English Language Arts and Literacy | Grade : 5
Strand - Speaking and Listening
Cluster - Presentation of Knowledge and Ideas
[SL.5.4] - Report on a topic, text, procedure, or solution to a mathematical problem or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace and use appropriate vocabulary. (See grade 5 Language Standards 4-6 for specific expectations regarding vocabulary.)
- Main/central idea
Concept illustrated or position taken by a text as a whole, whether stated explicitly (as in a how-to guide explaining a process or an essay defending a thesis) or conveyed implicitly (as in a novel or collection of short stories illustrating a theme). - Theme
Central message or abstract concept made concrete through representation in a literary text. Like a thesis, a theme implies a subject and predicate of some kind: for instance, not just vice as a standalone word, but a proposition such as Vice seems more interesting than virtue but turns out to be destructive. Sometimes a theme is directly stated in a work, and sometimes it is revealed indirectly. A single work may have more than one theme. See Main idea, Moral.
[L.5.4] -
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
[L.5.5] -
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
[L.5.6] -
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). grade 5 Reading literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 5 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)
[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.LS.2.1] -
Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.
Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment.
[5.LS.2.2] -
Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.*
Clarification Statement: Measures or evidence of decomposition should be on qualitative descriptions or comparisons.
[5.PS.2.1] -
Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center.
State Assessment Boundary: Mathematical representations of gravitational force are not expected in state assessment.