Fifth Grade Reading Standards for Informational Text: Key Ideas and Details
Essential Questions:
1. Why do readers read?
2. How do readers construct meaning?
Essential Vocabulary: inference, quote, explicitly, accurately, summary, summarize, interaction, point of view
College and Career Readiness Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.5.1 Quote accurately from text when explaining what the text says explicitly and when drawing inferences from the text.
Grade 5 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• quote accurately and
• that not all information is
Students will …
correctly from the text to
explicitly or clearly stated
• inference
explain what the text is
in text.
• draw an inference.
• quote
about.
• find and use details and
• explicitly
• use details and information
examples from the text to
• accurately
from text to support their
support their inference.
inference.
X
College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas of themes of a text and analyze their development;
summarize the key supporting details and ideas.
RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Grade 5 Enduring Understandings
Students will know…
Students will be able to…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• determine two or more
• that a summary is a brief
Students will …
main ideas and find the
description
of
the
main
• summary
most important details that
idea(s) of the text.
• determine the main idea of
• summarize
strengthen these main
the text.
• that a text can have more
ideas.
than one main idea.
• create a summary
• summarize the text in their
statement using the main
own words.
ideas and relevant details
from the text.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
(IEFA) RI.5.3: 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. Include texts by and about Montana American Indians.
Grade 5 Enduring Understandings
Students will be able to…
Students
will
know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• describe the connections
• that a point of view can
Students will …
between two or more
change over time or when
• interaction
people, events, or concepts
new information is
• use text, including by and
• point of view
in a historical, scientific, or
presented.
about Montana American
“how to” text by using the
Indians, to support their
• that not everyone shares
text to support their
answer/opinions.
the same point of view.
findings.
• think about historical
• analyze relationships or
events and tell how and
interactions between
why they are connected.
different cultures including
American Indians.
X
Adoption Date: July 22, 2013 Fifth Grade Reading Standards for Informational Text: Craft and Structure
Essential Questions:
1. How does word choice impact the overall meaning of the text?
2. How does the author’s use of structure affect the meaning of the text?
3. How does the author’s point of view and purpose shape and direct the text?
Essential Vocabulary: text features, context, morphology, comparison, contrast, structure, chronology, perspective, historical, contemporary,
firsthand account, secondhand account, primary source, secondary source
College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Grade 5 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• find the meaning of fifth
• that they are able to define
Students will …
grade domain specific
unknown words using a
• text features
vocabulary words using a
variety of strategies
• ask and answer questions
• context
variety of strategies.
including context, text
to determine the meaning
• morphology
features,
morphology,
and
of words and phrases
• access search tools to define
search tools.
related to fourth grade text.
unknown words.
• recognize words and
phrases within a text.
X
College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of texts, including how specific sentences, paragraphs,
and larger portions of the text ( e.g. a section, chapter, scene, or stanza) relate to each other and the whole.
RI.5.5: 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.
Grade 5 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• compare and contrast
• that the structure of
Students will …
different structures to
nonfiction texts vary and
• comparison
describe events, ideas, and
can be compared and
• identify structures used to
• contrast
concepts in a text or part of
contrasted.
describe events, ideas, and
• structure
a text.
concepts in a text or part of
•
that
various
perspectives
• chronology
a text.
exist.
• discuss similarities and
• perspective
differences unique to
• utilize text features to
various perspectives.
support their reading.
X Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 5 for Reading:
(IEFA)RI.5.6: Analyze multiple accounts of the same event or topic, including those of historical and contemporary American Indian events
and topics, noting important similarities and differences in the point of view they represent.
Grade 5 Enduring Understandings
Students will understand…
Students
will
know…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• that similarities and
• describe and discuss
Students will …
differences in accounts of
• historical
differing accounts of the
historical events exist.
• understand that first- and
• contemporary
same event or topic from
second-hand accounts of
•
that
differing
point
of
view
• firsthand account
differing perspectives, both
events exist.
about the same events exist.
historical and
• secondhand account
• understand that history is
contemporary, including
• primary source
made up of first- and
that of the American
• secondary source
second-hand accounts that
Indian.
are affected by point of
view.
X
Adoption Date: July 22, 2013 Fifth Grade Reading Standards for Informational Text: Integration of Knowledge and Ideas
Essential Questions:
1. How does analyzing diverse media help us to build our own knowledge?
2. How does the use of evidence impact the author’s claim?
3. How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?
Essential Vocabulary: print source, digital source, reasons, evidence, key points, text, compare, contrast, integrate
College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
RI.5.7: 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.
Grade 5 Enduring Understandings
Students will know…
Students will understand…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• use multiple sources to gain
• that vast amounts of print
Students will …
information and solve
and digital information
• print source
problems.
exist.
• explain how text features
• digital source
contribute to the meaning
• determine which digital and
• that specific strategies are
of the text.
print sources will provide the
needed to locate precise
appropriate type of
information.
• interpret information that is
information.
presented visually, orally,
or quantitatively.
• access needed information
efficiently.
X
College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support
which point(s).
Grade 5 Enduring Understandings
Students will understand…
Students will be able to…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• that authors use reasons
• identify the reasons and
Students will …
• reasons
and evidence to support
evidence that are provided in a
the points they are
text.
• find the reasons the author
• evidence
making within a text.
gives for his/her thinking.
• connect the reasons and
• key points
• that different points in a
evidence to the point which
• explain how the author
text require unique
they support.
uses evidence to support
supporting reasons and
particular points.
• explain how the reasons and
evidence.
evidence enhance the
understanding of key points.
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Grade 5 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• locate information on a
• that text varies in the types
Students will …
specific topic in multiple
and complexity of
• text
texts.
information provided.
• compare and contrast key
• compare
details from two different
• select the information that
• that information gained
• contrast
texts.
is relevant to a topic and
from multiple sources can
• integrate
integrate with other
enhance understanding.
information.
• write or speak about a topic
using information gained
from multiple sources.
X
Adoption Date: July 22, 2013 Fifth Grade Reading Standards for Informational Text: Range of Reading and Level of Text Complexity
Essential Questions:
1. How does reading add meaning to your life?
2. How do readers adapt when text becomes more complex?
Essential Vocabulary: complexity
College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently
and proficiently.
RI.5.10: 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.
Grade 5 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• read and comprehend
• that they will be presented
Students will …
grade level informational
with and be able to select
• complexity
text.
more complex text as their
• read and comprehend
reading
skills
improve.
previous grade level
informational text.
X
Adoption Date: July 22, 2013