5th Grade Reading
Common Core State Standards for Reading
READING STANDARDS FOR LITERATUARE (RL)
Key Ideas and Details |
Test Questions |
| 05RL01. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
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| 05RL02. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. |
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| 05RL03. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). |
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| Craft and Structure |
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| 05RL04. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. |
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| 05RL05. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |
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| 05RL06. Describe how a narrator’s or speaker’s point of view influences how events are described. |
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| Integration of Knowledge and Ideas. |
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| 05RL07. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). |
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| 05RL08. (Not applicable to literature) |
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| 05RL09. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. |
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| Range of Reading and Complexity of Text. |
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| 05RL10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. |
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READING STANDARDS FOR INFORMATIONAL TEXT (RI)
Key Ideas and Details |
Test Questions |
| 05RI01. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
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| 05RI02. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
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| 05RI03. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |
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| Craft and Structure |
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| 05RI04. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
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| 05RI05. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
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| 05RI06. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |
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| Integration of Knowledge and Ideas. |
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| 05RI07. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |
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| 05RI08. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |
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| 05RI09. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
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| Range of Reading and Level of Text Complexity. |
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| 05RI10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. |
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READING STANDARDS FOR FOUNDATIONAL SKILLS (RF)
Phonics and Word Recognition |
Test Questions |
| 05RF3. Know and apply grade-level phonics and word analysis skills in decoding words. · Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. |
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| Fluency |
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| 05RF4. Read with sufficient accuracy and fluency to support comprehension. · Read grade-level text with purpose and understanding. · Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. · Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
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