Texas Essential Knowledge and Skills (TEKS) for Fifth Grade English Language Arts

Informal LanguageInformal 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
Synonyms/AntonymsWhat 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: 4Study Guides: 1
Fact/OpinionFreeA 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
Labels/Captions for GraphicsWhich caption is the best choice? Demonstrate knowledge of concepts of print. Employ pre-reading strategies to facilitate comprehension. Read more...iWorksheets: 3
Literary GenresA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content, or length. Read more...iWorksheets: 4
Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets: 3Study Guides: 1
Plot FeaturesA plot is the sequence of events that make up a story: Exposition, Rising Action, Climax, Falling Action, Resolution/Denoument. Read more...iWorksheets: 4Study Guides: 1
Cause and EffectCause 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
Punctuation/CapitalizationWhere 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
SpellingThere 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

TX.110.7. English Language Arts and Reading, Grade 5, Adopted 2017

5.2. Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

5.2.A. Demonstrate and apply phonetic knowledge by:
5.2.A.i. Decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician.
Decoding StrategiesDecoding means to translate a message from a code into the original language or form. Read more...iWorksheets :3
Decoding StrategiesAnalogy, word structure, syntax, and semantics. Read more...iWorksheets :3
5.2.A.ii. Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
Syllables/Spelling PatternsWhat is a Syllable? A syllable is a single sound heard when saying a word out loud. All words have at least one syllable. What are Spelling Patterns? Selling patterns are a pair or group of letters that can be found in many words: bead, meat, read, lead, bread, dead, head, instead, great, break. Read more...iWorksheets :4Study Guides :1
5.2.A.iii. Decoding words using advanced knowledge of syllable division patterns.
Prefix/Suffix/SyllablesA 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 StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1
Syllables/Spelling PatternsWhat is a Syllable? A syllable is a single sound heard when saying a word out loud. All words have at least one syllable. What are Spelling Patterns? Selling patterns are a pair or group of letters that can be found in many words: bead, meat, read, lead, bread, dead, head, instead, great, break. Read more...iWorksheets :4Study Guides :1
5.2.A.iv. Decoding words using advanced knowledge of the influence of prefixes and suffixes on base words.
Prefix/Suffix/SyllablesA 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 StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Prefix/SuffixA prefix is a group of letters added to the beginning of a root word or another prefix. Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/SuffixesWhat 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
5.2.A.v. Identifying and reading high-frequency words from a research-based list.
High Frequency Words IHigh frequency words are words that you may come across frequently when reading. Read more...iWorksheets :3Study Guides :1
High Frequency Words IHigh frequency words are words that you may come across often when reading. Read more...iWorksheets :6Study Guides :1
High Frequency Words IIHigh frequency words are words that you may come across often when reading. Read more...iWorksheets :6Study Guides :1
High Frequency Words IIWhat are High Frequency Words? High frequency words are words that you may come across often when reading. Read more...iWorksheets :6Study Guides :1
High Frequency Words IHigh 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 IIHIGH FREQUENCY WORDS II. Words that you may see often when reading are called high frequency words. As a 6th grader, you should be familiar with how to pronounce and spell the following high frequency words. Read more...iWorksheets :3Study Guides :1
5.2.B. Demonstrate and apply spelling knowledge by:
5.2.B.i. Spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
Syllables/Spelling PatternsWhat is a Syllable? A syllable is a single sound heard when saying a word out loud. All words have at least one syllable. What are Spelling Patterns? Selling patterns are a pair or group of letters that can be found in many words: bead, meat, read, lead, bread, dead, head, instead, great, break. Read more...iWorksheets :4Study Guides :1
5.2.B.iii. Spelling multisyllabic words with multiple sound-spelling patterns.
Decoding StrategiesDecoding means to translate a message from a code into the original language or form. Read more...iWorksheets :3
Decoding StrategiesAnalogy, word structure, syntax, and semantics. Read more...iWorksheets :3
5.2.B.iv. Spelling words using advanced knowledge of syllable division patterns.
Prefix/Suffix/SyllablesA 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 StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Syllables/Spelling PatternsWords can be divided into syllables. Spelling patterns include groups of letters. A spelling pattern is a group of letters that represents a sound. Read more...iWorksheets :3Study Guides :1
Syllables/Spelling PatternsWhat is a Syllable? A syllable is a single sound heard when saying a word out loud. All words have at least one syllable. What are Spelling Patterns? Selling patterns are a pair or group of letters that can be found in many words: bead, meat, read, lead, bread, dead, head, instead, great, break. Read more...iWorksheets :4Study Guides :1
5.2.B.v. Spelling words using knowledge of prefixes.
Prefix/Suffix/SyllablesA 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 StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Prefix/SuffixA prefix is a group of letters added to the beginning of a root word or another prefix. Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/SuffixesWhat 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
5.2.B.vi. Spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants.
Prefix/Suffix/SyllablesA 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 StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Prefix/SuffixA prefix is a group of letters added to the beginning of a root word or another prefix. Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/SuffixesWhat 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

5.3. Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

5.3.A. Use print or digital resources to determine meaning, syllabication, pronunciation, and word origin.
Dictionary/ThesaurusAlphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
5.3.B. Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.
Context CluesContext 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
VocabularyYour 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
VocabularyWhat 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 StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context CluesContext 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 CluesThe 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
VocabularyWhat 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
5.3.C. Identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo.
Decoding StrategiesDecoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Root WordsWhat 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/SuffixesWhat 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 WordsA 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

5.6. Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

5.6.C. Make, correct, or confirm predictions using text features, characteristics of genre, and structures.
PredictionsWhat 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 PredictionsWhen 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 PredictionsWhat 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
5.6.E. Make connections to personal experiences, ideas in other texts, and society.
Interpret TextInterpret texts from a variety of genres. Read more...iWorksheets :3
5.6.F. Make inferences and use evidence to support understanding.
Implied InformationCite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Supporting DetailA 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
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Predictions, Conclusions and InferencesDrawing 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
Supporting DetailsSupporting 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
Drawing InferencesAn 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
Literal/Inferential/Evaluative QuestionsLiteral 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 IdentificationTopic 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 SentencesA 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
Drawing InferencesWhat 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 ConclusionsA 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
Supporting DetailsSupporting 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
Drawing ConclusionsWhat 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 InformationDraw 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
Simple/Compound/Complex SentencesIdentify 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
5.6.G. Evaluate details read to determine key ideas.
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Main IdeaThe 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 DetailA 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 WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
Supporting DetailsSupporting 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 QuestionsLiteral 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 IdentificationTopic 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 SentencesA 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 DetailsSupporting 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 WritingDetermine 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 SentencesIdentify 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
5.6.H. Synthesize information to create new understanding.
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3

5.7. Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

5.7.A. Describe personal connections to a variety of sources, including self-selected texts.
Interpret TextInterpret texts from a variety of genres. Read more...iWorksheets :3
5.7.C. Use text evidence to support an appropriate response.
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Supporting DetailA 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 DetailsSupporting 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 QuestionsLiteral 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 IdentificationTopic 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 SentencesA 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 DetailsSupporting 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 SentencesIdentify 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
5.7.D. Retell, paraphrase, or summarize texts in ways that maintain meaning and logical order.
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1
SummarizingWhen 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
SummarizeWhen 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

5.8. Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

5.8.A. Infer multiple themes within a text using text evidence.
Main IdeaThe main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
Theme of WritingDetermine 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
5.8.C. Analyze plot elements, including rising action, climax, falling action, and resolution.
Main IdeaWhat is Main Idea? The main idea of a text is what the text is written about. The main idea is the subject or main topic of the text. What is Plot? The author plans out a specific sequence of events in the story from start to finish. This specific plan is known as the PLOT of the story. Read more...iWorksheets :3Study Guides :1
5.8.D. Analyze the influence of the setting, including historical and cultural settings, on the plot.
Elements of FictionA character is a person in a story, novel, or play. <br> The setting in a story is where the story takes place.<br> The plot of a story is what goes on in the story. It's a series of events that gives story a meaning. <br>All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1
Theme of WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
Literary ElementsSetting, plot, character, rhythm and rhyme. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Read more...iWorksheets :3

5.9. Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

5.9.A. Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, myths, and tall tales.
Theme of WritingDetermine 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
5.9.B. Explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms.
Literary DevicesLiterary 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
5.9.C. Explain structure in drama such as character tags, acts, scenes, and stage directions.
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study Guides :1
5.9.D. Recognize characteristics and structures of informational text, including:
5.9.D.i. The central idea with supporting evidence.
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Main IdeaThe 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 DetailA 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 WritingA literary theme is the main idea a writer explores in a story or other literary work. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Read more...iWorksheets :3
Supporting DetailsSupporting 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 QuestionsLiteral 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 IdentificationTopic 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 SentencesA 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 DetailsSupporting 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 WritingDetermine 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 SentencesIdentify 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
5.9.D.ii. Features such as insets, timelines, and sidebars to support understanding.
Graphic OrganizersA graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. Read more...iWorksheets :3
Text FeaturesThe 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 FeaturesWhat 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
Interpret InformationWhat is Interpreting Information? You can use maps, charts, and timelines to interpret information. Charts are visual displays of information. They reveal information through mathematical statistics. A timeline is used to show events in chronological order. A map is a drawing created to represent the world or a part of the world's surface. Read more...iWorksheets :3Study Guides :1
5.9.D.iii. Organizational patterns such as logical order and order of importance.
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3
5.9.E. Recognize characteristics and structures of argumentative text by:
5.9.E.ii. Explaining how the author has used facts for or against an argument.
Central Idea/Supporting DetailsIdentify central idea and supporting details. Read more...iWorksheets :3
Supporting DetailA 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 DetailsSupporting 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 QuestionsLiteral 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 IdentificationTopic 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 SentencesA 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 DetailsSupporting 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 SentencesIdentify 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

