English Language Arts Worksheets and Study Guides Fifth Grade. Writing/Listening/Speaking Rules

The resources above correspond to the standards listed below:

Maryland College and Career-Ready Standards

MD.RI. Standards for Reading Informational Text (RI)
Key Ideas and Details
RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
5.RI1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5.RI1.8. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.5.1-2).
RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
5.RI2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RI2.6. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.5.1-2).
RI3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
5.RI3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
5.RI3.4. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.5.1-2).
Craft and Structure
RI5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
5.RI5. 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.
5.RI5.4. Apply knowledge of standard English when writing about or discussing informational texts (See CCSS L.5.1-2).
MD.W. Standards for Writing (W)
Text Types and Purposes
W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
5.W1-a. Write opinion pieces on topics or texts, supporting a point of view with reasons and information – 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.
5.W1-a.1. Apply the prewriting and planning stages of the writing process, including: formulating an opinion; generating support that includes facts and details (See MD SLM 4-5 2A1, as needed); paraphrasing when taking notes from sources (See MD SLM 2-3 4A); grouping support logically by categories or ideas; linking the support to the writing purpose (See CCSS W.5.4, W.5.5, W.5.6).
5.W1-a.2. Draft an introduction that: orients the reader to the topic or text; states the point of view or opinion; addresses audience needs and the writing purpose; anticipates an organizational structure (e.g., several paragraphs, as appropriate) (See CCSS W.5.4, W.5.6).
5.W1-b. Write opinion pieces on topics or texts, supporting a point of view with reasons and information – Provide logically ordered reasons that are supported by facts and details.
5.W1-b.1. Differentiate facts or reasons from opinion(s) and select facts and/or details that support reasons.
5.W1-c. Write opinion pieces on topics or texts, supporting a point of view with reasons and information – Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
5.W1-c.1. Apply an understanding of the relationship between opinion and reasons.
W2.CCR. Anchor Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
5.W2-d. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Use precise language and domain-specific vocabulary to inform about or explain the topic.
5.W2-d.1. (See CCSS L.5.3a, L.5.6)
5.W2-e. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Provide a concluding statement or section related to the information or explanation presented.
5.W2-e.2. Apply the revision and editing stages of the writing process (See CCSS W.5.5, W.5.6) – Revise to: ensure a clear statement of the topic and clearly conveyed and organized ideas and information, choose words and phrases for effect and to convey ideas precisely (See CCSS L.5.3a; CCSS L.5.3a), expand, combine, and reduce sentences for meaning, interest, and style (See CCSS L.5.3a); Edit to correct errors in: sentence fragments and run-ons (See CCSS L.5.1f), use of a comma to set off an introductory element (See CCSS L.5.2b), shifts in verb tense (See CCSS L.5.1d), spelling of grade-appropriate words, consulting references as needed (See CCSS L.5.2e).
W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
5.W3-a. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
5.W3-a.1. Apply the prewriting stage of the writing process: select and narrow an event or situation; identify the narrator and/or the characters; explain the problem; organize a plausible sequence of events (See CCSS W.5.4, W.5.5, W.5.6).
5.W3-d. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Use concrete words and phrases and sensory details to convey experiences and events precisely.
5.W3-d.1. (See CCSS RL.5.4)
5.W3-e. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Provide a conclusion that follows from the narrated experiences or events.
5.W3-e.2. Apply the revision and editing stages of the writing process to the narrative piece (See CCSS W.5.4, W.5.6) – Revise to: ensure that the narrative demonstrates full development, logical organization and effective use of language, choose words and phrases to convey ideas precisely (CCSS L.5.3a), expand, combine, and reduce sentences for meaning, interest, and style (See CCSS L.5.3a); Edit to correct errors in: transitional words and phrases (See CCSS W.5.3c), subject-verb and pronoun-antecedent agreement (See CCSS L.5.1f), inappropriate fragments and run-ons (See CCSS L.5.1f), frequently confused words (See CCSS L.5.1g), spelling of grade-appropriate words, consulting references as needed (See CCSS L.5.2d).
Production and Distribution of Writing
W4.CCR. Anchor Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
5.W4. 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.)
5.W4.1. See CCSS W.5.1, W.5.2, W.5.3, W.5.7; SL.5.1, 4, and 5 of CCSC Framework for specific application.
Research to Build and Present Knowledge
W7.CCR. Anchor Standard: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
5.W7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
5.W7.1. Follow an inquiry process. (MD SLM 4-5 1A1; MD TL 5 6A, 6B)
5.W7.11. Differentiate between original and borrowed ideas and cite sources appropriately. (MD SLM 4-5 3A2)
W9.CCR. Anchor Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.W9-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]”).
5.W9-b.1. Write in response to grade-level print, nonprint, and digital literary or informational text(s).
Range of Writing
W10.CCR. Anchor Standard: 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 tasks, purposes, and audiences.
5.W10. 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.
5.W10.1. Adjust the writing process as appropriate for different writing tasks, purposes, and audiences and time frames.

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