L.GC.1: Grammar, Usage, & Mechanics: Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension and analysis of texts to communicate clearly and precisely in written and spoken language.

L.GC.1.30: Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue (R)

L.GC.1.39: Use subordinating conjunctions to join clauses.

L.GC.1.41: Use conventional capitalization and underlining, quotation marks, or italics to indicate titles of works. 

L.GC.1.43: Form and use the progressive, perfect, and perfect progressive verb aspects.

L.GC.1.44: Form and use participles.

L.GC.1.54: Use conventional capitalization, quotation marks, commas, end punctuation, and parentheses (citations) when incorporating textual evidence.

5.L.GC.2.a: Apply understandings of sentence structure to comprehend a wide variety of grade-level texts.

5.L.GC.2.b: Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, maintaining consistent verb tense throughout the entire text.

5.L.GC.2.c: Use correct subject-verb agreement to consistently achieve clarity in a variety of sentences.

5.L.GC.2.d: Elaborate on ideas and information, using adjectives and adverbs when incorporating details and descriptions to convey precise meaning and engage audiences.

5.L.V.1.a: Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content.

5.L.V.1.b: Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings.

5.L.V.2.a: Deconstruct words using knowledge of Greek and Latin roots, root words, and affixes to determine meaning

5.L.V.3.a: Use context (e.g., cause/effect relationships and comparisons in text) to determine or clarify the meaning of unknown and multiple-meaning words and phrases.

5.L.V.3.c: Distinguish shades of meaning among related words, including verbs, adjectives, and/or adverbs, to clarify intended meaning.

5.L.V.3.d: Use print and digital reference materials (e.g., dictionaries, glossaries, thesauruses) to check spelling and determine or clarify the precise meaning of words and phrases.

5.T.C.1.b: Classify various texts by mode and describe how the author’s choice of mode influences audiences and contributes to the overall purpose and effect.

5.T.C.1.c: Create multimodal texts, using features of pre-selected modes for a specific purpose and audience.

5.T.C.2.a: Describe how a narrator or speaker’s perspective influences the text.

5.T.C.2.c: Make inferences about the context in which the text is written (e.g., time period, individual, situational).

5.T.SS.1.a: Describe how text features (e.g., chapter titles, diagrams) and organizational structure (e.g., chapters, problem/solution) function in conjunction to represent ideas and information coherently in texts.

5.T.SS.1.b: Design texts using a variety of text structures and features, according to purpose and audience.

5.T.SS.1.c: Use conjunctions and transition words or phrases, such as similarly and in contrast, to show relationships between ideas and information.

5.T.SS.1.d: Craft related ideas into cohesive paragraphs that follow a logical structure using transitions. 

5.T.SS.2.a: Describe the impact of the use of figurative language such as of similes, metaphors, idioms, hyperboles, and personification in response to audience and purpose, in various modes and genres.

5.T.T.1.a: Analyze the use of narrative techniques to present ideas, design texts, and convey information about characters, setting, and plot.

5.T.T.1.b: Analyze how setting, events, conflicts, and characterization contribute to the plot. 

5.T.T.1.c:  Explain how a theme is demonstrated through a character’s growth or conflict resolution.

5.T.T.1.e: Apply narrative techniques (e.g., character, setting, conflict, climax, resolution, and dialogue) to develop a real or imagined experience using descriptive details, clear event sequences, and a conclusion.

5.T.T.2.a: Discuss and evaluate techniques used to present and design expository texts, including multiple main ideas, facts, and key details used to support the main idea.

5.T.T.2.d: Apply expository techniques that clearly introduce a topic, group paragraphs or sections to develop the topic with facts and other information (e.g., definitions, concrete details, quotations), use precise language, and provide a concluding statement or section.

5.T.T.2.b: 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.T.RA.1.c: Consider and integrate information from research, including relevant and accurate evidence from two or more credible sources.

5.T.RA.2.a: Refer to specific passages or quotations from a text to support an idea, answer, or opinion, recording the referenced information’s page number.

Grammar, Usage, & Mechanics (L.GC.1, 5.L.GC.2) 

• Family Dialogue Writing: Have your child write a silly conversation between family members or favorite characters. Practice quotation marks, commas, and capitalization.
  
  

• Movie/Book Titles Game: When writing about a favorite movie, show how to underline, italicize, or use quotation marks correctly.
  
  

• Conjunction Challenge: Play a game where everyone adds onto a sentence using subordinating conjunctions (because, although, since).
  
  

• Verb Tense Detective: Spot verbs in books or conversations—ask, “Is that past, present, perfect, or progressive tense?”
  
  

• Sentence Expansion: Start with a simple sentence (e.g., “The dog ran”). Add adjectives, adverbs, and clauses together to make it more descriptive.

Vocabulary & Word Study (5.L.V.1–3) 

• Root Word Hunt: Look for Greek/Latin roots in everyday words (tele- = far, photo- = light).
  
  

• Context Clues Practice: While reading, pause at tricky words and ask, “What in the sentence helps us figure this out?”
  
  

• Synonym/Antonym Swap: Pick a word and brainstorm stronger synonyms or opposite words to show shades of meaning.
  
  

• Dictionary/Thesaurus Fun: Encourage kids to use both print and digital tools to “upgrade” their writing.
  
  

• Word Jar: Collect new words during the week and challenge the family to use them in conversations.

Text Structure & Comprehension (5.T.C, 5.T.SS, 5.T.RA) 

• Text Feature Scavenger Hunt: While reading nonfiction, point out diagrams, headings, charts, and captions. Ask how each helps the reader.
  
  

• Compare Texts: Read a story and an article on the same topic. Discuss how organization and mode (fiction vs. nonfiction) change the message.
  
  

• Transitions Practice: Write a family story together, making sure to use words like first, meanwhile, however, finally.
  
  

• Evidence Collector: When discussing a book, encourage kids to quote a sentence and say, “On page __, it says…”

Figurative Language & Style (5.T.SS.2.a, 5.T.T.1) 

• Figurative Language Hunt: Look for similes, metaphors, or idioms in books, songs, or shows.
  
  

• Family Figurative Fun: Make up your own hyperboles (“This backpack weighs a ton!”).
  
  

• Theme Talks: After reading, ask: “What lesson did the character learn? How did they change?”

Writing: Narrative & Expository (5.T.T.1–2)

• Family Journals: Write daily or weekly reflections with a beginning, middle, and end. Add descriptive details.
  
  

• Mini Research Projects: Pick a family interest (sports, history, animals). Use two sources and summarize findings.
  
  

• Expository Writing Practice: Ask your child to explain how to do something (a recipe, video game strategy). Organize with introduction → details → conclusion.
  
  

• Story Builders: Create short family stories with characters, conflict, climax, and resolution.

Research & Analysis (5.T.RA.1–2) 

• Family Research Project: Look up information together (e.g., history of your town, fun science facts). Compare 2+ sources and decide which is most reliable.
  
  

• Evidence in Conversations: If your child makes a claim (“Dogs are better than cats!”), ask: “What’s your evidence? Where did you find it?”