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

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Comparing Stories Kindergarten English Language Arts
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Word Families Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts
Rhyming Words Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts

Rhode Island Standards for Fifth Grade English Language Arts

RI.R-5-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R-5-1.1. Identifying multi-syllabic words by using knowledge of sounds, six syllable types/syllable division, and word patterns (including prefixes, and suffixes) (Local)

R-5-1.2. Reading multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (Local)

RI.R-5-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-5-11.1. Accuracy: reading material appropriate for grade 5 with 90-94 percent accuracy (Local)

R-5-11.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands and purpose for reading (Local)

R-5-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)

RI.R-5-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:

R-5-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting, and confirming through use of print, syntax/ language structure, semantics/ meaning, or other context cues) (Local)

RI.R-5-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information, solve a problem, or to formulate a judgment by:

R-5-15.2. Evaluating information presented, in terms of relevance (Local)

R-5-15.3. Gathering, organizing, and interpreting the information (Local)

R-5-15.4. Using evidence to support conclusions (Local)

RI.R-5-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generate a Personal Response: Generates a personal response to what is read through a variety of means.

R-5-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other books

R-5-16.2. Providing relevant details to support the conclusions made (Local)

RI.R-5-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-5-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State)

RI.R-5-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R-5-3.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning (State)

R-5-3.2. Selecting appropriate words or explaining the use of words in context, including, content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

RI.R-5-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:

R-5-4.1. Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (State)

R-5-4.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)

R-5-4.4. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries) (Local)

R-5-4.5. Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, or simple metaphors (Local)

RI.R-5-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-5-5.1. Making logical predictions (State)

R-5-5.2. Describing characters' physical characteristics, personality traits, or interactions; or providing examples of thoughts, words, or actions that reveal characters' personality traits or their changes over time (State)

R-5-5.3. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development) (State)

R-5-5.5. Identifying author's message or theme (implied or stated, as in a fable) (State)

R-5-5.6. Identifying causes or effects, including possible motives of characters (Local)

RI.R-5-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret author's craft, citing evidence where appropriate by:

R-5-6.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works (State)

RI.R-5-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-5-7.1a. Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State)

R-5-7.1b. Obtaining information from text features (e.g., maps, diagrams, tables, captions, timelines, citations) (Local)

R-5-7.2. Using information from the text to answer questions related to main/central ideas or key details (State)

R-5-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (State)

R-5-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, reports, encyclopedias, children's magazines, content trade books, textbooks, student newspapers, Internet websites, biographies; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus (Local)

RI.R-5-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-5-8.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State)

R-5-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant (State)

R-5-8.4. Distinguishing fact from opinion (State)

R-5-8.5. Making inferences about causes or effects (State)

RI.W-5-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-5-1.2. Using the paragraph form: indenting, main idea, supporting details (Local)

W-5-1.3. Recognizing organizational structures within paragraphs (Local)

RI.W-5-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-5-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)

RI.W-5-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-5-3.2. Making inferences about the content, events, characters, setting, or common themes (Local)

W-5-3.3. Using specific details and references to text or citations to support focus (Local)

W-5-3.4. Organizing ideas, using transition words/phrases and writing a conclusion that provides closure (Local)

RI.W-5-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-5-4.3. Using transition words/phrases to establish clear chronology and to enhance meaning (Local)

RI.W-5-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-5-5.1. Using relevant and descriptive details to advance the plot/story line (Local)

W-5-5.3. Developing characters through description (Local)

W-5-5.6. Selecting and elaborating important ideas; and excluding extraneous details (Local)

RI.W-5-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information: In informational writing (reports or procedures), students organize ideas/concepts by:

W-5-6.3. Using transition words or phrases appropriate to organizing text structure (Local)

W-5-6.4. Writing a conclusion that provides closure (Local)

RI.W-5-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies: In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by:

W-5-8.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information (Local)

W-5-8.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)

RI.W-5-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-5-9.2. Applying basic capitalization rules (Local)

W-5-9.5. Correctly spelling grade-appropriate, high-frequency words, including homonyms and homophones and applying syllables and affix spelling patterns/rules (Local)

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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