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

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Punctuation/Capitalization Fifth Grade English Language Arts
Text Features Eighth Grade English Language Arts
Analogies Sixth Grade English Language Arts
Reading-Structural Analysis Eighth Grade English Language Arts
Cause and Effect Fifth Grade English Language Arts
Punctuation Eighth Grade English Language Arts

Maryland Common Core Standards for Fifth Grade English Language Arts

MD.L.CC. Standards for Language (L)

Conventions of Standard English

L1.CCR. Anchor Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5.L1.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.5.L1.c. Use verb tense to convey various times, sequences, states, and conditions.5.L1.d. Recognize and correct inappropriate shifts in verb tense.5.L1.e. Use correlative conjunctions (e.g., either/or, neither/nor).
L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.L2.a. Use commas and quotation marks to mark direct speech and quotations from a text. (SC, 5)5.L2.e. Spell grade-appropriate words correctly, consulting references as needed. (SC, 5)

Vocabulary Acquisition and Use

L4.CCR. Anchor Standard: 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.
5.L4. 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. (SC, 5)
5.L4.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. (SC, 5)5.L4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).5.L4.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. (SC, 5)
L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
5.L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (SC, 5)
5.L5.a. Interpret figurative language, including similes and metaphors, in context. (SC, 5)5.L5.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. (SC, 5)
L6.CCR. Anchor Standard: 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.
5.L6. Acquire and use accurately 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).

MD.RF.CC. Standards for Reading Foundational Skills (RF)

Fluency

5.RF4. Read with sufficient accuracy and fluency to support comprehension.
5.RF4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
5.RF4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Phonics and Word Recognition

5.RF3. Know and apply grade-level phonics and word analysis skills in decoding words.
5.RF3.a. Use a 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.

MD.RI.CC. Standards for Reading Informational Text (RI)

Craft and Structure

RI4.CCR. Anchor Standard: 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.
5.RI4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (SC, 5)

Integration of Knowledge and Ideas

RI8.CCR. Anchor Standard: 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.
5.RI8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Key Ideas and Details

RI1.CCR. Anchor Standard: 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.
5.RI1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (SC, 5)
RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
5.RI2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

MD.RL.CC. Standards for Reading Literature (RL)

Craft and Structure

RL4.CCR. Anchor Standard: 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.
5.RL4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (SC, 5)
RL5.CCR. Anchor Standard: 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.
5.RL5. 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

RL1.CCR. Anchor Standard: 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.
5.RL1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (SC, 5)
RL2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
5.RL2. 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.

Range of Reading and Level of Text Complexity

RL10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
5.RL10. 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.

MD.SL.CC. Standards for Speaking and Listening (SL)

Comprehension and Collaboration

SL2.CCR. Anchor Standard: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
5.SL2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

MD.W.CC. Standards for Writing (W)

Production and Distribution of Writing

W4.CCR. Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5.W4. rpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (SC, 5)
W5.CCR. Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5.W5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) (SC, 5)

Range of Writing

W10.CCR. Anchor Standard: 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.
5.W10. 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

W7.CCR. Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
5.W7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W9.CCR. Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W9.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 ”).

Text Types and Purposes

W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
5.W1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.W1.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. (SC, 5)5.W1.b. Provide logically ordered reasons that are supported by facts and details. (SC, 4)5.W1.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). (SC, 5)
W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
5.W2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (SC, 5)
5.W2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.5.W2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). (SC, 5)5.W2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. (SC, 5)5.W2.e. Provide a concluding statement or section related to the information or explanation presented. (SC, 5)
W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
5.W3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.5.W3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.5.W3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.5.W3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.5.W3.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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