STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards for Literature – Grade 5
CCR Anchor Standards
Key Ideas and Details
1.
Grade-Specific Standard
RL.5.1
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
Missouri GLE Alignment
R1H.5.a-c,f-i
Apply post-reading skills to demonstrate comprehension of
text:
a. answer basic comprehension questions
b. identify and explain the relationship between the main
idea and supporting details
c. make predictions
f. draw conclusions
g. analyze
h. paraphrase
i. summarize
R2C.5.a-f
Use details from text to
a. demonstrate comprehension skills previously introduced
b. make inferences
c. compare and contrast
d. identify and explain cause and effect
e. explain author’s purpose
f. identify setting, character traits, problems and solutions,
and story events
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
R1H.5.a-c,f-i/R2C.5.a-f
Aligns to multiple GLEs
1
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards for Literature – Grade 5 -- Continued
CCR Anchor Standards
Key Ideas and Details
2.
3.
Grade-Specific Standard
RL.5.2
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.
RL.5.3
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).
Missouri GLE Alignment
[R2C.7.b]
[Use details from text to
b. identify plot and subplot, mood, flashback, theme,
and types of conflicts.]
R1H.5.a
Apply post-reading skills to demonstrate comprehension of
text:
a. answer basic comprehension questions
R2C.5.a-b,e-f
Use details from text to
a. demonstrate comprehension skills previously introduced
b. make inferences
e. explain author’s purpose
f. identify setting, character traits, problems and solutions,
and story events
R1H.5.i
Apply post-reading skills to demonstrate comprehension of
text:
i. summarize
R2C.5.c,f
Use details from text to
c. compare and contrast
f. identify setting, character traits, problems and solutions,
and story events
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
[R2C.7.b]
No alignment
(The GLE first appears in grade 7)
R1H.5.a/R2C.5.a-b,e-f
Aligns to multiple GLEs
(The CCR Anchor Standard is more specific than the GLE in
requiring how characters respond to challenges. The CCR
Anchor Standard is more specific than the GLE in requiring how
the speaker reflects upon a topic.)
R1H.5.i
Direct alignment
R2C.5.c,f
Direct alignment
2
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards for Literature – Grade 5 -- Continued
CCR Anchor Standards
Craft and Structure
4.
Grade-Specific Standard
RL.5.4
Determine the meaning of words and phrases as they are used
in a text, including figurative language such as metaphors and
similes.
5.
RL.5.5
Explain how a series of chapters, scenes, or stanzas fit
together to provide the overall structure of a particular story,
drama or poem.
6.
RL.5.6
Describe how the narrator’s or speaker’s point of view
influences how events are described.
Missouri GLE Alignment
R1E.5.a-d
Develop vocabulary through text, using
a. roots and affixes
b. synonyms and antonyms
c. context clues
d. glossary and dictionary
R2B.5.a-b
Identify and explain examples of sensory details, figurative
language, and basic literary techniques in text, emphasizing
a. simile
b. metaphor
R2A.5.a-b
Use grade level text to
a. locate, interpret and apply information in title, table of
contents and glossary
b. locate and recognize the text features of fiction, poetry
and drama
[R2C.7.d]
[Use details from text to
d. identify and explain point of view]
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
R1E.5.a-d/R2B.5.a-b
Direct alignment
R2A.5.a-b
Partial alignment
(The CCR Anchor Standard requires explanation of how text
elements fit together to provide structure.)
[R2C.7.d]
No alignment
(The GLE first appears in grade 7)
3
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards for Literature – Grade 5 -- Continued
CCR Anchor Standards
Integration of
Knowledge and Ideas
7.
Grade-Specific Standard
Range of Reading and
Level of Text
Complexity
10.
Explanation
RL.5.7
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).
R2A.5.b
Use grade level text to
b. locate and recognize the text features of fiction, poetry
and drama
ICTL4A.5.a-b
a. Identify messages conveyed in various media
b. Identify media techniques used to convey messages.
RL.5.9
Compare and contrast stories in the same genre (e.g.,
mysteries and adventure stories) on their approaches to similar
themes and topics.
R1I.5.a
Compare, contrast and analyze connections:
a. text to text (information and relationships in various fiction
and non-fiction works)
[R2C.7.b]
[Use details from text to
b. identify plot and sub-plot, mood, flashback, theme
and types of conflict.]
