5th Grade English Online Tutoring
Find Online English Tutors for 5th Graders
As you progress through primary school, you become more aware of your surroundings. Words now begin to have more meaning and sound far more interesting now that you know so many of them! You have now learnt to put your thoughts on paper – sometimes as an essay and sometimes within the structure of a story.
Why Choose 5th Grade English Tutoring at eTutorWorld?
You can pre schedule one-on-one online English tutoring at a time convenient to you. Our skilled tutors will help you with your English Home Assignments and also help you grasp the nuances of grammar. They not only help construct your homework assignments but instill a lifelong love for this wonderful language by helping you interpret the finer points of poetry and writing.
Watch your child’s grades and confidence in 5th grade English improve as you build on vocabulary and communications shows sea changes. And all this can happen without leaving the comfort of your home!
Online Tutoring Plan for 5th Grade English
PERSONALIZED ONLINE TUTORING
CAREFULLY DESIGNED SESSIONS PLAN & COURSES
SUBJECT & GRADE SPECIFIC EXPERTS
INDIVIDUALIZED WORKSHEETS/ HOMEWORK AFTER EVERY SESSION
3 Easy Steps to learn with an Online Live Expert Tutor
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Here’s a brief summary of fundamental concepts included in our 5th grade English tutoring program.
| GRADE 5 – COMMON CORE STANDARD | Common Core Code | Common Core Standard (Expectations) |
|---|---|---|
| Conventions of Standard English: | CCSS.ELA-LITERACY.L.5.1(A-E) | – Conjunctions, Prepositions, Interjections – Present perfect, past perfect, future perfect – Tenses in writing – Corelative writing |
| CCSS.ELA-LITERACY.L.5.2(A-E) | – Punctuation marks- Commas, quotation marks – Italics and underlining – Spellings |
|
| Knowledge of Language: | CCSS.ELA-LITERACY.L.5.3 | – Sentence construction -Compare and contrast different texts |
| Vocabulary Acquisition and Use: | CCSS.ELA-LITERACY.L.5.4(A-C) | – Meanings of unknown word – Use of glossaries and dictionaries |
| CCSS.ELA-LITERACY.L.5.5(A-C) | – Metaphors and Similes – Synonyms and Antonyms – Idioms and Proverbs – Academic and domain specific words |
|
| Reading:Literature Key Ideas and Details |
CCSS.ELA-LITERACY.RL.5.1 – CCSS.ELA-LITERACY.RL.5.3 |
-Quoting text -Summarizing the text -Interaction of characters |
| Craft and Structure | CCSS.ELA-LITERACY.RL.5.4 – CCSS.ELA-LITERACY.RL.5.6 |
-Structure of a story/poem/drama -Purpose of a text |
| Integration of Knowledge and Ideas: | CCSS.ELA-LITERACY.RL.5.7 – CCSS.ELA-LITERACY.RL.5.9 |
-Adding Multimedia to a text -Compare and contrast two texts of same genre |
| Range of Reading and Level of Text Complexity: | CCSS.ELA-LITERACY.RL.5.10 | – Read and comprehend (grade appropriate) |
| Reading: Informational Text Key ideas and details |
CCSS.ELA-LITERACY.RI.5.1 – CCSS.ELA-LITERACY.RI.5.3 |
-Quoting the text when drawing inferences – Main ideas of a text – Relations/interactions between the events |
| Craft and Structure | CCSS.ELA-LITERACY.RI.5.4 – CCSS.ELA-LITERACY.RI.5.6 |
-Academic and domain specific words – Compare and contrast – Different perspectives on the text |
| Integration of Knowledge and Ideas: | CCSS.ELA-LITERACY.RI.5.7 – CCSS.ELA-LITERACY.RI.5.9 |
– Efficient problem solving through sources – Reasons and evidences – Integrate information |
| Reading: Foundational skills Phonics and Word Recognition: |
CCSS.ELA-LITERACY.RF.5.3 – CCSS.ELA-LITERACY.RF.5.4 |
Fluency in reading – Read grade appropriate poem/prose – Use of context to understand a word |
| Writing: Text types and purposes |
CCSS.ELA-LITERACY.W.5.1 – CCSS.ELA-LITERACY.W.5.3 |
-Opinion writing – Informative text writing – Narrative writing |
| Production and Distribution of Writing: | CCSS.ELA-LITERACY.W.5.4 – CCSS.ELA-LITERACY.W.5.6 |
-Grade specific writing skills – Editing a text – Use of technology |
| Research to Build and Present Knowledge: | CCSS.ELA-LITERACY.W.5.7 – CCSS.ELA-LITERACY.W.5.9 |
-Short research project – Relevant sources – Paraphrasing of information – Compare and contrast characters or events |
| Range of Writing: | CCSS.ELA-LITERACY.W.5.10 | Write routinely |
| Speaking and Listening: Comprehension and Collaboration: |
