Free language arts worksheets for 5th grade: 5th Grade Language Arts Worksheets

5th Grade Language Arts Worksheets

Channelize practice employing our 5th grade language arts worksheets that come with answer keys and comprise exercises in correlative conjunctions, prepositions, interjections, forming and using the perfect verb tense, and in separating words using commas. Bolster vocabulary with Greek and Latin prefixes, interpret figurative language, draw inferences, make predictions, state an opinion, write informative and narrative texts. This list represents only a smattering of the engaging worksheets this collection offers. Make sure to stock your library with our free grade 5 language arts worksheets.

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Explore 250+ Fifth Grade Language Arts Worksheets

Choosing Correlative Conjunctions

Balance words, phrases and clauses in sentences using correlative conjunctions. Choose an appropriate pair of correlative conjunctions from the parentheses that best completes each sentence.

Writing the Present Perfect Verb Tenses

Push boundaries with this 5th grade language arts worksheet pdf as kids write the present perfect form of each verb using the structure: have / has + the verb in the past participle form and fill in each blank.

Rewriting the Passage with Synonyms

Replace the underlined words in the passage with their synonyms and rewrite the passage. Adding significantly to the pool of vocabulary and using the right word in the right place are the objectives though.

Choosing the Correct Homophones

Enrich vocabulary with this printable ELA worksheet for grade 5 kids. Complete each sentence, choosing between the correct homophones or words with similar pronunciation but different spellings.

Fact or Opinion?

Sifting what is true from a mere belief is an essential reading strategy. Read each sentence, look for the clues that help distinguish the verified facts from the judgments or opinions, and check the appropriate box.

Prepositional Phrases Used as Adjectives

Topped with consistent practice, this English worksheet pdf for 5th grade children gets them to spot the prepositional phrases that modify the nouns or pronouns in the sentences and underline them.

Commas in a Series

Keep your intended meaning crystal clear as you practice precise rules while separating words or a group of words in a series using commas and rewrite each sentence with appropriate punctuations.

Greek and Latin Suffixes

Next up in this printable language arts worksheet collection, is a vocab booster. Grade 5 kids comprehend the Greek and Latin suffixes from the meanings and add them to appropriate roots to create new words.

Describing Illustrated Hyperboles

Trigger imagination as you try your hands at writing a few rib-ticklers while describing each picture using a hyperbole or an extreme exaggeration to make a point or show emphasis.

Making Predictions | Making a Fruit Salad

Christopher and Grandpa are making a fruit salad. Grade 5 kids walk through this ELA worksheet pdf skimming the passage and predicting what happens next and giving reasons to substantiate their predictions.

Identifying Interjections in Sentences

Instrumental in helping kids practice foraging interjections or words that demonstrate emotions or feelings rather than contributing to meanings in the sentences and circling them; this exercise is a compulsive-print.

Identifying the Type of Sentences

Whether it is simple, compound, complex, or compound-complex sentences, this printable English worksheet has them all corralled for 5th grade kids to identify and write the type of each sentence.

Commonly Confused Words | Stationery Vs. Stationary

Stationary is an adjective meaning fixed, while stationery is a noun meaning writing or office supplies. Decide between using “stationary” and “stationery”, depending on the contextual clues offered by each sentence.

Combining Words to Make an Oxymoron

Evoke a sense of humor and irony as kids in grade 5 choose a contrasting pair of words, one from each column in this language arts worksheet pdf to create an oxymoron.

Editing and Proofreading | Nocturnal Animals

Comb the passage about nocturnal animals for spelling, grammar, and punctuation errors, and amp up the fun as you get children to flag them off using proofreading marks.

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Grade 5 Language Arts Worksheets

Inferences are a huge theme at this level. Just about every answer
you have needs to have supporting text accompanying it. Start out with
the simple standards first at this level and make sure kids master them
before you move on.

Reading: Literature

Using Quotes From Text – Back up all
of assertions with a direct quote from the work in question. [RL.5.1]

Embedding Quotes – Students learn when to use this technique, better yet, they also learn when it can backfire. [RL.5.1]

Determining Themes of Stories, Dramas,
or Poems – Each sheet is dedicated to a specific standard area
for this area. [RL.5.2]

Comparing and Contrasting Stories and Dramas
– There is a nice mix of current literature and drama use here.
[RL.5.3]

Word Meanings From Context Phrases –
We also begin to develop the concept of figurative language here.
[RL.5.4]

Symbolism
– When ideas have some hidden element about them. [RL.5.4]

Wh-
Questions – Your everyday question that is looking for an answer.
[RL.5.4]

Patterns of Chapters, Scenes, or Stanzas
of Text – We added plenty of practice for this topic. Maybe
even too much! [RL.5.5]

The Influence of a Narrator – Students
quickly learn how the voice of the story really shapes the story quickly.
[RL. 5.6]

Visual Elements Contribution to a Story
– Pictures and images can really help shape our thoughts of an author’s
work. [RL.5.7]

Story Comparison – We give you 2 longer
stories to compare, in most cases. [RL.5.9]

Grade 5 Literature Comprehension Worksheets
– We also threw poetry and other writing forms that cross over several
standard areas for you. [RL.5.10]

Literary
Terms – These terms are mostly used to describe unique works
of literature. [RL.5]

Reading: Foundational Skills

Grade
5 Leveled Reading – We added some reading in the content area
passages in here for you. [RF.5.4.A]

Grade
5 Poetry – The poems get metaphoric at this point. Not only
do students need to comprehend, but they need to feel the work too.
[RF.5.4.B]

Advanced
Context Clues – You will even find some Freshman level vocabulary
words in this section. [RF.5.4.C]

Reading
Fluency – Measuring your fluency levels are really not an exact
science. [RF.3-5]

Reading
Sequencing – If you can remember without looking back in the
passage, you are a leg ahead. [RF.3-5]

Reading: Informational Text

Supporting
Details – These are the times that you need back up. [RI.5.2]

Get the Message – A good way to learn if your students understand the purpose of the passages that they are reading. [RI.4-5.2]

Chronology
– A look at how the arrangement of events can impact a story. [RI.4-5.5]

Supporting
Evidence – What tools do we use to make inferences from? [RI.5.8]

Reading
In The Content Area – How do we apply our wonderful comprehension
skills to other disciplines? [RI.5.10]

Reader
Response – See how the reader reacts to what was written. [RI.5]

Language Worksheets

Commonly Used Conjunctions – We look
at their use specifically in sentences. [L.5.1.A]

Interjections – Ah! Dear Me! This will
get you excited! [L.5.1.A]

Prepositions – Let’s work together to
find the relationships that these sentences exhibit. [L.5.1.A]

Prepositions of Time – We go a step further and focus on terms that communicate relative time or timing. [L.5.1.A]

Using Verb Tenses in Sentences – For
English as a second language students, these are very difficult. [L.5.1.B]

Stative
Verbs – These are state of being words. They don’t focus on
the action. [L.5.1.C]

Using Verb Tense To Explain Conditions
– Students start to become descriptive with their verb use. [L.5.1.C]

Future
Tense Verbs – Can’t wait for these actions to take place. [L.5.1.D]

Inappropriate Shifts in Verb Tense –
This section fact checks the previous topic. [L.5.1.D]

Correlative Conjunctions – We definitely
recommend that you start to work on these in class aloud. [L.5.1.E]

Double
Negatives – This is always a very interesting topic for students.
[L.4.1-L.5.1]

Using Punctuation To Separate Items –
This is where you can learn to make your work easier to read. [L.5.2.A]

Punctuation Errors –
Help students learn to recognize when something just isn’t right. [L.5.2.A]

Using Commas to Separate the Introductions
– Seems like a simple task, but it can get very complex. [L.5.2.B]

Comma Use Within Sentences – This is
the most difficult part of using commas. [L.5.2.C]

Tag
Questions – This is when you want to turn a statement against
itself. [L.5.2.C]

Formatting Titles of Works – We start
out easy. As we progress it is a bit tricky. [L.5.2.D]

Italics and Underlining – Students learn how to draw attention to words and phrases within their work. [L.5.2.D]

