What does a student learn in StateTennessee,GradeGrade 5,SubjectEnglish Language Arts?

Students use what they know about letter patterns and word parts to read unfamiliar words, both on their own and inside a sentence or paragraph.

Students break unfamiliar long words into syllables and use what they know about roots, prefixes, and suffixes to figure out how to read the word, whether it appears in a sentence or on its own.

Students spell grade-level words correctly and write them so others can read them. This includes using what they know about sound patterns and word parts to figure out how to spell unfamiliar words.

Students spell fifth-grade words correctly and use a dictionary or other reference when they're unsure. The focus is on getting the spelling right, not just close.

Students practice writing neatly by hand, in both printed letters and connected cursive script.

Students read aloud smoothly and accurately enough that understanding the meaning comes naturally. The goal is not just saying the words correctly but keeping pace and expression so the meaning lands.

Students read fifth-grade passages with enough speed and accuracy that they can focus on what the words actually mean, not just how to decode them.

Students practice reading aloud until the words come out smoothly, at a natural pace, with feeling. The goal is prose and poetry that sounds like a real person talking, not a student sounding out words one at a time.

When students hit an unfamiliar word, they use the surrounding sentences to figure it out or fix a misread. If something still feels off, they go back and reread until the passage makes sense.

Students write sentences that follow standard English rules: capital letters in the right places, punctuation that fits, and grammar that makes the meaning clear. The goal is writing that a reader can follow without guessing.

Students learn what conjunctions, prepositions, and interjections do in a sentence and explain why a specific word is doing that job in a piece of writing.

Students learn to write sentences using perfect verb tenses, like "She has finished" or "They had left." These forms show whether an action was completed recently, before another event, or at some point in the past.

Students choose verb tenses to show when something happened, in what order events occurred, and whether an action is ongoing or finished. Practice shows up in their own writing, not just grammar exercises.

Students learn to spot when a sentence accidentally switches from past to present tense mid-thought and fix it so the whole sentence stays in the same time frame.

Students learn to pair conjunctions that work together, like "either/or" and "both/and," to connect ideas in a sentence. These word pairs help make writing clearer and more precise.

Students practice putting commas between items in a list, like "apples, oranges, and bananas." They learn where each comma goes so a sentence with several items is easy to read.

Students put a comma after an opening word or phrase before the main sentence begins. For example, "After school, we went home" uses that comma to show where the introduction ends.

Students learn three specific comma jobs: setting off words like "yes" or "no," adding a short question at the end of a sentence ("It's true, isn't it?"), and separating a person's name when speaking directly to them.

Students learn when to underline, use quotation marks, or use italics for titles of books, articles, songs, and other works. The rule changes depending on the type of work, and students practice applying the right format in their own writing.

Students write several paragraphs on the same topic, making sure each one connects to the next so the whole piece reads as one clear piece of writing, not a collection of separate thoughts.

When students hit an unfamiliar word, they pick the right tool to figure it out: context clues, word parts, or a dictionary. The goal is knowing which approach fits the situation.

Students read the sentences around an unfamiliar word to figure out what it means, without stopping to look it up.

Students use Greek and Latin word parts, like "pre-" or "rupt," to figure out what an unfamiliar word means. Knowing a handful of these roots unlocks dozens of words without needing a dictionary.

Students look up unfamiliar words in a dictionary or online source to confirm how to say the word and pin down exactly what it means.

Students learn to spot figurative language like metaphors and idioms, and explain why a word means something different in context than it does on its own.

Similes and metaphors say one thing to mean another. Students figure out what a phrase like "her voice was velvet" or "the wind ran like a thief" actually means by looking at the words around it.

Students read phrases like "it's raining cats and dogs" or "actions speak louder than words" and explain what they actually mean. The words aren't literal; students figure out the real message behind them.

Students study pairs of words that are connected, like "hot" and "cold" or "chef" and "kitchen," and use that connection to figure out what each word means.

Students learn words that connect and organize ideas, like words that signal a contrast ("however") or build on a point ("furthermore"). These are the transition words that show up in textbooks, essays, and tests across every subject.

Students find and copy the exact words from a story or book to back up what they think the text means. They use direct quotes, not paraphrases, whether the answer is stated plainly or requires reading between the lines.

Students find the main message or lesson a story, play, or poem is teaching, then use key details from the text to back it up. They can also retell the story in a few sentences without copying it word for word.

Students pick two characters, settings, or events from a story and explain how they are alike and how they are different, pointing to specific lines or scenes from the text as proof.

Students figure out what words and phrases mean in a story or poem, including comparisons like similes and metaphors. They also look at how repeated sounds or rhyme shape the feeling of a piece of writing.

Students explain how the chapters or scenes in a story build on each other to create the whole. They look at how each part moves the story forward and why the author arranged it that way.

The narrator telling a story shapes what readers notice and how events feel. Students look at who is speaking and figure out how that person's perspective changes what gets left in, left out, or spun a certain way.

Students look at the images, sound, or design in a story or poem and explain what those choices add. A dark illustration or eerie music can shift how a story feels, and students say exactly how.

Students pick two stories of the same type, such as two myths or two adventure tales, and explain how each one handles a shared theme differently. The comparison shows how a writer's choices shape the story's meaning.

Students read longer, more challenging stories and poems on their own, without help decoding words or following the plot.

Students pull exact words from a nonfiction passage to back up what they know the text says and what they think it means between the lines.

Students find the main point of a nonfiction passage, then explain which details back it up. They also write a short summary in their own words.

