• Grades 5–6

    Core Performance Indicators:

    common to all four ELA standards

    Throughout grades 5 and 6, students demonstrate the following core performance indicators in the key ideas of reading, writing, listening, and speaking.


    • Identify purpose of reading

    • Adjust reading rate according to purpose for reading

    • Use word recognition and context clues to read fluently

    • Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary

    • Identify signal words, such as finally or in addition, that provide clues to organizational formats such as time order

    • Use knowledge of punctuation to assist in comprehension

    • Apply corrective strategies (e.g., rereading and discussion with teachers, peers, or

    parents/caregivers) to assist in comprehension

    • Read aloud, using inflection and intonation appropriate to text read and to audience

    • Maintain a personal reading list to reflect reading goals and accomplishments

    • Listen respectfully and responsively

    • Identify own purpose for listening

    • Recognize content-specific vocabulary or terminology

    • Listen for unfamiliar words and learn their meaning

    • Respond respectfully

    • Initiate communication with peers, teachers, and others in the school community

    • Use language and grammar appropriate to purpose for speaking

    • Use facial expressions and gestures that enhance communication

    • Establish eye contact during presentations and group discussions

    • Use audible voice and pacing appropriate to content and audience

    • Use visual aids to support the presentation


    • Understand the purpose for writing; the purpose may be to explain, describe, narrate, persuade, or express feelings

    • Determine the intended audience before writing

    • Use tone and language appropriate for audience and purpose

    • Use prewriting activities (e.g., brainstorming, note taking, freewriting, outlining, and paragraphing)

    • Use the writing process (e.g., prewriting, drafting, revising, proofreading, and editing)

    • Use teacher conferences and peer review to revise written work

    • Observe the rules of punctuation, capitalization, and spelling, such as

       - punctuation of compound sentences, friendly/business letters, simple dialogue, and exact words from sources (quotations); use italics/underlining for titles

       - capitalization of proper nouns such as key words in literary and/or book titles, languages, and historical events

       - spelling of commonly misspelled words, homonyms, and content-area vocabulary

    • Use correct grammatical construction in

       - parts of speech such as nouns; adjectives and adverbs (comparative/ superlative); pronouns (indefinite/ nominative/objective); conjunctions (coordinating/ subordinating); prepositions and prepositional phrases; and interjections

       - simple/compound/complex sentences, using, correct subject-verb agreement, verb tense, punctuation, and pronouns with clear antecedents

    • Use signal/transitional words (e.g., in addition, for example, finally, as a result, similarly, and on the other hand) to provide clues to organizational format

    • Use dictionaries, thesauruses, and style manuals

    • Use word processing skills