Grade 5 Spelling Worksheets – We
use a lot of discovery activities here. [L.5.2.E]

Combining, Expanding, and Reducing Sentences
– This is where the Language and Writing Core Standards overlap.
[L.5.3.A]

Inversion
– The sentence flipper shows you how it goes. [L.5.3.A]

Comparing Dialects and Registers of English
– Most states were seeing this for the first time when the Common
Core was released. [L.5.3.B]

Dialect – Students learn how it can effect the nature of how a piece is received by an audience. [L.5.3.B]

Proofreading
– Some of these are really messy and need a lot of cleaning up.
[L.5.3]

Using Context To Determine Word Meanings
– This is a hugely important skill to master. Doing so will be a
large lexicon in your future. [L.5.4.A]

Using Greek and Latin Affixes and Roots
To Define Words – These worksheets expect that you understand
the 25 core roots. [L.5.4.B]

Pronunciation and Clarifying New Words
– Make sure you have a dictionary and thesaurus handy. [L.5.4.C]

Pronunciation
– This introduces you to the basics. [L.5.4.C]

Anagrams
– Word games are always fun and educational. [L.5.4]

Advanced Simile and Metaphor – Students
can start to appreciate how figurative language changes a complete
body of work. [L.5.5.A]

Hyperbole
– When we read these, we know that something totally out of place.
[L.5.5.A]

Metaphors
– Some metaphors are time tested. [L.5.5.A]

Explaining Common Idioms, Adages, and
Proverbs – We had to do some research when creating this section.
[L.5.5.B]

Using Relationships Between Words –
We work with synonyms, antonyms, and homographs. [L.5.5.C]

Homographs
– Words that are spelled the same exact way, but that have completely
different meanings. [L.5.5.C]

Idioms
– Some idioms are far out. [L.5.5.C]

Negation
– Learn how to flip the table on any statement. [L.5]

Grade 5 Vocabulary – You will find double
the normal amount of worksheets in this section. [L.5.6]

Writing Worksheets

Writing
Structure – This is the foundation of everything else we need
to do while composing bodies of work. [W.5.1.A]

Topic
Sentences – Well written topic sentence can really get a story
headed in the right direction. [W.4-6.1.A]

Observational
Writing – The focus is on composing a work that follows all
proper mechanics as well. [W.5.2.A]

Writing
a Narrative – Unfold introduce the narrator and characters in
this manner. [W.5.3.A]

Transitional
Words – These words help us create a feeling of sequence. [W.5.3.C]

Expository
Writing – When we are writing to inform the reader about something.
[W.5.3]

Comic Strips – These are super helpful to encourage students to frame their own narrative. [W.5-6.3]

Exposition – Students explore the various ways these can use these types of techniques in their own compositions. [W.5-7.3]

Grade
5 Writing – Create clear and concise thoughts with your work.
[W.5.4]

Grade
5 Research Project – We will be using some old school and new
school techniques here. [W.5.7]

Story Drawing – Bring a story to life in a drawing. [W.5.9.A]

Texts for text analysis. Literature. Grade 5

An excerpt from the story of E.I. Nosov “How
the crow got lost on the roof”

On the chimney
an ordinary crow descended, the same as all other crows in March: from
mud-splattered tail and ruffled nape. Winter made her
forget about self-respect, about the toilet, and she is true and
by untruth with difficulty she obtained her daily bread. 43

By the way, she was lucky today. In her beak she held a large chunk
of bread. Sitting down, she looked around suspiciously: was it possible to see nearby
kids? Then she looked around the nearest fences, trees, roofs: they could
turn out to be other crows. 75

But no troubles seemed to be expected. So you can
have a bite! 83

Crow put a piece on the edge of the pipe, stepped on it with both
paws and began to peck. And now, after another blow with a beak from under the paws
a large lump of crumb jumped out and rolled along the slope of the roof. The bread didn’t fall to the ground
halfway through, he snagged at the ribbed seam that connects the roofing sheets.
130

Having finished pecking the rest, the crow decided to eat the fallen piece. But this
turned out to be no easy task. The roof was pretty steep. Paws slid on
iron, she went down, braking with her splayed tail. 156

She did not like traveling in this way, she took off and
sat on the chute. From here the crow tried to get the bread again. helping yourself
wings, she finally reached the middle of the ramp. But what is? The bread is gone!
Looked back, looked
up – the roof is empty! 196 words
Reading comprehension questions and tasks:

1)
To give
characteristics of the crow:

2) Select (underline) the most appropriate heading for the text:

Common Crow

Lost Bread Like a Crow

Crow on the Roof

Crow Bread

Bread is gone!

