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.
Standard:
CC.1.4.5.L
Description:
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.
Standard:
CC.1.4.5.R
Description:
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.
Standard:
ELA.5.C.3.1
Description:
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level
Standard:
5.2.B
Description:
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
Standard:
5.11.D
Description:
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
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.
5th Grade Writing - Spelling Patterns Lesson