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First Aid for Fifth Graders: Links in a Letter worksheet preview

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First Aid for Fifth Graders: Links in a Letter

Read a student's letter asking for a first aid class, then sort and use linking words, phrases, and clauses like consequently and specifically.

Grade 5ELAInteractive · Printable

Aligned toW.5.1.c

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 11 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 5
Subject
ELA
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students identify words, phrases, and clauses that link an opinion to its reasons.
  • Students choose linking words such as consequently and specifically to connect reasons.
  • Students write sentences that link a reason to an opinion with a word, phrase, or clause.

How to use

Read Amara's letter aloud and pause at each linking word to ask what two ideas it connects. Then let students answer on their own and share their sentences with a partner.

Curriculum

Common Core standard covered

W.5.1.c

Link an opinion and its reasons with words, phrases, and clauses such as consequently and specifically.

Preview

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Name Date

First Aid for Fifth Graders: Links in a Letter

Connect an opinion and its reasons with linking words, phrases, and clauses.

Read the letter

Amara wrote this letter to her principal. Read it and notice how she links her reasons to her opinion.

A Letter to Principal Ruiz

1Dear Principal Ruiz,
My name is Amara, and I am in Ms. Patel's fifth-grade class. Last month, a second grader tripped on the blacktop and scraped her knee. The students around her froze because nobody knew what to do. I believe every fifth grader at Brookside Elementary should take a short first aid class. Specifically, I think our school nurse, Mr. Hadley, could teach us four lessons this spring.

2First, a first aid class would help us stay calm when someone gets hurt. Right now, many students panic at the sight of a cut or a bump. Consequently, they shout, crowd around the injured person, or run off without telling an adult. In the class, we would practice what to say and do, one step at a time. Because we would know the steps, we could think clearly instead of panicking. A calm helper can also comfort a scared younger student until an adult arrives.

3Second, we would learn simple skills that really help. For instance, Mr. Hadley could show us how to rinse a scrape with clean water and cover it with a bandage. He could also teach us to press a clean cloth on a cut to slow the bleeding. In addition, we would learn which problems are too big for us to handle, which means we would know when to get an adult or call 911 right away. These skills would be useful at school, at home, and at the park.

4Some people might say that fifth graders are too young to learn first aid. However, many of us already help younger students every day as line leaders and safety patrol members. As a result, we are used to looking out for others. The lessons would not take time away from math or reading, since our class already studies the human body during health time.

5For these reasons, I hope you will add a first aid class for fifth graders this spring. Then, the next time someone gets hurt on the blacktop, the students nearby will know how to help. Thank you for reading my letter.
Sincerely,
Amara

1.
In paragraph 1, Amara begins a sentence with the word Specifically. What does this word do?
  • A. It tells the result of what happened on the blacktop.
  • B. It gives exact details about the plan Amara just named.
  • C. It adds a second reason that supports Amara's opinion.
  • D. It shows how other people feel about Amara's idea.
2.
In paragraph 2, the word Consequently links two ideas. Which choice shows how they are linked?
  • A. Students practice the steps, so they think clearly instead of panicking.
  • B. Students run off without telling an adult, so the nurse teaches lessons.
  • C. Students crowd around the injured person, so they learn what to say.
  • D. Students panic at a cut or bump, so they shout, crowd around, or run off.

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