CCSS.ELA-LITERACY.SL.5.1 – CCSS.ELA-LITERACY.SL.5.3 |
-Collaborative discussions – Rules for discussions – Prepare for discussions – Pose and respond for questions – Review the key ideas – Summarize the key points |
| Presentation of Knowledge and Ideas: | CCSS.ELA-LITERACY.SL.5.4 – CCSS.ELA-LITERACY.SL.5.6 |
-Report a topic/text/idea -Include multimedia components -Speech in formal english |
5th Grade Recommended English Reading list
| S. No. | Name of Book | Author |
|---|---|---|
| 1 | Alice’s Adventures in Wonderland | Carroll, Lewis |
| 2 | The Black Stallion | Farley, Walter |
| 3 | The Secret Garden | Burnett, Frances Hodgson |
| 4 | The Little Prince | Saint-Exupéry, Antoine de |
| 5 | Tuck Everlasting | Babbitt, Natalie |
| 6 | Zlateh the Goat | Singer, Isaac Bashevis |
| 7 | The Great | Hamilton, Virginia. M. C. Higgins |
| 8 | The Birchbark House | Erdrich, Louise |
| 9 | Not Buddy | Curtis, Christopher Paul |
| 10 | Where the Mountain Meets the Moon | Lin, Grace |
| S. No. | Name of Book | Author |
|---|---|---|
| 1 | The Echoing Green | Blake, William |
| 2 | The New Colossus | Lazarus, Emma |
| 3 | Casey at the Bat | Thayer, Ernest Lawrence |
| 4 | A Bird Came Down the Walk | Dickinson, Emily |
| 5 | Fog | Sandburg, Carl |
| 6 | Dust of Snow | Frost, Robert |
| 7 | Little Red Riding Hood and the Wolf | Dahl, Roald |
| 8 | They Were My People | Nichols, Grace |
| 9 | Words Free As Confetti | Mora, Pat |
| S. No. | Name of Book | Author |
|---|---|---|
| 1 | The Amazing Story of the Red Planet | Berger, Melvin. Discovering Mars |
| 2 | Let’s Investigate Marvelously Meaningful Maps | Carlisle, Madelyn Wood |
| 3 | Hurricanes: Earth’s Mightiest Storms | Lauber, Patricia |
| 4 | The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It | Otfinoski, Steve |
| 5 | Toys!: Amazing Stories Behind Some Great Inventions | Wulffson, Don |
| 6 | Good Pet, Bad Pet | Schleichert, Elizabeth |
| 7 | Ancient Mound Builders | Kavash, E. Barrie |
| 8 | About Time: A First Look at Time and Clocks | Koscielniak, Bruce |
| 9 | England the Land | Banting, Erinn |
| 10 | England the Land | Banting, Erinn |
| 11 | A History of US | Hakim, Joy |
| 12 | My Librarian Is a Camel: How Books Are Brought to Children Around the World | Ruurs, Margriet |
| 13 | Horses | Simon, Seymour |
| 14 | Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea | Montgomery |
| 15 | Horses | Simon, Seymour |
| 16 | We Are the Ship: The Story of Negro League Baseball | Nelson, Kadir |
| 17 | Kenya’s Long Dry Season | Cutler, Nellie Gonzalez |
| 18 | Seeing Eye to Eye | Hall, Leslie |
| 19 | Telescopes | Ronan, Colin A |
| 20 | Underground Railroad | Buckmaster, Henrietta |
Sample Performance Tasks for Stories and Poetry
Make connections between the visual presentation of John Tenniel’s illustrations in Lewis Carroll’s Alice’s Adventures in Wonderland and the text of the story to identify how the pictures of Alice reflect specific descriptions of her in the text. [RL.4.7]
• Explain the selfish behavior by Mary and make inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text. [RL.4.1]
• Describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. [RL.5.6]
• Summarize the plot of Antoine de Saint-Exupéry’s The Little Prince and then reflect on the challenges facing the characters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. [RL.5.2]
Read Natalie Babbitt’s Tuck Everlasting and describe in-depth the idyllic setting of the story, drawing on specific details in the text, from the color of the sky to the sounds of the pond, to describe the scene. [RL.4.3]
• Compare and contrast coming-of-age stories by Christopher Paul Curtis (Bud, Not Buddy) and Louise Erdrich (The Birchbark House) by identifying similar themes and examining the stories’ approach to the topic of growing up. [RL.5.9]
• Refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and contrasting the impact and differences of those elements to a prose summary of the poem. [RL.4.5]
• Determine the meaning of the metaphor of a cat in Carl Sandburg’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s “The Echoing Green.” [RL.5.4]
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Every online tutoring session has 50 to 55 minutes of teaching time.
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