R1I.5.a
Partial alignment
(The CCR Anchor Standard is more specific on types of texts to
compare.)
[R2C.7.b]
No alignment
(The GLE first appears in grade 7)
RL.5.10
By the end of the year, read and comprehend literature,
including stories, drama, and poetry, at the high end of the
grades 4-5 complexity band independently and proficiently.
R1D.5.a-b
Read grade-level instructional text
a. with fluency, accuracy and expression
b. adjusting reading rate to difficulty and type of text
R1H.5.a
Apply post-reading skills to demonstrate comprehension of
text:
a. answer basic comprehension questions
R1D.5.a-b/R1H.5.a
Aligns to multiple GLEs
8.
9.
Missouri GLE Alignment
R2A.4.b/ICTL4A.5.a-b
Aligns to multiple GLEs
(not applicable to literature)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
4
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards for Informational Text – Grade 5
CCR Anchor Standards
Key Ideas and Details
1.
2.
Grade-Specific Standard
RI.5.1
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
RI.5.2
Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
Missouri GLE Alignment
R1H.5.a-c,f-i
Apply post-reading skills to demonstrate comprehension of
text:
a. answer basic comprehension questions
b. identify and explain the relationship between the main
idea and supporting details
c. make predictions
f. draw conclusions
g. analyze
h. paraphrase
i. summarize
R3C.5.g
Use details from text to
g. make inferences
R1H.5.b,i
Apply post-reading skills to demonstrate comprehension of
text:
b. identify and explain the relationships between the main
idea and supporting details
i. summarize
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
R1H.5.a-c,f-i/R3C.5.g
Aligns to multiple GLEs
R1H.5.b,i
Partial alignment
(The CCR Anchor Standard requires explanation of two or more
main ideas while the GLE focuses on one.)
5
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards for Informational Text – Grade 5 -- Continued
CCR Anchor Standards
Key Ideas and Details
3.
Craft and Structure
4.
Grade-Specific Standard
Missouri GLE Alignment
Explanation
RI.5.3
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.
R3C.5.a,e,g,i-j
Use details from text to
a. demonstrate comprehension skills previously introduced
e. compare and contrast
g. make inferences
i. identify and interpret author’s ideas and purpose
j. identify problems and solutions
R3C.5.a,e,g,i-j
Direct alignment
RI.5.4
Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic
or subject area.
R1E.5.a-d
Develop vocabulary through text, using
a. roots and affixes
b. synonyms and antonyms
c. context clues
d. glossary and dictionary
R1I.5.a
Compare, contrast and analyze connections:
a. text to text (information and relationships in various fiction
and non-fiction works
R3C.5.a,c-e,g,j
Use details from text to
a. demonstrate comprehension skills previously introduced
c. sequence events
d. identify and explain cause and effect
e. compare and contrast
g. make inferences
j. identify problems and solutions
R1I.5.a
Compare, contrast and analyze connections:
a. text to text (information and relationships in various fiction
and non-fiction works
[R3C.7.h]
[Use details from text to
h. identify and explain point of view]
R1E.5.a-d
Direct alignment
5.
RI.5.5
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.
6.
RI.5.6
Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
R1I.5.a/R3C.5.a,c-e,g,j
Aligns to multiple GLEs
R1I.5.a
Partial alignment
(The CCR Anchor Standard is more specific than the GLE in
requiring similarities and differences in point of view.)
[R3C.7.h]
No alignment
(The GLE first appears in grade 7)
6
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards for Informational Text – Grade 5 -- Continued
CCR Anchor Standards
Integration of
Knowledge and Ideas
7.
Grade-Specific Standard
RI.5.7
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.
8.
RI.5.8
Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and
evidence support which point(s).
9.
RI.5.9
Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
Range of Reading and
Level of Text
Complexity
10.
RI.5.10
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.
Missouri GLE Alignment
Explanation
R3A.5
Apply information in text features, graphics, such as maps,
diagrams, charts, and index to clarify and connect concepts to
the main idea.
