Indiana Standards for Fifth Grade English Language Arts

Author's Purpose/Point of ViewWorksheets: 5Study Guides: 1Cause and EffectWorksheets: 7Study Guides: 1Central Idea/Supporting DetailsFreeWorksheets: 3Decoding StrategiesWorksheets: 3High Frequency Words IWorksheets: 6Study Guides: 1High Frequency Words IIWorksheets: 6Study Guides: 1Informal LanguageWorksheets: 3Labels/Captions for GraphicsWorksheets: 3Making PredictionsWorksheets: 3Study Guides: 1NounsWorksheets: 3Parts of a BookWorksheets: 3Study Guides: 1Plot FeaturesWorksheets: 4Study Guides: 1SpellingWorksheets: 6Study Guides: 1SummarizeWorksheets: 4Study Guides: 1Supporting/Concluding SentencesWorksheets: 3Study Guides: 1VerbsWorksheets: 3

IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students use their knowledge of word parts and word relationships, as well as context (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

5.1.3. Vocabulary and Concept Development: Understand and explain frequently used synonyms (words with the same meaning), antonyms (words with opposite meanings), and homographs (words that are spelled the same but have different meanings).

5.1.4. Vocabulary and Concept Development: Know less common roots (graph = writing, logos = the study of) and word parts (auto = self, bio = life) from Greek and Latin and use this knowledge to analyze the meaning of complex words (autograph, autobiography, biography, biology).

5.1.5. Vocabulary and Concept Development: Understand and explain the figurative use of words in similes (comparisons that use like or as: The stars were like a million diamonds in the sky.) and metaphors (implied comparisons: The stars were brilliant diamonds in the night sky.).

5.1.6. Vocabulary and Concept Development: Understand unknown words by using word, sentence, and paragraph clues to determine meaning.

IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.

5.2.1. Structural Features of Informational and Technical Materials: Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.

5.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.

5.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

5.2.5. Expository (Informational) Critique: Distinguish among facts, supported inferences, evidence, and opinions in text.

IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to grade-level-appropriate historically or culturally significant works of literature.

5.3.1. Structural Features of Literature: Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

5.3.2. Analysis of Grade-Level-Appropriate Literary Text: Identify the main problem or conflict of the plot and explain how it is resolved.

5.3.3. Analysis of Grade-Level-Appropriate Literary Text: Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

5.3.4. Analysis of Grade-Level-Appropriate Literary Text: Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or stated directly.

5.3.5. Analysis of Grade-Level-Appropriate Literary Text: Describe the function and effect of common literary devices, such as imagery, metaphor, and symbolism.

5.3.6. Literary Criticism: Evaluate the meaning of patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.

IN.4. Writing: Processes and Features: Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays.

5.4.10. Evaluation and Revision: Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences.

5.4.2. Organization and Focus: Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

5.4.3. Organization and Focus: Write informational pieces with multiple paragraphs that: present important ideas or events in sequence or in chronological order; provide details and transitions to link paragraphs; offer a concluding paragraph that summarizes important ideas and details.

5.4.4. Research Process and Technology: Use organizational features of printed text, such as citations, endnotes, and bibliographic references, to locate relevant information.

5.4.6. Research Process and Technology: Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.

5.4.7. Research Process and Technology: Use a thesaurus to identify alternative word choices and meanings.

IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 5 write narrative (story), expository (informational), persuasive, and descriptive texts.

5.5.1. Writing Processes and Features: Write narratives that: establish a plot, point of view, setting, and conflict; show, rather than tell, the events of the story;

5.5.4. Writing Processes and Features: Write persuasive letters or compositions that: state a clear position in support of a proposal; support a position with relevant evidence and effective emotional appeals; follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last; address reader concerns.

5.5.6. Writing Processes and Features: Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate.

IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.

5.6.1. Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence).

5.6.2. Sentence Structure: Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas.

5.6.3. Grammar: Identify and correctly use appropriate tense (present, past, present participle, past participle) for verbs that are often misused (lie/lay, sit/set, rise/raise).

5.6.5. Punctuation: Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transitions (Time is short; however, we will still get the job done.).

5.6.6. Capitalization: Use correct capitalization.

5.6.7. Spelling: Spell roots or bases of words, prefixes (understood/misunderstood, excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will not/won't, it is/it's, they would/they'd), and syllable constructions (in-for-ma-tion, mol-e-cule) correctly.

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