Comal Independent School District
5th Grade English Language Arts
Year at a Glance
First Semester- First Quarter
Reading
Oral & Written Conventions
 Read grade-level text with fluency and
 Review parts of speech including: collective
comprehension.
nouns, verbs with active voice, adjectives, adverbs,
prepositions and phrases, indefinite pronouns,
 Read from various literary texts including
subordinating conjunctions, and transitional words.
cultural, historical, contemporary, poetry, drama,
fiction, literary nonfiction, and sensory language to
 Use complete sentences using subjects and
analyze, infer, and draw conclusions, and provide
predicates.
text evidence to support understanding.
 Use complete simple and compound sentences
 Read from various informational texts
with correct subject-verb agreement.
including culture and history, expository,
 Use appropriate capitalization for abbreviations,
persuasive, and procedural to analyze, infer, and
initials, acronyms, and organizations.
draw conclusions, and provide text evidence to
 Use appropriate punctuation marks including
support understanding.
commas in compound sentences, quotations, and use
 Explain the roles of characters in various plots,
proper mechanics including italics and underlining for
including their relationships and conflicts.
titles and emphasis.
 Provide opportunities for students to read
 Spell words with more advanced orthographic
independently for sustained periods of time and
patterns and rules including: consonant changes,
provide evidence of their reading.
vowel changes, silent and sounded consonants, Greek
 Read from varied sources using a flexible range
and Latin roots and suffixes.
of metacognitive reading skills in both assigned and
 Differentiate between commonly confused terms.
independent reading to understand an author’s
 Use spelling patterns and rules and print and
message and purpose, to set a purpose for reading,
electronic resources to determine and check correct
to ask questions of text, make inferences, and
spellings.
summarize.
 Know how to use spell-check in word processing
 Make connections between and across multiple
while understanding its limitations.
texts and genres with similar ideas and provide
textual evidence to support them.
 Use comprehension skills to analyze how
words, images, graphics, and sounds work together
in various media forms to impact meaning.
 Select and read one novel or literary work from
the district’s protected grade level list.
Vocabulary
Research
 Provide direct word study from district Greek
 Model how to consult with others to formulate
and Latin vocabulary list.
open-ended questions and to generate a research plan
for gathering relevant information.
 Use context to clarify meaning.
 Model how to follow a research plan to collect
 Provide word study from literary sources in
data and to differentiate between primary and
conjunction with class reading.
secondary sources.
 Provide direct word study from district literary
 Model how to record data and identify the source
and grammatical terms list.
for notes.
 Use a dictionary, glossary, or thesaurus to
 Model how to record bibliographic information
determine meanings, syllabication, and pronunciation,
according to a standard format.
alternate word choices, and parts of speech.
Writing
Listening and Speaking
 Review and use the elements of the writing
 Listen to others in formal and informal settings.
process including: planning, drafting, revising,
 Apply earlier standards with greater complexity.
editing, and publishing to compose text.
 Speak clearly and to the point, using the
 Write personal narratives that convey thoughts
conventions of language.
and feelings about an experience.
 Work productively with others in teams.
 Write formal and informal letters that convey
ideas and use appropriate conventions.
Students should write and read and/or be read to on a
 Respond to literary or expository text and
daily basis.
provide evidence from the text to demonstrate
 Please refer to the district’s grade level
understanding.
protected reading list when selecting a class novel.
 Please refer to the district’s literary and
grammatical terms list.
 Use the following scope and sequence
guidelines for specific information, TEKS, and
resources.
Comal Independent School District
5th Grade English Language Arts
Year at a Glance
First Semester- Second Quarter
Reading
Oral & Written Conventions
 Read grade-level text with fluency and
 Review parts of speech including: collective
comprehension.
nouns, verbs with active voice, adjectives, adverbs,
prepositions and phrases, indefinite pronouns,
 Read from various literary texts including
subordinating conjunctions, and transitional words.
cultural, historical, contemporary, poetry, drama,
fiction, literary nonfiction, and sensory language to
 Use complete sentences using subjects and
analyze, infer, and draw conclusions, and provide
predicates.
text evidence to support understanding.
 Use complete simple and compound sentences
 Read from various informational texts
with correct subject-verb agreement.
including culture and history, expository,
 Use appropriate capitalization for abbreviations,
persuasive, and procedural to analyze, infer, and
initials, acronyms, and organizations.
draw conclusions, and provide text evidence to
 Use appropriate punctuation marks including
support understanding.
commas in compound sentences, quotations, and use
 Explain the roles of characters in various plots,
proper mechanics including italics and underlining for
including their relationships and conflicts.
titles and emphasis.
