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

Same & Different Sounds Kindergarten English Language Arts
Word Study Kindergarten English Language Arts
Rhyming Words Kindergarten English Language Arts
Word Families Kindergarten English Language Arts
Word Study Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Word Families Kindergarten English Language Arts

New York Standards for Fifth Grade English Language Arts

NY.CC.5.L. Language Standards

Conventions of Standard English

5.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5.L.1.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
5.L.1.c. Use verb tense to convey various times, sequences, states, and conditions.
5.L.1.e. Use correlative conjunctions (e.g., either/or, neither/nor).
5.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.L.2.a. Use punctuation to separate items in a series.
5.L.2.e. Spell grade-appropriate words correctly, consulting references as needed.

Vocabulary Acquisition and Use

5.L.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.
5.L.4.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
5.L.4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
5.L.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.
5.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
5.L.5.a. Interpret figurative language, including similes and metaphors, in context.
5.L.5.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
5.L.6. 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).

NY.CC.5.RF. Reading Standards: Foundational Skills


5.RF.4. Read with sufficient accuracy and fluency to support comprehension.
5.RF.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Phonics and Word Recognition

5.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
5.RF.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.

NY.CC.5.RI. Reading Standards for Informational Text

Craft and Structure

5.RI.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Integration of Knowledge and Ideas

5.RI.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).

Key Ideas and Details

5.RI.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

NY.CC.5.RL. Reading Standards for Literature

Craft and Structure

5.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5.RL.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Key Ideas and Details

5.RL.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RL.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.

Range of Reading and Level of Text Complexity

5.RL.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.

Responding to Literature

5.RL.11. Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations.
5.RL.11.a. Self-select text to develop personal preferences regarding favorite authors.

NY.CC.5.SL. Speaking and Listening Standards

Comprehension and Collaboration

5.SL.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

NY.CC.5.W. Writing Standards

Range of Writing

5.W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Research to Build and Present Knowledge

5.W.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W.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 '').

Responding to Literature

5.W.11. Create and present an original poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class.
5.W.11.a. Recognize and illustrate social, historical, and cultural features in the presentation of literary texts.

Text Types and Purposes

5.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
5.W.1.b. Provide logically ordered reasons that are supported by facts and details.
5.W.1.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
5.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
5.W.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.
5.W.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
5.W.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
5.W.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
5.W.2.e. Provide a concluding statement or section related to the information or explanation presented.
5.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
5.W.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
5.W.3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
5.W.3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
5.W.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
5.W.3.e. Provide a conclusion that follows from the narrated experiences or events.

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