Washington State K–12 Learning Standards and Guidelines 5th Grade ELA Activities
Printable Fifth Grade English Language Arts Worksheets and Study Guides.
Cause and effect refers to the relationship between two events or occurrences. To put it simply, it is when one thing causes something else to happen. A cause is WHY something happens. An effect is WHAT happened as a result of something else. To find the cause, ask yourself: Why did this happen? To find the effect, ask yourself: What happened? Read more...iWorksheets: 7Study Guides: 1FreeA 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: 1High 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: 1What are High Frequency Words? High frequency words are words that you may come across often when reading. Read more...iWorksheets: 6Study Guides: 1Informal 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: 3Which caption is the best choice? Demonstrate knowledge of concepts of print. Employ pre-reading strategies to facilitate comprehension. Read more...iWorksheets: 3A literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content, or length. Read more...iWorksheets: 4When 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: 1Recognize, recall, and use basic elements of grammar to express ideas clearly.
Uses subject vs. object pronouns correctly (e.g., I vs. me). Read more...iWorksheets: 3Exaggeration 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: 3Many genres of literature have particular plot features. Read more...iWorksheets: 4Study Guides: 1A prefix is a group of letters placed before a root word or another
prefix creating a new word. Read more...iWorksheets: 3Study Guides: 1There 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: 1What 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: 1What 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: 3WA.RL.5. Reading Standards for Literature
Key Ideas and Details
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1Drawing 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 :1An 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 :1What 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 :1A 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 :1What 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 :1Draw 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 RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...iWorksheets :4Study Guides :1The main idea is the overall theme of a paragraph or section of a text. Read more...iWorksheets :4Study Guides :1Recognize theme or message of writing. Read more...iWorksheets :3When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1When 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 :1Setting, plot, character, rhythm and rhyme. Read more...iWorksheets :3Supporting 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 :1When 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 :1Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Read more...iWorksheets :3 Craft and Structure
RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Authors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1Simile, metaphor, and personification. Read more...iWorksheets :3What is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. Read more...iWorksheets :7Study Guides :1Literary 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 :3A 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 RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
FreeIdentify central idea and supporting details. Read more...iWorksheets :3 Range of Reading and Level of Text Complexity
RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3A genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study Guides :1A 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 :3Determine 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 WA.RI.5. Reading Standards for Informational Text
Key Ideas and Details
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1Drawing 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 :1An 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 :1What 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 :1A 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 :1What 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 :1Draw 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 RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Identify central idea and supporting details. Read more...iWorksheets :3The 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 :1A supporting detail is a detail that tells a specific fact or detail about
the main idea of the text. Read more...iWorksheets :3Study Guides :1Recognize theme or message of writing. Read more...iWorksheets :3When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1Supporting 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 :1When 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 :1Worksheets :3Topic 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 :1A 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 :1Supporting 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 :1When 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 :1Determine 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 :3Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 Craft and Structure
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...iWorksheets :3Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3 RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
FreeIdentify central idea and supporting details. Read more...iWorksheets :3 Integration of Knowledge and Ideas
RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Identify central idea and supporting details. Read more...iWorksheets :3An author writes for many reasons, such as to inform, to entertain, or
to persuade. Read more...iWorksheets :5Study Guides :1A supporting detail is a detail that tells a specific fact or detail about
the main idea of the text. Read more...iWorksheets :3Study Guides :1Supporting 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 :1Worksheets :3Topic 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 :1A 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 :1Supporting 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 :1Author’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 :1Identify 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 WA.RF.5. Reading Standards: Foundational Skills
Phonics and Word Recognition
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3(a) Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Decoding means to translate a message from a code into the original language or form. Read more...iWorksheets :3Analogy, word structure, syntax, and semantics. Read more...iWorksheets :3Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3What are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study Guides :1What 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 :1A root is the basic element of a word. It is the foundation on which the meaning of the word is built. Prefixes and suffixes are added to root words to form new words. Read more...iWorksheets :4Study Guides :1 Fluency
RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
RF.5.4(b) Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
A genre is a particular type of literature: Poetry, Drama, Letters, Advertisements, Historical Fiction, Biographies, Autobiographies. Read more...iWorksheets :6Study Guides :1A 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 :3Determine 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 RF.5.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1Your 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 :1What 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 :1Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3Context 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 :1The 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 :3What 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 WA.W.5. Writing Standards
Text Types and Purposes
W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.1(a) Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Use information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3 W.5.1(b) Provide logically ordered reasons that are supported by facts and details.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Use information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3 W.5.1(c) Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Use information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3 W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.2(a) Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1 W.5.2(b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1 W.5.2(c) Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Signal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1What 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 W.5.2(e) Provide a concluding statement or section related to the information or explanation presented.
Supporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1Topic 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 W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.5.3(a) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3 W.5.3(b) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3 W.5.3(c) Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Signal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3What 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 W.5.3(d) Use concrete words and phrases and sensory details to convey experiences and events precisely.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3 W.5.3(e) Provide a conclusion that follows from the narrated experiences or events.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Supporting sentences support the main idea of the paragraph. These sentences follow a topic sentence in a paragraph. Read more...iWorksheets :3Study Guides :1A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1 Production and Distribution of Writing
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Use information from other subject areas and personal experience to express opinions and judgments. Read more...iWorksheets :3Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3 W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3 Research to Build and Present Knowledge
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3 W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.9(a) Apply grade 5 reading standards to literature (e.g., ''Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]'').
Identify central idea and supporting details. Read more...iWorksheets :3A supporting detail is a detail that tells a specific fact or detail about
the main idea of the text. Read more...iWorksheets :3Study Guides :1Supporting 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 :1Worksheets :3Topic 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 :1A 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 :1Supporting 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 :1Identify 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 W.5.9(b) Apply grade 5 reading standards to informational texts (e.g., ''Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]'').
Identify central idea and supporting details. Read more...iWorksheets :3A supporting detail is a detail that tells a specific fact or detail about
the main idea of the text. Read more...iWorksheets :3Study Guides :1Supporting 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 :1Worksheets :3Topic 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 :1A 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 :1Supporting 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 :1Identify Simple, Compound and Complex Sentences. Create a Compound sentence from two simple sentences. Identify clauses in the compound sentence. Finish the sentences. Read more...iWorksheets :3 Range of Writing
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes. Read more...iWorksheets :3Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3Purpose for writing (to explain, describe, narrate, persuade or express feelings). Read more...iWorksheets :3 WA.SL.5. Speaking and Listening Standards
Comprehension and Collaboration
SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
When you summarize you put the main idea of the text into your own words. Read more...iWorksheets :4Study Guides :1When 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 :1When 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 WA.L.5. Language Standards
Conventions of Standard English
L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1(a) Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Subject and verb agreement and other grammar skills. Read more...iWorksheets :3 L.5.1(c) Use verb tense to convey various times, sequences, states, and conditions.
A Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun.
Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1A 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 L.5.1(d) Recognize and correct inappropriate shifts in verb tense.
A Noun is a person, place, or thing. A Verb is a word that shows action or being. An Adjective describes a noun or a pronoun. A Pronoun takes the place of a noun.
Examples of pronouns: he, she, it, they, them, me, we, I, you, us. Subject / Verb Agreement: the subject must agree with the verb in a sentence. Read more...iWorksheets :7Study Guides :1A 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 L.5.1(e) Use correlative conjunctions (e.g., either/or, neither/nor).
Subject and verb agreement and other grammar skills. Read more...iWorksheets :3 L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2(a) Use punctuation to separate items in a series.
Where do COMMAS go? Commas in a series, Commas in dates, Commas in an address, Commas in a friendly letters. Where Does the APOSTROPHE go in a Contraction? Where Does a PERIOD go in an Abbreviation? Where do QUOTATION MARKS go in Written Text? Read more...iWorksheets :7Study Guides :1 L.5.2(e) Spell grade-appropriate words correctly, consulting references as needed.
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1 Vocabulary Acquisition and Use
L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4(a) Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1Your 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 :1What 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 :1Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3Context 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 :1The 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 :3What 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 L.5.4(b) Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3What are Root Words? A root is the foundation on which the meaning of the word is built. Read more...iWorksheets :3Study Guides :1What 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 :1A 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 L.5.4(c) Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Use a thesaurus for synonyms and antonyms. Read more...iWorksheets :3Alphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3FreeA book often has several parts that make finding information easier for
readers. Read more...iWorksheets :8Study Guides :1Books contain several informational and important parts, including: Table of Contents, Index and Glossary Read more...iWorksheets :3Study Guides :1Books may contain several parts that help the readers find information quickly and easily: Tables of Contents, Index, Glossary, headings, graphic organizers, charts, bold or italicized text. Read more...iWorksheets :7Study Guides :1 L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.5(a) Interpret figurative language, including similes and metaphors, in context.
Authors use literary elements to make their writing more exciting. Read more...iWorksheets :3Study Guides :1Simile, metaphor, and personification. Read more...iWorksheets :3What is Onomatopoeia? Onomatopoeia is a word that sounds like the word it is describing. Read more...iWorksheets :7Study Guides :1Literary 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 :3A 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 L.5.5(c) Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Your vocabulary is made up words that you know how to pronounce,
know the correct meaning of, and know
how to use properly in a
sentence. Read more...iWorksheets :3Study Guides :1What 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 :1Worksheets :3What 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 :1What 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 :1What is an Analogy? An analogy is a comparison of two different things that have
something particular in common. An analogy is a comparison based on a similarity. Read more...iWorksheets :4Study Guides :1 L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...iWorksheets :3Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3 NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource: