Oklahoma

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Skills available for Oklahoma fifth-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Oklahoma Academic Standards: Critical Reading and Writing Oklahoma Academic Standards: Critical Reading and Writing
Oklahoma Academic Standards: Independent Reading and Writing Oklahoma Academic Standards: Independent Reading and Writing
Oklahoma Academic Standards: Language Oklahoma Academic Standards: Language
Oklahoma Academic Standards: Multimodal Literacies Oklahoma Academic Standards: Multimodal Literacies
Oklahoma Academic Standards: Reading and Writing Foundations Oklahoma Academic Standards: Reading and Writing Foundations
Oklahoma Academic Standards: Reading and Writing Process Oklahoma Academic Standards: Reading and Writing Process
Oklahoma Academic Standards: Research Oklahoma Academic Standards: Research
Oklahoma Academic Standards: Vocabulary Oklahoma Academic Standards: Vocabulary
Oklahoma Academic Standards (2016): Critical Reading and Writing Oklahoma Academic Standards (2016): Critical Reading and Writing
Oklahoma Academic Standards (2016): Language Oklahoma Academic Standards (2016): Language
Oklahoma Academic Standards (2016): Reading and Writing Process Oklahoma Academic Standards (2016): Reading and Writing Process
Oklahoma Academic Standards (2016): Vocabulary Oklahoma Academic Standards (2016): Vocabulary
Oklahoma Priority Academic Student Skills (PASS) (2010): Reading Oklahoma Priority Academic Student Skills (PASS) (2010): Reading
Oklahoma Priority Academic Student Skills (PASS) (2010): Writing Oklahoma Priority Academic Student Skills (PASS) (2010): Writing

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5.B The student will express ideas effectively in written modes for a variety of purposes and audiences.