3) Answer the questions:

– How did the crow live in winter?

– Who was the crow afraid of?

– What trouble happened to the crow?

ASPER

Around our farm, in ravines and wet places, there was
a lot of snakes.

I’m not talking about snakes: we are so used to a harmless snake that
It’s not called a snake. He has small sharp teeth in his mouth, he catches mice
and even birds and, perhaps, can bite through the skin; but there is no poison in these teeth, and the bite
the snake is completely harmless.

… But we had not only snakes, we also had a poisonous snake,
black, large, without those yellow stripes that are visible in snakes near the head. Such
we call the snake a viper.

… As a child, I “heard a lot about vipers and was terribly afraid of them,
as if I felt that I would have to face a dangerous reptile.

They mowed behind our garden, in a dry gully, where in spring every year
a stream runs, and in summer it is only damp and tall, dense grass grows. Any
the mowing was a holiday for me, especially when the hay was raked into piles. Here,
happened, and you will begin to run around the hayfield, and with all your might throw yourself at shocks, and
flounder in fragrant hay until the women are driven away so that he does not break the kopen.

Somehow this time I was running and somersaulting: there were no women,
the mowers went far, and only our big black dog Brovko was lying on a shock
and chewed on a bone.

I tumbled into one shock, turned around in it twice and suddenly
jumped up in horror. Something cold and slippery swept my arm. Thought about
a viper flashed through my head, and what? The huge viper that I
worried, got out of the hay and, rising on her tail, was ready for me
rush.

Instead of running, I stand like a stone, as if a reptile has enchanted
me with their eyelidless, unblinking eyes. Another minute and I was dead; but
Brovko, like an arrow, flew off the shock, rushed at the snake, and started between them
deadly fight.

The dog tore the snake with its teeth, trampled it with its paws; the snake bit the dog
muzzle, and in the chest, and in the stomach. But in a minute only shreds of the viper lay on
earth, and Brovko rushed to run and disappeared.

Just then a voice returned to me; I began to scream and cry;
mowers came running and with their scythes finished off the still trembling pieces of the snake.

But the strangest thing is that Brovko disappeared and wandered from that day
where is unknown. Only two weeks later did he return home: thin, skinny, but
healthy. My father told me that dogs know the herb they use to cure
viper bite.

(K. Ushinsky)

Read the text “Viper”. Complete tasks.

1. Find (underline) the statement that
corresponds to the content of the read text.

1. Brovko
   died from a snakebite
2. Boy
   name was Brovko
3. Dog
   bravely fought for the life of the owner
4. Brovko
   was a local doctor and collected medicinal herbs

2. Why did Brovko protect the boy?:

3. Make a plan (mark with numbers 1,2,3,4,5),
indicating the order in which parts of the text occur.

A) Encounter with a viper.
B) The danger has passed.
B) Deathmatch.
D) Boy’s play.
E) Already a snake (difference).

4. Why did the dog disappear and did not appear in the village for a long time?

1. because
   that she was homeless and lived in the forest
2. because
   that she was looking for medicinal herbs and licking wounds from snake bites
3. because
   that she didn’t want to help people anymore
4. because
   that ran to her puppies

5. Write out a sentence from the text that tells about
how Brovko fought the snake:

6. Complete the sentence: I tumbled into one shock, turned around
in it twice and suddenly …

1. me
   mowers noticed.
2. on
   I was attacked by Brovko.
3. failed
   into her.
4. jumped up
   with fear.

