Grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…

Grade 4 Grade 5 Grade 6

Word Recognition

R.WS.04.03 automatically recognize frequently R.WS.05.03 automatically recognize frequently R.WS.06.03 automatically recognize frequently

encountered words in print with the number of encountered words in print with the number of encountered words in print with the number of

words that can be read fluently increasing steadily words that can be read fluently increasing steadily words that can be read fluently increasing steadily

across the school year. across the school year across the school year.



R.WS.04.01 explain how to use word structure, R.WS.05.01 explain when to use and apply word R.WS.06.01 explain and use word structure,

sentence structure, and prediction to aid in structure, sentence structure, and prediction to aid sentence structure, and prediction to aid in

decoding words and understanding the meanings in decoding words and understanding meanings decoding and understanding the meanings of

of words encountered in context. of words encountered in context words encountered in context.



R.WS.04.02 use structural, syntactic, and R.WS.05.02 use structural, syntactic, and R.WS.06.02 use structural, syntactic, and

semantic cues including letter- sound, rimes, base semantic cues including letter- sound, rimes, base semantic analysis to recognize unfamiliar words in

words, affixes, and syllabication to automatically words, affixes, and syllabication to automatically context including origins and meanings of foreign

read frequently encountered words, decode read frequently encountered words, decode words, words with multiple meanings, and

unknown words, and decide meanings including unknown words, and decide meanings including knowledge of major word chunks/rimes, and

multiple meaning words. multiple meaning words. syllabication.



Note: make progress to automatically read by Note: fluently read by sight the Dolch R.WS.06.05 acquire and apply strategies to

sight the Dolch First 1000 Words for mastery in First 1000 Words for mastery. identify unknown words and construct meaning.

fifth grade.

R.WS.05.05 acquire and apply strategies to R.WS.06.04 know the meanings of words

R.WS.04.05 acquire and apply strategies to identify unknown words or word parts, and encountered frequently in grade-level reading and

identify unknown words or word parts, self- construct meaning by analyzing derivatives, oral language contexts

monitor, and construct meaning by engaging defining meanings of affixes, and knowledge of

actively in reading a variety of genre, self- word origins

monitoring and correcting, and using a thesaurus

R.WS.05.04 know the meanings of words

R.WS.04.04 know the meanings of words encountered frequently in grade-level reading and

encountered frequently in grade-level reading and oral language contexts.

oral language contexts.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Vocabulary

R.WS.04.07 in context, determine the meaning of R.WS.05.07 in context, determine the meaning of R.WS.06.07 in context, determine the meaning of

words and phrases including similes, metaphors, words and phrases including symbols, idioms, words and phrases including regional idioms,

content vocabulary and literary terms, using recently coined words, content vocabulary and literary and technical terms, and content

strategies and resources including context clues, literary terms using strategies and resources vocabulary using strategies including connotation,

semantic feature analysis, and a thesaurus. including analogies, content glossaries, and denotation, and authentic content- related

electronic resources resources



Fluency

R.WS.04.06 fluently read beginning grade-level R.WS.05.06 fluently read beginning grade-level R.WS.06.06 fluently read beginning grade-level

text and increasingly demanding text as the year text and increasingly demanding text as the year text and increasingly demanding texts as the year

proceeds proceeds. proceeds.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Narrative Text

R.NT.04.01 describe the shared human R.NT.05.01 analyze how characters and R.NT.06.01 describe how characters form

experience depicted in classic, multicultural, and communities reflect life (in positive and negative opinions about one another in ways that can be

contemporary literature recognized for quality and ways) in classic, multicultural, and contemporary fair and unfair in classic, multicultural, and

literary merit. literature recognized for quality and literary merit. contemporary literature recognized for quality and

. literary merit.

R.NT.04.02 identify and describe the structure, R.NT.05.02 analyze the structure, elements, style

elements, and purpose of a variety of narrative and purpose of narrative genre including historical R.NT.06.02 analyze the structure, elements, style

genre including poetry, myths, legends, fantasy, fiction, tall tales, science fiction, fantasy, and and purpose of narrative genre including folktales,

and adventure. mystery. fantasy, adventure, and action stories.