5.B.1 The student will use the writing process to write coherently.
- 5.B.1.1 Use the writing process to develop, extend, and refine composition skills by using a variety of prewriting strategies, such as brainstorming, clustering, illustrating, webbing, using graphic organizers, notes, and logs.
- 5.B.1.2 Understand and demonstrate familiarity with the writing process and format (beginning, middle, and ending) and structure of main idea (exposition, body, and conclusion).
- 5.B.1.3 Use common organizational structures for providing information in writing, such as chronological/sequential order, cause and effect, or similarity and difference, and posing and answering questions.
- 5.B.1.4 Select a focus and an organizational structure based upon purpose/mode, audience, and required format.
  - 5.B.1.4.a Write one or more drafts by categorizing ideas and organizing them into paragraphs.
  - 5.B.1.4.b Blend paragraphs with effective transitions into longer compositions.
- 5.B.1.5 Edit/proofread drafts, using standard editing marks, to ensure standard usage, mechanics, spelling, and varied sentence structure to improve meaning and clarity.
- 5.B.1.6 Review, evaluate, and revise selected drafts by adding, elaborating, deleting, combining, and rearranging text for meaning and clarity.
- 5.B.1.7 Publish and present writing to peers and adults.
5.B.2 Communicate through a variety of written forms, for various purposes, and to a specific audience or person.
- 5.B.2.1 Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, describe and reflect, while adjusting tone and style as appropriate.
- 5.B.2.2 Write narratives that establish a plot, point of view, setting, conflict, and are written to allow a reader to picture the events of a story.
- 5.B.2.3 With creative narratives and poems, use varied word choice, dialogue, and figurative language when appropriate (alliteration, personification, simile, and metaphor) to make writing engaging to the audience (e.g., inquired or requested instead of asked).
- 5.B.2.4 Write personal, persuasive, formal letters, thank-you notes, and invitations, including the date, greeting, body, closing, and signature.
- 5.B.2.5 Write expository (informational) pieces with multiple paragraphs that:
  - 5.B.2.5.a provide an introductory paragraph.
  - 5.B.2.5.b establish and support a central theme or idea with a thesis statement.
  - 5.B.2.5.c include supporting paragraphs with simple facts, details, and explanations.
  - 5.B.2.5.d present important ideas and events in sequence or in chronological order.
  - 5.B.2.5.e provide details and transitions to link paragraphs.
  - 5.B.2.5.f conclude with a paragraph that summarizes the points.
  - 5.B.2.5.g use correct indention at the beginning of paragraphs.
  - 5.B.2.5.h use at least three sources of valid and reliable information including books, newspapers, periodicals, online, and media sources.
- 5.B.2.6 Write research reports about important ideas, issues, or events that:
  - 5.B.2.6.a frame questions about an idea or issue to direct the investigation.
  - 5.B.2.6.b a main idea or topic.
  - 5.B.2.6.c develop the topic with simple facts, details, examples, and explanations to support the main idea.
  - 5.B.2.6.d use at least three different types information sources, including speakers, firsthand interviews, reference materials, and online information.
- 5.B.2.7 Write responses to literature that:
  - 5.B.2.7.a demonstrate an understanding of a designated literary work.
  - 5.B.2.7.b support judgments by referring and connecting to prior knowledge.
  - 5.B.2.7.c develop interpretations and evaluations that exhibit careful reading and understanding.
- 5.B.2.8 Write persuasive compositions or letters that:
  - 5.B.2.8.a state a clear position in support of a proposal.
  - 5.B.2.8.b support a position with relevant evidence and effective emotional appeals in order to persuade.
  - 5.B.2.8.c organize supporting statements from the most appealing to the least powerful.
  - 5.B.2.8.d include and address reader/audience concerns.
5.B.3 The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 5.B.3.1 Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions in their writing.
  - 5.B.3.1.a Singular and plural forms of nouns and pronouns
  - 5.B.3.1.b Nominative (subjective), objective, reflexive, and possessive pronouns
  - 5.B.3.1.c Relative, intensive, and demonstrative pronouns
  - 5.B.3.1.d Subject, indirect, direct object, and object of prepositions
  - 5.B.3.1.e Transitive and intransitive verbs
  - 5.B.3.1.f Present, past, future, and present perfect verbs tense
  - 5.B.3.1.g Positive, comparative, and superlative adjectives
  - 5.B.3.1.h Time, place, manner, and degree adverbs
    - Identify adverbs (5-PP.3)
  - 5.B.3.1.i Comparative forms of adverbs
    - Use adverbs to compare (5-PP.10)
  - 5.B.3.1.j Subject-verb agreement
    - Use the correct subject or verb (5-NN.1)
    - Use the correct subject or verb – with compound subjects (5-NN.2)
  - 5.B.3.1.k Restrictive (essential) and nonrestrictive (nonessential) clauses and phrases
    - Identify dependent and independent clauses (5-JJ.7)
  - 5.B.3.1.l Subordinate adverb, adjective, and noun clauses
  - 5.B.3.1.m Pronoun antecedents and reference
  - 5.B.3.1.n Coordinating, correlating, and subordinating conjunctions
- 5.B.3.2 Students are expected to demonstrate appropriate language mechanics in writing.
  - 5.B.3.2.a Capitalize correctly proper nouns such as titles of books, magazines, newspapers, stories, titles of respect, works of art, regions of the country, political parties, organizations, state colleges universities, languages, races, nationalities, and religions.
  - 5.B.3.2.b Capitalize correctly proper adjectives.
    - Correct capitalization errors (5-UU.1)
  - 5.B.3.2.c Capitalize correctly conventions of letter writing.
    - Greetings and closings of letters (4-XX.1)
  - 5.B.3.2.d Indent beginning lines of paragraphs.
- 5.B.3.3 Students are expected to demonstrate appropriate punctuation in writing.
  - 5.B.3.3.a Parentheses
  - 5.B.3.3.b Quotation marks
    - Punctuating dialogue (5-VV.4)
  - 5.B.3.3.c Terminal punctuation (period, exclamation point, or question mark)
  - 5.B.3.3.d Punctuation after initials
  - 5.B.3.3.e Apostrophes in contractions and possessives
  - 5.B.3.3.f Conventions of letter writing
    - Greetings and closings of letters (4-XX.1)
  - 5.B.3.3.g Colons, semi-colons, and commas
    - Is it a complete sentence or a run-on? (5-JJ.5)
    - Is it a complete sentence, a fragment, or a run-on? (5-JJ.6)
  - 5.B.3.3.h Hyphens and dashes
- 5.B.3.4 The student will demonstrate appropriate sentence structure in writing declarative, imperative, exclamatory, and interrogative sentences.
  - 5.B.3.4.a Create interesting simple, complete, compound, and complex sentences that describe, explain, or provide additional details and connections, such as adjectives, adverbs, appositives, participial phrases, prepositional phrases, simple, complete, and compound predicates, modifiers, pronouns, and conjunctions.
    - Is the sentence simple or compound? (5-JJ.8)
    - Is the sentence simple, compound, or complex? (5-JJ.9)
  - 5.B.3.4.b Create sentences with an understood subject.
  - 5.B.3.4.c Correct sentence fragments and run-ons.
- 5.B.3.5 Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
  - 5.B.3.5.a Spell previously misspelled words correctly in final writing products.
  - 5.B.3.5.b Spell correctly roots, inflections (e.g., -s/es, -ing, -ly, -en -er), suffixes (e.g., -ment, -ture, -ate, -able, -sion, -tion), and prefixes (e.g., dis-, in-, un-, re-, mis-, pre-), and syllable constructions (e.g., grad.u.a.tion).
  - 5.B.3.5.c Spell homophones correctly according to usage (e.g., to, too, two; there, their, they're) and other words that are commonly misspelled in the English language (e.g., until, our)
  - 5.B.3.5.d Use word reference materials including glossary, dictionary, thesaurus, encyclopedia, and technology to check and correct spelling.
- 5.B.3.6 Students are expected to demonstrate appropriate, legible handwriting in the writing process.

