Common Planner
K–12 Standards

Essential Elements: Grade 5

Other Wisconsin English Language Arts sets

Reading Foundational Skills

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    Phonics & Word Recognition

    1. 3

      Use letter-sound knowledge to read words.EE.RF.5.3

      1. a

        Decode and encode common sight words and single syllable words.EE.RF.5.3.a

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    Fluency

    1. 4

      Read words intext. Read text comprised of familiar words with accuracy and understanding. EE.RF.5.4

      1. a

        Use features of print to identify or verbalize appropriate expression while reading familiar texts.EE.RF.5.4.a

      2. b

        Use letter-sound knowledge and context to confirm or self-correct word recognition when reading.EE.RF.5.4.b

Reading

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    Key Ideas & Details

    1. 1

      Identify explicit details in a text. (RI&RL)EE.R.5.1

    2. 2

      Identify the theme or main idea from a text when it is not explicitly stated. (RI&RL)EE.R.5.2

    3. 3

      Compare two characters in a familiar story.(RL) Compare two individuals, events or ideas in a text. (RI)EE.R.5.3

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    Craft & Structure

    1. 4

      Determine the intended meaning of multi meaning and domain-specific words and phrases. (RI&RL)EE.R.5.4

    2. 5

      With guidance and support, identify a story element that undergoes change from beginning to end (RL) and determine if a text tells about events, gives directions, or provides information on a topic (RI).EE.R.5.5

    3. 6

      With guidance and support, determine the point of view of a narrator (RL); compare two texts on the same topic (RI).EE.R.5.6

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    Integration of Knowledge & Ideas

    1. 7

      Identify illustrations, tactual or multimedia elements that add to understanding of a text. (RI&RL)EE.R.5.7

    2. 8

      Identify the relationship between a specific point and supporting reasons in a text. (RI)EE.R.5.8

    3. 9

      Compare and contrast details gained from two texts and make connections to other texts, ideas, cultural perspectives, identities, eras, personal events, or situations. (RI&RL)EE.R.5.9

Writing

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    Text Types & Purposes

    1. 1

      With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and low-stakes purposes.EE.W.5.1

    2. 2

      With guidance and support, use writing, dictation and/or drawing to compose:EE.W.5.2

      1. a

        Opinion pieces in which they clearly state an opinion about a topic or text and include some reasons to support that opinion.EE.W.5.2.a

      2. b

        Informative/Explanatory text in which they introduce a topic and provide some facts, details, and/or multimedia content about a predetermined or self chosen topic.EE.W.5.2.b

      3. c

        Convey events, real or imagined and narrate a single event or several loosely linked events. Include some details regarding what happened and tell about the events in the order in which they occurred.EE.W.5.2.c

    3. 3

      Use a combination of drawing, dictating and writing to create a text that includes an introduction, body, and conclusion. uses familiar words, transitions to link and build connections, and temporal words to signal event order.EE.W.5.3

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    Production & Distribution of Writing

    1. 4

      Produce writing that is appropriate for an explicitly stated task or purpose, and expresses more than one idea.EE.W.5.4

    2. 5

      With guidance and support from adults and peers, plan before writing and produce writing focused on the planned topic, and revise their own writing, dictation, or pictures.EE.W.5.5

    3. 6

      With guidance and support from adults, use digital tools, including the Internet, to produce writing while interacting and collaborating with others. Learn to produce writing through printing, cursive, and/or typing.EE.W.5.6

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    Inquiry to Build & Present Knowledge

    1. 7

      With guidance and support, identify information about two or more aspects of a shared or independent inquiry topic.EE.W.5.7

    2. 8

      Recall relevant information from experiences or gather relevant information from print or digital sources, sort information into given categories, and write or draw about each one.EE.W.5.8

    3. 9

      With guidance and support from adults, recall key details from literary or informational texts to support reflection or inquiry questions based on a reading of a literary or informational text.EE.W.5.9

Speaking and Listening

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    Comprehension & Collaboration

    1. 1

      Engage in collaborative discussions.EE.SL.5.1

      1. a

        Come to discussion prepared to share information from a source such as a text or personal knowledge.EE.SL.5.1.a

      2. b

        Listen to others’ ideas before responding, gain attention respectfully, and contribute to the discussion.EE.SL.5.1.b

      3. c

        Ask questions related to information in a discussion.EE.SL.5.1.c

      4. d

        Make comments that contribute to the discussion and link to the remarks of others.EE.SL.5.1.d

    2. 2

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

    3. 3

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

    4. 4

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

    5. 5

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

Language

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    Knowledge of Language

    1. 1

      Use language to achieve desired meaning when communicating. EE.L.5.1

      1. a

        Notice that standardized English is only one dialect of many.EE.L.5.1.a

      2. b

        Notice the differences in language between familiar and unfamiliar contexts.EE.L.5.1.b

      3. c

        Notice the varieties of English(e.g., dialects, registers) used in stories, dramas, or poems.EE.L.5.1.c

      4. d

        Expand sentences for meaning, interest, and style.EE.L.5.1.d

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    Vocabulary Acquisition & Use

    1. 2

      Demonstrate knowledge of word meanings.EE.L.5.2

      1. a

        Use frequently occurring root words (e.g., talk) and the words that result when word endings are added (e.g., talked, talking, talks).EE.L.5.2.a

    2. 3

      Demonstrate understanding of word relationship and use.EE.L.5.3

      1. a

        Determine the literal meaning of words and phrases in context.EE.L.5.3.a

      2. b

        Not applicableEE.L.5.3.b

      3. c

        Demonstrate understanding of words that have similar meaningsEE.L.5.3.c

      4. d

        Identify words that describe an increasing number of personal emotional states.EE.L.5.3.d

    3. 4

      Use words acquired through conversations, being read to, and during shared reading activities including domain specific words.EE.L.5.4

      1. a

        Identify conjunctionsEE.L.5.4.a

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    Conventions of Standardized English

    1. 5

      Demonstrate standardized English grammar and usage when communicating.EE.L.5.5

      1. a

        Use frequently occurring conjunctions: and, but, or, for, because.EE.L.5.5.a

      2. b

        Form and use the past tense of frequently occurring irregular verbs (e.g., went, sat, ate, told).EE.L.5.5.b

      3. c

        Not applicableEE.L.5.5.c

      4. d

        Not applicable EE.L.5.5.d

    2. 6

      Demonstrate understanding of conventions of standardized English. EE.L.5.6

      1. a

        Not applicable EE.L.5.6.a

      2. b

        Not applicableEE.L.5.6.b

      3. c

        Spell untaught word phonetically, drawing on letter-sound relationships and common spelling patterns.EE.L.5.6.c

Frequently asked questions

What grade levels do these standards cover?
Grade 5
Where can I read the official document?
WISCONSIN ESSENTIAL ELEMENTS FOR English Language Arts

Keep exploring

Keep exploring English Language Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.