English Language Arts and Literacy | Grade : 5
Strand - Writing
Cluster - Research to Build and Present Knowledge
[W.5.9] - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying one or more grade 5 standards for Reading Literature or Reading Informational Text as needed.
- Analysis (Analyze)
In general, a careful examination of the parts of a whole and their relationships to one another; in language arts, a study of how words, sentences, paragraphs, stanzas, or sections of a text affect its meaning. - Evidence
Empirical data or other sources of support (e.g., mathematical proofs) for a claim; may be selected, presented, and evaluated differently by different audiences and in different subject areas according to the norms of disciplinary literacy. See Text Types and Purposes for Argument. - Grade 5 Annotated Informational Essay
- Grade 5 Annotated Research Report
- Grade 5 Unmarked Informational Essay
- Grade 5 Unmarked Research Report
- Informational text
In this document, nonfiction in narrative or non-narrative form. - Literary text
Work of fiction in narrative, dramatic, or poetic form; also literary nonfiction. - Reflection
Serious thought such as contemplation or deliberation. - Research
Systematic inquiry into a subject or problem in order to discover, verify, or revise relevant facts or principles.
[5.ESS.1.1] -
Use observations, first-hand and from various media, to argue that the Sun is a star that appears larger and brighter than other stars because it is closer to Earth. State Assessment Boundary: Other factors that affect apparent brightness (such as stellar masses, age, or stage) are not expected in state assessment.
[5.ESS.3.1] -
Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. Clarification Statement: Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities. State Assessment Boundary: Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment.
[5.PS.1.1] -
Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining unseen particles are not expected in state assessment.