Common Planner
K–12 Standards

Grade 5

Other Michigan Alternative Content Standards - English Language Arts sets

Students can comprehend text in increasingly complex ways.

  •  

    Accessing Narrative Text

    1. 1

      Identify words in the text to answer a question about explicit information. EE.RL.5.1

      1. 1

        The student can use details, including (but not limited to) specific words from the text, to answer questions about narrative text. EE.RL.H.5.1

      2. 2

        The student can answer questions about basic elements in a narrative text (e.g., characters’ names, settings, and specific events).EE.RL.M.5.1

      3. 3

        The student can answer simple who, what, where or when questions about narrative text.EE.RL.L.5.1

    2. 2

      Identify the central idea or theme of a story, drama or poem.EE.RL.5.2

      1. 1

        The student can identify the theme or main idea of a multi-paragraph narrative text. EE.RL.H.5.2

      2. 2

        The student can identify the main idea of a one-paragraph narrative text.EE.RL.M.5.2

      3. 3

        The student can identify the main idea of a one- to two-sentence narrative text.EE.RL.L.5.2

    3. 3

      Compare two characters in a familiar story.EE.RL.5.3

      1. 1

        The student can compare two characters in a narrative text. EE.RL.H.5.3

      2. 2

        The student can identify what is the same between two characters within a paragraph of a narrative text. EE.RL.M.5.3

      3. 3

        The student can identify what is the same between two characters when given a visual model to match.EE.RL.L.5.3

    4. 4

      Determine the intended meaning of multi-meaning words in a text.EE.RL.5.4

    5. 5

      Identify a story element that undergoes change from beginning to end. EE.RL.5.5

      1. 1

        The student can identify an element (e.g., character, setting, or event) of a narrative text that changes from beginning to end.EE.RL.H.5.5

      2. 2

        The student can use pictures or phrases to show what happens at the beginning, middle, and end of a narrative text.EE.RL.M.5.5

      3. 3

        The student can use pictures and/or words to indicate what happened first or last in a short narrative text.EE.RL.L.5.5

    6. 6

      Determine the point of view of the narrator. EE.RL.5.6

      1. 1

        The student can identify the narrator’s/speaker’s point of view (i.e., what he/she thinks or feels about the topic of the text/speech).EE.RL.H.5.6

      2. 2

        The student can identify what the narrator/speaker believes during a story/speech.EE.RL.M.5.6

      3. 3

        The student can identify who is telling the story/speaking when given two choices.EE.RL.L.5.6

    7. 7

      Identify illustrations, tactual or multimedia elements that add to understanding of a text.EE.RL.5.7

    8. 9

      Compare stories, myths, or texts with similar topics or themes.EE.RL.5.9

    9. 10

      Demonstrate understanding of text while engaged in individual or group reading of stories, dramas, and poems.EE.RL.5.10

  •  

    Accessing Informational Text

    1. 1

      Identify words in the text to answer a question about explicit information. EE.RI.5.1

      1. 1

        The student can use details from informational text to answer questions about the text.EE.RI.H.5.1

      2. 2

        The student can use details in an informational text to answer basic questions about the text. EE.RI.M.5.1

      3. 3

        The student can answer simple who, what, where, or when questions about short informational texts.EE.RI.L.5.1

    2. 2

      Identify the main idea of a text when it is not explicitly stated.EE.RI.5.2

      1. 1

        The student can identify the main idea of a multi-paragraph informational text in which the main idea is not explicitly stated. EE.RI.H.5.2

      2. 2

        The student can identify the main idea of a one-paragraph informational text.EE.RI.M.5.2

      3. 3

        The student can identify the topic of a one- to two-sentence informational text.EE.RI.L.5.2

    3. 3

      Compare two individuals, events, or ideas in a text. EE.RI.5.3

      1. 1

        The student can identify similarities between individuals, events, or ideas in informational text.EE.RI.H.5.3

      2. 2

        The student can identify what is the same between two individuals, two locations, or two events within a paragraph of an informational text.EE.RI.M.5.3

      3. 3

        The student can identify what is the same between two individuals or two locations with a one- to two-sentence informational text.EE.RI.L.5.3

    4. 4

      Determine the meanings of domain-specific words and phrases.EE.RI.5.4

    5. 5

      Determine if a text tells about events, gives directions, or provides information on a topic.EE.RI.5.5

      1. 1

        The student can determine the purpose of an informational text (e.g., to tell about events, provide information, give directions, etc.).EE.RI.H.5.5

      2. 2

        The student can identify a variety of informational texts and/or associate a text with its purpose (e.g., dictionaries define words, newspapers provide information on events, calendars provide dates, schedules provide times, etc.).EE.RI.M.5.5

      3. 3

        The student can identify different types of informational texts (e.g., recipes, books, posters, calendars, etc.).EE.RI.L.5.5

    6. 6

      Compare two books on the same topic.EE.RI.5.6

    7. 7

      Locate information in print or digital sources.EE.RI.5.7

      1. 1

        The student can use text features (bold, italics, and underlined text; headings; captions; graphics; illustrations; text boxes; tables; glossaries, etc.) to locate information within informational text and/or answer questions about the text.EE.RI.H.5.7

      2. 2

        The student can use text features (illustrations, pictures, graphics, labels, lists, charts, graphs, tables, etc.) to answer questions about informational text.EE.RI.M.5.7

      3. 3

        The student can identify a picture or title that goes with a particular informational text (e.g., communication system, poster, recipe, etc.).EE.RI.L.5.7

    8. 8

      Identify the relationship between a specific point and supporting reasons in an informational text. EE.RI.5.8

    9. 9

      Compare and contrast details gained from two texts on the same topic. EE.RI.5.9

    10. 10

      Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts. EE.RI.5.10

  •  

    Reading (Foundational Skills)

    1. 3

      Use letter-sound knowledge to read wordsEE.RF.5.3

    2. 4

      Read words in textEE.RF.5.4

  •  

    Vocabulary Acquisition and Usage

    1. 4.a

       Demonstrate knowledge of word meaningsEE.L.5.4.a

      1. 1

        The student can use context as a clue to guide selection of a word or words that best completes a sentence.EE.L.H.5.4.a

      2. 2

        The student can use context clues to determine the meaning of familiar words paired with pictures and/or objects. EE.L.M.5.4.a

      3. 3

        The student can use cues to recognize the meaning of familiar words when paired with pictures and/or objects.EE.L.L.5.4.a

    2. 4.b

      Demonstrate knowledge of word meaningsEE.L.5.4.b

    3. 5.a

      Demonstrate understanding of word relationship and useEE.L.5.5.a

    4. 5.c

      Demonstrate understanding of word relationship and useEE.L.5.5.c

      1. 1

        The student can demonstrate understanding of the meaning of words used in context, including (but not limited to) synonyms.EE.L.H.5.5.c

      2. 2

        The student can identify a word with the same meaning as the target word that appears in a paragraph of text.EE.L.M.5.5.c

      3. 3

        The student can identify a word with the same meaning as a target word that appears in a one- to two-sentence text.EE.L.L.5.5.c

Students can produce writing for a range of purposes and audiences. 

  •  

    Writing: Text Types and Purposes

    1. 1

      Write opinions about topics or text. EE.W.5.1

      1. 1

        The student can write/draw/dictate an opinion about a given topic or text and provide one reason to support it.EE.W.H.5.1

      2. 2

        The student can write/draw/dictate an opinion about a given topic or text.EE.W.M.5.1

      3. 3

        The student can select a word or labeled picture that expresses an opinion about a given topic or text.EE.W.L.5.1

    2. 2.a

      Write to share information supported by detailsEE.W.5.2.a

    3. 3.a

      Write about events or personal experiencesEE.W.5.3.a

      1. 1

        The student can write/draw/dictate about an event or personal experience, using two or more actions/happenings in sequence. EE.W.H.5.3.a

      2. 2

        The student can order two details/happenings while preparing to write/communicate about an event or personal experience. EE.W.M.5.3.a

      3. 3

        The student can indicate when something happened (before or after) while preparing to write/communicate about an event or personal experience. EE.W.L.5.3.a

    4. 4

      Produce writing that is appropriate for an explicitly stated task or purpose. EE.W.5.4

    5. 5

      With guidance and support from adults and peers, plan before writing and revise own writing. EE.W.5.5

    6. 9

      Use information from literary and informational text to support writing. EE.W.5.9

    7. 10

      Write routinely for a variety of tasks, purposes and audiences. EE.W.5.10

  •  

    Conventions of Standard English

    1. 2

      Demonstrate understanding of conventions of Standard English.EE.L.5.2

Students can communicate for a range of purposes and audiences. 

