English Language Arts, grade 5, mapped

60 claims across 12 strands · 143 of 191 skills in grades 3-5 appear here

23 more claims reach back to a grade below this window. They are named in the lists below and not drawn — the picture holds grades 3-5 and nothing else.

Pick a skill to light what it rests on.

Other

  1. 3.5 leans on 3.4 a sustained stretch of independent reading leans on fluency that no longer takes conscious effort
  2. 4.5 leans on 4.4 settling into a long stretch of self-selected reading leans on fluency that already handles the year's text
  3. 5.5 leans on 5.4 self-selecting a text and staying inside it leans on decoding that has stopped competing with understanding for attention

The student develops oral language through listening, speaking, and discussion.

  1. 4.1.C leans on 3.1.C offering an opinion backed by accurate information leans on already speaking coherently on a topic at the same pace and volume
  2. 4.1.D leans on 3.1.D dividing up shared responsibilities in a plan leans on a year already spent following a group's agreed-upon rules and norms
  3. 5.1.C leans on 4.1.C organizing a whole presentation and adding natural gestures to it leans on a year of holding eye contact, rate and volume while making a point
  4. 3.1.B rests on 2.1.B from grade 2, below this window restating a series of instruction sequences rests on already restating one short sequence
  5. 3.1.C rests on 2.1.C from grade 2, below this window controlling eye contact and volume while speaking rests on already speaking clearly at a steady pace

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. 4.2.C leans on 3.2.D writing whole words legibly in cursive helps, though getting through assignments in it is automaticity rather than a new skill
  2. 5.2.B leans on 5.2.A spelling a consonant change such as music to musician leans on already reading that same shift off the page
  3. 3.3.A leans on 3.2.C from another strand looking up a word's pronunciation leans on already sorting words down to the third letter
  4. 3.3.C leans on 3.2.A from another strand telling what dis- takes away from a word leans on already reading a word that begins with it
  5. 3.2.B rests on 3.3.D from another strand spelling two words that sound alike rests on already knowing they mean different things
  6. 4.2.B rests on 4.3.D from another strand spelling reign and rain apart rests on already explaining that the two mean different things
  7. 4.3.C leans on 4.2.A from another strand saying what mis- or -ment does to a word leans on already decoding a word that carries that prefix or suffix
  8. 5.3.C leans on 5.2.A from another strand saying what trans- or -logy contributes to a word leans on already decoding a word whose base is bent by that prefix or suffix
  9. 3.2.D rests on 2.2.E from grade 2, below this window writing a whole thought in cursive rests on already connecting one cursive letter to the next
  10. 3.2.C rests on 2.2.D from grade 2, below this window sorting two words that match on the first two letters rests on already sorting a full list

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  1. 3.13.B rests on 3.13.A a plan for the research still starts from a question already chosen to chase
  2. 3.13.C rests on 3.13.B gathering a variety of sources follows a plan for where to look among them
  3. 3.13.E rests on 3.13.C making sense of a variety of sources needs those sources already gathered together
  4. 3.13.H rests on 3.13.E delivering the results still waits on having made sense of them first
  5. 4.13.A leans on 3.13.A sharpening a question until it is worth chasing leans on a year already spent generating them on a topic
  6. 4.13.B rests on 4.13.A a research plan still starts from a question already clarified enough to follow
  7. 4.13.C rests on 4.13.B gathering from a variety of sources still follows a plan saying where to look
  8. 4.13.E rests on 4.13.C showing you understand what was found rests on the sources already being gathered and read
  9. 4.13.H leans on 4.13.E having made sense of the research helps, though cluster 13 calls itself recursive and a delivery mode is a rhetorical choice
  10. 5.13.D rests on 4.13.D weighing how far a source can be trusted rests on primary and secondary already being told apart
  11. 5.13.B rests on 5.13.A following a research plan still starts from a question clarified down to something answerable
  12. 5.13.C rests on 5.13.B gathering relevant information still waits on a plan that says which sources to open first
  13. 5.13.E rests on 5.13.C demonstrating you understood the research rests on a variety of sources already sitting gathered in front of you
  14. 5.13.H leans on 5.13.E knowing what there is to deliver helps, though the recursive cluster lets a family pick the mode before the understanding is shown
  15. 3.13.A leans on 2.13.A from grade 2, below this window picking your own topic to question follows a year of generating questions with help first
  16. 3.13.C leans on 2.13.C from grade 2, below this window widening the search to a variety of sources builds on gathering a smaller set the year before
  17. 3.13.G leans on 2.13.F from grade 2, below this window gathering citations into one list builds on already citing sources one at a time

