What's New: Worksheets and Study Guides

American Symbols & HolidaysMemorial Day
Write the word Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Write the word Kindergarten English Language Arts
Write the word Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts

Oklahoma Standards for Fifth Grade English Language Arts

Cause and EffectWorksheets: 7Study Guides: 1Decoding StrategiesWorksheets: 3High Frequency Words IWorksheets: 6Study Guides: 1High Frequency Words IIWorksheets: 6Study Guides: 1Informal LanguageWorksheets: 3Labels/Captions for GraphicsWorksheets: 3

OK.5.OL. Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.

5.OL.3: Group Interaction - The student will use effective communication strategies in pairs and small group context.

5.OL.3:2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a written or oral report that conveys ideas clearly and relates to the background and interest of the audience.

OK.5.R. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

5.R.1: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary.

5.R.1:1. Words in Context
5.R.1:1.a. Use knowledge of word parts and word relationships, as well as context clues (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.R.1:1.b. Use prior experience and context to understand and explain the figurative use of words such as similes (comparisons that use like or as: His feet were as big as boats), and metaphors (implied comparisons: The giants steps were thunderous).
5.R.1:2. Affixes, Roots, and Stems
5.R.1:2.a. Interpret new words by analyzing the meaning of prefixes and suffixes.
5.R.1:2.b. Apply knowledge of root words to determine the meaning of unknown words within a passage.
5.R.1:2.c. Use word origins, including knowledge of less common roots (graph = writing, terras = earth) and word parts (hemi = half, bio = life) from Greek and Latin to analyze the meaning of complex words (terrain, hemisphere, biography).
5.R.1:3. Synonyms, Antonyms, and Homonyms/Homophones - Apply knowledge of fifth grade level synonyms, antonyms, homonym/homophones, and multiple meaning words to determine the meaning of words and phrases.
5.R.1:4. Using Resource Materials and Aids
5.R.1:4.a. Use a thesaurus to determine related words and concepts.
5.R.1:4.b. Determine the meanings, pronunciation, and derivations of unknown words by using a glossary and/or dictionary.

5.R.3: Comprehension/Critical Literacy - The student will interact with the words and concepts in the text to construct an appropriate meaning.

5.R.3:1. Literal Understanding
5.R.3:1.a. Use prereading strategies independently (to preview, activate prior knowledge, predict content of text, formulate questions that might be answered by the text, and establish purpose for reading).
5.R.3:1.c. Recognize main ideas presented in a particular segment of text; identify evidence that supports those ideas.
5.R.3:1.d. Use the text's structure or progression of ideas such as cause and effect or chronology to organize or recall information.
5.R.3:2. Inferences and Interpretation
5.R.3:2.a. Apply prior knowledge and experience to make inferences and respond to new information presented in text.
5.R.3:2.b. Draw inferences and conclusions about text and support them with textual evidence and prior knowledge.
5.R.3:2.c. Describe elements of character development in written works (e.g., differences between main and minor characters; changes that characters undergo; the importance of a character's actions, motives, stereotypes, and appearance to plot and theme).
5.R.3:2.d. Make inferences or draw conclusions about characters' qualities and actions (e.g., based on knowledge of plot, setting, characters' motives, characters' appearances, stereotypes and other characters' responses to a character).
5.R.3:3. Summary and Generalization
5.R.3:3.a. Summarize and paraphrase information from entire reading selection including the main idea and significant supporting details.
5.R.3:3.b. Make generalizations with information gleaned from text.
5.R.3:3.c. Support ideas and arguments by reference to relevant aspects of text and issues across texts.
5.R.3:4. Analysis and Evaluation
5.R.3:4.a. Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary form chosen by an author for a specific purpose.
5.R.3:4.b. Identify the main problem or conflict of the plot and explain how it is resolved.
5.R.3:4.c. 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.R.3:4.d. Make observations and connections, react, speculate, interpret, and raise questions in analysis of texts.
5.R.3:4.e. Recognize structural patterns found in information text (e.g., cause and effect, problem/solution, sequential order).
5.R.3:4.f. Distinguish among facts/inferences supported by evidence and opinions in text.
5.R.3:5. Monitoring and Correction Strategies
5.R.3:5.a. Monitor own reading and modify strategies as needed when understanding breaks down (e.g., rereading a portion aloud, using reference aids, searching for clues, and asking questions).
5.R.3:5.b. Predict, monitor, and check for understanding using semantic, syntactic, and graphophonic cues.
5.R.3:5.c. Monitor and adjust reading rate according to the purpose for reading and the difficulty of the text.