7. Brovko was a very brave dog. Give two examples of it
actions and deeds that confirm this:

8. What word can replace the highlighted word in
expression “ like an arrow flew off “?

1. very
   quickly
2. discreetly
3. co
   whistling
4. silent

9. How do you understand the expression “I stand as
petrified” in the sentence: “Instead of running, I stand as
petrified , as if the reptile enchanted me with its ageless,
unblinking eyes”?

1. admiring
   on a snake
2. and not
   I can move from fear
3. and waiting
   mowing assistance
4. and waiting
   when the viper bites me

10. How can you replace the highlighted word in the sentence: “Any
the mowing was a holiday for me, especially how they rake the hay in mop “?

1. slides
   for children’s games
2. feeders
   for animals
3. special
   hay storage sheds
4. small
   haystacks

11. The author calls the viper with different words. Find more in the text
at least 2 words and write them separated by commas:

12. In which of the collections could this be placed
work?

1. Fairy tale
   behind a fairy tale
2. Stories
   about nature
3. Fables
   about animals
4. Stories
   about friendship and fidelity

13. Explain how you understand the sentence: « Any braid was
for me a holiday “.

14. How has the dog’s behavior changed with the advent of the viper?
Write out from the text the place that proves your answer.

15. Complete the sentence. Brovko rushed to run and
disappeared, …

1. because
   that he didn’t want to see the boy again.
2. he
   ran into the forest to lick his wounds and look for medicine.
3. he is not
   wanted to be praised for saving the boy.
4. because
   that he did not trust people and was afraid of them.

16. What did the author mainly want to talk about?

1. about
   fearlessness and devotion of the dog
2. about
   boy and dog friendship
3. about
   that dogs know herbs for snakebite
4. about
   the boy who played in the haystack

17. Which offer is better than others helps
understand the main idea of ​​the text?

1. Father
   told me that dogs know the herb with which they are treated for the bite of a viper.
2. But
   a minute later only shreds of the viper lay on the ground, and Brovko rushed to run
   and disappeared.
3. Brovko,
   like an arrow, flew off the shock, rushed at the snake, and started between them
   deadly fight.
4. Dog
   Brovko lay on a shock and gnawed at a bone.

18. What is the main idea of this text?

1. Vipers
   – Poisonous snakes.
2. Real
   a friend will always come to the rescue.
3. Dogs
   know how to treat snake bites.
4. Children
   you can’t play outside.

19.
What do you think, if Brovko could speak, what would he tell the boy about?
after returning home? Write about it.

9000 9000 , spiders, caterpillars.
That’s what they called her – a coward.

One time the guys were playing outside on a big pile of sand. boys
they built a fortress, and Valya and her younger brother Andryusha cooked dinner for the dolls.
Valya was not accepted to play in the war – after all, she was a coward, and Andryusha for the war
was no good, because he could only walk on all fours.

Suddenly shouts were heard:

— Lokhmach got off the chain!.. He is running towards us!..

Everyone turned around.

– Lohmach! Lokhmach!.. Beware, guys!..

The guys rushed in all directions. Valya ran into the garden and slammed her
a gate. Only little Andryusha remained on the heap of sand, on all fours.
because you won’t get far. He lay in a sand fortress and roared with fear, and
formidable enemy was on the attack.

Valya ran out of the gate, grabbed a scoop in one hand,
doll frying pan and, shielding Andryusha, stood at the gates of the fortress.

A huge angry dog ​​was rushing across the lawn straight at her. He seemed
short and very wide. He did not bark, but somehow snored with each jump.
Now his grinning, fanged mouth is already very close. Valya threw it at the dog
frying pan, then a scoop and shouted with all her might:

– Get out!

– Whoo! Phew! Lokhmach! Here! – this watchman ran across the street
across Lokhmach, Valya to the rescue.

Hearing a familiar voice, Lokhmach stopped and wagged his tail.
The watchman took him by the collar and led him away. The street became quiet. Guys slowly
crawled out of their shelters: one descended from the fence, the other crawled out of the ditch …
Everyone approached the sand fortress. Andryusha was sitting and already smiling, wiping his eyes
dirty fists.

But Valya was crying bitterly.

— What are you? the guys asked. – Did the lokhmach bite you?

