Learning Domain: Civics
Standard: (US) Analyze how a claim on an issue attempts to balance individual rights and the common good
Learning Domain: Economics
Standard: (US) Analyze the influence of the US government?s taxation, creation of currency, and tariffs in the past or present
Learning Domain: History
Standard: (US) Explain and analyze how individuals and movements have shaped United States history (1763-1877)
Learning Domain: History
Standard: (US) Analyze and interpret historical materials from a variety of perspectives in United States history (1763-1877)
Learning Domain: History
Standard: (US) Analyze multiple causal factors to create positions on major events in United States history (1763-1877)
Learning Domain: Social Studies Skills
Standard: Analyze positions and evidence supporting an issue or an event
Learning Domain: Social Studies Skills
Standard: Create and use research questions to guide inquiry on an issue or event
Learning Domain: Social Studies Skills
Standard: Evaluate the breadth, reliability, and credibility of primary and secondary sources to determine the need for new or additional information when researching an issue or event
Learning Domain: Social Studies Skills
Standard: Engage in discussion, analyzing multiple viewpoints on public issues
Learning Domain: Social Studies Skills
Standard: Analyze multiple factors, make generalizations, and interpret sources to formulate a thesis in a paper or presentation, while observing rules related to plagiarism and copyright
Learning Domain: Social Studies Skills
Standard: Use appropriate format to cite sources within an essay, presentation, and reference page
Learning Domain: Reading for Informational Text
Standard: 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.
Learning Domain: Reading for Informational Text
Standard: 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.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Learning Domain: Reading for Informational Text
Standard: 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.
Learning Domain: Reading for Informational Text
Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
Learning Domain: Reading for Informational Text
Standard: 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.
Learning Domain: Reading for Informational Text
Standard: 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.
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Learning Domain: Reading for Informational Text
Standard: 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.
Learning Domain: Reading for Informational Text
Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").
Cluster: Range of Reading and Complexity of Text.
Standard: 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.
Cluster: Key Ideas and Details.
Standard: 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.
Cluster: Craft and Structure.
Standard: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Cluster: Integration of Knowledge and Ideas.
Standard: 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.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Research to Build and Present Knowledge.
Standard: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.