5th Grade English

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(RI) Reading Information

ELA-05.RI

Narrative for Informational Reading Strand:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books. 

Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a biology textbook is quite different from a vacation guide. 

An important reading comprehension skill is the ability to determine the relative importance and precise meanings of words, sentences, paragraphs, sections, and chapters. Readers must be able to make sense of the meanings of words within sentences and of sentences within paragraphs. When readers grasp the main ideas, they better understand the purpose of the details—which, in turn, further strengthens their understanding of those main ideas. Readers, then, link their understanding of individual paragraphs to comprehend sections and chapters.

To feel successful across content areas students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts. Through extensive reading of biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics students gain knowledge in various informational areas as well as familiarity with various text structures and elements. 

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about the solar system?)
  • Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
  • Have your child summarize the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Bring attention to bold words, captions and  glossaries that will help locate key facts or information in a text
  • Discuss and compare the text features in different informational texts (graphics, charts, diagrams)
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-05.RI.01

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-05.RI.01 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Summarize the text.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can identify what an inference question is.
  • I can identify key words that lead me to an inference.
  • I can describe what the author tells me in the text.
  • I can identify a "right there" question.

Reasoning Targets

  • I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion ("based on what Iv'e read, it's most likely true that......").
  • I can determine what I already know about the text (background knowledge) I am reading through my own experiences.
  • I can define summary (a shortened version of the text that states the key points).

Skills (Performance) Targets

  • I can quote ("word for word" support) accurately from a text.
  • I can re-read to find answers explicitly in the text (right there answers) and answers that require an inference (answers are not stated directly in the text).
  • I can analyze an author's word and find quotes needed to support both right there questions and inferential questions.
  • I can summarize the text using the important details.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... retell the information from the text, needing prompting to provide details that support the main idea of the text.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... summarize important information including details that support the main idea of the text.
  • recognize or recall specific terminology, such as:
    • quote, inference, textual evidence/details, summarize, main idea
  • perform basic processes, such as:
    • refer to details and examples using text evidence when explaining what the text says refers to details and examples in a text when making inferences summarize the text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... quote directly from the text, using key vocabulary and referencing the specific evidence when summarizing a text at the middle fluent reading stage.
  • quote accurately using textual evidence when explaining what the text says explicitly and when drawing inferences from the text
  • summarize the text
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... use quotes and provides direct references to text evidence and vocabulary when summarizing a text at the end of the fluent reading stage.
  • demonstrate an in-depth understanding by quoting accurately when explaining what the text says explicitly and when drawing inferences from the text.

Resources

Vocabulary

  • Quote
  • Inference
  • Explicit
  • Paraphrase
  • Fact
  • Opinion
  • Key Detail
  • Evidence
  • Support
  • Quotation
  • Informational

Websites

ELA-05.RI.02

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-05.RI.02 Determine two or more main ideas of a text and explain how they are supported by key details.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can define main idea (who or what a text is mainly about).

Reasoning Targets

  • I can determine two or more main ideas of a text.
  • I can determine key details in a text and explain how they support the main idea.

Skills (Performance) Targets

  • I can state two main ideas and the details supporting each.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... identify a main idea of a text but does not provide details to support the main idea or relies on his/her background knowledge of the topic instead of specific text evidence.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... state a main idea from a text and supports it with details, although the details may not directly support the main idea.
  • recognize or recall specific terminology, such as:
    • topic, main idea, details
  • perform basic processes, such as:
    • identify the main idea of a text and explain how it is supported by key details
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... state and support two main ideas with specific text evidence from a text at the middle fluent reading stage.
  • determine two or more main ideas of a text
  • explain how the main ideas are supported by key details
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... determine a central idea of a text and explains how it is conveyed through details in a text at the end of the fluent reading stage.
  • demonstrate an in-depth understanding by noting subtle connections between two or more main ideas of a text and provide a sophisticated explanation of how they were supported by key details

Resources

Vocabulary

  • Text Structure
  • Compare/Contrast
  • Chronological
  • Cause/Effect
  • Problem/Solution
  • Description
  • Sequence
  • Signal Words

Websites

ELA-05.RI.03

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-05.RI.03 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.

Student Learning Targets:

Knowledge Targets

  • I can identify individuals, events, ideas, and/or concepts in different types of texts.

Reasoning Targets

  • I can use specific information in a text to identify and explain the relationship between two or more individuals, events, ideas, and/or concepts.
  • I can use specific information in a text to identify and explain the interactions between two or more individuals, events, ideas and/or concepts.

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Interaction
  • Individual
  • Event
  • Idea
  • Concept
  • Relationship

Websites

ELA-05.RI.04

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.RI.05

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.05 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.
GoogleDrive logoTeacher Proficiency Scale

Student Learning Targets:

Knowledge Targets

  • I can identify and explain different structures used in informational text (e.g chronology, compare/contrast, cause/effect, problem/solution).

Reasoning Targets

  • I can determine the overall structure of an informational text.
  • I can compare (determine similarities) events, ideas, concepts, ad/or information in two or more texts.
  • I can contrast (determine differences) events, ideas, concepts, and/or information in two or more texts.
  • I can analyze informational texts and determine if the structure chosen effectively relates events, ideas, concepts or information.

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... identify the overall structure of a text, portion of a text or piece of writing with prompting.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... identify key words and patterns that support the text structure in a text or portion of a text.
  • recognize or recall specific terminology, such as:
    • compare, contrast, similarities, differences, text structure
  • perform basic processes, such as:
    • identify and describe the overall structure of events, ideas, concepts or information in a text or part of a text
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... correctly identify and compare the text structure used in two different texts or pieces of writing (or two different text structures used in the same text or piece of writing.
  • compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... analyze how a particular sentence, paragraph, or chapter fits into the overall structure of a text and contributes to the development of the ideas.

Resources

Vocabulary

  • Text Structure
  • Chronological
  • Sequence
  • Cause/Effect
  • Description
  • Signal Word
  • Compare/Contrast
  • Problem/Solution

Websites

ELA-05.RI.06

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Craft and Structure

ELA-05.RI.06 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.RI.07

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RI.07 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.RI.08

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RI.08 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.RI.09

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Integration of Knowledge and Ideas

ELA-05.RI.09 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-05.RI.10

ELA Reading Informational Strand Logo 5th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Range of Reading and Level of Text Complexity

ELA-05.RI.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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complex text.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • Reading Strategy
  • Comprehend
  • LIST

Websites