ICTL4A.5.a-b
a. Identify messages conveyed in various media
b. Identify media techniques used to convey messages
R3C.5.i
Use details from text to
i. identify and interpret the author’s ideas and purposes
R1H.5.b
Apply post-reading skills to demonstrate comprehension of
text:
b. identify and explain the relationship between the main
idea and supporting details
R1I.5.a
Compare, contrast and analyze connections:
a. text to text (information and relationships in various fiction
and non-fiction works
R3A.5/ICTL4A.5.a-b
Aligns to multiple GLEs
R1D.5.a-b
Read grade-level instructional text
a. with fluency, accuracy and expression
b. adjusting reading rate to difficulty and type of text
R1H.5.a
Apply post-reading skills to demonstrate comprehension of
text:
a. answer basic comprehension questions
R1D.5.a-b/R1H.5.a
Aligns to multiple GLEs
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
R3C.5.i/R1H.5.b
Aligns to multiple GLEs
R1I.5.a
Partial alignment
(The CCR Anchor Standard is more specific in requiring that the
student be able to write or speak about the connections.)
7
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Reading Standards: Foundational Skills – Grade 5
CCR Anchor Standards
Print Concepts
1.
Grade-Specific Standard
Fluency
4.
Explanation
(not applicable after grade 1)
Phonological
Awareness
2.
Phonics and Word
Recognition
3.
Missouri GLE Alignment
(not applicable after grade 1)
RF.5.3.a
Know and apply grade-level phonics and word analysis skills in
decoding words.
a. 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.
RF.5.4.a-c
Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b.
Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
c.
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
R1C.4
Apply decoding strategies to “problem-solve” unknown words
when reading when needed.
R1D.4.a
Read grade-level instructional text
a. with fluency, accuracy and expression
R1E.4.a-d
Develop vocabulary through text, using
a. root words and affixes
b. synonyms and antonyms
c. context clues
d. glossary and dictionary
R1C.4/R1D.4.a/R1E.4.a-d
Aligns to multiple GLEs
R1D.5.a-b
Read grade-level instructional text
a. with fluency, accuracy and expression
b. adjusting reading rate to difficulty and type of text
R1D.5.a-b
Read grade-level instructional text
a. with fluency, accuracy and expression
b. adjusting reading rate to difficulty and type of text
R1C.5
Apply decoding strategies to “problem-solve” unknown words
when reading when needed
R1D.5.a-b
Direct alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
R1D.5.a-b
Direct alignment
R1C.5
Direct alignment
8
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Writing Standards – Grade 5
CCR Anchor Standards
Text Types and
Purposes
1.
Grade-Specific Standard
W.5.1.a-d
Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
a.
Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which related ideas
are logically grouped to support the writer’s purpose.
b.
Provide logically ordered reasons that are supported by
facts and details.
c.
Link opinion and reasons using words and phrases and
clauses (e.g., consequently, specifically).
d.
Provide a concluding statement or section related to the
opinion presented.
Missouri GLE Alignment
W3A.5.a
Compose
a. narrative, descriptive, expository, and/or persuasive texts,
using appropriate text features.
W2A.5.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and purpose
W2B.5.a-b
Compose text with
a. strong, controlling idea
b. relevant, specific details
W2C.5.a-b
Compose text with
a. a clear beginning, middle, and end
b. a logical sequence of events
[W2C.7.e]
[Compose text with
e. cohesive devices, especially transitions]
W2C.5.a
Compose text with
a. a clear beginning, middle, and end
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
W3A.5.a
Direct alignment
(The CCR Anchor Standard is more specific than the GLE
concerning the components of persuasive text.)
W2A.5.a-b/W2B.5.a-b
Aligns to multiple GLEs
W2C.5.a-b
Direct alignment
[W2C.7.e]
No alignment
(The GLE first appears in grade 7)
W2C.5.a
Direct alignment
9
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Writing Standards – Grade 5 -- Continued
CCR Anchor Standards
Text Types and
Purposes
2.
Grade-Specific Standard
W.5.2.a-e
Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a.
Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g.,
headings), illustrations, and multimedia when useful to
aiding comprehension.
b.
Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic.
c.
Link ideas within categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
d.
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
e.
Provide a concluding statement or section related to the
information or explanation presented.
Missouri GLE Alignment
W3A.5.a
Compose
a. narrative, descriptive, expository, and/or persuasive texts,
using appropriate text features.
W2A.5.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and purpose
W2B.5.a
Compose text with
a. strong controlling idea
W2C.5.b
Compose text with
b. a logical sequence of events
W2B.5.a-b
Compose text with
a. strong controlling idea
b. relevant, specific details
[W2C.7.e]
[Compose text with
e. cohesive devices, especially transitions]
W2D.5.a-b
Compose text using
a. words that are specific accurate, and suited to the topic
b. writing techniques such as sensory detail and purposeful
dialogue
W2C.5.b
Compose text with
b. a logical sequence of events
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
W3A.5.a
Direct alignment
(The CCR Anchor Standard is more specific than the GLE
concerning the components of informative text.)
