of mechanics to make and clarify meaning in academic and personal reading and writing

5.C.2. Mechanics: Apply standard English punctuation and capitalization in written language

5.C.2.a. Use commas correctly in direct address and to separate adjectives and parenthetical expressions, such as on the other hand, for example, by the way

5.C.2.b. Use apostrophes in plural possessives and nouns that end in -s

5.C.2.c. Use quotation marks and commas in dialogue

5.C.2.d. Use a colon to introduce a list

5.C.2.e. Use quotation marks and commas in simple dialogue and for direct quotations

5.C.3. Mechanics: Explain editorial choices involving mechanics

5.D.1. Spelling: Recognize conventional spelling in and through personal and academic reading

5.D.2. Spelling: Apply conventional spelling in written language

5.D.2.a. Spell grade- appropriate high-frequency and content words

5.D.2.b. Spell multi-syllabic words with complex spelling patterns

5.D.2.c. Use suitable traditional and electronic resources as a spelling aid

5.D.2.d. Use mnemonic devices to recall frequently misspelled words

5.D.3. Spelling: Maintain a personal list of words to use in editing original writing

5.E.1. Handwriting: Produce writing that is legible to the audience

5.E.1.a. Write fluidly and legibly in manuscript and cursive

5.E.1.b. Use word processing technology when appropriate

MD.6.0. Listening: Students will demonstrate effective listening to learn, process, and analyze information.

6.A.1. Listening: Demonstrate active listening strategies

6.A.1.a. Attend to the speaker

6.A.1.b. Ask appropriate questions

6.A.1.c. Contribute relevant comments

6.A.1.d. Relate prior knowledge

6.A.2. Listening: Comprehend and analyze what is heard

6.A.2.a. Determine speaker's purpose

6.A.2.b. Identify how the language of the presentation contributes to effect and meaning

6.A.2.c. Elaborate on the information and ideas presented

6.A.2.d. Draw conclusions based on the information presented

6.A.2.e. Determine speaker's attitude through verbal and non-verbal cues, such as tone of voice, inflections, and facial expressions

MD.7.0. Speaking: Student will communicate effectively in a variety of situations with different audiences, purposes, and formats.

7.A.1. Speaking: Use organization and delivery strategies at an appropriate level

7.A.1.a. Demonstrate appropriate volume, articulation, enunciation, intonation, pacing, timing, and stress

7.A.1.b. Demonstrate appropriate timing (Fluency; Pacing; Rate)

7.A.1.c. Use appropriate non-verbal techniques to enhance communications (Posture; Eye contact; Facial expressions; Gestures)

7.A.2. Speaking: Make oral presentations

7.A.2.a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories

7.A.2.b. State a position and support it with reasons

7.A.2.c. Participate in dramatic presentations

7.A.2.d. Plan and deliver effective oral presentations

7.A.2.e. Use props when appropriate