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Simple Sentences Kindergarten English Language Arts
Write the word Kindergarten English Language Arts
Same & Different Sounds Kindergarten English Language Arts
Beginning and Ending Sounds Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts
Letter Sounds - Same & Different Kindergarten English Language Arts

Texas TEKS Standards for Fifth Grade English Language Arts

Decoding StrategiesWorksheets: 3High Frequency Words IWorksheets: 6Study Guides: 1High Frequency Words IIWorksheets: 6Study Guides: 1Informal LanguageWorksheets: 3Labels/Captions for GraphicsWorksheets: 3Making PredictionsWorksheets: 3Study Guides: 1NounsWorksheets: 3Plot FeaturesWorksheets: 4Study Guides: 1Punctuation/CapitalizationWorksheets: 7Study Guides: 1SpellingWorksheets: 6Study Guides: 1Synonyms/AntonymsWorksheets: 3Study Guides: 1

TX.110.10(b) Figure 19 TAC, Reading/Comprehension Skills Fifth Grade

(5.1) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

5.1 (D) Make inferences about text and use textual evidence to support understanding.
5.1 (E) Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.
5.1 (F) Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence.

TX.110.16. English Language Arts and Reading, Grade 5

(5.10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

(5.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

5.11 (A) Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.
5.11 (B) Determine the facts in text and verify them through established methods.
5.11 (C) Analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas.
5.11 (D) Use multiple text features and graphics to gain an overview of the contents of text and to locate information.
5.11 (E) Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

(5.13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

5.13 (B) Interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

(5.15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

5.15 (C) Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

(5.16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

5.16 (A) Write imaginative stories that include:
5.16 (A) (i) A clearly defined focus, plot, and point of view
5.16 (A) (ii) A specific, believable setting created through the use of sensory details
5.16 (A) (iii) Dialogue that develops the story
5.16 (B) Write poems using:
5.16 (B) (i) Poetic techniques (e.g., alliteration, onomatopoeia)

(5.17) Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience.

(5.18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

5.18 (A) Create multi-paragraph essays to convey information about the topic that:
5.18 (A) (i) Present effective introductions and concluding paragraphs
5.18 (A) (ii) Guide and inform the reader's understanding of key ideas and evidence
5.18 (A) (iii) Include specific facts, details, and examples in an appropriately organized structure
5.18 (A) (iv) Use a variety of sentence structures and transitions to link paragraphs

(5.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

(5.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

5.2 (A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.
5.2 (B) Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words.
5.2 (C) Produce analogies with known antonyms and synonyms.
5.2 (E) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

(5.20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

5.20 (A) Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
5.20 (A) (i) Verbs (irregular verbs and active voice)
5.20 (A) (iii) Adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best)
5.20 (A) (iv) Adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)
5.20 (A) (v) Prepositions and prepositional phrases to convey location, time, direction, or to provide details
5.20 (A) (viii) Transitional words (e.g., also, therefore)
5.20 (C) Use complete simple and compound sentences with correct subject-verb agreement.

(5.21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

5.21 (A) Use capitalization for:
5.21 (A) (i) Abbreviations

(5.22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

5.22 (B) Spell words with:
5.22 (B) (i) Greek Roots (e.g., tele, photo, graph, meter)
5.22 (B) (iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist)
5.22 (B) (iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence)

(5.23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

5.23 (A) Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic.

(5.24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

5.24 (A) Follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts.
5.24 (D) Identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format.
5.24 (E) Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

(5.26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

5.26 (A) Compiles important information from multiple sources.
5.26 (B) Develops a topic sentence, summarizes findings, and uses evidence to support conclusions.

(5.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

5.3 (C) Explain the effect of a historical event or movement on the theme of a work of literature.

(5.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

(5.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

5.6 (A) Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events.
5.6 (B) Explain the roles and functions of characters in various plots, including their relationships and conflicts.

(5.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

(5.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.

(5.9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

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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