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G.5 – Reading Informational Text Standards Map

This text resource illustrates the Standards Map for the Grade 5 Reading Informational Text domain in the Common Core State Standards.

Standards

  2. Common Core English Language Arts: G.5 > RI

    Reading Informational Text

  4. Common Core English Language Arts: G.5 > RI > A.1 > S.1

    Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Quote (Accuracy)
    4 - Explain (Explicit text)
    2 - Infer (Conclusions)
    2 - I can quote accurately from a text.
    4 - I can explain what the text says explicitly.
    2 - I can draw inferences from the text.
    A. Explicit explanations and inferences require exact quotes.
    A.1 How are quotes used in text explanations?
  5. Common Core English Language Arts: G.5 > RI > A.1 > S.2

    Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Determine (Main idea)
    4 - Explain (Supports)
    2 - Summarize (Text)
    3 - I can determine two or more main ideas of a text.
    4 - I can explain how the main ideas are supported by key details.
    2 - I can summarize the text.
    A. Main ideas can be supported.
    A.1 How do I recognize main ideas?
  6. Common Core English Language Arts: G.5 > RI > A.1 > S.3

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Explain (Relationships or interactions)
    2 - Base (Explanations)
    4 - I can explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text.
    2 - I can base explanations on specific information in the text.
    A. Relationships between ideas are described by specific textual information.
    A.1 How can I explain relationships or interactions within a text?
  8. Common Core English Language Arts: G.5 > RI > A.2 > S.4

    Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Determine (Meaning of general academic words)
    2 - Determine (Meaning of domain-specific words)
    2 - Determine (Meaning of phrases)
    2 - I can determine the meaning of general academic words.
    2 - I can determine the meaning of domain-specific words in a text.
    2 - I can determine the meaning of phrases in a text.
    A. General academic and domain-specific words are learned in text.
    A.1 How do I learn general academic and domain-specific words?
  9. Common Core English Language Arts: G.5 > RI > A.2 > S.5

    Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

    Content Skills Learning Targets Big Ideas Essential Questions
    Overall Structure
    3 - Compare (Overall structure)
    3 - Contrast (Overall structure)
    3 - I can compare the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
    3 - I can contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
    A. Overall structure of multiple texts can be compared and contrasted.
    A.1 How can I relate overall structure of two texts?
  10. Common Core English Language Arts: G.5 > RI > A.2 > S.6

    Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Analyze (Multiple accounts)
    2 - Note (Similarities)
    2 - Note (Differences)
    4 - I can analyze multiple accounts of the same event or topic.
    2 - I can note important similarities in the point of view the accounts represent.
    2 - I can note important differences in the point of view the accounts represent.
    A. Multiple accounts of the same event present varying points of view.
    A.1 Why do multiple accounts of the same event vary?
  11. Common Core English Language Arts: G.5 > RI > A.3

    Integration of Knowledge and Ideas

  12. Common Core English Language Arts: G.5 > RI > A.3 > S.7

    Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Draw (On information)
    2 - Demonstrate (Answer locating ability)
    1 - I can draw on information from multiple print or digital sources.
    2 - I can demonstrate the ability to locate an answer to a question quickly or to solve a problem efficiently.
    A. Multiple print and media sources allow problem solving and answers.
    A.1 How do I get information for answers?
  13. Common Core English Language Arts: G.5 > RI > A.3 > S.8

    Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

    Content Skills Learning Targets Big Ideas Essential Questions
    Particular Points
    4 - Explain (Use of reasons)
    4 - Explain (Use of evidence)
    2 - Identify (Reasons)
    2 - Identify (Evidence)
    4 - I can explain how an author uses reasons to support particular points in a text.
    4 - I can explain how an author uses evidence to support particular points in a text.
    2 - I can identify which reasons support which point(s).
    2 - I can identify which evidence supports which point(s).
    A. Certain reasons and evidence will link with certain points as support.
    A.1 How are texts organized to link evidence with supported points?
  14. Common Core English Language Arts: G.5 > RI > A.3 > S.9

    Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

    Content Skills Learning Targets Big Ideas Essential Questions
    Several Texts
    3 - Integrate (Information)
    3 - I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
    A. Integrating information from multiple texts allows knowledgeable writing or speaking.
    A.1 Why integrate information from multiple texts on like topics?
  15. Common Core English Language Arts: G.5 > RI > A.4

    Range of Reading and Level of Text Complexity

  16. Common Core English Language Arts: G.5 > RI > A.4 > S.10

    By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Read (Informational texts)
    2 - Comprehend (Informational texts)
    1 - I can read informational texts [history/social studies, science, and technical texts] at the high end of the fourth and fifth grade level.
    2 - I can comprehend informational texts [history/social studies, science, and technical texts] at the high end of the second and third grade level.
    A. Readers need to read independently and proficiently by sixth grade.
    A.1 How do I know if I can read proficiently by the end of fifth grade?

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