What's New: Worksheets and Study Guides

American Symbols & HolidaysMemorial Day
Capital Letters Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Counting Syllables Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts

New Mexico Standards for Fourth Grade English Language Arts

AnalogiesWorksheets: 4Study Guides: 1Cause/Effect, Fact/OpinionWorksheets: 3Study Guides: 1Content Area VocabularyWorksheets: 3Dictionary/ThesaurusWorksheets: 3High Frequency Words IWorksheets: 6Study Guides: 1High Frequency Words IIWorksheets: 6Study Guides: 1Labels/Captions for GraphicsWorksheets: 3Literary DevicesWorksheets: 3Literary ElementsWorksheets: 3Study Guides: 1Main IdeaWorksheets: 4Study Guides: 1PluralsWorksheets: 3Poetic DevicesWorksheets: 4Study Guides: 1PredictionsWorksheets: 3Study Guides: 1Roots/Prefixes/SuffixesWorksheets: 7Study Guides: 1SummarizingWorksheets: 3Study Guides: 1Synonyms/AntonymsWorksheets: 3Syntactic/Semantic CuesWorksheets: 3Title/Author in Well Known LiteratureWorksheets: 3

NM.I: Reading and listening for comprehension. Students will apply strategies and skills to comprehend information that is read, heard and viewed.

1-A: Listen to, read, react to and retell information:

1-A:2. Visualize and recall story details, including characterization and sequence.
1-A:3. Read a variety of texts, including: fiction (e.g., legends, novels, folklore, science fiction), non-fiction (e.g., auto-biographies, informational books, diaries, and journals), poetry, drama.

I-B: Locate and use a variety of resources to acquire information across the curriculum.

I-B:1. Use key words, indices, cross-references and letters on volumes to find information.
I-B:2. Use multiple representations of information (e.g., maps, charts, photos) to find information.

I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual information.

I-C:1. Respond to fiction, poetry, and drama using interpretive, critical and evaluative processes by:
I-C:1.b. examining reasons for characters' actions,
I-C:1.c. identifying and examining characters' motives, and
I-C:1.d. considering a situation or problems from different characters' perspectives.
I-C:3. Analyze characters, events and plots from different texts and cite supporting evidence.
I-C:5. Demonstrate deductive and inductive reasoning by drawing logical conclusions.

NM.II: Writing and speaking for expression. Students will communicate effectively through speaking and writing.

II-B: Apply grammatical and language conventions to communicate.

II-B:2. Combine short, related sentences with appositives, participial phrases, adjectives, adverbs and prepositional phrases.
II-B:3. Identify and use regular and irregular verbs, adverbs, prepositions and coordinating conjunctions in writing and speaking.
II-B:4. Use parentheses, commas in direct quotations and apostrophes in the possessive case of nouns and in contractions.
II-B:5. Use underlining, quotation marks or italics to identify titles of documents.
II-B:6. When appropriate, capitalize names of magazines, newspapers, works of art, musical compositions, organizations, proper nouns and the first word in quotations.
II-B:7. Spell correctly roots, inflections, affixes and syllable constructions.
II-B:8. Compose multiple paragraphs with:
II-B:8.b. specific, relevant details,
II-B:8.d. coherence,
II-B:8.e. elaboration, and
II-B:8.f. concluding statement related to the topic.

II-C: Demonstrate competence in the skills and strategies of the writing process.

II-C:1. Produce a variety of written compositions using:
II-C:1.a. descriptive writing (e.g., using relevant details and ideas that figuratively recreate an event or experience),
II-C:1.b. narrative writing (e.g., using sequence, point of view and character to tell a story), and
II-C:1.c. expository writing (e.g., identifying and staying on the topic; developing the topic with simple facts, details, examples and explanations).
II-C:2. Use planning strategies that generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion).
II-C:3. Focus revision on sequence of events and ideas, transitional words and sentence patterns.

NM.III: Literature and Media. Students will use literature and media to develop an understanding of people, societies and the self.

III-A: Use language, literature and media to gain and demonstrate awareness of cultures around the world.

III-A:1. Examine the reasons for characters' actions.
III-A:2. Identify and examine characters' motives.
III-A:3. Consider a situation or problem from different characters' point of view.
III-A:4. Trace the exploits of character types across literature and media depicting various cultures.

III-B: Identify and use the types of literature according to their purpose and function.

III-B:1. Identify beginning, middle and end of a story.
III-B:2. Describe the contextual differences of various forms of literature.
III-B:3. Describe the reasons why an author would choose a particular genre.
III-B:4. Compose fiction, non fiction, poetry and drama, using self-selected or assigned topics and forms.
III-B:5. Respond to fiction, non-fiction, poetry and drama, using interpretive, critical and evaluative processes by:
III-B:5.b. examining reasons for characters' actions, and

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado Common Core StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas Assessments Standards (STAAR)Texas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards