Florida Standards for Fifth Grade English Language Arts

Cause and EffectCause and effect refers to the relationship between two events or occurrences. To put it simply, it is when one thing causes something else to happen. A cause is WHY something happens. An effect is WHAT happened as a result of something else. To find the cause, ask yourself: Why did this happen? To find the effect, ask yourself: What happened? Read more...iWorksheets: 7Study Guides: 1
Fact/OpinionFreeA fact is information that is known to be true; it is a certainty. A fact does not change from person to person. An opinion is a personal belief or idea. People do not always have the same beliefs or ideas. Read more...iWorksheets: 7Study Guides: 1
High Frequency Words IHigh frequency words are quite simply those words which occur most frequently in written material, for example, "and", "the", "as" and "it". Read more...iWorksheets: 6Study Guides: 1
High Frequency Words IIWhat are High Frequency Words? High frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1
Informal LanguageInformal language is mainly used between people who know each other well, or in relaxed and unofficial contexts. Informal language is mostly used while talking. we can also use informal language when we are writing such as writing a postcard to a family member or sending a text message to a friend or some business correspondences. Read more...iWorksheets: 3
Labels/Captions for GraphicsWhich caption is the best choice? Demonstrate knowledge of concepts of print. Employ pre-reading strategies to facilitate comprehension. Read more...iWorksheets: 3
Literary GenresA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content, or length. Read more...iWorksheets: 4
Making PredictionsWhen you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. Read more...iWorksheets: 3Study Guides: 1
NounsRecognize, recall, and use basic elements of grammar to express ideas clearly. <br> Uses subject vs. object pronouns correctly (e.g., I vs. me). Read more...iWorksheets: 3
Opinion/Exaggeration/Missing InfoExaggeration is a representation of something in an excessive manner. It is the opposite of minimisation. Identify missing and irrelevant information. Distinguish between a fact and an opinion. Read more...iWorksheets: 3
Plot FeaturesA plot is the sequence of events that make up a story: Exposition, Rising Action, Climax, Falling Action, Resolution/Denoument. Read more...iWorksheets: 4Study Guides: 1
Prefix/Suffix/SyllablesA prefix is a group of letters placed before a root word or another prefix creating a new word. Read more...iWorksheets: 3Study Guides: 1
SpellingThere are some words that are difficult to remember how to spell: Plurals, Possessive Nouns (words that show ownership), Homophones (two or more words having the same pronunciation but different meanings, origins, or spelling). Read more...iWorksheets: 6Study Guides: 1
Text FeaturesWhat are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets: 4Study Guides: 1
VerbsWhat is a Verb? A Verb is a word used to describe an action, state, or occurrence. The majority of verbs are regular and consistently use -ed and -en to form their simple past tense and past participles. Many verbs are irregular and follow no consistent pattern in creating their -ed and/or -en forms. Read more...iWorksheets: 3

FL.LAFS.5.RL. READING STANDARDS FOR LITERATURE

LAFS.5.RL.1. Key Ideas and Details

LAFS.5.RL.1.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Implied InformationCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Drawing InferencesAn inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Drawing ConclusionsWhat is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
LAFS.5.RL.1.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1
Main IdeaThe main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Literary ElementsSetting, plot, character, rhythm and rhyme. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Read more...iWorksheets :3
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
SummarizeWhen you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3

LAFS.5.RL.2. Craft and Structure

LAFS.5.RL.2.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Literary ElementsAuthors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
Literary DevicesSimile, metaphor, and personification. Read more...iWorksheets :3
Literary DevicesWhat is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. What is a Hyperbole? Hyperbole is an exaggerated comparison. What is a Simile? Read more...iWorksheets :7Study Guides :1
Literary DevicesLiterary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
Literary Elements/Poetic DevicesA literary element, or narrative element, or element of literature is a constituent of all works of narrative fiction—a necessary feature of verbal storytelling that can be found in any written or spoken narrative. Read more...iWorksheets :3Study Guides :1
LAFS.5.RL.2.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3

LAFS.5.RL.4. Range of Reading and Level of Text Complexity

LAFS.5.RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study Guides :1
GenreA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3

FL.LAFS.5.RF. READING STANDARDS: FOUNDATIONAL SKILLS (K-5)

LAFS.5.RF.3. Phonics and Word Recognition

LAFS.5.RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.5.RF.3.3.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.
Decoding StrategiesDecoding means to translate a message from a code into the original language or form. Read more...iWorksheets :3
Decoding StrategiesAnalogy, word structure, syntax, and semantics. Read more...iWorksheets :3
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Root WordsWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/SuffixesWhat are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
Root WordsA root is the basic element of a word. It is the foundation on which the meaning of the word is built. Prefixes and suffixes are added to root words to form new words. Read more...iWorksheets :4Study Guides :1

LAFS.5.RF.4. Fluency

LAFS.5.RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
LAFS.5.RF.4.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study Guides :1
GenreA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3
LAFS.5.RF.4.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Context CluesContext clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
VocabularyYour vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context CluesContext cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context CluesThe five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1

FL.LAFS.5.RI. READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.5.RI.1. Key Ideas and Details

LAFS.5.RI.1.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Implied InformationCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Drawing InferencesAn inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Drawing ConclusionsWhat is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
LAFS.5.RI.1.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Main IdeaThe main idea of a text is what the text is written about. The main idea of a paragraph, story, article, or other written text is the main theme, subject, or topic of that writing. Read more...iWorksheets :3Study Guides :1
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
SummarizeWhen you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3

LAFS.5.RI.2. Craft and Structure

LAFS.5.RI.2.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Content VocabularyDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. <br>Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3

LAFS.5.RI.3. Integration of Knowledge and Ideas

LAFS.5.RI.3.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Author's Purpose/Point of ViewAn author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets :5Study Guides :1
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Author's Purpose/Point of ViewAuthor’s purpose answers the question: Why did the author write this text? An author always has a purpose for writing. Authors may write: to inform, to entertain, to persuade. Read more...iWorksheets :3Study Guides :1
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3

FL.LAFS.5.W. WRITING STANDARDS

LAFS.5.W.1. Text Types and Purposes

LAFS.5.W.1.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
LAFS.5.W.1.1.a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Personal ExperienceUse information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3
LAFS.5.W.1.1.b. Provide logically ordered reasons that are supported by facts and details.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Personal ExperienceUse information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3
LAFS.5.W.1.1.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Personal ExperienceUse information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3
LAFS.5.W.1.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
LAFS.5.W.1.2.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
LAFS.5.W.1.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
LAFS.5.W.1.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Signal/Transitional WordsSignal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
SequencingWhat is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1
LAFS.5.W.1.2.e. Provide a concluding statement or section related to the information or explanation presented.
Supporting/Concluding SentencesSupporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
LAFS.5.W.1.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
LAFS.5.W.1.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
LAFS.5.W.1.3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
LAFS.5.W.1.3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Signal/Transitional WordsSignal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
SequencingWhat is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1
LAFS.5.W.1.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
LAFS.5.W.1.3.e. Provide a conclusion that follows from the narrated experiences or events.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Supporting/Concluding SentencesSupporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1

LAFS.5.W.2. Production and Distribution of Writing

LAFS.5.W.2.4. 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.)
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Personal ExperienceUse information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
LAFS.5.W.2.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

LAFS.5.W.3. Research to Build and Present Knowledge

LAFS.5.W.3.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
LAFS.5.W.3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.5.W.3.9.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
LAFS.5.W.3.9.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 support which point[s]”).
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3

LAFS.5.W.4. Range of Writing

LAFS.5.W.4.10. 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.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

FL.LAFS.5.SL. STANDARDS FOR SPEAKING AND LISTENING

LAFS.5.SL.1. Comprehension and Collaboration

LAFS.5.SL.1.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
SummarizeWhen you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1

FL.LAFS.5.L. LANGUAGE STANDARDS

LAFS.5.L.1. Conventions of Standard English

LAFS.5.L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.5.L.1.1.b. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
LAFS.5.L.1.1.d. Use verb tense to convey various times, sequences, states, and conditions.
Parts of SpeechA Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
Parts of SpeechA part of speech refers to how a word is used in a sentence. Parts of speech include singular, plural, possessive nouns, regular and irregular verbs, and prepositions for example. Read more...iWorksheets :6Study Guides :1
LAFS.5.L.1.1.e. Recognize and correct inappropriate shifts in verb tense.
Parts of SpeechA Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
Parts of SpeechA part of speech refers to how a word is used in a sentence. Parts of speech include singular, plural, possessive nouns, regular and irregular verbs, and prepositions for example. Read more...iWorksheets :6Study Guides :1
LAFS.5.L.1.1.f. Use correlative conjunctions (e.g., either/or, neither/nor).
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
LAFS.5.L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.5.L.1.2.a. Use punctuation to separate items in a series.
Punctuation/CapitalizationWhere do COMMAS go? Commas in a series, Commas in dates, Commas in an address, Commas in a friendly letters. Where Does the APOSTROPHE go in a Contraction? Where Does a PERIOD go in an Abbreviation? Where do QUOTATION MARKS go in Written Text? Read more...iWorksheets :7Study Guides :1
LAFS.5.L.1.2.e. Spell grade-appropriate words correctly, consulting references as needed.
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1

LAFS.5.L.3. Vocabulary Acquisition and Use

LAFS.5.L.3.4. 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.
LAFS.5.L.3.4.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Context CluesContext clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
VocabularyYour vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context CluesContext cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context CluesThe five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
LAFS.5.L.3.4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Root WordsWhat are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/SuffixesWhat are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
Root WordsA root is the basic element of a word. It is the foundation on which the meaning of the word is built. Prefixes and suffixes are added to root words to form new words. Read more...iWorksheets :4Study Guides :1
LAFS.5.L.3.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Using a ThesaurusUse a thesaurus for synonyms and antonyms. Read more...iWorksheets :3
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Parts of a BookFreeA book often has several parts that make finding information easier for readers. They are: title, introduction, body, conclusion, and back cover. Read more...iWorksheets :8Study Guides :1
Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1
Parts of a BookBooks may contain several parts that help the readers find information quickly and easily: Tables of Contents, Index, Glossary, headings, graphic organizers, charts, bold or italicized text. Read more...iWorksheets :7Study Guides :1
LAFS.5.L.3.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.5.L.3.5.a. Interpret figurative language, including similes and metaphors, in context.
Literary ElementsAuthors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
Literary DevicesSimile, metaphor, and personification. Read more...iWorksheets :3
Literary DevicesWhat is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. What is a Hyperbole? Hyperbole is an exaggerated comparison. What is a Simile? Read more...iWorksheets :7Study Guides :1
Literary DevicesLiterary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
Literary Elements/Poetic DevicesA literary element, or narrative element, or element of literature is a constituent of all works of narrative fiction—a necessary feature of verbal storytelling that can be found in any written or spoken narrative. Read more...iWorksheets :3Study Guides :1
LAFS.5.L.3.5.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
VocabularyYour vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Synonyms/AntonymsAn antonym is a word that means the opposite of another word. For example "up" is an antonym of "down". Synonyms are words with the same or similar meaning. Synonyms for "Intelligent" are "smart" and "clever". Read more...iWorksheets :3
Synonyms/AntonymsWhat are Synonyms? Synonyms are words that have nearly the same meaning. What are Antonyms? Antonyms are words that mean the opposite of each other. Read more...iWorksheets :3Study Guides :1
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
AnalogiesWhat is an Analogy? An analogy is a comparison of two different things that have something particular in common. An analogy is a comparison based on a similarity. Read more...iWorksheets :4Study Guides :1
LAFS.5.L.3.6. Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Content VocabularyDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. <br>Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3

FL.LAFS.K12.R. READING

LAFS.K12.R.1. Key Ideas and Details

LAFS.K12.R.1.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Implied InformationCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Drawing InferencesAn inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Drawing InferencesWhat are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing ConclusionsA conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Drawing ConclusionsWhat is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Implied InformationDraw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
LAFS.K12.R.1.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Main IdeaThe main idea of a text is what the text is written about. The main idea of a paragraph, story, article, or other written text is the main theme, subject, or topic of that writing. Read more...iWorksheets :3Study Guides :1
Supporting DetailA supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
SummarizingWhen you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative QuestionsLiteral questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose IdentificationTopic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic SentencesA topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
SummarizeWhen you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3
Simple/Compound/Complex SentencesIdentify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
LAFS.K12.R.1.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Main IdeaThe main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
Theme of WritingDetermine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3

LAFS.K12.R.2. Craft and Structure

LAFS.K12.R.2.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Content VocabularyDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. <br>Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Literary DevicesLiterary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
LAFS.K12.R.2.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3
LAFS.K12.R.2.6. Assess how point of view or purpose shapes the content and style of a text.
Author's Purpose/Point of ViewAn author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets :5Study Guides :1
Author's Purpose/Point of ViewAuthor’s purpose answers the question: Why did the author write this text? An author always has a purpose for writing. Authors may write: to inform, to entertain, to persuade. Read more...iWorksheets :3Study Guides :1

LAFS.K12.R.3. Integration of Knowledge and Ideas

LAFS.K12.R.3.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Supporting DetailsSupporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1

FL.LAFS.K12.W. WRITING STANDARDS

LAFS.K12.W.1. Text Types and Purposes

LAFS.K12.W.1.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
LAFS.K12.W.1.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
LAFS.K12.W.1.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

LAFS.K12.W.2. Production and Distribution of Writing

LAFS.K12.W.2.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

LAFS.K12.W.3. Research to Build and Present Knowledge

LAFS.K12.W.3.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
LAFS.K12.W.3.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
LAFS.K12.W.3.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3

LAFS.K12.W.4. Range of Writing

LAFS.K12.W.4.10. 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 tasks, purposes, and audiences.
Writing/Listening/Speaking RulesStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

FL.LAFS.K12.L. LANGUAGE STANDARDS

LAFS.K12.L.1. Conventions of Standard English

LAFS.K12.L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
LAFS.K12.L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalization/PunctuationDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1

LAFS.K12.L.2. Knowledge of Language

LAFS.K12.L.2.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Content VocabularyDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. <br>Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...iWorksheets :3
Context CluesContext clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
VocabularyYour vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context CluesContext cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Context CluesThe five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1

LAFS.K12.L.3. Vocabulary Acquisition and Use

LAFS.K12.L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Context CluesContext clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
VocabularyYour vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Decoding StrategiesAnalogy, word structure, syntax, and semantics. Read more...iWorksheets :3
VocabularyWhat are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Context CluesContext cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context CluesThe five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
VocabularyWhat is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
LAFS.K12.L.3.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Content VocabularyDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. <br>Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Content Area VocabularyDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
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