CPALMS Logo Generated on 9/18/2025 at 11:27 AM
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org/PreviewIdea/Preview/1605
Standard 1 : Key Ideas and DetailsArchived
Cluster Standards

This cluster includes the following benchmarks.

Visit the specific benchmark webpage to find related instructional resources.

  • LAFS.5.RI.1.1 : Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • LAFS.5.RI.1.2 : Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • LAFS.5.RI.1.3 : 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.
Cluster Information
Number:
LAFS.5.RI.1
Title:
Key Ideas and Details
Type:
Cluster
Subject:
English Language Arts - Archived
Grade:
5
Strand
Reading Standards for Informational Text
Cluster Access Points

This cluster includes the following Access Points.

  • LAFS.5.RI.1.AP.1a : Quote accurately from a text when explaining what the text says explicitly.
  • LAFS.5.RI.1.AP.1b : Quote accurately from a text to support inferences.
  • LAFS.5.RI.1.AP.2a : Determine the main ideas of a text.
  • LAFS.5.RI.1.AP.2b : Identify key details that support the main idea.
  • LAFS.5.RI.1.AP.2c : Summarize the text read, read aloud or presented in diverse media.
  • LAFS.5.RI.1.AP.3a : Identify the relationship between two or more individuals in a historical, scientific or technical text.
  • LAFS.5.RI.1.AP.3b : Identify the relationship between two or more events of concepts in a historical, scientific or technical text.
  • LAFS.5.RI.1.AP.3c : 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 Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Original Student Tutorial
  • Quote from Text: Learn to quote accurately from a text when answering explicit questions and when supporting inferences from the text as you complete this interactive tutorial.

Lesson Plans
  • Gr. 5 Lesson 2-Invasive Species: Students will play an interactive game depicting the interactions in a habitat and the problems that occur with exotic species introduction.

  • Gr. 5 Lesson 1-Incredible Shrinking Habitat: Students will become Florida panthers, white tailed deer, and motor vehicles in an active, tag-like game to simulate the disappearance of Everglades habitat.

  • States of Matter and Their Properties - Building the Model Lesson #3: This lesson is an introduction to some of the basic principles of computer programming. Scratch is a block language that allows for programming without writing test code by using pre-made blocks that can be connected to create more complex functionality. This is the final lesson in the Phases of Matter Unit and will allow the students to showcase their understanding of states and properties of matter in a new medium.

  • Making It Rain: This informational text resource is intended to support reading in the content area. In this lesson, students will analyze an informational text that addresses how different types of precipitation are formed. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. Options to extend the lesson are also included.

  • Calling All Student Leaders: In this lesson, students will observe a speaker and analyze a piece of informational text (an excerpt from Bill Clinton's 1993 Inaugural Address) to further develop their knowledge of summarizing, identifying central ideas and relevant details, and identifying claims and supporting reasons with evidence. Students will then play the role of the speaker and create their own writing on a topic they think would be important to kids, why they would be a good candidate for president, or how they might motivate other kids. At the lesson's end, students will present their speech to the class. A graphic organizer, student handouts, and rubrics are provided for the writing and speaking activities.

  • Beach on a Budget: In this Model Eliciting Activity, MEA, students work in teams to determine which store the client should use to buy beach equipment for a new beach rental business, after considering quality, replacement efficiency, and estimating the total price. After the students have created a proposal based on given data, a twist is added which may vary their results.

    Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

  • Air Time 3D Printing MEA: In this Model-Eliciting Activity (MEA), the students follow the engineering process to assist Worldwide Food Distribution Mission improve their food delivery device in order to deliver food to remote parts of the world.

    Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

  • A Better Understanding of “Civil Rights on a City Bus”: This lesson consists of students reading a challenging text, "Civil Rights on a City Bus," about Rosa Parks. This text requires students to determine the claims made in the article by the author and the reasons and evidence used to support them. Students will also have a chance to use context clues to define vocabulary words within the text and answer text-dependent questions. Upon completion of the reading activities, students will write a short response that provides evidence to prove each claim made by the author.

  • Wildlife Refuges: A Project on Research and Reliable Resources: In this lesson, students will conduct research on the history of wildlife refuges in Costa Rica using a variety of reliable resources. They will collect information in pairs and work collaboratively to compare the information they found on different wildlife refuges to make sure the information is reliable. They will use the information they have found to independently create a brochure to present the information with pictures, graphics, or other multimedia elements to support their details.

  • Compare and Contrast: The Great Chicago Fire: This lesson will engage students in discussions involving how two texts on the same event can be compared. Students will read one text on the Great Chicago Fire that is a primary source, and another text that is a secondary source. For the summative assessment, students will write a summary about the Great Chicago Fire that includes the central idea and relevant details from the texts, and the similarities in how each author describes the Chicago fire.

  • Not Such a Secret: Summarizing, Central Idea, and Vocabulary: In this lesson, students will be read the non-fiction article, "A Well-Kept Secret." The students will work to determine the meaning of selected vocabulary from the article and find evidence in the passage to answer a set of text-dependent questions. Students will also explain how the relevant details support the central ideas and summarize the article.

  • Human Rights and Discrimination: Analyzing how a Narrator's Point of View Influences a Story: Students will begin to learn about discrimination by analyzing how a narrator's or speaker's point of view can influence the way events are described in a story. Students will create a KWL chart, Venn diagram, and Character web, and then write an essay, all while working collaboratively to explore this important cultural issue.
  • Inventions and Innovations MEA: Inventive minds have persisted throughout history. Inventors have improved our lives with inventions created out of a desire to solve a problem or make the quality of peoples' lives better. Our president is concerned that we are not keeping up with other countries in the area of engineering and inventive thinking. Why is this? As students explore famous inventions from around the world throughout history, they will decide what the best inventions of all time are and support their opinion with strong reasons.

  • X-treme Roller Coasters: This MEA asks students to assist Ms. Joy Ride who is creating a virtual TV series about extreme roller coasters. They work together to determine which roller coaster is most extreme and should be featured in the first episode. Students are presented with research of five extreme roller coasters and they must use their math skills to convert units of measurements while learning about force and motion.

    Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

  • Wazzup Charter Schools Playground Dilemma MEA: This Model Eliciting Activity (MEA) is written at a 5th grade level. The Wazzup Charter School MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best type of surface for a playground at a charter school.

    Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

  • What’s New at the Zoo?—an Engineering Design Challenge: This Engineering Design Challenge is intended to help fifth grade students apply the concepts of plant and animal life cycles and physical characteristics, as well as animal behaviors in a compare and contrast situation. It is not intended as an initial introduction to this benchmark.

  • A "Revolutionary" Approach to Learning History: Students will research causes leading up to the Revolutionary War and their specific effects. They will use various informational text resources to research a particular central event during this time period and place key points into a cause and effect graphic organizer. Working in small groups, they will compose a reader's theatre script depicting what they gathered in their research. They will rehearse and present their reader's theatre to their classmates.

  • Informational Texts: Analyzing Relationships and Perspectives Across Multiple Texts: This lesson is an instructional routine for informational text in which teachers provide guided practice and students practice comparing perspectives from multiple texts.

    Culminating activity includes writing an expository essay to compare and contrast the journey of two travelers using evidence from multiple sources to support the response.

  • Making the Cut!: In this Model-Eliciting Activity (MEA), the general manager (GM) of a National Football League (NFL) team has to decide which injured players to going to cut (remove) from the team and which players to keep. This is a very difficult decision for the GM to make. The GM cares about the players and this decision will end the football careers of those who are cut. This happens every season, so the GM wants a system that can be used to make this decision every year. Experts in the organs of the human body and their functions are needed to create this system.

    Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Student Center Activities
Teaching Idea
  • Importance of Rules and the Bill of Rights: This web resource provides students with support in understanding the importance of having rules (laws) in society, learning how they are addressed in the U.S Constitution, and gaining an understanding of the Bill of Rights.
Text Resources
  • What Makes it Rain?: This informational text is intended to support reading in the content area. The text informs readers about how several types of precipitation are formed in the atmosphere, including rain, hail, freezing rain, and snow.