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5.B The student will express ideas effectively in written modes for a variety of purposes and audiences.

5.B.1 The student will use the writing process to write coherently.

5.B.1.1 Use the writing process to develop, extend, and refine composition skills by using a variety of prewriting strategies, such as brainstorming, clustering, illustrating, webbing, using graphic organizers, notes, and logs.

5.B.1.2 Understand and demonstrate familiarity with the writing process and format (beginning, middle, and ending) and structure of main idea (exposition, body, and conclusion).

5.B.1.3 Use common organizational structures for providing information in writing, such as chronological/sequential order, cause and effect, or similarity and difference, and posing and answering questions.

5.B.1.4 Select a focus and an organizational structure based upon purpose/mode, audience, and required format.

5.B.1.4.a Write one or more drafts by categorizing ideas and organizing them into paragraphs.

5.B.1.4.b Blend paragraphs with effective transitions into longer compositions.

5.B.1.5 Edit/proofread drafts, using standard editing marks, to ensure standard usage, mechanics, spelling, and varied sentence structure to improve meaning and clarity.

5.B.1.6 Review, evaluate, and revise selected drafts by adding, elaborating, deleting, combining, and rearranging text for meaning and clarity.

5.B.1.7 Publish and present writing to peers and adults.

5.B.2 Communicate through a variety of written forms, for various purposes, and to a specific audience or person.

5.B.2.1 Communicate through a variety of written forms and for various audiences to inform, persuade, entertain, describe and reflect, while adjusting tone and style as appropriate.

5.B.2.2 Write narratives that establish a plot, point of view, setting, conflict, and are written to allow a reader to picture the events of a story.

5.B.2.3 With creative narratives and poems, use varied word choice, dialogue, and figurative language when appropriate (alliteration, personification, simile, and metaphor) to make writing engaging to the audience (e.g., inquired or requested instead of asked).

5.B.2.4 Write personal, persuasive, formal letters, thank-you notes, and invitations, including the date, greeting, body, closing, and signature.

5.B.2.5 Write expository (informational) pieces with multiple paragraphs that:

5.B.2.5.a provide an introductory paragraph.

5.B.2.5.b establish and support a central theme or idea with a thesis statement.

5.B.2.5.c include supporting paragraphs with simple facts, details, and explanations.

5.B.2.5.d present important ideas and events in sequence or in chronological order.

5.B.2.5.e provide details and transitions to link paragraphs.

5.B.2.5.f conclude with a paragraph that summarizes the points.

5.B.2.5.g use correct indention at the beginning of paragraphs.

