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Word Study Kindergarten English Language Arts
Word Study Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Write the word Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Trace Kindergarten English Language Arts

New Mexico Standards for Fifth Grade English Language Arts

Context CluesWorksheets: 3Decoding StrategiesWorksheets: 3High Frequency Words IWorksheets: 6Study Guides: 1High Frequency Words IIWorksheets: 6Study Guides: 1Informal LanguageWorksheets: 3Labels/Captions for GraphicsWorksheets: 3NounsWorksheets: 3Parts of a BookWorksheets: 3Study Guides: 1Prefix/Suffix/SyllablesWorksheets: 3Study Guides: 1Punctuation/CapitalizationWorksheets: 7Study Guides: 1Root WordsWorksheets: 3Study Guides: 1SpellingWorksheets: 6Study Guides: 1SummarizeWorksheets: 4Study Guides: 1Supporting/Concluding SentencesWorksheets: 3Study Guides: 1Synonyms/AntonymsWorksheets: 3Study Guides: 1Text FeaturesWorksheets: 4Study Guides: 1VocabularyWorksheets: 4Study Guides: 1

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

I-A: Listen to, read, react to, and interpret information

I-A:1. Listen actively and critically by:
I-A:1.e. making inferences and drawing conclusions; and
I-A:2. Make connections between texts by recognizing similarities and differences based on a common theme, lesson, or message.

I-B: Gather and use information for research and other purposes

I-B:2. Research multiple sources to deepen understanding and integrate information and ideas across varied sources and content areas by:
I-B:2.a. conducting research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, Internet, computer networks); and
I-B:2.b. evaluating the usefulness and quality of information and ideas based on purpose, experiences, text(s) and graphics.

I-C: Apply critical thinking skills to analyze information

I-C:1. Evaluate text to determine author's purpose and opinion by:
I-C:1.a. evaluating inferences, conclusions, and generalizations; and
I-C:1.b. identifying elements of fiction and non-fiction that support plot development, choice of words, effectiveness of figurative language and personification.
I-C:2. Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text.
I-C:3. Respond to fiction, non-fiction, poetry, and drama using interpretive, critical, and evaluative processes by:
I-C:3.a. analyzing word choice and content;
I-C:3.b. examining reasons for a character's actions;
I-C:3.c. creating and presenting a product that demonstrates a personal response; and
I-C:5. Analyze cause and effect relationships, compare and contrast information, facts, characters, and objects to predict a logical outcome based on the information in the selection.
I-C:6. Distinguish between fact and opinion.

I-D: Demonstrate competence in the skills and strategies of the reading process

I-D:1. Apply enabling strategies and skills to read by:
I-D:1.a. expanding and refining vocabulary through wide reading, word study, content area study, writing process elements, writing as a tool, debate, discussions, seminars, and examining the author's craft;
I-D:1.b. using word reference materials ;
I-D:1.c. selecting key vocabulary critical to the text and applying appropriate meanings for understanding; and
I-D:2. Interact with the text by:
I-D:2.a. making predictions;
I-D:2.d. drawing on personal, literary, and cultural understandings; and
I-D:2.e. seeking additional information.
I-D:3. Read a variety of texts (e.g., fiction, nonfiction, newspaper and magazine articles, poetry, drama)
I-D:4. Choose materials to read independently, identifying the main ideas and significant details, and determine the correct sequence of events or information.

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

II-B: Apply grammatical and language conventions to communicate

II-B:1. Write sentences that use:
II-B:1.b. transitions; and
II-B:1.c. conjunctions to connect ideas.
II-B:2. Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise).
II-B:3. Use colons and quotation marks correctly.
II-B:4. Spell most commonly used words accurately using a multi-strategy approach to learn new spellings.

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

II-C:1. Produce a variety of written products that demonstrate competence in:
II-C:1.a. persuasive writing (e.g., states a clear position, elaborates on the position with reasons, examples, information and other evidence);
II-C:3. Create journals, notes, stories, reports, and letters using appropriate formats and multimedia technologies to communicate to an audience for a specific purpose.

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

III-A: Use language, literature, and media to understand various social and cultural perspectives

III-A:1. Explain why similar character types are found in multiple cultures.
III-A:2. Identify social/cultural values and beliefs reflected in literature and media.
III-A:3. Identify archetypal patterns and symbols depicted through literature and media of various cultures.

III-B: Identify ideas and make connections among literary works

III-B:1. Identify main conflict in a plot and describe how it is resolved.
III-B:2. Contrast the actions and motives of characters in literary works.
III-B:3. Explain the importance of a character's actions to the plot and theme of a literary work.

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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