R.NT.04.03 analyze characters’ thoughts and R.NT.05.03 analyze how characters’ traits and R.NT.06.03 analyze how dialogue, enhances the

motivation through dialogue, various character setting define plot, climax, the role of dialogue, plot, characters and themes, differentiates major

roles and functions including hero, anti- hero, or and how problems are resolved. and minor characters and builds climax.

narrator; know first person point of view and

identify conflict and resolution. R.NT.05.04 explain how authors use literary devices R.NT.06.04 analyze how authors use literary

including exaggeration and metaphors to develop devices including dialogue, imagery, mood, and

R.NT.04.04 explain how authors use literary characters, themes, plot, and functions of heroes, understatement to develop the plot, characters,

devices including flash-forward and flashback to anti-heroes, and narrators. point of view, and theme.

depict time, setting, conflicts, and resolutions to

enhance the plot and create suspense. Note: respond to individual and multiple texts by Note: respond to individual and multiple texts by

finding evidence, discussing, illustrating and/or finding evidence, discussing, illustrating and/or

Note: respond to individual and multiple texts by writing to reflect, make connections, take a writing to reflect, make connections, take a

finding evidence, discussing, illustrating and/or position, and/or show understanding. position, and/or show understanding.

writing to reflect, make connections, take a

position, and/or show understanding.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Informational Text

R.IT.04.01 identify and describe the structure, R.IT.05.01 analyze the structure, elements, R.IT.06.01 analyze the structure, elements,

elements, features and purpose of a variety of features, style and purpose of informational genre features, style and purpose of informational genre,

informational genre including including advertising, experiments, editorials, and including research reports, “how-to” articles, and

autobiography/biography, personal essay, atlases. essays.

almanac, and newspaper.

R.IT.05.02 identify and describe informational text R.IT.06.02 analyze organizational text patterns

R.IT.04.02 identify and describe informational text patterns including compare/contrast, cause/effect, including descriptive, chronological sequence, and

patterns including compare/contrast, cause/effect, and problem/ solution problem/solution.

and problem/ solution.

R.IT.05.03 explain how authors use text features R.IT.06.03 explain how authors use text features

R.IT.04.03 explain how authors use text features including timelines, graphs, charts, diagrams, including footnotes, bibliographies, introductions,

including appendices, headings, subheadings, tables of contents, indices, introductions, summaries, conclusions, and appendices to

marginal notes, keys and legends, figures, and summaries, enhance the understanding of central, key, and

bibliographies to enhance the understanding of and conclusions to enhance the understanding of supporting ideas.

key and supporting ideas. key and supporting ideas

Note: respond to individual and multiple texts by

Note: respond to individual and multiple texts by Note: respond to individual and multiple texts by finding evidence, discussing, illustrating and/or

finding evidence, discussing, illustrating and/or finding evidence, discussing, illustrating and/or writing to reflect, make connections, take a

writing to reflect, make connections, take a writing to reflect, make connections, take a position, and/or show understanding.

position, and/or show understanding. position, and/or show understanding.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Comprehension

R.CM.04.01 connect personal knowledge, R.CM.05.01 connect personal knowledge, R.CM.06.01 connect personal knowledge,

experiences, and understanding of the world to experiences, and understanding of the world to experiences, and understanding of the world to

themes and perspectives in text through oral and themes and perspectives in text through oral and themes and perspectives in text through oral and

written responses. written responses written responses.



R.CM.04.02 retell through concise summarization R.CM.05.02 retell through concise summarization R.CM.06.02 retell through concise summarization

grade-level narrative and informational text. grade-level narrative and informational text. grade-level narrative and informational text.

R.CM.04.03 explain relationships among themes,

R.CM.05.03 analyze global themes, universal truths, R.CM.06.03 analyze global themes, universal

ideas, and characters within and across texts to

and principles within and across text to create a truths and principles within and across texts to

create a deeper understanding by categorizing deeper understanding by drawing conclusions, create a deeper understanding by drawing

and classifying, comparing and contrasting, or making inferences, and synthesizing. conclusions, making inferences, and synthesizing

drawing parallels across time and culture.

R.CM.05.04 apply significant knowledge from R.CM.06.04 apply significant knowledge from

R.CM.04.04 apply significant knowledge from grade-level science, social studies and grade-level science, social studies and

grade-level science, social studies and mathematics texts. mathematics texts.