  • Why Amazonian Butterflies Hover over Yellow-Spotted Turtles: This informational text resource is intended to support reading in the content area. The text details the intriguing relationship between turtles and butterflies in the Amazon rainforest: butterflies drink the turtles' tears to get their sodium fix! The article also explores how both organisms are affected by this relationship.

  • Sleet and Freezing Rain: What's the Difference?: This informational text resource is intended to support reading in the content area. The article and graphics explain the atmospheric conditions needed to form different types of precipitation: snow, freezing rain, and sleet.

  • Your Amazing Brain: This informational text resource is intended to support reading in the content area. This National Geographic article describes the amazing attributes of the human brain, comparing its features to everyday objects like a light bulb or a computer.

  • Sea Horses and How They Use Their Heads: This informational text resource is intended to support reading in the content area. The article describes how the dwarf seahorse's head shape allows it to be a better predator.

  • Carniverous Plants Say 'Cheese': This informational text resource is intended to support reading in the content area. The article describes how, through high-speed video, scientists are able to see how bladderworts (carnivorous plants) trap small animals very quickly.

  • A Matter of Mixing: This informational text resource is intended to support reading in the content area. This article describes properties of items as hyrdophobic or hyrdophilic and how they work.

  • The Comet that Came in from the Cold: This resource is intended to support reading in the content area. The comet ISON, believed to originate from the frozen Oort cloud, has been studied in order to make predictions about its destiny – will it be destroyed by, or slung around, the sun?

  • The Water Cycle Adventure: This informational text resource is intended to support reading in the content area. The article walks the reader through the water cycle, from the point of view of a drop of water.

  • Water Cycle: This informational text resource is intended to support reading in the content area. This article discusses the steps in the water cycle.

  • Restoring a Sense of Touch: This informational text resource is intended to support reading in the content area. This text explores the possibility of creating a prosthesis (artificial limb) that can feel things.

  • The Bad Breath Defense: This informational text resource is intended to support reading in the content area. The article describes the ability of the hornworm caterpillar to defend itself against predators using its food source.

  • Caught in the Act: This informational text resource is intended to support reading in the content area. The article discusses the study of a population's ability to adapt to the environment. The section of focus is on the cichlid population in Lake Victoria.

  • Secrets of the World's Extreme Divers: This informational text resource is intended to support reading in the content area. "Secrets of the World's Extreme Divers" explores the reason sea mammals are able to hold their breath for long periods of time.

Unit/Lesson Sequences
  • The Story of Jackie Robinson: Bravest Man in Baseball: This is a fifth grade book unit on The Story of Jackie Robinson: Bravest Man in Baseball by Margaret Davidson (Lexile 760). The unit features a series of lessons titled: Distinguish Between Biography and Autobiography; Author's Opinion; Retelling a Life; Events and Effects; Text Features. The resource also includes an 18-day pacing guide, student resource packet and answer keys, and a unit assessment and answer keys.

  • The Great Gilly Hopkins 5th Grade Unit: This is a fifth grade unit on the novel The Great Gilly Hopkins by Katherine Paterson. Several concepts are explored throughout this lesson, including plot, conflict, prediction, characters, theme, and relationships. The student packet and accompanying materials provide practice with these concepts.

  • Maniac Magee 5th Grade Unit: This is a fifth grade unit on the novel Maniac Magee by Jerry Spinelli. Graphic organizers, charts, comprehension and vocabulary worksheets, and authentic collaborative activities are used to enhance interaction with the novel. Several concepts are pursued, including theme, conflict, relationships, plot, and characters.

  • 5th Grade Novel Unit: Bridge to Terabithia: In this novel unit, broken up into seven lessons, students will learn about the genre of realistic fiction, making predictions, identifying plot conflicts, analyzing character relationships, examining gender roles, determining themes, and tracking character changes through reading and discussing the novel Bridge to Terabithia by Katherine Paterson (Lexile 810).