5.10. Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

5.10.A. Explain the author's purpose and message within a text.
Author's Purpose/Point of ViewAn author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets :6Study Guides :1
Author's Purpose/Point of ViewAuthor’s purpose answers the question: Why did the author write this text? An author always has a purpose for writing. Authors may write: to inform, to entertain, to persuade. Read more...iWorksheets :3Study Guides :1
5.10.B. Analyze how the use of text structure contributes to the author's purpose.
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets :3
5.10.C. Analyze the author's use of print and graphic features to achieve specific purposes.
Text FeaturesThe 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 FeaturesWhat 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
5.10.D. Describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes.
Literary ElementsAuthors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1
Literary DevicesSimile, metaphor, and personification. Read more...iWorksheets :3
Literary TechniquesRecognize symbolism, alliteration, flashback, and foreshadowing. Read more...iWorksheets :3
Poetic DevicesStudents use the reading process to demonstrate understanding of literary and informational texts. Read more...iWorksheets :4Study Guides :1
Literary DevicesWhat is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. What is a Hyperbole? Hyperbole is an exaggerated comparison. What is a Simile? Read more...iWorksheets :7Study Guides :1
Literary DevicesLiterary 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 DevicesA 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
5.10.G. Explain the purpose of hyperbole, stereotyping, and anecdote.
Literary DevicesWhat is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. What is a Hyperbole? Hyperbole is an exaggerated comparison. What is a Simile? Read more...iWorksheets :7Study Guides :1
Opinion/Exaggeration/Missing InfoExaggeration 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
Literary Elements/Poetic DevicesA 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

5.11. Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

5.11.A. Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.
Writing/Listening/Speaking RulesStudents 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.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
5.11.B. Develop drafts into a focused, structured, and coherent piece of writing by:
5.11.B.i. Organizing with purposeful structure, including an introduction, transitions, and a conclusion.
Supporting/Concluding SentencesSupporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1
Signal/Transitional WordsSignal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Sentence Purpose IdentificationTopic 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
SequencingWhat 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
5.11.B.ii. Developing an engaging idea reflecting depth of thought with specific facts and details.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
5.11.C. Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.
Vivid Language in WritingA topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
5.11.D. Edit drafts using standard English conventions, including:
5.11.D.i. Complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments.
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets :3
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
Parts of SpeechA 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 SpeechA 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
5.11.D.ii. Past tense of irregular verbs.
Parts of SpeechA 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
VerbsWhat 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
Parts of SpeechA 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
5.11.D.iv. Adjectives, including their comparative and superlative forms.
VocabularyYour 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
VocabularyWhat 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
Adjectives/Adverbs/ParticlesWhat is adverb? An adverb is a word or an expression that modifies or qualifies an adjective, verb, or other adverb or a word group, expressing a relation of place, time, circumstance, manner, cause, degree, level of certainty, answering questions such as how?, in what way?, when?, where?, and to what extent? Read more...iWorksheets :3
Parts of SpeechA 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
VocabularyWhat 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
5.11.D.vi. Prepositions and prepositional phrases and their influence on subject-verb agreement.
Subject/Verb AgreementSubject/verb agreement and prepositional phrases. Read more...iWorksheets :3
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets :3
Parts of SpeechA 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 SpeechA 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
5.11.D.vii. Pronouns, including indefinite.
NounsRecognize, recall, and use basic elements of grammar to express ideas clearly. <br> Uses subject vs. object pronouns correctly (e.g., I vs. me). Read more...iWorksheets :3
NounsA noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Parts of SpeechA 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
5.11.D.ix. Capitalization of abbreviations, initials, acronyms, and organizations.
Capitalization/PunctuationDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
PunctuationWhat is punctuation? The marks, such as full stop, comma, and brackets, used in writing to separate sentences and their elements and to clarify meaning. Read more...iWorksheets :4Study Guides :1
5.11.D.x. Punctuation marks, including commas in compound and complex sentences, quotation marks in dialogue, and italics and underlining for titles and emphasis.
PunctuationWhat is punctuation? The marks, such as full stop, comma, and brackets, used in writing to separate sentences and their elements and to clarify meaning. Read more...iWorksheets :4Study Guides :1

5.12. Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

5.12.A. Compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft.
Writing/Listening/Speaking RulesStudents 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.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
5.12.B. Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.
Writing/Listening/Speaking RulesStudents 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.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Purpose for WritingPurpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3
5.12.C. Compose argumentative texts, including opinion essays, using genre characteristics and craft.
Writing/Listening/Speaking RulesStudents 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.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3
Personal ExperienceUse information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3

5.13. Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

5.13.B. Develop and follow a research plan with adult assistance.
Writing/Listening/Speaking RulesStudents 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.<br>Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.<br>Students use spoken, written, and visual language to accomplish their own purposes. 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:

Texas Essential Knowledge and Skills (TEKS)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)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