Texas homeschool hubGrade 5 · English Language Arts
Grade 5 English Language ArtsTEKS Scope & Sequence
The Texas Essential Knowledge and Skills your grade 5 student covers in english language arts — the same standards state assessments and Texas curricula are built on.
TEKS scope & sequence
76 standardsStandards are ordered by STAAR priority — Readiness standards first, then Supporting, then the rest. Readiness standards carry the most weight on the state assessment.
ReadinessSupportingSTAAR-tested
| TEKS | Standard | STAAR |
|---|---|---|
| 5.10A | explain the author's purpose and message within a text; | Readiness |
| 5.11C | revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity; | Readiness |
| 5.12B | compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; | Readiness |
| 5.12C | compose argumentative texts, including opinion essays, using genre characteristics and craft; and | Readiness |
| 5.3B | use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words; | Readiness |
| 5.6E | make connections to personal experiences, ideas in other texts, and society; | Readiness |
| 5.6F | make inferences and use evidence to support understanding; | Readiness |
| 5.6G | evaluate details read to determine key ideas; | Readiness |
| 5.6H | synthesize information to create new understanding; and | Readiness |
| 5.7B | write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources; | Readiness |
| 5.7C | use text evidence to support an appropriate response; | Readiness |
| 5.7D | retell, paraphrase, or summarize texts in ways that maintain meaning and logical order; | Readiness |
| 5.8B | analyze the relationships of and conflicts among the characters; | Readiness |
| 5.8C | analyze plot elements, including rising action, climax, falling action, and resolution; and | Readiness |
| 5.10B | analyze how the use of text structure contributes to the author's purpose; | Supporting |
| 5.10C | analyze the author's use of print and graphic features to achieve specific purposes; | Supporting |
| 5.10D | describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes; | Supporting |
| 5.10E | identify and understand the use of literary devices, including first- or third-person point of view; | Supporting |
| 5.10F | examine how the author's use of language contributes to voice; and | Supporting |
| 5.10G | explain the purpose of hyperbole, stereotyping, and anecdote. | Supporting |
| 5.3A | use print or digital resources to determine meaning, syllabication, pronunciation, and word origin; | Supporting |
| 5.3C | identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and | Supporting |
| 5.3D | identify, use, and explain the meaning of adages and puns. | Supporting |
| 5.6C | make and correct or confirm predictions using text features, characteristics of genre, and structures; | Supporting |
| 5.8A | infer multiple themes within a text using text evidence; | Supporting |
| 5.8D | analyze the influence of the setting, including historical and cultural settings, on the plot. | Supporting |
| 5.9A | demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales; | Supporting |
| 5.9B | explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms; | Supporting |
| 5.9C | explain structure in drama such as character tags, acts, scenes, and stage directions; | Supporting |
| 5.1 | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments; (B) follow, restate, and give oral instructions that include multiple action steps; (C) give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and (D) work collaboratively with others to develop a plan of shared responsibilities. | — |
| 5.10 | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: (A) explain the author's purpose and message within a text; (B) analyze how the use of text structure contributes to the author's purpose; (C) analyze the author's use of print and graphic features to achieve specific purposes; (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes; (E) identify and understand the use of literary devices, including first- or third-person point of view; (F) examine how the author's use of language contributes to voice; and (G) explain the purpose of hyperbole, stereotyping, and anecdote. | — |
| 5.11 | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping; (B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and (ii) developing an engaging idea reflecting depth of thought with specific facts and details; (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity; (D) edit drafts using standard English conventions, including: (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments; (ii) past tense of irregular verbs; (iii) collective nouns; (iv) adjectives, including their comparative and superlative forms; (v) conjunctive adverbs; (vi) prepositions and prepositional phrases and their influence on subject-verb agreement; (vii) pronouns, including indefinite; (viii) subordinating conjunctions to form complex sentences; (ix) capitalization of abbreviations, initials, acronyms, and organizations; (x) italics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences; and (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and (E) publish written work for appropriate audiences. | — |
| 5.11A | plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping; | — |
| 5.11B | develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and (ii) developing an engaging idea reflecting depth of thought with specific facts and details; | — |
| 5.11D | edit drafts using standard English conventions, including: (i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments; (ii) past tense of irregular verbs; (iii) collective nouns; (iv) adjectives, including their comparative and superlative forms; (v) conjunctive adverbs; (vi) prepositions and prepositional phrases and their influence on subject-verb agreement; (vii) pronouns, including indefinite; (viii) subordinating conjunctions to form complex sentences; (ix) capitalization of abbreviations, initials, acronyms, and organizations; (x) italics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences; and (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and | — |
| 5.11E | publish written work for appropriate audiences. | — |
| 5.12 | Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft; (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; (C) compose argumentative texts, including opinion essays, using genre characteristics and craft; and (D) compose correspondence that requests information. | — |
| 5.12A | compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft; | — |
| 5.12D | compose correspondence that requests information. | — |
| 5.13 | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: (A) generate and clarify questions on a topic for formal and informal inquiry; (B) develop and follow a research plan with adult assistance; (C) identify and gather relevant information from a variety of sources; (D) understand credibility of primary and secondary sources; (E) demonstrate understanding of information gathered; (F) differentiate between paraphrasing and plagiarism when using source materials; (G) develop a bibliography; and (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | — |
| 5.13A | generate and clarify questions on a topic for formal and informal inquiry; | — |
| 5.13B | develop and follow a research plan with adult assistance; | — |
| 5.13C | identify and gather relevant information from a variety of sources; | — |
| 5.13D | understand credibility of primary and secondary sources; | — |
| 5.13E | demonstrate understanding of information gathered; | — |
| 5.13F | differentiate between paraphrasing and plagiarism when using source materials; | — |
| 5.13G | develop a bibliography; and | — |
| 5.13H | use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | — |
| 5.1A | listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments; | — |
| 5.1B | follow, restate, and give oral instructions that include multiple action steps; | — |
| 5.1C | give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and | — |
| 5.1D | work collaboratively with others to develop a plan of shared responsibilities. | — |
| 5.2 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (A) demonstrate and apply phonetic knowledge by: (i) decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician; (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; (iii) decoding words using advanced knowledge of syllable division patterns; (iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and (v) identifying and reading high-frequency words from a research-based list; (B) demonstrate and apply spelling knowledge by: (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; (ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician; (iii) spelling multisyllabic words with multiple sound-spelling patterns; (iv) spelling words using advanced knowledge of syllable division patterns; (v) spelling words using knowledge of prefixes; and (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and (C) write legibly in cursive. | — |
| 5.2A | demonstrate and apply phonetic knowledge by: (i) decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician; (ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; (iii) decoding words using advanced knowledge of syllable division patterns; (iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and (v) identifying and reading high-frequency words from a research-based list; | — |
| 5.2B | demonstrate and apply spelling knowledge by: (i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables; (ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician; (iii) spelling multisyllabic words with multiple sound-spelling patterns; (iv) spelling words using advanced knowledge of syllable division patterns; (v) spelling words using knowledge of prefixes; and (vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and | — |
| 5.2C | write legibly in cursive. | — |
| 5.3 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (A) use print or digital resources to determine meaning, syllabication, pronunciation, and word origin; (B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words; (C) identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and (D) identify, use, and explain the meaning of adages and puns. | — |
| 5.4 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to: (A) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. | — |
| 5.4A | use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. | — |
| 5.5 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to: (A) self-select text and read independently for a sustained period of time. | — |
| 5.5A | self-select text and read independently for a sustained period of time. | — |
| 5.6 | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (A) establish purpose for reading assigned and self-selected texts; (B) generate questions about text before, during, and after reading to deepen understanding and gain information; (C) make and correct or confirm predictions using text features, characteristics of genre, and structures; (D) create mental images to deepen understanding; (E) make connections to personal experiences, ideas in other texts, and society; (F) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas; (H) synthesize information to create new understanding; and (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. | — |
| 5.6A | establish purpose for reading assigned and self-selected texts; | — |
| 5.6B | generate questions about text before, during, and after reading to deepen understanding and gain information; | — |
| 5.6D | create mental images to deepen understanding; | — |
| 5.6I | monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. | — |
| 5.7 | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (A) describe personal connections to a variety of sources, including self-selected texts; (B) write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources; (C) use text evidence to support an appropriate response; (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order; (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; (F) respond using newly acquired vocabulary as appropriate; and (G) discuss specific ideas in the text that are important to the meaning. | — |
| 5.7A | describe personal connections to a variety of sources, including self-selected texts; | — |
| 5.7E | interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; | — |
| 5.7F | respond using newly acquired vocabulary as appropriate; and | — |
| 5.7G | discuss specific ideas in the text that are important to the meaning. | — |
| 5.8 | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: (A) infer multiple themes within a text using text evidence; (B) analyze the relationships of and conflicts among the characters; (C) analyze plot elements, including rising action, climax, falling action, and resolution; and (D) analyze the influence of the setting, including historical and cultural settings, on the plot. | — |
| 5.9 | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales; (B) explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms; (C) explain structure in drama such as character tags, acts, scenes, and stage directions; (D) recognize characteristics and structures of informational text, including: (i) the central idea with supporting evidence; (ii) features such as insets, timelines, and sidebars to support understanding; and (iii) organizational patterns such as logical order and order of importance; (E) recognize characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author has used facts for or against an argument; and (iii) identifying the intended audience or reader; and (F) recognize characteristics of multimodal and digital texts.; | — |
| 5.9D | recognize characteristics and structures of informational text, including: (i) the central idea with supporting evidence; (ii) features such as insets, timelines, and sidebars to support understanding; and (iii) organizational patterns such as logical order and order of importance; | — |
| 5.9E | recognize characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author has used facts for or against an argument; and (iii) identifying the intended audience or reader; and | — |
| 5.9F | recognize characteristics of multimodal and digital texts.; | — |