5.R.4: Literature - The student will read to contrast meaning and respond to a wide variety of literary forms.

5.R.4:1. Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature.
5.R.4:1.a. Recognize characteristics of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, and traditional stories such as fairy tales, fables, myths, and legends).
5.R.4:1.b. Read and construct meaning from a variety of genres.
5.R.4:1.c. Demonstrate an understanding of similarities and differences within and among literary works of various genre and cultures (e.g., in terms of settings, character types, events, and role of natural phenomena).
5.R.4:2. Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
5.R.4:2.a. Develop a knowledge of the literary elements of fiction (plot, problems, attempts to resolve conflicts, resolution, etc.) and the text structure of nonfiction (compare/contrast, cause/effect, sequence, main idea, and details).
5.R.4:2.c. Identify the author's purpose (persuade, inform, or entertain).
5.R.4:3. Figurative Language and Sound Devices - Identify figurative language and sound devices in writing and how they affect the development of a literary work.
5.R.4:3.a. Identify and discuss certain words and rhythmic patterns that can be used in a selection to imitate sounds (e.g., rhythm, rhyme, alliteration).
5.R.4:3.b. Evaluate and identify figurative language, such as simile, metaphors, hyperbole, personification, and idioms.
5.R.4:3.c. Identify the function and effect of common literary devices, such as imagery, metaphor, and symbolism.
5.R.4:3.d. Interpret poetry and recognize poetic styles (e.g., rhymed, free verse, and patterned ).
5.R.4:4. Literary Works - Read and respond to historically and culturally significant works of literature.

5.R.5: Research and Information: The student will conduct research and organize information.

5.R.5:1. Accessing Information - Select the best source for a given purpose.
5.R.5:1.a. Determine and use appropriate sources for accessing information including, dictionaries, thesaurus, library catalogs and databases, magazines, newspapers, technology/Internet, encyclopedias, atlases, almanacs, tables of contents, glossaries, and indexes.
5.R.5:1.b. Identify and credit the sources used to gain information.
5.R.5:1.c. Use text features to access information (e.g., format, italics, heading, subheadings, graphics, sequence, diagrams, illustrations, charts, and maps).
5.R.5:1.e. Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.
5.R.5:2. Interpreting Information - Analyze and evaluate information from a variety of sources.
5.R.5:2.b. Select a topic, formulate questions, and synthesize information from a variety of print, nonprint and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet).
5.R.5:2.d. Summarize information from multiple sources into a written report or summary.

OK.5.V. Visual Literacy: The student will interpret, evaluate, and compose visual messages.

5.V.1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

5.V.1:1. Distinguish fact, opinion, and fiction in print and nonprint media.
5.V.1:2. Interpret and describe important events and ideas gathered from maps, charts, graphics, video segments, or technology presentation.

5.V.2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as compared with print messages.

5.V.2:3. Listen to, view, or read literature which tells of characters in American and other cultures.

OK.5.W. Writing/Grammar/Usage and Mechanics - The student will express ideas effectively in written modes for a variety of purposes and audiences.

5.W.1: Writing Process - The student will use the writing process to write coherently.

5.W.1:2. Understand and demonstrate familiarity with the writing process and format (beginning, middle, and ending) and structure of main idea, exposition, body, and conclusion).
5.W.1:4. Select a focus and an organizational structure based upon purpose/mode, audience, and required format.
5.W.1:4.a. Write one or more drafts by categorizing ideas and organizing them into paragraphs.
5.W.1:4.b. Blend paragraphs with effective transitions into longer compositions.
5.W.1:6. Review, evaluate, and revise selected drafts by adding, elaborating, deleting, combining, and rearranging text for meaning and clarity.

5.W.2: Modes and Forms of Writing. Communicate through a variety of written forms, for various purposes, and to a specific audience or person.