No, she answered, he didn’t bite… It’s just that I’m very
scared.

(M. Artyukhova)

Read the text “Coward”. Complete missions .

1. Find (underline) the statement that
corresponds to the content of the read text.

1. Lokhmach
   played war with boys
2. Valyu in
   war was not accepted to play
3. Andryusha
   was older than Vali
4. Lokhmach
   was Valya’s dog

2. Why did everyone call Valya a coward?

3. Indicate (mark with numbers) in what order the
sentences in the text.

A) I was just really scared.
B) A huge angry dog ​​was rushing across the lawn straight at her.
B) Andryusha was sitting and already smiling, wiping his eyes with dirty fists.
D) Once the guys were playing in the street.

4. Valya cooked dinner for the dolls. Why do you think?

1. because
   that she was bored of playing war
2. because
   that she was a girl
3. because
   what it was necessary to look after Lokhmach
4. because
   that she was considered a coward

5. Write out a sentence from the text that tells about
changes that happened to Vali’s character after the appearance of an evil dog on the street:

6. Complete the sentence. Only
little Andryusha,

1. he
   was friends with Lokhmach and was not afraid of him
2. he was
   stronger than a dog, therefore not afraid
3. he was
   very small and unable to walk
4. he is not
   noticed an approaching enemy

7. Valya was a very brave girl. Talk about her actions
confirming this:

8. What word can replace the highlighted word in
expression “but Valya cried sobbing “?

1. disingenuous
2. very
   loud
3. through
   laugh
4. silent

9. How do you understand the expression “went on
attack” in the sentence “He lay in the sand fortress and roared from
fear, and the formidable enemy went on the attack “?

1. wishing
   play with him
2. fast
   approaching
3. very
   slow
4. past

10. How can you replace the highlighted word in the sentence “Guys
rushed scattered “?

1. all in
   one side
2. loose
   is barn
3. in
   shelter
4. in
   different sides

11. The author calls Lokhmach with different words, for example, dog.
Find at least 2 more words in the text and write them separated by commas.

12. In which of the collections could this be placed
work?

1. Tales
2. Stories
   about animals
3. Fables
4. Stories
   about friendship, fidelity and courage

13. Explain how you understand sentence “Guys
crawled slowly out of their hiding places.

14. How did Lokhmach’s appearance change the girl’s character? Write out
from the text, the place that proves your answer:

15. Complete the sentence: You can’t play war
accepted

1. because
   that she could only walk on all fours
2. she
   was a girl
3. after all
   she was a coward
4. she is not
   knew how to build fortresses

16. About mainly wanted
tell the author?

1. about
   children love to play war
2. about
   coward girl courage
3. about evil
   a dog whose name was Lokhmach
4. about
   friendship between man and dog

17. Which offer is better than others helps
understand the main idea of ​​the text?

1. Valya
   ran out of the gate, grabbed a scoop in one hand, in the other – a doll frying pan
   and, shielding Andryusha with herself, she stood at the gates of the fortress.
2. Valya
   was a coward, she was afraid of mice, frogs, spiders, caterpillars.
3. Huge
   a furious dog rushed across the lawn straight at her.
4. Just
   I was very scared.

18. What is the main idea of this text?

1. Any
   dog can be trained
2. girls
   you should always take to play war
3. O
   a man should be judged by his actions
4. Children
   you can not walk without adult supervision

19.
Do you think Valya was rightly called a coward? Why?:

90,000 Summary of the lesson “Modern literature for adolescents and about adolescents”

Goals: Expand the reader horizons through acquaintance with the work of modern Russian writers

Develop reader interest in the works of modern authors, work with the text of a literary work; characterize and evaluate the heroes of the works;

Formation by means of literature of the ability to understand oneself, peers and parents, to develop the ability to analyze and compare.

To cultivate the ability to adequately resolve conflicts in adolescence, to respect their parents and peers.

subject: analyze literary works, compare and compare characters, lifestyle, inner world of heroes;

communicative: express their own attitude to the analyzed works, be able to conduct a dialogue, create oral monologues;

personal: treat peers with respect, take care of parents, respect and love.