WashingtonState

Grade5English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.

The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specifictextual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supportingdetails and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text. / Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, aswell as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as wellas the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening foradditional standards relevant to gathering, assessing, and applying information from print and digital sources.

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Reading Standards for Literature
Key Ideas and Details
Current Washington Standards / CommonCoreState Standards
Students currently:
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.5.1:Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
No notable changes from current State standards.
Students currently:
2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.7: Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text
2.2.3: Understand and analyze story elements.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
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.
Non notable change from current State standards.
Students currently:
2.2.3: Understand and analyze story elements
2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to :
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).
No notable change from current State standards.
Craft and Structure
Current Washington Standards / CommonCoreState Standards
Students currently:
2.3.3: Understand a function (which makes the story more interesting) of literary devices
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
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.
No notable change from current State standards.
Students currently:
2.2.4: Apply understanding of text organizational structures
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Notable change: analyze poetry and drama as a structure
Students currently:
2.2.3: Understand and analyze story elements.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.5.6:Describe how a narrator’s or speaker’s point of view influences how events are described.
No notable change from current State standards.
Integration of Knowledge and Ideas
Current Washington Standards / CommonCoreState Standards
Students currently:
No match in Washington State standards may be found in technology standards / Students need to:
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, and poem.
Notable change: Consider a variety of visual and multimedia elements.
Students currently:
2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences and cause
2.4.5: Understand how to extend information beyond the text to another text or to a broader idea or concept by generalizing.
2.4.6: Understand ideas and concepts in multiple texts
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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.
No notable change from current State standards.
Range of Reading and Level of Text Complexity
Current Washington Standards / CommonCoreState Standards
Students currently:
1.4.2: Apply fluency to enhance comprehension.
1.4.3: Apply different reading rates to match text
2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea and supporting details in grade-level informational/expository text and/or literary/narrative text
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RL.5.10: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.
Notable change: Use a variety of more rigorous text
With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
Essential components to support the learning progression in the implementation of the CommonCoreState Standards.
Reading Standards for Informational Text
Key Ideas and Details
Current Washington Standards / CommonCoreState Standards
Students currently:
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text
2.4.5: Understand how to extend information beyond the text to another text or to a broader idea or concept by generalizing.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.5.1:Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Notable change: Explicitly quoting the text
Students currently:
2.1.7: Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text
2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea and supporting details in grade-level informational/expository text and/or literary/narrative text
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.5.2:Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Notable change: two or more main ideas
Students currently:
2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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.
Notable change:use of the word relationships and interactions
Craft and Structure
Current Washington Standards / CommonCoreState Standards
Students currently:
1.3.1: Understand and apply new vocabulary.
1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text.
1.2.2: Apply a variety of strategies to comprehend words and ideas in complex text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.5.4:Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
No notable change from current State standards.
Students currently:
2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships
2.2.4: Apply understanding of text organizational structures.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.5.5:Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.
No notable change from the current State standards.
Students currently:
2.4.7: Understand author’s perspective.
2.3.1: Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
2.4.2: Analyze an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience
2.4.3: Analyze text for fact and opinion
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
RI.5.6:Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
No notable change from the current State standards.
Integration of Knowledge and Ideas
Current Washington Standards / CommonCoreState Standards
Students currently:
3.1.1: Analyze appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
3.2.2: Apply understanding of a variety of functional documents.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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.
No notable change from the current State standards.
Students currently:
2.4.4: Analyze the author’s effectiveness for different audiences.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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).
No notable change from current State standards.
Students currently:
No current match / Students Need to:
RI.5.9:Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Notable change: have students write and speak about the subject
Range of Reading and Level of Text Complexity
Current Washington Standards / CommonCoreState Standards
Students currently:
1.4.2: Apply fluency to enhance comprehension.
1.4.3:Apply different reading rates to match text
2.1.3:Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea and supporting details in grade-level informational/expository text and/or literary/narrative text
2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text
Key ideas will be found in current Evidence of Learning for these GLEs. / Students Need to:
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.
Notable change: increase rigor of texts read
With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
Essential components to support the learning progression in the implementation of the Common Core State Standards.
Reading Standards: Foundational Skills 5th Grade
Print Concepts
Current Washington Standards / CommonCoreState Standards
Students currently: / Students Need to:
Not required for fifthgrade
Phonological Awareness
Current Washington Standards / CommonCoreState Standards
Students currently: / Students Need to:
Not required for fifthgrade
Phonics and Word Recognition
Current Washington Standards / CommonCoreState Standards
Students currently:
1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text. / Student Need to:
RF5.3Know and apply grade-level phonics and word analysis skills in decoding words.
Students currently:
1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text. / Student Need to:
RF5.3A.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.
Fluency
Current Washington Standards / CommonCoreState Standards
Students currently:
1.4.2 Apply fluency to enhance comprehension. / Students need to:
RF5.4Read with sufficient accuracy and fluency to support comprehension.
Students currently:
1.4.3 Apply different reading rates to match text. / Students need to:
RF5.4ARead grade-level text with purpose and understanding.
Students currently:
1.4.3 Apply different reading rates to match text. / Students need to:
RF5,4BRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Students currently:
1.4.3 Apply different reading rates to match text. / Students need to:
RF5.4CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
Essential components to support the learning progression in the implementation of the Common Core State Standards.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevantand sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accuratelythrough the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. / Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstratingunderstanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of eachsource, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Writing Standards
Text Types and Purposes
Current Washington Standards / CommonCoreState Standards
Students currently:
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
3.1.2 Uses an effective organizational structure.
3.2.2 Uses language appropriate for a specific audience and purpose. / Students Need to:
W5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  1. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
  2. Provide logically ordered reasons that are supported by facts and details.
  3. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
  4. Provide a concluding statement or section related to the opinion presented.

Students currently:
2.2.1 Demonstrates understanding of different purposes for writing.
3.1.1 Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
3.1.2 Uses an effective organizational structure.
3.2.2 Uses language appropriate for a specific audience and purpose. / Student Need to:
W5.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a.Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.