 Provide opportunities for students to read
 Spell words with more advanced orthographic
independently for sustained periods of time and
patterns and rules including: consonant changes,
provide evidence of their reading.
vowel changes, silent and sounded consonants, Greek
 Read from varied sources using a flexible range
and Latin roots and suffixes.
of metacognitive reading skills in both assigned and
 Differentiate between commonly confused terms.
independent reading to understand an author’s
 Use spelling patterns and rules and print and
message and purpose, to set a purpose for reading,
electronic resources to determine and check correct
to ask questions of text, make inferences, and
spellings.
summarize.
 Know how to use spell-check in word processing
 Make connections between and across multiple
while understanding its limitations.
texts and genres with similar ideas and provide
textual evidence to support them.
 Explain how messages conveyed in various
forms of media are presented differently.
 Consider the difference in techniques used in
media.
 Select and read one novel or literary work from
the district’s protected grade level list.
Vocabulary
Research
 Provide direct word study from district Greek
 Model how to consult with others to formulate
and Latin vocabulary list.
open-ended questions and to generate a research plan
for gathering relevant information.
 Produce analogies with antonyms and
synonyms and explain common idioms.
 Model how to follow a research plan to collect
data and to differentiate between primary and
 Provide word study from literary sources in
secondary sources.
conjunction with class reading.
 Model how to record data and identify the source
 Provide direct word study from district literary
for notes.
and grammatical terms list.
 Model how to record bibliographic information
 Use a dictionary, glossary, or thesaurus to
using a standard format.
determine meanings, syllabication, and pronunciation,
alternate word choices, and parts of speech.
Writing
Listening and Speaking
 Use the elements of the writing process.
 Listen and interpret a speaker’s message and ask
relevant questions to clarify the speaker’s purpose.
 Write personal narratives that convey thoughts
and feelings about an experience.
 Follow, restate, and give oral instructions that
include multiple action steps.
 Create multi-paragraph essays to convey
information about a topic that include effective
 Continue with previous standards with increasing
introductions and concluding paragraphs, specific
depth and complexity.
facts, and use varied sentence structures.
Students should write and read and/or be read to on a
 Write formal and informal letters that convey
daily basis.
ideas and use appropriate conventions.
 Please refer to the district’s grade level
 Respond to literary or expository text and
protected reading list when selecting a class novel.
provide evidence from the text to demonstrate
understanding.
 Please refer to the district’s literary and
grammatical terms list.
 Use the following scope and sequence
guidelines for specific information, TEKS, and
resources.
Comal Independent School District
5th Grade English Language Arts
Year at a Glance
Second Semester- Third Quarter
Reading
Oral & Written Conventions
 Read grade-level text with fluency and
 Review parts of speech including: collective
comprehension.
nouns, verbs with active voice, adjectives, adverbs,
prepositions and phrases, indefinite pronouns,
 Read from various literary texts including
subordinating conjunctions, and transitional words.
cultural, historical, contemporary, poetry, drama,
fiction, literary nonfiction, and sensory language to
 Use complete sentences using subjects and
analyze, infer, and draw conclusions, and provide
predicates.
text evidence to support understanding.
 Use complete simple and compound sentences
 Read from various informational texts
with correct subject-verb agreement.
including culture and history, expository,
 Use appropriate capitalization for abbreviations,
persuasive, and procedural to analyze, infer, and
initials, acronyms, and organizations.
draw conclusions, and provide text evidence to
 Use appropriate punctuation marks including
support understanding.
commas in compound sentences, quotations, and use
 Describe incidents that advance a story.
proper mechanics including italics and underlining for
 Provide opportunities for students to read
titles and emphasis.
independently for sustained periods of time and
 Spell words with more advanced orthographic
provide evidence of their reading.
patterns and rules including: consonant changes, vowel
 Read from varied sources using a flexible
changes, silent and sounded consonants, Greek and
range of metacognitive reading skills in both
Latin roots and suffixes.
assigned and independent reading to understand an
 Differentiate between commonly confused terms.
author’s message and purpose, to set a purpose for
 Use spelling patterns and rules and print and
reading, to ask questions of text, make inferences,
electronic resources to determine and check correct
and summarize.
spellings.
 Make connections between and across
 Know how to use spell-check in word processing
multiple texts and genres with similar ideas and
while understanding its limitations.
provide textual evidence to support them.
 Identify the point of view of media
presentations.
 Analyze various digital media venues.
 Select and read one novel or literary work
from the district’s protected grade level list.
Vocabulary
Research
 Provide direct word study from district Greek
 Begin a research project including asking openand Latin vocabulary list.
ended questions, following a plan, refining, organizing
and presenting ideas and information according to the
 Continue applying previous standards with
purpose of the research and audience.
greater complexity.
