Common Planner
K–12 Standards

Grade 5

Other New York Library sets

INQUIRY AND DESIGN THINKING1

  •  

    Connect

    1. 1

      Generates a list of key words for a research-based project with guidance1.1

  •  

    Wonder

    1. 2

      Begins to assess questions to determine which can be answered by simple facts, which cannot be answered, and which would lead to an interesting inquiry1.2

    2. 3

      Forms tentative thesis about main ideas with guidance1.3

    3. 4

      For science topics, forms hypothesis (“if. . .then” statement) that can be “tested” through research or experiment/experience1.4

  •  

    Investigate

    1. 5

      Evaluates print, video, and electronic sources (both primary and secondary) for relevance to the topic and credibility of author/ creator/publisher1.5

    2. 6

      Selects and uses an appropriate print, video, or electronic source to answer questions1.6

    3. 7

      Uses navigation tools of pre-selected websites and databases to locate relevant information1.7

    4. 8

      Evaluates information within a source for accuracy, relevance, comprehensiveness, and point of view1.8

    5. 9

      Begins to analyze multiple points of view from multiple sources to determine similarities and differences1.9

    6. 10

      Uses a variety of strategies to determine important ideas (e.g., looking at ideas featured in introduction and conclusion, analyzing information highlighted in boxes or charts, paying attention to the topic of each paragraph, noting the amount of supporting details for the topic of each paragraph)1.10

    7. 11

      Uses various notetaking strategies (e.g., outlining, underlining, bulleted lists, highlighting, graphic organizers) dependent on purpose1.11

  •  

    Construct

    1. 12

      With help, organizes notes and ideas and develops an outline, mind map, or graphic organizer1.12

    2. 13

      Forms own opinion or claim and uses evidence from texts and clear reasoning to back it up1.13

  •  

    Express

    1. 14

      Presents information clearly so that main points and supporting evidence are readily understood by audience1.14

    2. 15

      Modifies and revises own work based on feedback from teacher and peers1.15

    3. 16

      Provides a bibliography of all sources used according to model provided by teacher1.16

  •  

    Reflect

    1. 17

      Reflects on new understandings, the effectiveness of the product and presentation, and the experience of the process of inquiry1.17

    2. 18

      Identifies own strengths and sets goals for improvement1.18

  •  

    Design Thinking

    1. 19

      Engages actively in a design process to use tools, resources, and materials to test the hypothesis by creating a solution, assessing the results, modifying the solution when needed, and determining the validity of the hypothesis1.19

MULTIPLE LITERACIES2

  • 2

    MULTIPLE LITERACIES2

Identifies the author’s or narrator’s point of view and explains how it influences the portrayal of the characters and the sequence of events in the plot2.1

  • 1

    Identifies the author’s or narrator’s point of view and explains how it influences the portrayal of the characters and the sequence of events in the plot2.1

Evaluates the effect of different media elements (e.g., pace, visuals, color) on the overall impact of the media source2.2

  • 2

    Evaluates the effect of different media elements (e.g., pace, visuals, color) on the overall impact of the media source2.2

SOCIAL AND CIVIC RESPONSIBILITY3

  • 3

    SOCIAL AND CIVIC RESPONSIBILITY3

Identifies and challenges own assumptions about community issues and diverse cultures by seeking and considering multiple viewpoints and cultural perspectives3.1

  • 1

    Identifies and challenges own assumptions about community issues and diverse cultures by seeking and considering multiple viewpoints and cultural perspectives3.1

Recognizes the right to express own opinion in an appropriate manner, even when the opinion differs from the ideas of others3.2

  • 2

    Recognizes the right to express own opinion in an appropriate manner, even when the opinion differs from the ideas of others3.2

Actively solicits and listens with an open mind to the opinions and ideas of others3.3

  • 3

    Actively solicits and listens with an open mind to the opinions and ideas of others3.3

Engages in positive online behavior by dealing with cyberbullying, recognizing and avoiding stereotypes, and selecting appropriate sites only3.4

  • 4

    Engages in positive online behavior by dealing with cyberbullying, recognizing and avoiding stereotypes, and selecting appropriate sites only3.4

PERSONAL GROWTH AND AGENCY4

  • 4

    PERSONAL GROWTH AND AGENCY4

Follows personal and academic interests to pursue in-depth inquiries and build deep knowledge4.1

  • 1

    Follows personal and academic interests to pursue in-depth inquiries and build deep knowledge4.1

Sets reading and learning goals and perseveres to achieve those goals [self-management]4.2

  • 2

    Sets reading and learning goals and perseveres to achieve those goals [self-management]4.2

Reflects on own social and emotional strengths and challenges [self-awareness]4.3

  • 3

    Reflects on own social and emotional strengths and challenges [self-awareness]4.3

Exhibits effective skills in sharing knowledge gained through personal and academic pursuits4.4

  • 4

    Exhibits effective skills in sharing knowledge gained through personal and academic pursuits4.4

Frequently asked questions

What grade levels do these standards cover?
Grade 5

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