5.W.2:1. Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, describe and reflect, while adjusting tone and style as appropriate.
5.W.2:2. Write narratives that establish a plot, point of view, setting, conflict, and are written to allow a reader to picture the events of a story.
5.W.2:3. With creative narratives and poems, use varied word choice, dialogue, and figurative language when appropriate (alliteration, personification, simile, and metaphor) to make writing engaging to the audience (e.g., inquired or requested instead of asked).
5.W.2:5. Write expository (informational) pieces with multiple paragraphs that:
5.W.2:5.a. Provide an introductory paragraph.
5.W.2:5.b. Establish and support a central theme or idea with a thesis statement.
5.W.2:5.c. Include supporting paragraphs with simple facts, details, and explanations.
5.W.2:5.d. Present important ideas and events in sequence or in chronological order.
5.W.2:5.e. Provide details and transitions to link paragraphs.
5.W.2:5.f. Conclude with a paragraph that summarizes the points.
5.W.2:5.g. Use correct indention at the beginning of paragraphs.
5.W.2:5.h. Use at least three sources of valid and reliable information including books, newspapers, periodicals, online, and media sources.
5.W.2:6. Write research reports about important ideas, issues, or events that:
5.W.2:6.c. Develop the topic with simple facts, details, examples, and explanations to support the main idea.
5.W.2:8. Write persuasive compositions or letters that:
5.W.2:8.a. State a clear position in support of a proposal.
5.W.2:8.b. Support a position with relevant evidence and effective emotional appeals in order to persuade.
5.W.2:8.c. Organize supporting statements from the most appealing to the least powerful
5.W.2:8.d. Include and address reader/audience concerns.

5.W.3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

5.W.3:1. Grammar/Usage: Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions in their writing.
5.W.3:1.a. Singular and plural forms of nouns and pronouns
5.W.3:1.e. Transitive and intransitive verbs
5.W.3:1.g. Positive, comparative, and superlative adjectives
5.W.3:1.h. Time, place, manner, and degree adverbs
5.W.3:1.i. Comparative forms of adverbs
5.W.3:1.j. Subject-verb agreement
5.W.3:1.m. Pronoun antecedents and reference
5.W.3:1.n. Coordinating, correlating, and subordinating conjunctions
5.W.3:2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
5.W.3:2.a. Capitalize correctly proper nouns such as titles of books, magazines, newspapers, stories, titles of respect, works of art, regions of the country, political parties, organizations, state colleges universities, languages, races, nationalities, and religions.
5.W.3:2.b. Capitalize correctly proper adjectives.
5.W.3:2.c. Capitalize correctly conventions of letter writing.
5.W.3:2.d. Indent beginning lines of paragraphs.
5.W.3:3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
5.W.3:3.d. Punctuation after initials
5.W.3:3.e. Apostrophes in contractions and possessives
5.W.3:3.g. Colons, semi-colons, and commas
5.W.3:4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing declarative, imperative, exclamatory, and interrogative sentences.
5.W.3:4.a. Create interesting simple, complete, compound, and complex sentences that describe, explain, or provide additional details and connections, such as adjectives, adverbs, appositives, participial phrases, prepositional phrases, simple, complete, and compound predicates, modifiers, pronouns, and conjunctions.
5.W.3:4.c. Correct sentence fragments and run-ons.
5.W.3:5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
5.W.3:5.a. Spell previously misspelled words correctly in final writing products.
5.W.3:5.b. Spell correctly roots, inflections (e.g., -s/es, -ing, -ly, -en -er), suffixes (e.g., -ment, -ture, -ate, -able, -sion, -tion), and prefixes (e.g., dis-, in-, un-, re-, mis-, pre-), and syllable constructions (e.g., grad.u.a.tion).
5.W.3:5.c. Spell homophones correctly according to usage (e.g., to, too, two; there, their, they're) and other words that are commonly misspelled in the English language (e.g., until, our)
5.W.3:5.d. Use word reference materials including glossary, dictionary, thesaurus, encyclopedia, and technology to check and correct spelling.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado Common Core StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas Assessments Standards (STAAR)Texas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards