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

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Problem/Solution Third Grade English Language Arts
Compound and Complex Sentences Eighth Grade English Language Arts
Text Features Fourth Grade English Language Arts
Roots/Prefixes/Suffixes Fourth Grade English Language Arts
Plot Features Fifth Grade English Language Arts
Text Features Eighth Grade English Language Arts

Ohio Standards for Fifth Grade English Language Arts

OH.10. Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

10.10. Grade Level Indicator: Speaking Applications: Deliver persuasive presentations that: establish a clear position; include relevant evidence to support a position and to address potential concerns of listeners; and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).

10.7. Grade Level Indicator: Speaking Skills and Strategies: Adjust speaking content according to the needs of the situation, setting and audience.

10.8. Grade Level Indicator: Speaking Applications: Deliver informational presentations (e.g., expository, research) that: demonstrate an understanding of the topic and present events or ideas in a logical sequence; support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes; organize information, including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast); use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and draw from several sources and identify sources used.

10.9. Grade Level Indicator: Speaking Applications: Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

10.B. Explain a speaker's point of view and use of persuasive techniques in presentations and visual media.

OH.2. Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

2.1. Grade Level Indicator: Contextual Understanding: Define the meaning of unknown words by using context clues and the author's use of definition, restatement and example.

2.2. Grade Level Indicator: Contextual Understanding: Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.

2.4. Grade Level Indicator: Conceptual Understanding: Identify and understand new uses of words and phrases in text, such as similes and metaphors.

2.6. Grade Level Indicator: Structural Understanding: Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.

2.7. Grade Level Indicator: Structural Understanding: Identify the meanings of abbreviations.

2.8. Grade Level Indicator: Tools and Resources: Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

2.A. Use context clues and text structures to determine the meaning of new vocabulary.

2.B. Infer word meaning through identification and analysis of analogies and other word relationships.

2.E. Use knowledge of roots and affixes to determine the meanings of complex words.

2.F. Use multiple resources to enhance comprehension of vocabulary.

OH.3. Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

3.2. Grade Level Indicator: Comprehension Strategies: Predict and support predictions with specific references to textual examples that may be in widely separated sections of text.

3.4. Grade Level Indicator: Comprehension Strategies: Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.

3.5. Grade Level Indicator: Comprehension Strategies: Make inferences based on implicit information in texts, and provide justifications for those inferences.

3.7. Grade Level Indicator: Comprehension Strategies: Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3.8. Grade Level Indicator: Self-Monitoring Strategies: Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back or summarizing what has been read so far in text.

3.9. Grade Level Indicator: Self-Monitoring Strategies: List questions and search for answers within the text to construct meaning.

3.B. Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.

OH.4. Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

4.1. Grade Level Indicator: Use text features, such as chapter titles, headings and subheadings; parts of books, including the index and table of contents and online tools (search engines) to locate information.

4.2. Grade Level Indicator: Identify, distinguish between and explain examples of cause and effect in informational text.

4.3. Grade Level Indicator: Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.

4.4. Grade Level Indicator: Summarize the main ideas and supporting details.

4.5. Grade Level Indicator: Analyze information found in maps, charts, tables, graphs and diagrams.

4.7. Grade Level Indicator: Analyze the difference between fact and opinion.

4.8. Grade Level Indicator: Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.

4.9. Grade Level Indicator: Identify and understand an author's purpose for writing, including to explain, to entertain or to inform.

4.A. Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

4.B. Recognize the difference between cause and effect and fact and opinion to analyze text.

4.D. Identify arguments and persuasive techniques used in informational text.

4.E. Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic.

OH.5. Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

5.1. Grade Level Indicator: Explain how a character's thoughts, words and actions reveal his or her motivations.

5.2. Grade Level Indicator: Explain the influence of setting on the selection.

5.3. Grade Level Indicator: Identify the main incidents of a plot sequence and explain how they influence future action.

5.5. Grade Level Indicator: Summarize stated and implied themes.

5.6. Grade Level Indicator: Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.

5.8. Grade Level Indicator: Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors and personification.

5.A. Describe and analyze the elements of character development.

5.B. Analyze the importance of setting.

5.C. Identify the elements of plot and establish a connection between an element and a future event.

5.E. Demonstrate comprehension by inferring themes, patterns and symbols.

5.F. Identify similarities and differences of various literary forms and genres.

5.G. Explain how figurative language expresses ideas and conveys mood.

OH.6. Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

6.11. Grade Level Indicator: Drafting, Revising and Editing: Reread and assess writing for clarity, using a variety of methods (e.g., writer's circle or author's chair).

6.14. Grade Level Indicator: Drafting, Revising and Editing: Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

6.15. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details.

6.D. Use revision strategies to improve the overall organization, the clarity and consistency of ideas within and among paragraphs and the logic and effectiveness of word choices.

6.F. Edit to improve fluency, grammar and usage.

OH.7. Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

7.1. Grade Level Indicator: Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting.

7.2. Grade Level Indicator: Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence.

7.4. Grade Level Indicator: Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details and examples to illustrate important ideas.

7.B. Write responses to literature that extend beyond the summary and support judgments through references to the text.

7.D. Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and explanations.

7.E. Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant evidence.

OH.8. Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

8.1. Grade Level Indicator: Spelling: Spell high-frequency words correctly.

8.10. Grade Level Indicator: Grammar and Usage: Use indefinite and relative pronouns.

8.11. Grade Level Indicator: Grammar and Usage: Use conjunctions and interjections.

8.2. Grade Level Indicator: Spelling: Spell contractions correctly.

8.3. Grade Level Indicator: Spelling: Spell roots, suffixes and prefixes correctly.

8.4. Grade Level Indicator: Punctuation and Capitalization: Use commas, end marks, apostrophes and quotation marks correctly.

8.5. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization.

8.6. Grade Level Indicator: Grammar and Usage: Use various parts of speech, such as nouns, pronouns and verbs (regular and irregular).

8.7. Grade Level Indicator: Grammar and Usage: Use prepositions and prepositional phrases.

8.8. Grade Level Indicator: Grammar and Usage: Use adverbs.

8.9. Grade Level Indicator: Grammar and Usage: Use objective and nominative case pronouns.

8.A. Use correct spelling conventions.

8.B. Use conventions of punctuation and capitalization in written work.

8.C. Use grammatical structures to effectively communicate ideas in writing.

OH.9. Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

9.3. Grade Level Indicator: Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables or graphic organizers).

9.5. Grade Level Indicator: Define plagiarism and acknowledge sources of information.

9.B. Locate and summarize important information from multiple sources.

9.C. Organize information in a systematic way.

9.D. Acknowledge quoted and paraphrased information and document sources used.

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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