mathematics texts.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…

Grade 4 Grade 5 Grade 6

Metacognition

R.MT.04.01 self-monitor comprehension when R.MT.05.01 self-monitor comprehension when reading R.MT.06.01 self-monitor comprehension when

reading or listening to text by automatically or listening to text by automatically using and discussing reading or listening to text by automatically using

using and discussing the strategies used by the strategies used by mature readers to increase and discussing the strategies used by mature

mature readers to increase comprehension comprehension including: predicting, constructing readers to increase comprehension including:

including: predicting, constructing mental mental images, visually representing ideas in text, predicting, constructing mental images, visually

images, visually representing ideas in text, questioning, rereading or listening again if uncertain representing ideas in text, questioning, rereading

questioning, rereading or listening again if about meaning, inferring, summarizing, and engaging in or listening again if uncertain about meaning,

uncertain about meaning, inferring, interpretive discussions inferring, summarizing, and engaging in interpretive

summarizing, and engaging in interpretive discussions.

discussions. R.MT.05.02 plan, monitor, regulate, and evaluate skills,

strategies, and processes to construct and convey R.MT.06.02 plan, monitor, regulate, and evaluate

R.MT.04.02 plan, monitor, regulate, and meaning (e.g., decoding unfamiliar words); select an skills, strategies, and processes for their own

evaluate skills, strategies and processes to appropriate text type from known genre for particular reading comprehension by applying appropriate

construct and convey meaning (e.g., decoding writing purposes; and use theory/evidence, cause/effect, metacognitive skills such as SQP3R and pattern

unknown words) and use graphic organizers and persuasive organizational patterns guides.

to deepen their understanding of

compare/contrast, and sequential

organizational patterns.



Critical Standards

R.CS.04.01 develop, discuss, and apply R.CS.05.01 develop, discuss, and apply individual and R.CS.06.01 compare the appropriateness of

individual and shared standards using shared standards using student/class created rubrics to shared, individual and expert standards based on

student/class created rubrics and begin to assess the qualities and accuracy of their own writing purpose, context, and audience in order to assess

assess the quality, accuracy, and relevance of and the writing of others. Identify attainment of intended their own writing and the writing of others.

their own writing and the writing of others. purpose to interpret authors’ viewpoints, and determine

effect on classroom or school-wide audiences.



Reading Attitude

R.AT.04.01 be enthusiastic about reading and R.AT.05.01 be enthusiastic about reading and do R.AT.06.01 be enthusiastic about reading and do

do substantial reading and writing on their substantial reading and writing on their own. substantial reading and writing on their own.

own. (M .01 with .02)

(M .01 with .02)



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…

Grade 4 Grade 5 Grade 6

Speaking Conventions

S.CN.04.01 use common grammatical structures S.CN.05.01 use common grammatical structures S.CN.06.01 adjust their use of language to

correctly when speaking including appositives, correctly when speaking including irregular verbs communicate effectively with a variety of

participial phrases, adjectives, adverbs, and to express more complex ideas. audiences and for different purposes by asking

prepositional phrases to express ideas in more and responding to questions and remarks to

complex sentences. S.CN.05.02 adjust their use of language to engage the audience when presenting

communicate effectively with a variety of

S.CN.04.02 adjust their use of language to audiences and for different purposes including S.CN.06.02 speak effectively using rhyme,

communicate effectively with a variety of research, explanation, and persuasion. rhythm, cadence, and word play for effect in

audiences and for different purposes including narrative and informational presentations

community-building, appreciation, invitations, and S.CN.05.03 speak effectively using varying

cross-curricular discussions. modulation, volume, and pace of speech to S.CN.06.03 present in standard American English

indicate emotions, create excitement, and if it is their first language. (Students whose first

S.CN.04.03 speak effectively using facial emphasize meaning in narrative and informational language is not English will present in their

expressions, hand gestures, and body language presentations developing version of standard American English).

in narrative and informational presentations.

S.CN.05.04 present in standard American English

S.CN.04.04 present in standard American if it is their first language. (Students whose first

English if it is their first language. (Students language is not English will present in their

whose first language is not English will present in developing version of standard American English).

their developing version of standard American

English). S.CN.05.05 understand, providing examples of

how language differs from early American history

S.CN.04.05 understand, providing examples of to current day America as a function of linguistic

how language differs from region to region of the and cultural group membership.

United States as a function of linguistic and

cultural group membership



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…

Grade 4 Grade 5 Grade 6

Speaking Discourse

S.DS.04.01 engage in interactive, extended S.DS.05.01 engage in interactive, extended S.DS.06.01 engage in interactive, extended

discourse to socially construct meaning in book discourse to socially construct meaning in book discourse to socially construct meaning in book

clubs, literature circles, partnerships, or other clubs, literature circles, partnerships, or other clubs, literature circles, partnerships, or other

conversation protocols. conversation protocols conversation protocols.