  •  

    Speaking and Listening

    1. 1

      Engage in collaborative discussions.EE.SL.5.1

    2. 2

      Identify the explicitly stated main idea of a text presented orally or through other media.EE.SL.5.2

      1. 1

        The student can identify/state the main idea of a text presented orally or through other media and/or identify a supporting reason for a specific point.EE.SL.H.5.2

      2. 2

        The student can answer questions about information presented orally or through other media, including (but not limited to) the main idea of the presentation. EE.SL.M.5.2

      3. 3

        The student can select one or more details from information presented orally or through other media.EE.SL.L.5.2

    3. 3

      Identify the reasons and evidence supporting a specific point. EE.SL.5.3

    4. 4

      Report on a familiar topic or text or present an opinion including related facts. EE.SL.5.4

    5. 6

      Differentiate between contexts that require formal and informal communication.  EE.SL.5.6

  •  

    Using Language

    1. 1

      Demonstrate Standard English grammar and usage when communicating.EE.L.5.1

      1. 1

        The student can identify the correct usage of grammatical structures, including (but not limited to) frequently occurring past tense irregular verbs (e.g., went, sat, ate, told) and/or conjunctions (and, but, or, for, because).EE.L.H.5.1

      2. 2

        The student can identify correct usage of simple grammatical structures (e.g., singular/plural nouns, appropriate pronouns, verbs) when communicating. EE.L.M.5.1

      3. 3

        The student can identify correct usage of singular/plural nouns when communicating. EE.L.L.5.1

    2. 2

      Demonstrate understanding of conventions of Standard English.EE.L.5.2

    3. 3

      Use language to achieve desired meaning when communicating.EE.L.5.3

      1. 1

        The student can use language effectively to communicate with peers and adults (e.g., asking and answering questions, initiating conversations, sharing information, and making requests).EE.L.H.5.3

      2. 2

        The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).EE.L.M.5.3

      3. 3

        The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.).EE.L.L.5.3

    4. 6

      Use words acquired through conversations, being read to, and during shared reading activities including domain-specific words.EE.L.5.6

Students can investigate topics and present information.

  •  

    Research and Inquiry

    1. 2.b

      Write to share information supported by detailsEE.W.5.2.b

      1. 1

        The student can identify/organize/list facts, details, or other information that relate to a given topic. EE.W.H.5.2.b

      2. 2

        The student can select words/phrases that relate to a given topic.EE.W.M.5.2.b

      3. 3

        The student can select labeled pictures that relate to a given topic.EE.W.L.5.2.b

    2. 6

      With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others.EE.W.5.6

    3. 7

      Conduct short research projects using two or more sources.EE.W.5.7

    4. 8

      Gather and sort relevant information on a topic from print or digital sources into given categories. EE.W.5.8

      1. 1

        The student can sort information into categories in preparation for a writing project.  EE.W.H.5.8

      2. 2

        The student can choose pieces of information that are related to a given topic in preparation for a writing project.  EE.W.M.5.8

      3. 3

        The student can choose a piece of information that is related to a given topic in preparation for a writing project. EE.W.L.5.8

    5. 5

      Select or create audio recordings and visual/tactile displays to enhance a presentation. EE.SL.5.5

Frequently asked questions

What grade levels do these standards cover?
Grade 5
Where can I read the official document?
ESSENTIAL ELEMENTS FOR GRADE 5: ENGLISH LANGUAGE ARTS

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More Michigan Alternative Content Standards - English Language Arts sets

Alternative Content Standards - English Language Arts