5.B.2.5.h use at least three sources of valid and reliable information including books, newspapers, periodicals, online, and media sources.

5.B.2.6 Write research reports about important ideas, issues, or events that:

5.B.2.6.a frame questions about an idea or issue to direct the investigation.

5.B.2.6.b a main idea or topic.

5.B.2.6.c develop the topic with simple facts, details, examples, and explanations to support the main idea.

5.B.2.6.d use at least three different types information sources, including speakers, firsthand interviews, reference materials, and online information.

5.B.2.7 Write responses to literature that:

5.B.2.7.a demonstrate an understanding of a designated literary work.

5.B.2.7.b support judgments by referring and connecting to prior knowledge.

5.B.2.7.c develop interpretations and evaluations that exhibit careful reading and understanding.

5.B.2.8 Write persuasive compositions or letters that:

5.B.2.8.a state a clear position in support of a proposal.

5.B.2.8.b support a position with relevant evidence and effective emotional appeals in order to persuade.

5.B.2.8.c organize supporting statements from the most appealing to the least powerful.

5.B.2.8.d include and address reader/audience concerns.

5.B.3 The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.

5.B.3.1 Students are expected to recognize and use nouns, pronouns, verbs, adjectives, adverbs, and conjunctions in their writing.

5.B.3.1.a Singular and plural forms of nouns and pronouns

5.B.3.1.b Nominative (subjective), objective, reflexive, and possessive pronouns

5.B.3.1.c Relative, intensive, and demonstrative pronouns

5.B.3.1.d Subject, indirect, direct object, and object of prepositions

5.B.3.1.e Transitive and intransitive verbs

5.B.3.1.f Present, past, future, and present perfect verbs tense

5.B.3.1.g Positive, comparative, and superlative adjectives

5.B.3.1.h Time, place, manner, and degree adverbs

5.B.3.1.i Comparative forms of adverbs

5.B.3.1.j Subject-verb agreement

5.B.3.1.k Restrictive (essential) and nonrestrictive (nonessential) clauses and phrases

5.B.3.1.l Subordinate adverb, adjective, and noun clauses

5.B.3.1.m Pronoun antecedents and reference

5.B.3.1.n Coordinating, correlating, and subordinating conjunctions

5.B.3.2 Students are expected to demonstrate appropriate language mechanics in writing.

5.B.3.2.a Capitalize correctly proper nouns such as titles of books, magazines, newspapers, stories, titles of respect, works of art, regions of the country, political parties, organizations, state colleges universities, languages, races, nationalities, and religions.

5.B.3.2.b Capitalize correctly proper adjectives.

5.B.3.2.c Capitalize correctly conventions of letter writing.

5.B.3.2.d Indent beginning lines of paragraphs.

5.B.3.3 Students are expected to demonstrate appropriate punctuation in writing.

5.B.3.3.a Parentheses

5.B.3.3.b Quotation marks

5.B.3.3.c Terminal punctuation (period, exclamation point, or question mark)

5.B.3.3.d Punctuation after initials

5.B.3.3.e Apostrophes in contractions and possessives

5.B.3.3.f Conventions of letter writing

5.B.3.3.g Colons, semi-colons, and commas

5.B.3.3.h Hyphens and dashes

5.B.3.4 The student will demonstrate appropriate sentence structure in writing declarative, imperative, exclamatory, and interrogative sentences.

5.B.3.4.b Create sentences with an understood subject.

5.B.3.4.c Correct sentence fragments and run-ons.

5.B.3.5 Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.

5.B.3.5.a Spell previously misspelled words correctly in final writing products.

5.B.3.5.b Spell correctly roots, inflections (e.g., -s/es, -ing, -ly, -en -er), suffixes (e.g., -ment, -ture, -ate, -able, -sion, -tion), and prefixes (e.g., dis-, in-, un-, re-, mis-, pre-), and syllable constructions (e.g., grad.u.a.tion).

5.B.3.5.c Spell homophones correctly according to usage (e.g., to, too, two; there, their, they're) and other words that are commonly misspelled in the English language (e.g., until, our)

5.B.3.5.d Use word reference materials including glossary, dictionary, thesaurus, encyclopedia, and technology to check and correct spelling.