S.DS.04.02 discuss narratives (e.g., fantasy, S.DS.05.02 discuss narratives (e.g., mystery, S.DS.06.03 discuss written narratives that include

myths and legends, adventures, poetry), historical fiction, tall tales, and science fiction), a variety of literary and plot devices (e.g.,

conveying the story grammar (e.g., various conveying the story grammar (e.g., traits of established context plot, point of view, sensory

character roles, plot, story level theme) and characters, relationship between setting and details, dialogue, and suspense).

emphasizing facial expressions, hand gestures, climax/ anticlimax), while varying voice

and body language. modulation, volume, and pace of speech to DS.06.02 respond to multiple text types in order to

emphasize meaning. compare/contrast ideas, form, and style; to

S.DS.04.03 respond to multiple text types by evaluate quality; take a stand and support an

reflecting, making connections, taking a position, S.DS.05.03 respond to multiple text types by issue; and to identify personally with a universal

and/or showing deep understanding. analyzing content, interpreting the message, and theme.

evaluating the purpose.

S.DS.04.04 plan and deliver presentations S.DS.06.04 plan a focused and coherent

focusing on a key question using an informational S.DS.05.04 plan and deliver persuasive informational presentation using an informational

organizational pattern (e.g., descriptive, presentations or reports using an informational organizational pattern (e.g., problem/solution,

problem/solution, cause/effect); supportive facts organizational pattern for a specific purpose (e.g., sequence); select a focus question to address and

and details reflecting and emphasizing facial to persuade, describe, and inform) that conveys organize the message to ensure that it matches

expressions, hand gestures, and body language. and supports the point they want to make, while the intent and the audience to which it will be

varying voice modulation, volume, and pace of delivered.

speech to emphasize meaning.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Listening & Viewing Conventions

L.CN.04.01 ask substantive questions of the L.CN.05.01 ask substantive questions based on L.CN.06.01 respond to evaluate and analyze the

speaker that will provide additional elaboration the argument(s) presented by a speaker when speaker’s effectiveness and content when

and details. listening to or viewing a variety of presentations listening to or viewing a variety of speeches and

presentations

L.CN.04.02 listen to or view critically while L.CN.05.02 listen to or view critically while

demonstrating appropriate social skills of demonstrating appropriate social skills of L.CN.06.02 listen to or view critically while

audience behaviors (e.g., eye contact, attentive, audience behaviors (e.g., eye contact, attentive, demonstrating appropriate social skills of

supportive) in small and large group settings. supportive) in small and large group settings. audience behaviors (e.g., eye contact, attentive,

supportive); critically examine the verbal and non-

L.CN.04.03 distinguish between and explain how L.CN.05.03 listen and view critically how verbal verbal strategies during speeches and

verbal and non- verbal strategies enhance and nonverbal strategies enhance understanding presentations

understanding of spoken messages and promote of spoken messages and promote effective

effective listening behaviors listening behaviors during a variety of class

presentations.

L.CN.04.04 recognize and analyze the various

roles of the communication process (e.g., to L.CN.05.04 recognize and analyze the various

persuade, critically analyze, flatter, explain, dare) roles of the communication process (e.g. to

in focusing attention on events and in shaping persuade, critically analyze, entertaining versus

opinions. informative, different interpretations or

perspectives of an action or event) in focusing

attention on events and shaping opinions.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Listening & Viewing Response

L.RP.04.01 listen to or view knowledgeably and L.RP.05.01 listen to or view knowledgeably and L.RP.06.01 listen to or view knowledgeably a variety

discuss a variety of genres and compare their discuss a variety of genres and compare their of genres to summarize, take notes on key points, and

responses to those of their peers responses to those of their peers. ask clarifying questions.



L.RP.04.02 select, listen to or view L.RP.05.02 select, listen to or view L.RP.06.02 select, listen to or view knowledgeably,

knowledgeably, and respond thoughtfully to both knowledgeably, and respond thoughtfully to both and respond thoughtfully to both classic and

classic and contemporary texts recognized for classic and contemporary texts recognized for contemporary texts recognized for quality and literary

quality and literary merit. quality and literary merit merit



L.RP.04.03 respond to multiple text types listened L.RP.05.03 respond to multiple text types L.RP.06.05 respond to multiple text types when

to or viewed knowledgeably, by discussing, listened to or viewed knowledgeably, by listened to or viewed knowledgeably, by discussing,

illustrating, and/or writing in order to clarify discussing, illustrating, and/or writing in order to illustrating, and/or writing in order to compare/contrast

