What does a student learn in StateIllinois,GradeGrade 5,SubjectEnglish Language Arts?

Students find the exact line in a story or poem that backs up their thinking, then use it as proof when they write or talk about what the text means.

Students find the main message or lesson in a story and track how it builds across the text. They then summarize the key details that support it, in their own words.

Students explain how a character changes across a story and why, or how one event sets off the next. The focus is on the connections that move a story forward.

Students figure out what words mean in context, including when an author uses figurative language or loaded word choices to set a mood. They also look at how swapping one word for another would change the feeling of a sentence or passage.

Students look at how a story or poem is built: how one paragraph connects to the next, how a single sentence sets up something bigger, and how each part shapes the whole piece.

Students figure out who is telling the story and how that choice affects what readers learn and what gets left out. A narrator who was there tells it differently than one watching from the outside.

Students compare what a story or poem says in words with how the same idea looks in a drawing, video, or chart. They think about what each format shows that the other misses.

Students read a nonfiction passage and decide whether the author's argument holds up. They check if the reasons make sense and if the examples actually support the point being made.

Students read two stories or poems on the same topic and explain what each author does differently, such as which details they include or how they handle the theme.

Students read full-length stories, novels, and poems on their own, without much help. The texts get harder each year, and this standard tracks whether students can keep up with grade-level reading.

Students read a nonfiction passage and point to specific sentences or details from the text to back up their answers. They also use clues in the text to figure out things the author doesn't say directly.

Students read a nonfiction text, figure out its main point, and trace how the author builds that point from start to finish. Then they sum up the key details that support it, in their own words.

Students read a nonfiction text and explain how a person, event, or idea changes as the text moves forward. They look for what causes those changes and how different parts of the text connect.

Students figure out what tricky or unusual words mean in a nonfiction passage, then think about why the author picked those words and how that choice changes the feeling or message of the text.

Students look at how a nonfiction article is built: how one paragraph sets up the next, how a single sentence supports the section it sits in, and how all the parts work together to make the full piece.

Students figure out who wrote a piece and why, then explain how that shapes what details the author included and how the writing sounds.

Students compare what they read in an article to what they see in a related chart, photo, or video, then explain how each version adds to the full picture.

Students read a nonfiction passage and decide whether the author's argument holds up. They check if the reasons make sense and if the facts given actually support the point being made.

Students read two articles or books on the same topic and compare how each author explains it. They look at what the sources agree on, where they differ, and what reading both teaches them that neither one could alone.

Students read full books, articles, and other nonfiction on their own, at a level of difficulty expected for fifth grade. The goal is steady, independent reading without needing step-by-step help.

Grade 5 students already know how print works. This standard confirms they can read a page with confidence, moving left to right and top to bottom, and understand how spacing and punctuation organize words into sentences.

By fifth grade, most phonics work happens inside actual reading. This standard checks that students can still hear how spoken words break into syllables and smaller sound pieces when a teacher needs to assess their foundational skills.

Students use what they know about letter patterns, roots, and word parts to read unfamiliar words on their own. This is the decoding work that keeps reading moving when a word doesn't look familiar at first glance.

Students read aloud smoothly and accurately enough that decoding words doesn't slow down their understanding. The goal is reading that sounds natural, not halting.

Students write a paragraph or short essay that takes a clear position on a topic, then back it up with reasons and evidence pulled from a text or source. The argument has to hold up, not just state an opinion.

Students write a report or explanation that lays out a complex topic in plain, organized language. The goal is that a reader walks away actually understanding the subject.

Students write a story, real or made-up, with a clear sequence of events, specific details that bring scenes to life, and techniques like dialogue or pacing that keep readers engaged.

Students write pieces that fit the job: the right structure for a story, the right tone for a persuasive letter, the right level of detail for the reader who will see it.

Students learn to improve a piece of writing by going back to it: rereading, cutting weak sentences, fixing wording, or starting a section over. The goal is a stronger final draft, not a perfect first one.

Students use computers or tablets to write, edit, and share their work, and to give and receive feedback from classmates. The focus is on using digital tools as part of the writing process, not just typing a final draft.

Students pick a focused question and research it, gathering information until they can explain what they found. Projects can be short or span several days.

Students find facts from more than one source, check that each source can be trusted, and put the information into their own words instead of copying it directly.

Students pull quotes or details from a story or nonfiction source to back up a point they're making in writing. The evidence has to connect clearly to their argument or idea.

Students practice writing often, in short bursts and over longer projects, for different reasons and readers. The goal is to make writing a regular habit, not just a one-time assignment.

Students come to discussions with notes or ideas ready, then actually listen and respond to classmates instead of just waiting for their turn to talk.

Students listen to or watch something (a speech, a chart, a video clip) and decide what it's actually saying and whether it holds up. They pull that information into their own thinking and words.

Students listen to a speaker and judge whether the argument holds up: Is the point of view clear? Does the reasoning make sense? Does the evidence actually support what the speaker is claiming?

Students organize a talk so listeners can follow the thinking from point to point. That means stating a clear main idea, then backing it up with specific details or facts.

Students choose charts, images, or slides to make a point clearer, not just to decorate a presentation. The visual has to earn its place by helping the audience understand something they wouldn't grasp from words alone.

Students practice switching between formal and casual speech depending on the situation. Presenting to the class sounds different from talking with a friend, and students learn to recognize which style fits.

Students write and speak using correct grammar: complete sentences, proper verb tenses, and pronouns that match the nouns they replace. This standard covers the grammar habits that make writing clear and speaking easy to follow.

Students write sentences that use capital letters, commas, and other punctuation correctly, and spell words the way standard English expects. These are the mechanical rules that keep writing readable.

Students learn to choose words and sentence structures that fit the moment, whether writing a formal letter or a casual story. The same idea can sound very different depending on how it is written.

Students figure out what an unfamiliar or tricky word means by reading the sentences around it or breaking it into parts like roots, prefixes, and suffixes.

Students learn to recognize when language means something beyond the literal words, such as when "it's raining cats and dogs" means a heavy downpour. They also study how words connect to each other and how small shifts in word choice change a sentence's meaning.

Students learn words that show up across subjects, like "analyze" or "contrast," and vocabulary specific to science, math, or history. They use those words correctly in writing and discussion.