South Dakota Content Standards for Fifth Grade English Language Arts

Author's Purpose/Point of View
An author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets: 5Study Guides: 1
Cause and Effect
Cause and effect refers to the relationship between two events or occurrences. To put it simply, it is when one thing causes something else to happen. A cause is WHY something happens. An effect is WHAT happened as a result of something else. To find the cause, ask yourself: Why did this happen? To find the effect, ask yourself: What happened? Read more...iWorksheets: 7Study Guides: 1
Fact/Opinion
FreeA fact is information that is known to be true; it is a certainty. A fact does not change from person to person. An opinion is a personal belief or idea. People do not always have the same beliefs or ideas. Read more...iWorksheets: 7Study Guides: 1
Genre Characteristics
A genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets: 6Study Guides: 1
High Frequency Words I
High frequency words are quite simply those words which occur most frequently in written material, for example, "and", "the", "as" and "it". Read more...iWorksheets: 6Study Guides: 1
High Frequency Words II
What are High Frequency Words? High frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1
Informal Language
Informal language is mainly used between people who know each other well, or in relaxed and unofficial contexts. Informal language is mostly used while talking. we can also use informal language when we are writing such as writing a postcard to a family member or sending a text message to a friend or some business correspondences. Read more...iWorksheets: 3
Labels/Captions for Graphics
Which caption is the best choice? Demonstrate knowledge of concepts of print. Employ pre-reading strategies to facilitate comprehension. Read more...iWorksheets: 3
Literary Genres
A literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content, or length. Read more...iWorksheets: 4
Nouns
Recognize, recall, and use basic elements of grammar to express ideas clearly.
Uses subject vs. object pronouns correctly (e.g., I vs. me). Read more...
iWorksheets: 3
Opinion/Exaggeration/Missing Info
Exaggeration is a representation of something in an excessive manner. It is the opposite of minimisation. Identify missing and irrelevant information. Distinguish between a fact and an opinion. Read more...iWorksheets: 3
Plot Features
Many genres of literature have particular plot features. Read more...iWorksheets: 4Study Guides: 1
Spelling
There are some words that are difficult to remember how to spell: Plurals, Possessive Nouns (words that show ownership), Homophones (two or more words having the same pronunciation but different meanings, origins, or spelling). Read more...iWorksheets: 6Study Guides: 1
Verbs
What is a Verb? A Verb is a word used to describe an action, state, or occurrence. The majority of verbs are regular and consistently use -ed and -en to form their simple past tense and past participles. Many verbs are irregular and follow no consistent pattern in creating their -ed and/or -en forms. Read more...iWorksheets: 3

SD.CCR.5.R. College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

CCR.5.R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Literal/Inferential/Evaluative
Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Precictions/Conclusions/Inferences
Drawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing Inferences
What are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
A conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Implied Information
Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
CCR.5.R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Main Idea
The main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Main Idea
The main idea of a text is what the text is written about. The main idea of a paragraph, story, article, or other written text is the main theme, subject, or topic of that writing. Read more...iWorksheets :3Study Guides :1
Supporting Detail
A supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Summarize
When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative Questions
Literal questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic Sentences
A topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Summarize
When you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1
Theme of Writing
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. Read more...iWorksheets :3
Simple/Compound/Complex Sentences
Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
CCR.5.R.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Elements of Fiction
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...
iWorksheets :4Study Guides :1
Main Idea
The main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Supporting Detail
A supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative Questions
Literal questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Literary Elements
Setting, plot, character, rhythm and rhyme. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic Sentences
A topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Theme of Writing
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. Read more...iWorksheets :3
Simple/Compound/Complex Sentences
Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3

Craft and Structure

CCR.5.R.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Literary Devices
Literary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
CCR.5.R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Central Idea/Supporting Details
FreeIdentify central idea and supporting details. Read more...iWorksheets :3

Integration of Knowledge and Ideas

CCR.5.R.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1

Range of Reading and Level of Text Complexity

CCR.5.R.10. Read and comprehend complex literary and informational texts independently and proficiently.
Genre
A literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3

SD.CCR.5.W. College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

CCR.5.W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
CCR.5.W.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

Production and Distribution of Writing

CCR.5.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Personal Experience
Use information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

Research to Build and Present Knowledge

CCR.5.W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
CCR.5.W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
CCR.5.W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3

Range of Writing

CCR.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 tasks, purposes, and audiences.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

SD.CCR.5.SL. College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

CCR.5.SL.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Summarize
When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Summarize
When you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1

Presentation of Knowledge and Ideas

CCR.5.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Subject/Verb Agreement
Subject/verb agreement and prepositional phrases. Read more...iWorksheets :3
Grammar
Subject and verb agreement and other grammar skills. Read more...iWorksheets :3
Parts of Speech
A Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
Parts of Speech
A part of speech refers to how a word is used in a sentence. Parts of speech include singular, plural, possessive nouns, regular and irregular verbs, and prepositions for example. Read more...iWorksheets :6Study Guides :1

SD.CCR.5.L. College and Career Readiness Anchor Standards for Language

Conventions of Standard English

CCR.5.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Grammar
Subject and verb agreement and other grammar skills. Read more...iWorksheets :3
CCR.5.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalization/Punctuation
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1

Knowledge of Language

CCR.5.L.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Content Vocabulary
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...
iWorksheets :3
Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Content Area Vocabulary
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Context Clues
The five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
Vocabulary
What is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1

Vocabulary Acquisition and Use

CCR.5.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Analogy, word structure, syntax, and semantics. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Using a Thesaurus
Use a thesaurus for synonyms and antonyms. Read more...iWorksheets :3
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Dictionary/Thesaurus
Alphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
The five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
Vocabulary
What is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
CCR.5.L.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Content Vocabulary
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...
iWorksheets :3
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Content Area Vocabulary
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3

SD.5.RL. Reading Standards for Literature

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.
Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Literal/Inferential/Evaluative
Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Precictions/Conclusions/Inferences
Drawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing Inferences
What are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
A conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Implied Information
Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
5.RL.2. Determine a theme of a story, drama, or poem and explain how it is supported by 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.
Elements of Fiction
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...
iWorksheets :4Study Guides :1
Main Idea
The main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Summarize
When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Literary Elements
Setting, plot, character, rhythm and rhyme. Read more...iWorksheets :3
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Summarize
When you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1
Theme of Writing
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. Read more...iWorksheets :3

Craft and Structure

5.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings.
Literary Elements
Authors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
Literary Devices
Simile, metaphor, and personification. Read more...iWorksheets :3
Literary Devices
What is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. Read more...iWorksheets :7Study Guides :1
Literary Devices
Literary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
Literary Elements/Poetic Devices
A literary element, or narrative element, or element of literature is a constituent of all works of narrative fiction—a necessary feature of verbal storytelling that can be found in any written or spoken narrative. Read more...iWorksheets :3Study Guides :1
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.
Central Idea/Supporting Details
FreeIdentify central idea and supporting details. Read more...iWorksheets :3

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. By the end of the year, read and comprehend a variety of literary text.
5.RL.10.a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g. layout text structure, language/literary features, knowledge demands).
Central Idea/Supporting Details
FreeIdentify central idea and supporting details. Read more...iWorksheets :3
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Text Features
What are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets :4Study Guides :1

SD.5.RI. Reading Standards for Informational Text

Key Ideas and Details

5.RI.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Literal/Inferential/Evaluative
Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Precictions/Conclusions/Inferences
Drawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing Inferences
What are Drawing Inferences? Drawing an inference is the act of drawing a logical conclusion based on the facts written in a text, a reader’s background knowledge, and a reader’s personal information. When reading, you can use clues in the story AND your experiences to make an inference about what you think is going on in a story. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
A conclusion is a reasonable decision you make based on the facts and details given in a text. An author may not clearly state a certain fact in the text…so you may need to draw your own conclusion when reading to figure out what is being implied by the author. Drawing conclusions helps you better understand the reading. Read more...iWorksheets :4Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Implied Information
Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. Read more...iWorksheets :3
5.RI.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Main Idea
The main idea of a text is what the text is written about. The main idea of a paragraph, story, article, or other written text is the main theme, subject, or topic of that writing. Read more...iWorksheets :3Study Guides :1
Supporting Detail
A supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Summarize
When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative Questions
Literal questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic Sentences
A topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Summarize
When you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1
Theme of Writing
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. Read more...iWorksheets :3
Simple/Compound/Complex Sentences
Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3

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.
Content Vocabulary
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...
iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Content Area Vocabulary
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3

Integration of Knowledge and Ideas

5.RI.8. Explain and identify how an author uses reasons and evidence to support particular points in a text.
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Supporting Detail
A supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative Questions
Literal questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic Sentences
A topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Simple/Compound/Complex Sentences
Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3

Range of Reading and Level of Text Complexity

5.RI.10. By the end of the year, read and comprehend informational text.
5.RI.10.a. Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g. layout text structure, language features, knowledge demands).
Central Idea/Supporting Details
FreeIdentify central idea and supporting details. Read more...iWorksheets :3
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Text Features
What are Text Features? A text that you are reading may include a map, chart, or graph. These are features of the text that help you understand the information in the text more clearly. You may also see a map, chart, or graph by itself too. E.g., you may see a map in a park, which you can read to help figure out where you need to go. Read more...iWorksheets :4Study Guides :1

SD.5.RF. Reading Standards: Foundational Skills

Phonics and Word Recognitions

5.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words in context and out of context.
Decoding Strategies
Decoding means to translate a message from a code into the original language or form. Read more...iWorksheets :3
Decoding Strategies
Analogy, word structure, syntax, and semantics. Read more...iWorksheets :3
Prefix/Suffix/Syllables
A prefix is a group of letters placed before a root word or another prefix creating a new word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Prefix/Suffix
A prefix is a group of letters added to the beginning of a root word or another prefix. Read more...iWorksheets :4Study Guides :1
Root Words
What are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
Root Words
A root is the basic element of a word. It is the foundation on which the meaning of the word is built. Prefixes and suffixes are added to root words to form new words. Read more...iWorksheets :4Study Guides :1

Fluency

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.
Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
The five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
Vocabulary
What is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1

SD.5.W. Writing Standards

Text Types and Purposes

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;, text features and multimedia when useful to support comprehension for the reader.
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
5.W.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
5.W.2.c. Link ideas within and across categories, paragraphs or sections of information using grade level appropriate words, phrases, and clauses.
Signal/Transitional Words
Signal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Sequencing
What is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1
5.W.2.e. Provide a conclusion related to the information or explanation presented.
Supporting/Concluding Sentences
Supporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
5.W.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and clear event sequences.
5.W.3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Signal/Transitional Words
Signal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Sequencing
What is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1
5.W.3.e. Provide a conclusion that follows the narrated experiences or events.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Supporting/Concluding Sentences
Supporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1

Production and Distribution of Writing

5.W.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Personal Experience
Use information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
5.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, drafting, revising, editing, or rewriting. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

Research to Build and Present Knowledge

5.W.7. Conduct short research projects that use multiple sources to build knowledge through investigation of different aspects of a topic.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
5.W.8. Recall and gather relevant information from experiences and multiple print and digital sources;
5.W.8.b. Provide a list of sources.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
5.W.9. Draw evidence from literary or informational texts to support written 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 [e.g., how characters interact]”).
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Supporting Detail
A supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative Questions
Literal questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic Sentences
A topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Simple/Compound/Complex Sentences
Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3
5.W.9.b. Apply grade 5 reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”)
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Supporting Detail
A supporting detail is a detail that tells a specific fact or detail about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Literal/Inferential/Evaluative Questions
Literal questions have responses that are directly stated in the text. Evaluative questions require the reader to formulate a response based on their opinion. Answering inferential questions requires readers to search for context clues. The answer may also come from evidence and reasoning and not from an explicit statement in the text. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Topic Sentences
A topic sentence is an introduction to a paragraph. It summarizes what the paragraph is written about. A topic sentence expresses the main idea of the paragraph. Read more...iWorksheets :4Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Simple/Compound/Complex Sentences
Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3

Range of Writing

5.W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames for a range of discipline-specific tasks, purposes, and audiences; independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for Writing
Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3

SD.5.SL. Speaking and Listening Standards

Comprehension and Collaboration

5.SL.2. Summarize text or information presented in diverse media and formats, including visually, quantitatively, and orally.
Summarize
When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Summarize
When you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1

Presentation of Knowledge and Ideas

5.SL.4. Report on a topic or text or present an opinion.
5.SL.4.b. Using appropriate facts and relevant descriptive details to support main ideas or themes.
Predictions
What are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets :3Study Guides :1
Making Predictions
When you make a prediction, you make a reasonable guess about what is going to happen NEXT in the story. You should use the hints and clues the author writes in the story in order to make an educated prediction. Read more...iWorksheets :3Study Guides :1
Making Predictions
What is a Prediction? A prediction is an educated guess about what is going to happen NEXT in the story. When making a prediction: Use hints and clues the author includes in the story. Ask yourself: Does my prediction make sense? Read more...iWorksheets :4Study Guides :1

SD.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 use in sentences.
Grammar
Subject and verb agreement and other grammar skills. Read more...iWorksheets :3
5.L.1.c. Use verb tense to convey various times, sequences, states, and conditions.
Parts of Speech
A Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
Parts of Speech
A part of speech refers to how a word is used in a sentence. Parts of speech include singular, plural, possessive nouns, regular and irregular verbs, and prepositions for example. Read more...iWorksheets :6Study Guides :1
5.L.1.d. Recognize and correct inappropriate shifts in verb tense.
Parts of Speech
A Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun. Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1
Parts of Speech
A part of speech refers to how a word is used in a sentence. Parts of speech include singular, plural, possessive nouns, regular and irregular verbs, and prepositions for example. Read more...iWorksheets :6Study Guides :1
5.L.1.e. Use correlative conjunctions (e.g., either/or, neither/nor).
Grammar
Subject and verb agreement and other grammar skills. Read more...iWorksheets :3
5.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5.L.2.a. Use commas to separate items in a series.
Punctuation/Capitalization
Where do COMMAS go? Commas in a series, Commas in dates, Commas in an address, Commas in a friendly letters. Where Does the APOSTROPHE go in a Contraction? Where Does a PERIOD go in an Abbreviation? Where do QUOTATION MARKS go in Written Text? Read more...iWorksheets :7Study Guides :1
5.L.2.e. Spell grade-appropriate words correctly, consulting references as needed.
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1

Vocabulary Acquisition and Use

5.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level content, choosing flexibly from a range of strategies.
5.L.4.a. Use context as a clue to the meaning of a word or phrase.
Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
The five types of Context Clues are: Example Clues (group of items in a category), Synonym Clues (similar meaning is in the text), Antonym Clues (opposite meaning is in the text), Direct Definition Clues (meaning is stated in the sentence) and Appositive Clues (meaning is set off by commas). Read more...iWorksheets :3
Vocabulary
What is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
5.L.4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Prefix/Suffix/Syllables
A prefix is a group of letters placed before a root word or another prefix creating a new word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Prefix/Suffix
A prefix is a group of letters added to the beginning of a root word or another prefix. Read more...iWorksheets :4Study Guides :1
Root Words
What are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
Root Words
A root is the basic element of a word. It is the foundation on which the meaning of the word is built. Prefixes and suffixes are added to root words to form new words. Read more...iWorksheets :4Study Guides :1
5.L.4.c. Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Using a Thesaurus
Use a thesaurus for synonyms and antonyms. Read more...iWorksheets :3
Dictionary/Thesaurus
Alphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Parts of a Book
FreeA book often has several parts that make finding information easier for readers. Read more...iWorksheets :8Study Guides :1
Parts of a Book
Books contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1
Parts of a Book
Books may contain several parts that help the readers find information quickly and easily: Tables of Contents, Index, Glossary, headings, graphic organizers, charts, bold or italicized text. Read more...iWorksheets :7Study Guides :1
5.L.5. Demonstrate understanding of figurative language, word relationships, and subtle differences in word meanings.
5.L.5.a. Interpret figurative language, including similes and metaphors, in context.
Literary Elements
Authors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
Literary Devices
Simile, metaphor, and personification. Read more...iWorksheets :3
Literary Devices
What is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. Read more...iWorksheets :7Study Guides :1
Literary Devices
Literary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
Literary Elements/Poetic Devices
A literary element, or narrative element, or element of literature is a constituent of all works of narrative fiction—a necessary feature of verbal storytelling that can be found in any written or spoken narrative. Read more...iWorksheets :3Study Guides :1
5.L.5.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Synonyms/Antonyms
An antonym is a word that means the opposite of another word. For example "up" is an antonym of "down". Synonyms are words with the same or similar meaning. Synonyms for "Intelligent" are "smart" and "clever". Read more...iWorksheets :3
Synonyms/Antonyms
What are Synonyms? Synonyms are words that have nearly the same meaning. What are Antonyms? Antonyms are words that mean the opposite of each other. Read more...iWorksheets :3Study Guides :1
Vocabulary
What is Vocabulary? Vocabulary is a list, collection, or group of words that are known by someone. Your vocabulary is all the words you know how to pronounce, what they mean, and how to use them in a sentence too. Your vocabulary includes many kinds of words such as adjectives, adverbs, synonyms, antonyms, and even homographs. Read more...iWorksheets :4Study Guides :1
Analogies
What is an Analogy? An analogy is a comparison of two different things that have something particular in common. An analogy is a comparison based on a similarity. Read more...iWorksheets :4Study Guides :1
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).
Content Vocabulary
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...
iWorksheets :3
Writing/Listening/Speaking Rules
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...
iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Content Area Vocabulary
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
Standards

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

Alabama Courses of StudyAlaska Content and Performance StandardsArizona's College and Career Ready StandardsArkansas Curriculum FrameworksCalifornia Content StandardsColorado Academic Standards (CAS)Common Core State StandardsConnecticut Core StandardsDelaware Standards and InstructionFlorida StandardsGeorgia Standards of ExcellenceHawaii Content and Performance StandardsIdaho Content StandardsIllinois Learning StandardsIndiana Academic StandardsIowa CoreKansas Academic StandardsKentucky Academic StandardsLouisiana Academic StandardsMaine Learning ResultsMaryland College and Career-Ready StandardsMaryland StandardsMassachusetts Curriculum FrameworksMichigan Academic StandardsMinnesota Academic StandardsMississippi College & Career Readiness StandardsMissouri Learning StandardsMontana Content StandardsNebraska Core Academic Content StandardsNevada Academic Content StandardsNew Hampshire College and Career Ready StandardsNew Jersey Common Core StandardsNew Jersey Student Learning StandardsNew Mexico Content StandardsNew York State Learning Standards and Core CurriculumNorth Carolina Standard Course of StudyNorth Dakota Academic Content StandardsOhio Learning StandardsOklahoma Academic StandardsOregon Academic Content StandardsPennsylvania Core and Academic StandardsRhode Island World-Class StandardsSouth Carolina Standards & LearningSouth Dakota Content StandardsTennessee Academic StandardsTexas Assessments of Academic Readiness (STAAR)Texas Essential Knowledge and Skills (TEKS)U.S. National StandardsUtah Core StandardsVermont Framework of Standards and LearningVirgin Islands Common Core StandardsVirginia Standards of LearningWashington DC Academic StandardsWashington State K–12 Learning Standards and GuidelinesWest Virginia College and Career Readiness StandardsWisconsin Academic StandardsWyoming Content and Performance Standards