meaning, make connections, take a position, clarify meaning, make connections, take a similarities and differences in idea, form, and style to

and/or show deep understanding. position, and/or show deep understanding evaluate quality and to identify personal and universal

without major misconceptions themes

L.RP.04.04 combine skills to reveal strengthening

literacy (e.g., viewing then analyzing in writing, L.RP.05.04 combine skills to reveal L.RP.06.06 respond to, evaluate, and analyze the

listening then giving an opinion orally). strengthening literacy (e.g., viewing then credibility of a speaker who uses persuasion to affirm

analyzing in writing, listening then paraphrasing his/her point of view in a speech or presentation.

L.RP.04.05 respond to and summarize the major in writing).

ideas and evidence presented in spoken L.RP.06.03 identify a speaker’s affective

messages and formal presentations. L.RP.05.05 respond to and go beyond the communication expressed through tone, mood, and

information given by a speaker, making emotional cues.

inferences and drawing appropriate conclusions

L.RP.06.04 relate a speaker’s verbal communications

(e.g., tone of voice) to the nonverbal message

communicated (e.g., eye contact, posture, and

gestures



L.RP.06.07 identify persuasive and propaganda

techniques used in television, and identify false and

misleading information.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…

Grade 4 Grade 5 Grade 6

Writing Genre

W.GN.04.01 write a cohesive narrative piece such W.GN.05.01 write a cohesive narrative piece such W.GN.06.01 write a cohesive narrative piece such

as a myth, legend, fantasy, or adventure creating as a mystery, tall tale, or historical fiction using as a personal narrative, adventure, tall tale,

relationships among setting, characters, theme, time period and setting to enhance the plot; folktale, fantasy, or poetry that includes

and plot. demonstrating roles and functions of heroes, anti- appropriate conventions to the genre, employing

heroes, and narrator; and depicting conflicts and elements of characterization for major and minor

W.GN.04.02 write poetry based on reading a wide resolutions. characters; internal and/ or external conflict; and

variety of grade-appropriate poetry. issues of plot, theme, and imagery.

W.GN.05.02 write poetry based on reading a wide

W.GN.04.03 write an informational comparative variety of grade-appropriate poetry. W.GN.06.02 write a personal, persuasive, or

piece that demonstrates understanding of central comparative essay that includes organizational

and supporting ideas using an effective W.GN.05.03 write a position piece that patterns supporting key ideas.

organizational pattern (e.g., compare/contrast) demonstrates understanding of central ideas and

and informational text features. supporting details (e.g., position/ evidence W.GN.06.03 formulate research questions using

organizational pattern) using multiple headings multiple resources and perspectives that allow

W.GN.04.04 use the writing process to produce and subheadings them to organize, analyze, and explore problems

and present a research project using a teacher- and pose solutions that culminate in a final

approved topic; find and narrow research W.GN.05.04 use the writing process to produce presented project using the writing process.

questions; use a variety of resources; take notes; and present a research project; use a variety of

and organize relevant information to draw resources to gather and organize relevant

conclusions. information into central ideas and supporting

details for a teacher-approved narrowed focus

question and hypothesis.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…

Grade 4 Grade 5 Grade 6

Writing Process

W.PR.04.01 set a purpose, consider audience, W.PR.05.01 set a purpose, consider audience, W.PR.06.01 set a purpose, consider audience,

and replicate authors’ styles and patterns when and replicate authors’ styles and patterns when and replicate authors’ styles and patterns when

writing a narrative or informational piece. writing a narrative or informational piece. writing a narrative or informational piece.



W.PR.04.02 apply a variety of pre-writing W.PR.05.02 apply a variety of pre-writing W.PR.06.02 apply a variety of pre-writing

strategies for both narrative and informational strategies for both narrative and informational strategies for both narrative (e.g., graphic

writing (e.g., graphic organizers such as maps, writing (e.g., graphic organizers such as maps, organizers designed to develop a plot that

webs, Venn diagrams) in order to generate, webs, Venn diagrams) in order to generate, includes major and minor characters, builds

sequence, and structure idea (e.g., plot- sequence, and structure ideas (e.g., role and climax, and uses dialogue to enhance a theme)

connecting time, setting, conflicts/resolutions, relationships of characters, settings, ideas, and informational writing (e.g., problem/ solution,

definition/description, or chronological sequence) relationship of theory/evidence, or or sequence).

compare/contrast).

W.PR.04.03 draft focused ideas using a variety of W.PR.06.04 draft focused ideas for a specific

drafting techniques composing coherent and W.PR.05.03 draft focused ideas using linguistic purpose using multiple paragraphs, sentence

mechanically sound paragraphs when writing structures and textual features needed to clearly variety, and voice to meet the needs of an

compositions. communicate information composing coherent, audience (e.g., word choice, level of formality, and

mechanically sound paragraphs when writing use of example) when writing compositions.

W.PR.04.04 revise drafts based on constructive compositions.

and specific oral and written responses to writing W.PR.06.03 revise drafts for clarity, coherence,

by identifying sections of the piece to improve W.PR.05.04 revise drafts based on constructive and consistency in content, voice, and genre

sequence and flow of ideas (e.g., arranging and specific oral and written responses to writing characteristics with audience and purpose in

paragraphs, connecting main and supporting by identifying sections of the piece to improve mind.

ideas, transitions). organization and flow of ideas (e.g.,

position/evidence organizational pattern, craft W.PR.06.05 proofread and edit writing using

W.PR.04.05 proofread and edit writing using such as titles, leads, endings, and powerful grade-level checklists and other appropriate

appropriate resources (e.g., dictionary, spell verbs). resources both individually and in groups

check, grammar check, grammar references,

writing references) and grade-level checklists both W.PR.05.05 proofread and edit writing using

individually and in groups. grade-level checklists and other appropriate

resources both individually and in groups.



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Personal Style

W.PS.04.01 exhibit individual style and voice to W.PS.05.01 exhibit individual style and voice to W.PS.06.01 exhibit individual style and voice to

enhance the written message in both narrative enhance the written message in both narrative enhance the written message in both narrative

(e.g., strong verbs, figurative language, sensory (e.g., personification, humor, element of surprise) (e.g., personification, humor, element of surprise)

images) and informational writing (e.g., precision, and informational writing (e.g., emotional appeal, and informational writing (e.g., emotional appeal,

established importance, transitions strong opinion, credible support). strong opinion, credible support).



Grammar & Usage

W.GR.04.01 in the context of writing, correctly use W.GR.05.01 in the context of writing, correctly use W.GR.06.01 in the context of writing, correctly use

simple and compound sentences; direct and compound subjects and predicates; proper nouns style conventions (e.g., Modern Language

indirect objects; prepositional phrases; adjectives; and pronouns; articles; conjunctions; hyphens in Association Handbook) and a variety of

common and proper nouns as subjects and compound and number words; commas between grammatical structures in writing including

objects; pronouns as antecedents; regular and two independent clauses to set off direct address, indefinite and predicate pronouns; transitive and

irregular verbs; hyphens between syllables; long phrases, clauses; colons to separate hours intransitive verbs; adjective and adverbial

apostrophes in contractions; and commas in and minutes and to introduce a list. phrases; adjective and adverbial subordinate

salutations to set off words; phrases and dialogue; clauses; comparative adverbs and adjectives;

quotation marks or italics to identify titles or superlatives, conjunctions; compound sentences;

names. appositives; independent and dependent clauses;

introductory phrases; periods; commas; quotation

marks; and use of underlining and italics for

specific purposes



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GLCE for 5th grade

Grade Level Content Expectations

Grades 4th, 5th and 6th

The student will…



Grade 4 Grade 5 Grade 6

Spelling

W.SP.04.01 in the context of writing, correctly W.SP.05.01 in the context of writing, correctly W.SP.06.01 in the context of writing, correctly

spell frequently encountered words (e.g., roots, spell frequently encountered words (e.g., roots, spell frequently encountered and frequently

inflections, prefixes, suffixes, multi-syllabic). For inflections, prefixes, suffixes, multi- syllabic). For misspelled words.

less frequently encountered words, use structural less frequently encountered words, use structural

cues (e.g., letter/ sound, rimes, morphemic) and cues (e.g., letter/ sound, rime, morphemic) and

environmental sources (e.g., word walls, word environmental sources (e.g., word walls, word

lists, dictionaries, spell checkers). lists, dictionaries, spell checkers).



Handwriting

W.HW.04.01 write neat and legible compositions. W.HW.05.01 write neat and legible compositions. W.HW.06.01 write neat and legible compositions.





Writing Attitude

W.AT.04.01 be enthusiastic about writing and W.AT.05.01 be enthusiastic about writing and W.AT.06.01 be enthusiastic about writing and

learning to write. learning to write. learning to write.



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GLCE for 5th grade