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What's New: English Language Arts Worksheets and Study Guides

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Nursery Rhymes Kindergarten English Language Arts
Rhyming Words Kindergarten English Language Arts
Word Study Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts

Alaska Standards for Fifth Grade English Language Arts

AK.L.5. Language Standards

Conventions of Standard English

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns, relative adverbs, conjunctions, prepositions, and interjections appropriate to function and purpose in order to apply the conventions of English.
L.5.1.c. Use verb tense to convey various times, sequences, states, and conditions.
L.5.1.d. Recognize and correct inappropriate shifts in verb tense.
L.5.1.e. Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a. Use punctuation to separate items in a series.
L.5.2.e. Spell grade-appropriate words correctly, consulting references as needed.

Vocabulary Acquisition and Use

L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a. Determine meaning of unfamiliar words by using knowledge of word structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar, syntax), use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
L.5.4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
L.5.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both printing and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5.a. Interpret figurative language, including similes and metaphors, in context.
L.5.5.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
L.5.6. Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

AK.RF.5. Foundational Skills

Fluency

RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
RF.5.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.5.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Phonics and Word Recognition

RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

AK.RI.5. Reading Standards for Informational Text

Craft and Structure

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Integration of Knowledge and Ideas

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).
RI.5.9. Integrate information from several texts on the same topic or related topics in order to write or speak about the subject knowledgeably.

Key Ideas and Details

RI.5.2. Determine the main idea and subtopics of a text and explain how they are supported by key details; paraphrase or summarize key ideas, events, or procedures including correct sequence when appropriate.

AK.RL.5. Reading Standards for Literature

Craft and Structure

RL.5.4. Determine the meaning of words and phrases as they are used in a text, including use of figurative language and literary devices (e.g., imagery, metaphors, analogies, hyperbole).
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Key Ideas and Details

RL.5.1. Locate explicit information in the text to support inferences drawn from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2. Determine a theme or author’s message or purpose of a story, drama, or poem using details and evidence from the text as support, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize main ideas or events, in correct sequence.

Range of Reading and Level of Complexity

RL.5.10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 5 (from upper grade 4 to grade 6), with scaffolding as needed at the high end of the range.

AK.SL.5. Speaking and Listening Standards

Comprehension and Collaboration

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

AK.W.5. Writing Standards

Production and Distribution of Writing

W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Range of Writing

W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Research to Build and Present Knowledge

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text .”).
W.5.9.b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point.”).

Text Types and Purposes

W.5.1. Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons and information.
W.5.1.a. support the writer’s purpose.
W.5.1.b. Provide logically ordered reasons that are supported by facts and details.
W.5.1.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically, most of all).
W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples that support the topic.
W.5.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
W.5.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.5.2.e. Provide a concluding statement or section that paraphrases the focus of the text or explanation presented.
W.5.3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language) and clear event sequences (chronology).
W.5.3.a. Orient the reader by establishing a context or situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
W.5.3.b. Use narrative techniques, such as dialogue, description and elaboration, concrete and sensory details, literary devices, and pacing to describe actions, thoughts, and motivations and to develop experiences and events showing the responses of characters to situations, problems, or conflicts.
W.5.3.c. Use a variety of transitional words, phrases, and devices (e.g., foreshadowing) to develop the pacing and sequence of events.
W.5.3.d. Use concrete words and phrases, sensory details, and elaboration to convey experiences and events precisely.
W.5.3.e. Provide a conclusion that follows from the narrated experiences or events.

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

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