Students explain how two or more people, events, or ideas in a nonfiction text connect and affect each other. For example, they might show how one event caused another or how two historical figures influenced the same outcome.

Students figure out the meaning of tricky words in nonfiction, whether the word is a technical term, a figure of speech, or a word with a subtle shade of meaning that shifts based on how the author uses it.

Students look at two nonfiction texts and compare how each one is built. One might walk through events in order while the other groups ideas by topic, and students explain how those different shapes change the way information lands.

Students read two or more accounts of the same event and explain how each author's perspective shapes what gets included and what gets left out.

Students practice finding answers by checking more than one source, like two articles or a book and a website. They pull what they need from each source and put the information together.

Students read a nonfiction passage and explain how the author backs up each main point with specific reasons and evidence. The goal is to match each piece of support to the exact point it proves.

Students read two or more nonfiction sources on the same topic and pull details from each one together to build a fuller picture of what they're learning about.

Students read nonfiction books and articles at a fifth-grade level on their own, without help. The texts are longer and harder than what most fourth graders tackle.

Students watch, listen to, or read information presented as a video, chart, or spoken explanation, then put the main ideas into their own words.

Students listen to a speaker, then sum up the main points in their own words and explain what reasons or proof the speaker used to back each one up.

Students come to a group discussion ready to talk, having read or thought about the topic beforehand. They listen to what others say, add on to those ideas, and share their own thoughts in a way the group can follow.

Students pick a topic or share an opinion and build a short talk around it, arranging their points in a clear order and backing each one with facts or specific details that actually support the main idea.

Students add images, video, or charts to a presentation to help the audience understand the main idea. The visual fits the topic and does real work, not just decoration.

Students adjust how they speak based on who they're talking to. A class presentation calls for formal language; a small-group discussion doesn't.

Students pick a topic, state what they think, and back it up with reasons and facts from what they've read. The goal is to convince a reader, not just share a feeling.

Students write an opening that names the topic and gives the reader a reason to keep reading, before any evidence or explanation begins.

Students back up their opinion with reasons that build on each other, then support each reason with facts and details from what they read or researched.

Students organize their writing so that related ideas sit together and build toward a clear point, not scattered wherever they happened to think of them.

Students write a closing sentence or paragraph that wraps up their opinion and leaves the reader with a clear sense of where they stand. It ties back to the argument without just repeating the opening word for word.

Students practice connecting their opinion to their reasons using linking words and phrases like "because," "for example," and "as a result." This makes arguments easier for a reader to follow.

Students write sentences that follow grammar and spelling rules they've been building since earlier grades. This standard connects their writing habits to the language fundamentals they've practiced all along.

Students pick a topic and write to explain it clearly, using facts, details, and examples to help the reader understand. This is the foundation of report writing, how-to pieces, and most nonfiction writing students do in school.

Students open an informational piece with a broad statement that pulls the reader in, then narrow it down to the one idea the whole paper will cover.

Students organize facts and details into sections that flow in a logical order. They add headings, images, or other visuals when those help a reader follow along.

Students back up their main idea with facts, definitions, or direct quotes pulled from sources. The details they choose should connect clearly to the topic, not just fill space.

Students write a closing paragraph that wraps up the main idea of their informational piece. The ending connects back to what they explained, instead of stopping mid-thought.

Students practice connecting paragraphs and sections so the writing flows from one idea to the next. They use transition words and phrases to show how pieces of information relate to each other.

Students choose exact words and subject-specific terms to explain a topic clearly. A science report uses words like "photosynthesis" instead of "how plants eat."

Students use what they know about spelling, punctuation, and grammar to write clearly. This standard ties their everyday writing to the language rules they've been building since earlier grades.

Students write a story, real or made-up, with specific details and a clear order of events from beginning to end.

Students hook the reader at the start of a story by setting up the situation and introducing who is there. That opening gives readers a reason to keep going.

Students arrange story events in an order that makes sense, so the beginning, middle, and end flow naturally from one moment to the next.

Students write story scenes using conversation between characters, vivid description, and well-timed action to make events feel real and keep readers engaged.

Students practice choosing words and phrases like "meanwhile," "after a while," or "by the time" to show how one story moment leads to the next. The goal is smooth, clear storytelling where the order of events makes sense.

Students write an ending that wraps up the story they told, not a random stopping point. The conclusion grows naturally from what happened in the narrative.

Students choose words that put the reader inside a scene, replacing vague words like "good" or "nice" with specific details a reader can see, hear, or feel.

Students apply the grammar and spelling rules they've been building since earlier grades, putting them to work in their own writing. Correct sentences, proper punctuation, and consistent spelling all show up here.

Writing fits the job. Students learn to match how they write to why they're writing and who will read it, adjusting their organization and word choices for a story, an argument, or an explanation.

Students plan, revise, and edit their writing with feedback from classmates and teachers. That cycle of drafting and improving helps them meet grade-level spelling, grammar, and punctuation rules.

Students use computers and the internet to write, publish, and share their work with others. By this grade, students can sit down and type a complete piece from start to finish without stopping.

Students research a topic by pulling information from more than one source, then focus each project on a specific angle or question. Short research projects, not semester-long papers.

Students pull facts from books, websites, or their own experience, then restate those facts in their own words rather than copying them. They also keep a list of where each fact came from.

Students pull quotes and details from stories or nonfiction books to back up their ideas in writing. The evidence has to connect clearly to the point they're making.

Students write often and across subjects, not just in English class. Regular practice builds the habit of putting ideas on paper quickly and clearly, for different reasons and different readers.