 Synthesize the research into a written or oral
 Provide word study from literary sources in
presentation.
conjunction with class reading.
 Provide direct word study from district literary
and grammatical terms list.
 Use a dictionary, glossary, or thesaurus to
determine meanings, syllabication, and pronunciation,
alternate word choices, and parts of speech.
Writing
Listening and Speaking
 Continue applying previous standards with
 Determine both main and supporting ideas in the
greater depth and complexity.
speaker’s message.
 Write imaginative stories that include a plot,
 Speak clearly and to the point, using the
setting, and dialogue that develops the story.
conventions of language.
 Write expository and procedural or work Work productively with others in teams.
related texts to communicate ideas and information
to specific audiences for specific purposes.
Students should write and read and/or be read to on a
daily basis.
 Respond to literary or expository text and
provide evidence from the text to demonstrate
 Please refer to the district’s grade level
understanding.
protected reading list when selecting a class novel.
 Write persuasive essays for appropriate
 Please refer to the district’s literary and
audiences that establish a position and use
grammatical terms list.
supporting details.
 Use the following scope and sequence guidelines
for specific information, TEKS, and resources.
Comal Independent School District
5th Grade English Language Arts
Year at a Glance
Second Semester- Fourth Quarter
Reading
Oral & Written Conventions
 Read grade-level text with fluency and
 Review parts of speech including: collective
comprehension.
nouns, verbs with active voice, adjectives, adverbs,
prepositions and phrases, indefinite pronouns,
 Read from various literary texts including
subordinating conjunctions, and transitional words.
cultural, historical, contemporary, poetry, drama,
fiction, literary nonfiction, and sensory language to
 Use complete sentences using subjects and
analyze, infer, and draw conclusions, and provide
predicates.
text evidence to support understanding.
 Use complete simple and compound sentences
 Read from various informational texts
with correct subject-verb agreement.
including culture and history, expository,
 Use appropriate capitalization for abbreviations,
persuasive, and procedural to analyze, infer, and
initials, acronyms, and organizations.
draw conclusions, and provide text evidence to
 Use appropriate punctuation marks including
support understanding.
commas in compound sentences, quotations, and use
 Explain different forms of third-person points
proper mechanics including italics and underlining for
of view in stories.
titles and emphasis.
 Provide opportunities for students to read
 Spell words with more advanced orthographic
independently for sustained periods of time and
patterns and rules including: consonant changes, vowel
provide evidence of their reading.
changes, silent and sounded consonants, Greek and
 Read from varied sources using a flexible
Latin roots and suffixes.
range of metacognitive reading skills in both
 Differentiate between commonly confused terms.
assigned and independent reading to understand an
 Use spelling patterns and rules and print and
author’s message and purpose, to set a purpose for
electronic resources to determine and check correct
reading, to ask questions of text, make inferences,
spellings.
and summarize.
 Know how to use spell-check in word processing
 Make connections between and across
while understanding its limitations.
multiple texts and genres with similar ideas and
provide textual evidence to support them.
 Continue applying previous media literacy
standards with greater complexity.
 Select and read one novel or literary work
from the district’s protected grade level list.
Vocabulary
Research
 Provide direct word study from district Greek
 Complete a research project including asking
and Latin vocabulary list.
open-ended questions, following a plan, refining,
organizing and presenting ideas and information
 Continue applying previous standards with
according to the purpose of the research and audience.
greater complexity.
 Synthesize the research into a written or oral
 Provide word study from literary sources in
presentation.
conjunction with class reading.
 Provide direct word study from district literary
and grammatical terms list.
 Use a dictionary, glossary, or thesaurus to
determine meanings, syllabication, and pronunciation,
alternate word choices, and parts of speech.
Writing
Listening and Speaking
 Continue applying previous standards with
 Use comprehension skills to listen attentively to
greater depth and complexity.
others, ask relevant questions, and make pertinent
comments.
 Write poems that convey sensory details using
the conventions of poetry.
 Speak clearly and to the point, using the
conventions of language.
 Write expository and procedural or workrelated texts to communicate ideas and information
 Work productively with others in teams.
to specific audiences for specific purposes.
Students should write and read and/or be read to on a
daily basis.
 Respond to literary or expository text and
provide evidence from the text to demonstrate
 Please refer to the district’s grade level
understanding.
protected reading list when selecting a class novel.
 Write persuasive essays for appropriate
 Please refer to the district’s literary and
audiences that establish a position and use
grammatical terms list.
supporting details.
 Use the following scope and sequence guidelines
for specific information, TEKS, and resources.