U.S. National Standards for Fifth Grade English Language Arts

Author's Purpose/Point of ViewAn author writes for many reasons, such as to inform, to entertain, or to persuade. Read more...iWorksheets: 5Study 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
Central Idea/Supporting DetailsFreeIdentify central idea and supporting details. Read more...iWorksheets: 3
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
Decoding StrategiesDecoding means to translate a message from a code into the original language or form. Read more...iWorksheets: 3
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
Genre CharacteristicsA genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets: 6Study Guides: 1
GrammarSubject and verb agreement and other grammar skills. Read more...iWorksheets: 3
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 IIWhat are High Frequency Words? High frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1
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
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
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
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 GenresA literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content, or length. Read more...iWorksheets: 4
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
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
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
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
Parts of a BookBooks contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets: 3Study Guides: 1
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
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
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
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
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
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
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
SummarizeWhen you summarize you put the main idea of the text into your own words. Read more...iWorksheets: 4Study 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
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
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: 3Study 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
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
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
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
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

N.1. 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; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. (NCTE)

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
Interpret TextInterpret texts from a variety of genres. Read more...iWorksheets :3
GenreA 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
Identify PerspectivesPerspective is how the characters view and process what’s happening within the story. A particular perspective is a particular way of thinking about something, especially one that is influenced by your beliefs or experiences. Read more...iWorksheets :3

N.2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. (NCTE)

Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Purpose for WritingExplain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
GenreA 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
Identify PerspectivesPerspective is how the characters view and process what’s happening within the story. A particular perspective is a particular way of thinking about something, especially one that is influenced by your beliefs or experiences. Read more...iWorksheets :3

N.3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). (NCTE)

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
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
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
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
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
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

N.4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. (NCTE)

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

N.5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. (NCTE)

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

N.6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. (NCTE)

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
Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Literal/Inferential/EvaluativeMaking inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
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
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
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
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
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
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

N.7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. (NCTE)

Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. 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

N.8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. (NCTE)

Thinking SkillsDefine, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3

N.11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. (NCTE)

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

N.12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). (NCTE)

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
Standards

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