W2A.5.a-b/W2B.5.a/W2C.5.b
Aligns to multiple GLEs
W2B.5.a-b
Direct alignment
[W2C.7.e]
No alignment
(The GLE first appears in grade 7)
W2D.5.a-b
Direct alignment
W2C.5.b
Direct alignment
10
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Writing Standards – Grade 5 -- Continued
CCR Anchor Standards
Text Types and
Purposes
3.
Grade-Specific Standard
W.5.3.a-e
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences.
a. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
b.
Use narrative techniques such as dialogue, description, and
pacing to develop experiences and events or show the
responses of characters to situations.
c.
Use a variety of transitional words, phrases, and clauses to
manage the sequence of events.
d.
Use concrete words and phrases and sensory details to
convey experiences and events precisely.
e.
Provide a conclusion that follows from the narrated
experiences or events.
Missouri GLE Alignment
W3A.5.a
Compose
a. narrative, descriptive, expository, and/or persuasive texts,
using appropriate text features.
W2A.5.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and purpose
W2B.5.a
Compose text with
a. strong controlling idea
W2C.5.a-b
Compose text with
a. a beginning, middle, and end
b. a logical sequence of events
W2D.5.a-b
Compose text with
a. words that are specific, accurate and suited to the topic
b. writing techniques such as sensory detail and purposeful
dialogue
[W2C.7.e]
[Compose text with
e. cohesive devices, especially transitions]
W2D.5.a-b
Compose text with
a. words that are specific, accurate and suited to the topic
b. writing techniques such as sensory detail and purposeful
dialogue
W2C.5.a
Compose text with
a. a beginning, middle, and end
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
W3A.5.a
Direct alignment
(The CCR Anchor Standard is more specific than the GLE
concerning the components of narrative text.)
W2A.5.a-b/W2B.5.a/W2C.5.a-b
Aligns to multiple GLEs
(The CCR Anchor Standard specifies the introduction of
narrator and characters.)
W2D.5.a-b
Partial alignment
(The CCR Anchor Standard includes focus on pacing.)
[W2C.7.e]
No alignment
(The GLE first appears in grade 7)
W2D.5.a-b
Direct alignment
W2C.5.a
Direct alignment
11
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Writing Standards – Grade 5 -- Continued
CCR Anchor Standards
Production and
Distribution of Writing
4.
5.
6.
Grade-Specific Standard
W.5.4
Produce a clear and coherent writing in which the development
and organization are appropriate to task, purpose, and
audience.
(Grade-specific expectations for writing types are defined in
standards 1-3 above.
W.5.5
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 5 on pages
28 and 29.)
W.5.6
With some guidance and support from adults, use technology,
including the internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of two
pages in a single sitting.
Missouri GLE Alignment
Explanation
W2A.5.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to the audience and purpose
W2A.5.a-b
Direct alignment
W1A.5.a-e
Follow a writing process to
a. use a prewriting strategy
b. generate a draft
c. reread, revise for audience and purpose, ideas and
content, organization and sentence structure, and word,
choice (refer to W2A, W2B, W2C, W2D)
d. edit for conventions (refer to W2E)
e. share writing
ICTL1B.5
Contribute to the construction and exchange of ideas through
independent, cooperative, and/or collaborative work.
ICTL5C.5.a-c
a. Recognize that there are a variety of ways to share
information.
b. Select the format appropriate for the intended audience
and purpose.
c. Effectively share information.
W1A.5.a-e
Follow a writing process to
a. use a prewriting strategy
b. generate a draft
c. reread, revise for audience and purpose, ideas and
content, organization and sentence structure, and word,
choice (refer to W2A, W2B, W2C, W2D)
d. edit for conventions (refer to W2E)
e. share writing
W1A.5.a-e
Partial alignment
(The CCR Anchor Standard allows for guidance and support.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
ICTL1B.5
Direct alignment
ICTL5C.5.a-c
Partial alignment
(The CCR Anchor Standard is more specific requiring a level of
keyboarding skills. The CCR Anchor Standard allows some
guidance and support from adults.)
W1A.5.a-e
Direct alignment
12
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Writing Standards – Grade 5 -- Continued
CCR Anchor Standards
Research to Build and
Present Knowledge
7.
Grade-Specific Standard
Missouri GLE Alignment
W.5.7
Conduct short research projects that use several sources to
build knowledge through investigation of different aspects of a
topic.
ICTL2B.5.a-c
a. Develop questions based on prior knowledge
b. Generate key words to research topics
c. Revise or clarify, with minimal assistance, focus questions
and/or key words as information is gathered.
ICTL3A.5.a-c
a. Identify types of sources, including oral, print, and digital,
appropriate for the information needed
b. Explain, with assistance, whether a primary or secondary
source is the best choice for the information needed.
c. Locate information sources using appropriate
organizational tools
ICTL4D.5.a-b
a. Analyze information gathered for gaps
b. Locate additional information as needed
W3A.5.a
Compose a variety of texts,
a. narrative, descriptive, expository, and/or persuasive texts,
using appropriate text features.
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
ICTL2B.5.a-c/ICTL3A.5.a-c/ICTL4D.5.a-b/W3A.5.a
Aligns to multiple GLEs
13
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Writing Standards – Grade 5 -- Continued
CCR Anchor Standards
Research to Build and
Present Knowledge
8.
Grade-Specific Standard
Missouri GLE Alignment
W.5.8
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide
a list of sources.
ICTL1A.5.a-e
Follow and monitor inquiry process to:
a. Identify a information need
b. Access prior knowledge relevant to the needed information
c. Identify what additional information is needed
d. Locate relevant sources.
e. Select information appropriate to the problem or question
ICTL5A.5
Record relevant information using a variety of note-taking or
organizational strategies.
ICTL6B.5.c
c. Document, with minimal assistance, each source
referenced using appropriate citation format.
R1H.5.h-i
Apply post-reading skills to demonstrate comprehension of
text:
h. Paraphrase
i. summarize
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
ICTL5A.5.a-e/ICTL5A.5/ICTL6B.5.c/R1H.5.h-i
Aligns to multiple GLEs
14
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Writing Standards – Grade 5 -- Continued
CCR Anchor Standards
Research to Build and
Present Knowledge
9.
Range of Writing
10.
Grade-Specific Standard
Missouri GLE Alignment
Explanation
W.5.9.a-b
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g.,
“compare and contrast two or more characters, settings, or
events in a story or a drama, drawing on specific details in
the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts
(e.g., “Explain how an author uses reasons and evidence
to support particular points in a text, identifying which
reasons and evidence support which point[s]”).
W3A.5.a-c
Compose a variety of texts,
a. narrative, descriptive, expositive, and/or persuasive texts,
using appropriate text features
b. selecting and using an appropriate format
c. including a summary (narrative or informational)
W3A.5.a-c
Direct alignment
(Cross reference appropriate reading standards in GLEs and
CCR Anchor Standard for complete alignment. The CCR Anchor
Standard focuses on connecting the reading and writing
processes.)
W.5.10
Write routinely over extended time frames (time for research,
reflection and revision) and shorter times frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
W1A.5.a-e
Follow a writing process to
a. use a prewriting strategy
b. generate a draft
c. reread, revise for audience and purpose, ideas and
content, organization and sentence structure, and word,
choice (refer to W2A, W2B, W2C, W2D)
d. edit for conventions (refer to W2E)
e. share writing
W2A.5.a.-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and purpose
W3A.5.a
Compose a variety of texts
a. narrative, descriptive, expositive, and/or persuasive
features.
W1A.5.a-e
Partial alignment
(The CCR Anchor Standard focuses on writing over long and
short time frames while the GLE focuses on the process
without noting the differences in how long a writing task would
take.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
W2A.5.a-b
Direct alignment
W3A.5.a
Partial alignment
(The CCR Anchor Standard specifies reflective writing.)
15
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Speaking and Listening Standards – Grade 5
CCR Anchor Standards
Comprehension and
Collaboration
1.
2.
3.
Grade-Specific Standard
SL.5.1.a-d
Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) and diverse partners on
grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation and
other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out
assigned roles.
c.
Pose and respond to specific questions by making
comments that contribute to the discussion and elaborate
on the remarks of others.
d.
Review the key ideas expressed and draw conclusions in
light of information and knowledge gained from the
discussion.
SL.5.2
Summarize a written text read aloud or information presented
in diverse media and formats, including visually, quantitatively,
and orally.
SL.5.3
Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
Missouri GLE Alignment
Explanation
No alignment
LS1B.5
Demonstrate listening behaviors (e.g., prepares to listen,
listens without interruptions, maintains eye contact)
R1H.5.d
Apply post-reading skills to demonstrate comprehension of
text:
d. question to clarify
LS2A.1
Speak clearly when sharing ideas and asking questions in small
and large groups.
R1H.5.b,f
Apply post-reading skills to demonstrate comprehension of
text:
b. identify and explain the relationship between the main
idea and supporting details
f. draw conclusions
R1H.5.i
Apply post-reading skills to demonstrate comprehension of
text:
i. summarize
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
LS1B.5
Partial alignment
(The CCR Anchor Standard is more specific.)
R1H.5.d/LS2A.1
Aligns to multiple GLEs
R1H.5.b,f
Partial alignment
(The CCR Anchor Standard is mainly in reference to discussion
while the GLE is in reference to reading.)
R1H.5.i
Partial alignment
(The CCR Anchor Standard is mainly in reference to discussion
while the GLE is in reference to reading.)
No alignment
16
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Speaking and Listening Standards – Grade 5 -- Continued
CCR Anchor Standards
Presentation of
Knowledge and Ideas
4.
Grade-Specific Standard
SL.5.4
Report on a topic or text, or present an opinion, sequencing
ideas logically and using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
5.
SL.5.5
Include multimedia components (e.g., graphics, sound) and
visual displays in presentations when appropriate to enhance
the development of main ideas or themes.
6.
SL.5.6
Adapt speech to a variety of contexts and tasks using formal
English when appropriate to task and situation.
(See grade 5 Language standards 1 and 3 on pages 28 and 29
for specific expectations.)
Missouri GLE Alignment
Explanation
LS2A.5
In discussions and presentations

give organized presentations that demonstrate a clear
viewpoint

select and use appropriate public speaking techniques
such as rate, pace, and enunciation
ICTL5C.5.b
b. Select the format appropriate to the intended audience
and purpose
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
LS2A.5
Direct alignment
ICTL5C.5.b
Partial alignment
(The CCR Anchor Standard focuses on adding media to
presentations while the GLE focuses on selection of the entire
presentation.)
No alignment
17
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Language Standards – Grade 5
CCR Anchor Standards
Conventions of
Standard English
1.
Grade-Specific Standard
L.5.1.a-e
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking
a. Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular
sentences.
Missouri GLE Alignment
Explanation
W2C.5.d
Compose text with
d. sentence variety
W2E.4.d
In written text
d. correctly use verbs that agree with compound subject and
conjunctions
W2E.5.d
In written text,
d. use correct verb tense and subject/verb agreement
W2C.5.d/W2E.4.d
Partial alignment
(The CCR Anchor Standard is more specific in requiring the
explanation of the function of these types of words rather than
only using them correctly.)
b.
Form and use the perfect (e.g., I had walked; I have
walked; I will have walked) verb tenses.
c.
Use verb tenses to convey various times, sequences,
states, and conditions.
W2E.5.d
In written text,
d. use correct verb tense and subject/verb agreement
d.
Recognize and correct inappropriate shifts in verb tense.*
W2E.5.d
In written text,
d. use correct verb tense and subject/verb agreement
e.
Use correlative conjunctions (e.g., either/or, neither/nor).
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
W2E.5.d
Partial alignment
(The CCR Anchor Standard specifies forming and using perfect
tense verbs..)
W2E.5.d
Partial alignment
(The CCR Anchor Standard is more specific than the GLE on
verb tenses to be used)
W2E.5.d
Partial alignment
(The CCR Anchor Standard is more specific than the GLE on
verb tense shifts.)
No alignment
18
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Language Standards – Grade 5 -- Continued
CCR Anchor Standards
Conventions of
Standard English
2.
Grade-Specific Standard
L.5.2.a-e
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b.
c.
d.
e.
Use a comma to separate an introductory element from
the rest of the sentence.
Use a comma to set off the words yes and no (e.g., Yes,
thank you), to set off a tag question from the rest of the
sentence (e.g., It’s true, isn’t it?) and to indicate direct
address (e.g., Is that you, Steve?).
Use underlining, quotation marks, or italics to indicate titles
of works
Spell grade-appropriate words correctly, consulting
references as needed.
Missouri GLE Alignment
Explanation
W2E.4.b
In written text
b. use commas in a series, and between city and state
W2E.4.b
Direct alignment
No alignment
No alignment
No alignment
W2E.5.e-f
In written text,
e. use correct spelling of simple compounds, homophones,
contractions and words with affixes
f. use standard spelling, classroom resources, including
dictionary, to edit for correct spelling
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
W2E.5.e-f
Direct alignment
19
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Language Standards – Grade 5 -- Continued
CCR Anchor Standards
Knowledge of
Language
3.
Grade-Specific Standard
L.5.3.a-b
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.
b.
Compare and contrast the varieties of English (e.g.,
dialects, registers) used in stories, dramas, or poems.
Missouri GLE Alignment
W2C.5.d
Compose text with
d. sentence variety
R1I.5.a
Compare, contrast and analyze connections:
a. text to text (information and relationships in various fiction
and non-fiction works
[R2B.8.b]
[Identify and explain examples of sensory details,
figurative language, and basic literary techniques in
text, emphasizing
b. dialect]
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
W2C.5.d
Partial alignment
(The CCR Anchor Standard is more specific than the GLE in
focusing on interest and style in writing.)
R1I.5.a
Partial alignment
(The CCR Anchor Standard is more specific on comparing types
of English language used while the GLE focuses on connections
between texts in general.)
[R2B.8.b]
No alignment
(The GLE first appears in grade 8)
20
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Language Standards – Grade 5 -- Continued
CCR Anchor Standards
Vocabulary
Acquisition and Use
4.
Grade-Specific Standard
L.5.4.a-c
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships in text) as a
clue to the meaning of a word or phrase.
b.
c.
5.
Use common grade-appropriate Greek and Latin affixes
and roots, as clues to the meaning of a word (e.g.,
photograph, photosynthesis).
Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning
of key words and phrases.
L.5.5.a-c
Demonstrate understanding of figurative language word
relationships and nuances in word meanings.
a. Interpret figurative language, including similes and
metaphors, in context.
b.
Recognize and explain the meaning of common idioms,
adages, and proverbs.
c.
Use the relationship between particular words (e.g.,
synonyms, antonyms, homographs) to better understand
each of the words.
Missouri GLE Alignment
Explanation
R1E.5.c
Develop vocabulary through text, using
c. context clues
R1E.5.a
Develop vocabulary through text, using
a. root words and affixes
R1E.5.d
Develop vocabulary through text, using
d. glossary and dictionary
R1E.5.c
Direct alignment
R2B.5.a-b/R3B.5.a-b
Identify and explain examples of sensory details figurative
language, and basic literary techniques in text, emphasizing
a. simile
b. metaphor
[R2B.6.c]
[Identify and explain examples of sensory details
figurative language, and basic literary techniques in
text, emphasizing
c. idiom]
R1E.5.b
Develop vocabulary through text, using
b. synonyms and antonyms
R2B.5.a-b/R3B.5.a-b
Direct alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
R1E.5.a
Direct alignment
R1E.5.d
Partial alignment
(The CCR Anchor Standard specifies consulting digital format as
well as print format to find pronunciation and word meanings
while the GLE specifies the use of glossary and dictionary.)
[R2B.6.c]
No alignment
(The GLE for idioms first appears in grade 6. There is no
alignment for recognizing and explaining adages and
proverbs.)
R1E.5.b
Direct alignment
21
STANDARDS CROSSWALK FOR English Language Arts – Grade 5
DRAFT
Language Standards – Grade 5 -- Continued
CCR Anchor Standards
Vocabulary
Acquisition and Use
6.
Grade-Specific Standard
L.5.6
Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases, including those that
signal contrast, addition, and other logical relationships (e.g.,
however, although, nevertheless, similarly, moreover, in
addition).
Missouri GLE Alignment
R1E.5.a-d
Develop vocabulary through text, using
a. root words and affixes
b. synonyms and antonyms
c. context clues
d. glossary and dictionary
[W2C.7.e]
[Compose text with
e. cohesive devices especially transitions]
W2D.5.a
Compose text using
a. words that are specific, accurate, and suited to the topic
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
Explanation
R1E.5.a-d
Partial alignment
(The CCR Anchor Standard suggests the use of specific
transition words.)
[W2C.7.e]
No alignment
(The GLE first appears in grade 7)
W2D.5.a
Direct alignment
22