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

Word Study Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts
The Alphabet Kindergarten English Language Arts
Letter Sounds - Same & Different Kindergarten English Language Arts
Writing Readiness Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts

Tennessee Standards for Fifth Grade English Language Arts

TN.0501. English Language Arts (0501)

0501.1. Language

Checks for Understanding (Formative/Summative Assessment)
0501.1.1. Know and use appropriately the meaning, forms, and functions of nouns (including common/proper, singular/plural, possessives, predicate nouns), verbs (including action/linking, regular/irregular, be/have, verb phrases, agreement with subject in person and number), pronouns (including agreement with antecedent, reflexive, possessive, correct pronoun case), adjectives (including common/proper, predicate adjectives, demonstrative adjectives, proper comparative forms), adverbs (including proper comparative forms, adverbs of degree {too, very}), conjunctions (including coordinating), interjections, and prepositions (place prepositional phrases in correct location within the sentence).
0501.1.10. Abbreviate words correctly.
0501.1.12. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement in simple and compound sentences, correct syntax, correct placement of modifiers).
0501.1.15. Define and recognize synonyms, antonyms, and homonyms.
0501.1.16. Use a variety of previously learned strategies (e.g., understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words.
0501.1.3. Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
0501.1.4. Capitalize sentence beginnings, proper nouns and adjectives, titles, abbreviations, quotations, parts of friendly letters and business letters.
0501.1.6. Demonstrate knowledge of the meaning and function of certain marks of punctuation, including colons (between the hour and minute and after the greeting of a business letter), semicolons, apostrophes, quotation marks, and commas used in these ways: direct address, items in a series, following introductory words, in dates and addresses, quotations, parts of a letter, and before coordinating conjunctions in compound sentences.
0501.1.8. Spell correctly high-frequency and commonly misspelled words appropriate to grade level.
0501.1.9. Form and spell correctly contractions, plurals, and possessives.
Grade Level Expectations
GLE 0501.1.1. Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE 0501.1.2. Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
State Performance Indicators
SPI 0501.1.1. Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., agreement, subject, object) within context.
SPI 0501.1.11. Determine word meanings within context.
SPI 0501.1.12. Recognize root words, prefixes, and syllabication as aids in determining meaning within context.
SPI 0501.1.13. Select appropriate synonyms, antonyms, and homonyms within context.
SPI 0501.1.14. Identify compound words, contractions, and common abbreviations within context.
SPI 0501.1.15. Recognize and use grade appropriate vocabulary within context.
SPI 0501.1.2. Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context.
SPI 0501.1.3. Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., comparative forms, negatives) within context.
SPI 0501.1.4. Recognize usage errors occurring within context (e.g., double negatives, troublesome words {to/too/two, their/there/they're, lie/lay, sit/set, leave/let, learn/teach}).
SPI 0501.1.5. Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) and of colons within context.
SPI 0501.1.6. Choose the correct use of quotation marks and commas in direct quotations.
SPI 0501.1.7. Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives.
SPI 0501.1.8. Identify within context a variety of appropriate sentence-combining techniques (i.e., comma used with a coordinating conjunction, use of semicolon, introductory phrases and/or clauses).

0501.2. Communication

Grade Level Expectations
GLE 0501.2.2. Continue to develop strategies for expressing thoughts and ideas clearly and effectively.

0501.3. Writing

Checks for Understanding (Formative/Summative Assessment)
0501.3.1. Determine an audience and purpose for writing.
0501.3.14. Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.
0501.3.17. Use appropriate time-order or transitional words and phrases.
0501.3.18. Use correct page format (e.g., paragraphs, margins, indentations, title).
0501.3.20. Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.
0501.3.3. Practice writing to narrative and descriptive prompts within a specified time limit.
0501.3.4. Write poems, stories, and essays based upon personal reflections, observations, and experiences.
0501.3.7. Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples.
0501.3.9. Explore writing in the expository mode.
Grade Level Expectations
GLE 0501.3.2. Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
State Performance Indicators
SPI 0501.3.10. Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0501.3.11. Rearrange paragraphs from a narrative writing selection in sequential and chronological order.
SPI 0501.3.2. Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).
SPI 0501.3.3. Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
SPI 0501.3.5. Select an appropriate concluding sentence for a well-developed paragraph.
SPI 0501.3.6. Rearrange sentences to form a sequential, coherent paragraph.
SPI 0501.3.7. Select details that support a topic sentence.

0501.4. Research

Checks for Understanding (Formative/Summative Assessment)
0501.4.10. Cite three or more sources, including the title, author, and page number(s).
0501.4.8. Write a research report using and citing three or more sources.
0501.4.9. Distinguish between necessary and unnecessary bibliographical information in a citation.
Grade Level Expectations
GLE 0501.4.1. Conduct research to access and present information.
GLE 0501.4.2. Collect, organize, determine reliability, and use information researched.
State Performance Indicators
SPI 0501.4.1. Identify the most reliable information sources available for preparing a research report.
SPI 0501.4.2. Identify information that should or should not be included in a citation.

0501.5. Logic

Checks for Understanding (Formative/Summative Assessment)
0501 5.2. Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-print media.
0501.5.1. Distinguish between fact/opinion, between cause/effect, and between fantasy/reality.
0501.5.3. Make and adjust predictions while reading, viewing, or listening to print and non-print media.
0501.5.4. Construct and complete analogies using synonyms, antonyms, homonyms, categories, and subcategories.
Grade Level Expectations
GLE 0501.5.2. Use logic to make inferences and to draw conclusions in a variety of oral and written contexts.
State Performance Indicators
SPI 0501.5.1. Locate information to support opinions, predictions, and conclusions.
SPI 0501.5.2. Identify stated or implied cause and effect relationships in text.
SPI 0501.5.3. Distinguish between fact/opinion and reality/fantasy.
SPI 0501.5.4. Determine the conflict in a text and recognize its solution.
SPI 0501.5.5. Select a logical word to complete an analogy using synonyms, antonyms, homonyms, categories, and subcategories.
SPI 0501.5.6. Make inferences and draw appropriate conclusions from text.
SPI 0501.5.7. Indicate the correct sequence of events in text.

0501.6. Informational Text

Checks for Understanding (Formative/Summative Assessment)
0501.6.1. Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
0501.6.10. Summarize information presented in text.
0501.6.11. Explore the organizational structures of informational text (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).
0501.6.3. Check for understanding after reading (e.g., summarize, identify the author's purpose).
0501.6.4. Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars, chapter titles, glossaries).
0501.6.5. Understand sequence of events from text.
0501.6.6. Determine the main idea and supporting details from text.
Grade Level Expectations
GLE 0501.6.2. Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).
GLE 0501.6.3. Explore the organizational structures of informational texts.
State Performance Indicators
SPI 0501.6.2. Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars).
SPI 0501.6.3. Locate information using available text features (e.g., maps, charts, graphics)
SPI 0501.6.4. Identify the stated main idea and supporting details in text.
SPI 0501.6.5. Select the best summary of a text.

0501.8. Literature

Checks for Understanding (Formative/Summative Assessment)
0501.8.1. Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts}, utilize reference sources to build background for reading, preview text features).
0501.8.10. Analyze the plot structure of a narrative (story), including identifying the problem (conflict) and determining how the problem is resolved.
0501.8.11. Discuss similarities and differences in events and/or characters, using evidence cited in two or more texts.
0501.8.13. Recognize elements particular to dramatic literature (e.g., time constraints, organizational structure, stage directions, dialogue).
0501.8.14. Know and use basic literary devices (e.g., imagery, metaphor, simile, personification, hyperbole).
0501.8.15. Recognize sound devices in poetry (e.g., onomatopoeia, alliteration, rhythm, rhyme, repetition).
0501.8.16. Identify how culture, ethnicity, and historical eras are represented in literary text.
0501.8.3. Check for understanding after reading (e.g., summarize, identify the author's purpose).
0501.8.4. Build vocabulary by reading from a wide variety of texts and literary genres.
0501.8.5. Recognize varying forms of text (e.g., poems {lines and stanzas}, plays {acts, stage directions}, novels {chapters}).
0501.8.6. Understand the meaning of plot, character, setting, conflict, point of view, and theme in narration.
0501.8.9. Distinguish between a stated and an implied theme.
Grade Level Expectations
GLE 0501.8.2. Experience various literary genres, including fiction and nonfiction, poetry, drama, chapter books, biography/autobiography, short stories, folk tales, myths, science fiction.
GLE 0501.8.3. Understand the basic characteristics of the genres (e.g., narratives, prose, poetry, drama) studied.
GLE 0501.8.4. Recognize and understand basic literary terms (e.g., simile, metaphor, setting, point of view, alliteration, onomatopoeia).
State Performance Indicators
SPI 0501.8.1. Identify setting, characters, plot, and theme.
SPI 0501.8.2. Recognize reasonable predictions of future events within a given context.
SPI 0501.8.3. Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies).
SPI 0501.8.4. Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.
SPI 0501.8.6. Determine whether the theme is stated or implied within a passage.
SPI 0501.8.7. Identify similes, metaphors, personification, and hyperbole in context.
SPI 0501.8.8. Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition).
SPI 0501.8.9. Identify the author's purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade).

TN.1.0. Reading: The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and nonprint text.

Accomplishments:

5.1.02. Demonstrate knowledge of concepts of print.
5.1.02.a. Use parts of text (e.g., title, title page, table of contents, chapter titles, glossary, appendix, and index).
5.1.02.b. Use common text features to enhance understanding (e.g., headings, keywords, graphics, captions, side bars, footnotes).
5.1.02.c. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, journalism, historical fiction, biographies, autobiographies).
5.1.03. Expand reading skills through phonemic awareness.
5.1.03.c. Respond and analyze the effects of sound in language. (e.g., alliteration, onomatopoeia, rhythm, beat).
5.1.04. Use decoding strategies to read unfamiliar words.
5.1.04.a. Continue to use knowledge of letter-sound correspondence knowledge and structural analysis to decode words.
5.1.04.b. Expand understanding and use of root words, prefixes, and suffixes to decode words.
5.1.04.c. Use syllabication to decode words.
5.1.04.d. Understand, recognize, and use spelling patterns and word families to decode words.
5.1.04.e. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.
5.1.05. Read to develop fluency, expression, accuracy, and confidence.
5.1.05.b. Read with fluency and confidence from a variety of text (e.g., poetry, drama, newspapers, novels, textbooks).
5.1.05.e. Adjust speed based on the purpose for reading and reading level.
5.1.06. Expand reading vocabulary.
5.1.06.a. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts.
5.1.06.c. Infer word meanings using roots, prefixes, and suffixes.
5.1.06.d. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources.
5.1.06.e. Use appropriate synonyms, antonyms, and homonyms.
5.1.06.g. Use context clues and pronunciation cues when appropriate to determine the correct meaning/usage of multiple meaning words.
5.1.06.h. Select the correct word to complete an analogy.
5.1.06.i. Explore the impact of vocabulary in evaluating ideas, information, and experiences.
5.1.06.k. Build vocabulary by reading from a wide variety of text and literary genres.
5.1.07. Employ pre-reading strategies to facilitate comprehension.
5.1.07.d. Explore significant words to be encountered in selected/assigned text.
5.1.07.e. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).
5.1.07.f. Make predictions about text using text features (e.g., title, author, illustrations, and text format).
5.1.07.g. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.
5.1.08. Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
5.1.08.a. Derive meaning while reading by
5.1.08.a.2. Predicting outcomes based upon prior knowledge and adjusting appropriately.5.1.08.a.5. Expressing reactions and personal opinions to a selection or relating the selection to a personal experience.5.1.08.a.6. Making inferences and recognizing unstated assumptions.5.1.08.a.8. Drawing conclusions based on evidence gained.
5.1.08.b. Check for understanding after reading by
5.1.08.b.1. Indicating sequence of events in fiction and nonfiction text.5.1.08.b.10. Identifying and interpreting figurative language (e.g., idioms, similes, metaphors, hyperboles, personification, imagery).5.1.08.b.11. Recognizing a common theme between two passages.5.1.08.b.2. Selecting main idea and supporting details from text.5.1.08.b.4. Discussing similarities and differences in events and/or characters using evidence cited in three or more texts.5.1.08.b.5. Selecting, prioritizing, and organizing information to meet a specific purpose.5.1.08.b.6. Stating reasonable generalizations in reference to two or more pieces of text on a similar topic.5.1.08.b.7. Locating information to support opinions, predictions, and conclusions.5.1.08.b.8. Identifying cause and effect relationships.5.1.08.b.9. Distinguishing between fact/opinion and reality/fiction.
5.1.09. Develop appropriate informational skills and study skills to facilitate learning.
5.1.09.e. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.
5.1.09.g. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines).
5.1.10. Develop skills to facilitate reading to learn in a variety of content areas.
5.1.10.a. Develop and maintain vocabulary specific to content and to current events.
5.1.10.b. Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of contents).
5.1.10.e. Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).
5.1.11. Read independently for a variety of purposes.
5.1.11.e. Read to expand vocabulary.
5.1.12. Experience various literary and media genres.
5.1.12.a. Read and recognize various literary (e.g., poetry, novels, historical fiction, nonfiction) and media (e.g. photographs, the arts, film, video) genres.
5.1.12.b. Predict and determine the sequence of events in a story including possible problems and solutions.
5.1.12.d. Interpret a character's feelings and identify his motives.
5.1.12.e. Trace changes in the main character and describe how this affects the plot.
5.1.12.f. Make inferences about print and non-print text.
5.1.12.g. Identify how culture, ethnic, and historical eras are represented in print and non-print texts.
5.1.12.h. Compare and contrast events and characters using evidence cited from print and non-print text(s).
5.1.12.i. Compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives.
5.1.12.j. Summarize selected passages.
5.1.12.l. Understand the way in which figurative language is used to derive meaning from text (e.g., personification, simile, metaphor, imagery, hyperbole).

Learning Expectations:

1.01. Continue to develop oral language and listening skills.
1.06. Expand reading vocabulary.
1.12. Experience various literary and media genres.

Performance Indicators State:

At Level 1, the student is able to
5.1.spi.1. Recognize root words, prefixes, suffixes, and syllabication as aids in determining meaning within context.
5.1.spi.2. Select appropriate synonyms, antonyms, and homonyms within context.
5.1.spi.3. Identify compound words, contractions, and common abbreviations within text.
5.1.spi.4. Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, side bars).
5.1.spi.5. Identify setting, characters, and plot in a passage.
At Level 2, the student is able to
5.1.spi.10. Identify the sequence of events in fiction and non-fiction selections.
5.1.spi.11. Select stated or implied main idea and supporting details from text.
5.1.spi.12. Identify stated or implied cause and effect relationships.
5.1.spi.13. Distinguish between elements of fact/opinion and reality/fantasy.
5.1.spi.14. Determine inferences from selected passages.
5.1.spi.15. Select the appropriate summary statement for a given passage.
5.1.spi.16. Locate information using available text features (e.g. maps, charts, graphics, indexes, glossaries, and tables of content).
5.1.spi.17. Recognize reasonable predictions of future events within a given context.
5.1.spi.6. Recognize and use grade appropriate vocabulary within context.
5.1.spi.9. Determine word meanings within context.
At Level 3, the student is able to
5.1.spi.18. Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies).
5.1.spi.19. Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved.
5.1.spi.21. Identify the author's purpose(s) (i.e. to inform or to entertain).
5.1.spi.22. Determine whether the theme is stated or implied within a passage.
5.1.spi.23. Identify similes, metaphors, personification, and hyperbole in context.
5.1.spi.24. Identify the effect of sound within context (e.g., onomatopoeia, alliteration, rhyme, and repetition).
5.1.spi.25. Identify information to support opinions, predictions, and conclusions.
5.1.spi.26. Select a logical word to complete an analogy using synonyms, antonyms, categories and subcategories.

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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