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. 4.9.A leans on 3.9.A adding tall tales to the sorted genres leans on legends and myths already being sorted that way
  2. 4.9.C rests on 3.9.C explaining scenes, stage directions and character tags as structure rests on characters, dialogue and acts already being discussed
  3. 5.9.B leans on 4.9.B telling the poet apart from the speaker leans on a year already spent explaining the images a poet builds out of simile and metaphor
  4. 3.6.C leans on 3.9.A from another strand predicting from genre characteristics leans on already knowing legends and myths as genres too
  5. 4.6.C leans on 4.9.A from another strand predicting from genre characteristics leans on already knowing what marks a tall tale as one
  6. 3.10.B rests on 3.9.D from another strand explaining a structure's purpose assumes the structure was already recognized as one
  7. 4.9.B leans on 3.10.D from another strand explaining the simile and metaphor a poet reaches for leans on a year already spent describing what an author's imagery achieves
  8. 4.10.B rests on 4.9.D from another strand explaining what a compare-and-contrast structure achieves rests on that structure already being recognized in the text
  9. 5.6.C leans on 5.9.A from another strand correcting a prediction partway through leans on already holding the shape of a folktale, a myth or a tall tale in mind
  10. 5.9.B leans on 4.10.D from another strand explaining what a sound device does inside a poem leans on already describing what an author's alliteration and assonance achieve
  11. 5.10.B rests on 5.9.D from another strand analyzing what logical order or order of importance achieves rests on that pattern already being recognized in the text
  12. 3.12.C leans on 3.9.E from another strand building an opinion essay around a claim and an audience rests on naming those same parts while reading one
  13. 4.12.C leans on 4.9.E from another strand building an opinion essay out of facts leans on already explaining how another author used facts to argue
  14. 5.12.C leans on 5.9.E from another strand arguing an opinion of your own leans on already explaining how another author put facts for and against one
  15. 3.9.B leans on 1.9.B from grade 1, below this window naming a rhyme scheme and sound devices leans on a year already spent hearing rhyme and rhythm
  16. 3.9.A rests on 2.9.A from grade 2, below this window sorting legends and myths as genres assumes folktales and fables are already sorted this way
  17. 3.9.C rests on 2.9.C from grade 2, below this window discussing acts as a drama element assumes characters, dialogue, and setting are already noticed
  18. 3.9.E leans on 2.9.E from grade 2, below this window treating a text as argumentative leans on already being able to spot a persuasive one

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  1. 3.8.A rests on 3.8.C inferring a work's theme assumes the conflict and its resolution are already sorted out
  2. 3.8.D rests on 3.8.C explaining a setting's influence on the plot assumes the plot's elements are already sorted out
  3. 4.8.A leans on 3.8.A supporting an inferred theme with text evidence leans on a year already spent inferring one and telling it from the topic
  4. 4.8.A leans on 4.8.C sorting out the rising action and climax helps, though a child infers a theme long before naming the parts of an arc
  5. 4.8.B rests on 3.8.B explaining how characters act on each other and change rests on already explaining how the major and minor ones relate
  6. 4.8.C rests on 3.8.C naming a rising action, climax and falling action rests on the sequence of events and the conflict already being analyzed
  7. 4.8.D rests on 3.8.D explaining what a historical or cultural setting does to a plot rests on already explaining what a setting does to one
  8. 4.8.D leans on 4.8.C the arc laid out makes a setting's pull easier to weigh, though what the setting pulls on is the plot and not its vocabulary
  9. 5.8.A leans on 4.8.A finding several themes running through one text leans on a year already spent inferring a basic one and backing it with evidence
  10. 5.8.A leans on 5.8.C the arc already laid out helps several themes surface, though children read theme out of a story before they can label its parts
  11. 5.8.B leans on 4.8.B explaining how characters act on each other helps, though grade 5 drops the changes they undergo and puts conflict in their place
  12. 5.8.D leans on 5.8.C having the rising and falling action named helps, though a setting acts on a plot's events rather than on the words for its parts
  13. 3.10.A leans on 3.8.A from another strand explaining a text's message leans on the theme work turned toward why the author wrote it
  14. 4.10.A leans on 4.8.A from another strand explaining what an author is getting at leans on the basic themes already inferred from the same text
  15. 5.10.A leans on 5.8.A from another strand naming the purpose behind a text leans on having already pulled its themes out of what the text itself says
  16. 4.12.A leans on 4.8.C from another strand shaping a narrative around a rising action and a climax leans on naming those same parts while reading someone else's
  17. 5.12.A leans on 5.8.C from another strand building a made-up story toward a climax and out again leans on taking apart the same arc in somebody else's
  18. 3.8.A rests on 2.8.A from grade 2, below this window inferring a theme without help assumes a year already spent determining one with help
  19. 3.8.B rests on 2.8.B from grade 2, below this window explaining relationships among characters assumes their individual traits are already sorted
  20. 3.8.C rests on 2.8.C from grade 2, below this window analyzing a plot's sequence assumes its main events are already described and understood

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. 4.7.B rests on 3.7.B comparing ideas across several sources in one response rests on already writing a response to a single text
  2. 4.7.D rests on 3.7.D summarizing a text rests on already retelling and paraphrasing it without losing the meaning or the order
  3. 3.7.A rests on 3.6.E from another strand naming a personal connection to a self-selected text is the connection-making comprehension already does
  4. 3.7.C rests on 3.6.F from another strand a response grounded in text evidence draws on the same evidence already used to understand it
  5. 3.7.G rests on 3.6.G from another strand discussing which ideas matter most is the key-idea evaluation comprehension already does
  6. 4.7.A rests on 4.6.E from another strand putting a connection to a source into words is the same connecting to experience, other texts and society comprehension does
  7. 4.7.C rests on 4.6.F from another strand backing a response with text evidence is the evidence already gathered to make an inference
  8. 4.7.G rests on 4.6.G from another strand discussing which ideas carry the meaning draws on the detail-weighing comprehension already does
  9. 5.7.A rests on 5.6.E from another strand a described connection between a source and your own life reuses the connecting comprehension does while the reading is still going on
  10. 5.7.C rests on 5.6.F from another strand quoting the text to hold up a response reuses the evidence already collected while inferring what the text meant
  11. 5.7.G rests on 5.6.G from another strand arguing which ideas in a text matter most rests on the detail-by-detail weighing that settled the key ideas in the first place
  12. 3.7.B leans on 2.7.B from grade 2, below this window writing a fuller response leans on a year already spent jotting brief comments on a text
  13. 3.7.E leans on 2.7.E from grade 2, below this window notetaking and annotating lean on the illustrating-and-writing habit of interacting with a source

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.

  1. 3.10.G rests on 3.10.D hyperbole is one more figurative device once figurative language itself is already familiar
  2. 4.10.D leans on 3.10.D simile and onomatopoeia described that way helps, though grade 3 offers them only inside a such-as list
  3. 4.10.E leans on 3.10.E understanding what a point of view does to a story leans on already identifying whether it is first or third person
  4. 5.10.G leans on 4.10.G identifying an anecdote and saying what it does helps, though grade 4 already states the portion of this being claimed
  5. 5.10.G leans on 3.10.G explaining the purpose of hyperbole leans on the exaggeration itself already being spotted and explained in an earlier year
  6. 3.10.A leans on 3.8.A from another strand explaining a text's message leans on the theme work turned toward why the author wrote it
  7. 3.10.B rests on 3.9.D from another strand explaining a structure's purpose assumes the structure was already recognized as one
  8. 4.9.B leans on 3.10.D from another strand explaining the simile and metaphor a poet reaches for leans on a year already spent describing what an author's imagery achieves
  9. 4.10.A leans on 4.8.A from another strand explaining what an author is getting at leans on the basic themes already inferred from the same text
  10. 4.10.B rests on 4.9.D from another strand explaining what a compare-and-contrast structure achieves rests on that structure already being recognized in the text
  11. 5.9.B leans on 4.10.D from another strand explaining what a sound device does inside a poem leans on already describing what an author's alliteration and assonance achieve
  12. 5.10.A leans on 5.8.A from another strand naming the purpose behind a text leans on having already pulled its themes out of what the text itself says
  13. 5.10.B rests on 5.9.D from another strand analyzing what logical order or order of importance achieves rests on that pattern already being recognized in the text
  14. 3.10.D rests on 2.10.D from grade 2, below this window explaining how imagery and figurative language work assumes the language types are already sorted

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. 4.12.D leans on 3.12.D writing a letter that asks someone for information leans on a year of thank-you notes and plain letters
  2. 3.12.C leans on 3.9.E from another strand building an opinion essay around a claim and an audience rests on naming those same parts while reading one
  3. 4.12.A leans on 4.8.C from another strand shaping a narrative around a rising action and a climax leans on naming those same parts while reading someone else's
  4. 4.12.C leans on 4.9.E from another strand building an opinion essay out of facts leans on already explaining how another author used facts to argue
  5. 5.12.A leans on 5.8.C from another strand building a made-up story toward a climax and out again leans on taking apart the same arc in somebody else's
  6. 5.12.C leans on 5.9.E from another strand arguing an opinion of your own leans on already explaining how another author put facts for and against one
  7. 3.12.A rests on 2.12.A from grade 2, below this window reaching for genre craft in a narrative assumes the narrative itself is already composable
  8. 3.12.B rests on 2.12.B from grade 2, below this window building a composition around one central idea rests on procedural texts and reports already written

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

  1. 3.7.A rests on 3.6.E from another strand naming a personal connection to a self-selected text is the connection-making comprehension already does
  2. 3.7.C rests on 3.6.F from another strand a response grounded in text evidence draws on the same evidence already used to understand it
  3. 3.7.G rests on 3.6.G from another strand discussing which ideas matter most is the key-idea evaluation comprehension already does
  4. 3.6.C leans on 3.9.A from another strand predicting from genre characteristics leans on already knowing legends and myths as genres too
  5. 4.6.C leans on 4.9.A from another strand predicting from genre characteristics leans on already knowing what marks a tall tale as one
  6. 4.7.A rests on 4.6.E from another strand putting a connection to a source into words is the same connecting to experience, other texts and society comprehension does
  7. 4.7.C rests on 4.6.F from another strand backing a response with text evidence is the evidence already gathered to make an inference
  8. 4.7.G rests on 4.6.G from another strand discussing which ideas carry the meaning draws on the detail-weighing comprehension already does
  9. 5.6.C leans on 5.9.A from another strand correcting a prediction partway through leans on already holding the shape of a folktale, a myth or a tall tale in mind
  10. 5.7.A rests on 5.6.E from another strand a described connection between a source and your own life reuses the connecting comprehension does while the reading is still going on
  11. 5.7.C rests on 5.6.F from another strand quoting the text to hold up a response reuses the evidence already collected while inferring what the text meant
  12. 5.7.G rests on 5.6.G from another strand arguing which ideas in a text matter most rests on the detail-by-detail weighing that settled the key ideas in the first place
  13. 3.6.I leans on 2.6.I from grade 2, below this window annotating to fix a stalled reading leans on the re-reading and questioning repertoire already being there

The student uses newly acquired vocabulary expressively.

  1. 4.3.C leans on 3.3.C working out what a root like auto or graph contributes leans on already working out what a prefix like pre- adds
  2. 5.3.A leans on 4.3.A tracing a word back to its origin in a dictionary entry leans on already using that entry for meaning, syllabication and pronunciation
  3. 5.3.D leans on 4.3.D explaining the joke inside a pun leans on already explaining that two words which sound alike carry different meanings
  4. 3.3.A leans on 3.2.C from another strand looking up a word's pronunciation leans on already sorting words down to the third letter
  5. 3.3.C leans on 3.2.A from another strand telling what dis- takes away from a word leans on already reading a word that begins with it
  6. 3.2.B rests on 3.3.D from another strand spelling two words that sound alike rests on already knowing they mean different things
  7. 4.2.B rests on 4.3.D from another strand spelling reign and rain apart rests on already explaining that the two mean different things
  8. 4.3.C leans on 4.2.A from another strand saying what mis- or -ment does to a word leans on already decoding a word that carries that prefix or suffix
  9. 5.3.C leans on 5.2.A from another strand saying what trans- or -logy contributes to a word leans on already decoding a word whose base is bent by that prefix or suffix
  10. 3.3.B leans on 2.3.B from grade 2, below this window picking the right sense of a word with two meanings leans on already reading context for an unfamiliar one
  11. 3.3.C leans on 2.3.C from grade 2, below this window naming what a new prefix adds to a word leans on already doing that for a smaller set of them
  12. 3.3.D leans on 2.3.D from grade 2, below this window explaining why two same-sounding words differ leans on already explaining a homograph in context

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  1. 3.11.B rests on 3.11.A building a structured draft starts from a genre and purpose already chosen for it
  2. 3.11.C rests on 3.11.B sharpening sentences for clarity needs a structured draft already sitting on the page
  3. 3.11.D leans on 3.11.C conventions are easier to fix once the sentences carrying them stop moving around
  4. 3.11.E leans on 3.11.D choosing an audience to publish for usually comes after the piece is edited clean
  5. 4.11.B rests on 4.11.A developing a focused, structured draft rests on a genre, topic and audience already picked out for it
  6. 4.11.C rests on 4.11.B rearranging ideas for coherence rests on a structured draft already sitting on the page to rearrange
  7. 4.11.D leans on 4.11.C a pass for conventions leans on wording that has stopped shifting under it
  8. 4.11.E leans on 4.11.D putting a piece in front of an audience usually waits on its conventions being cleaned up
  9. 5.11.B rests on 5.11.A a draft carrying depth of thought still starts from a genre, topic, purpose and audience already settled on
  10. 5.11.C rests on 5.11.B improving sentence structure and word choice rests on sentences already drafted to improve
  11. 5.11.D leans on 5.11.C hunting splices and run-ons leans on revision having already settled where each sentence begins and ends
  12. 5.11.E leans on 5.11.D publishing a piece for an audience usually waits until standard conventions have had their own pass

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Texas Essential Knowledge and Skills · CC BY 3.0 US · D2L Corporation · verified 2026-09-04

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