Texas Essential Knowledge and Skills (TEKS):
5.2.B
demonstrate and apply spelling knowledge by:
(i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
(ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
(iii) spelling multisyllabic words with multiple sound-spelling patterns;
(iv) spelling words using advanced knowledge of syllable division patterns;
(v) spelling words using knowledge of prefixes; and
(vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
Texas Essential Knowledge and Skills (TEKS):
5.11.D
edit drafts using standard English conventions, including:
(i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
(ii) past tense of irregular verbs;
(iii) collective nouns;
(iv) adjectives, including their comparative and superlative forms;
(v) conjunctive adverbs;
(vi) prepositions and prepositional phrases and their influence on subject-verb agreement;
(vii) pronouns, including indefinite;
(viii) subordinating conjunctions to form complex sentences;
(ix) capitalization of abbreviations, initials, acronyms, and organizations;
(x) italics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences; and
(xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
Pennsylvania Core Standards:
CC.1.4.5.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
E05.D.1.2.1 - Use punctuation to separate items in a series.*
E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
E05.D.1.2.5 - Spell grade-appropriate words correctly.
Pennsylvania Core Standards:
CC.1.4.5.L
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
E05.D.1.2.1 - Use punctuation to separate items in a series.*
E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
E05.D.1.2.5 - Spell grade-appropriate words correctly.
Pennsylvania Core Standards:
CC.1.4.5.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
E05.D.1.2.1 - Use punctuation to separate items in a series.*
E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
E05.D.1.2.5 - Spell grade-appropriate words correctly.
Florida - Benchmarks for Excellent Student Thinking:
ELA.5.C.3.1
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level
5th Grade Writing - Spelling Patterns Lesson
Spelling Patterns
Correct spelling helps readers understand your writing.
Knowing spellingpatterns can help you become a better speller.
SyllablePatterns
Syllable
A syllable is defined by an unbroken vowel sound in a word. Words can have one or more syllables. The number of syllables is like the number of beats in a word. Knowing different syllable division patterns can help you spell words correctly.
Closed Syllables
When the vowel sound in a syllable is short, it is "closed off" by a consonantsound. Closed syllables are surrounded by or end with one or more consonants.
Example:
contrast → con · trast
vessel → ves · sel
Open Syllables
When a syllable is "open," it ends with a vowel sound and usually makes a long vowel sound.
Example:
nomad → no · mad
student → stu · dent
Final Stable Syllables
A final stable syllable only comes at the end of a word. It consists of a combination of letters that makes a reliable sound. Some final stable syllables include consonant +le, -tion, -sion, -ture, and -age.
Example:
trem → trem · ble
cattle → cat · tle
migration → mi · gra · tion
diffusion → dif · fu · sion
fracture → frac · ture
disadvantage → dis · ad · van · tage
VCe Syllables
A VCe syllable, or "magic e" syllable, makes a long vowel sound that is spelled with a single vowel, followed by a single consonant, followed by a silente.
Example:
communicate → com · mu · ni · cate
graphite → graph · ite
r-Controlled Vowels
When a vowel is followed by an r in a syllable, the r changes the sound. An ar makes an /ar/ sound. An er makes an /ər/ sound. An ir also makes an /ər/ sound, as does a ur. An or may make an /ər/ sound or an /or/ sound. These sounds can also be made long, as in hire, here, and share.
Example:
artifact → ar · ti · fact
interact → in · ter · act
circulatory → cir · cu · la · tor · y
insecure → in · se · cure
VowelTeams
Vowels sometimes work in teams to make single sounds.
ea,ee
Syllables with an ea or ee vowel team often make a long e sound. However, sometimes syllables with the ea vowel team make a shorte sound.
Example:
increase → in · crease
headache → head · ache
oa,oe
Syllables with an oa or oe vowel team often make a long o sound.
Example:
oboe → o · boe
oi,oy
Syllables with an oi or oy vowel team often make an /oy/ sound, as in boy.
Example:
voyage → voy · age
ai,ay
Syllables with an ai or ay vowel team often make the long a sound.
Example:
betray → be · tray
There are many other vowel and letter teams. Here are a few more examples:
Sometimes there are syllablebreaksbetween two vowels. Then, each vowel makes its own sound, rather than working together as a team to make one sound. This is a Vowel-Vowel (VV) syllable division pattern.
Go to the next page to review more spelling patterns.
Spelling Pattern and Pronunciation Changes
When words change form, some spellingpattern and pronunciationchangesregularly occur. Familiarity with these changes can improve your reading fluency, spelling ability, and overall writing.
Many of these specific patterns and spellings must be memorized, because words do not always change in the same ways, or follow the same patterns. Go to the next page to practice spelling with spellingpatterns.
5th Grade Writing - Spelling Patterns Lesson